EFL learning among motivated and demotivated Iranian seminary students


  • Ahmad Molavi Azad University, Khorasgan Branch
  • Reza Biria Azad University, Khorasgan Branch




motivación, desmotivación, inglés como lengua extranjera, estudiantes del seminario, Irán.


Demotivation is a relatively new issue in the field of second/foreign Language (L2) learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. In the present study, an attempt has been made to distinguish the significant difference between EFL achievement of the motivated and demotivated Iranian seminary students. Fifty Iranian EFL seminary students were investigated using three validated questionnaires and tests. In the first stage 50 participants from among Iranian Islamic seminary students in Isfahan, Iran were selected through simple random sampling by the application of Oxford Placement Test (OPT, Allan, 1992) in order to select intermediate homogenous students. In the next stage, the modified version of Gardner’s Attitude/Motivation Test Battery (AMTB) questionnaire was applied to understand which students were motivated and which ones were not. Finally a general English proficiency test, namely, Interchange Objective Placement Test (IOPT) was administered to check the students’ English proficiency. It was found that demotivation definitely affects EFL learning. The results of the t-test, which was run between the means of the IOPT (English proficiency), for the two groups also show that those students whose AMTB score was higher also scored higher in the proficiency test. Accordingly, devising skills to motivate students to the greatest extent should be seen as central to teaching effectiveness and English language teachers and policy makers should try to find out different strategies in this regard.


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Author Biographies

Ahmad Molavi, Azad University, Khorasgan Branch

Ahmad Molavi is a Ph. D. student of TEFL at the Islamic Azad University, Khorasgan Branch (Isfahan, Iran). He is currently teaching in Azad Universities and the Islamic Propagation Office in Isfahan, Iran. His research interests include teaching methodology and second language acquisition (SLA), as well as psycholinguistics and sociolinguistics.

Reza Biria, Azad University, Khorasgan Branch

Reza Biria is a faculty member (assistant professor) in the English Language Teaching Department, Islamic Azad University, Khorasgan Branch (Isfahan, Iran). He holds a Ph. D. in applied linguistics. Dr. Biria’s interests are language testing, research methodology, linguistics, and teaching methodology. The author of numerous articles and books, he has also participated in various seminars and conferences and is an experienced professor of English.


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How to Cite

Molavi, A., & Biria, R. (2013). EFL learning among motivated and demotivated Iranian seminary students. Latin American Journal of Content &Amp; Language Integrated Learning, 6(1), 55–66. https://doi.org/10.5294/laclil.2013.6.1.4