Mastering English as a foreign language is an overt goal for students in Saudi Arabia. However, the actual proficiency level in English is far from satisfactory in this country irrespective of which school or university is under scrutiny. As per the findings of Education First English Proficiency Index (EF EFI, 2019), the status of Saudi Arabia was 98 ^th out of 100 non-native English-speaking countries in 2019 but improved to 83 ^rd last year, showing an upward movement of 15 positions. Many scholars have investigated the reasons behind the poor performance of EFL learners in Saudi Arabia. They found that the teaching and learning process seems to be imperfect and unsatisfactory owing to various factors ( Khan, 2011). They have the opinion that foreign language learning has the direct impact of many positive and negative factors. Among the numerous positive factors is motivation which has been at the center of investigation for a long time.

Motivation researchers focused on the role of motivation in learners’ interest enhancement in learning ( Al-Hoorie & Macintyre, 2020; Dörnyei, 2020; Reeve, 2013). However, a new concept has taken birth in recent times: the idea of demotivation in ESL/EFL acquisition which is taken as another aspect of motivation ( Falout & Maruyama, 2004; Kikuchi & Sakai, 2009). It is important to note that de-motivation has been understood, defined, investigated, and viewed in different ways. Dörnyei (2001) conceptualized these learning-detrimental factors as ‘demotivating factors’ and they are responsible for derailing the progress of EFL-learners. De-motivation, according to Trang and Baldauf (2007) is now gaining attention in the field of foreign or second language learning. Emphasizing the need for understanding demotivation, Albalawi (2017) remarks that the concept holds great significance for L2 teachers and learners. The present study examined the factors of demotivation prevalent among Saudi EFL learners. The conventional view about de-motivation is that it is signified by low motivation or a third type of motivation rather than a phenomenon in its own rights ( Trang & Baldauf, 2007). It is seen as arising out of lack of adequate motivation to accomplish a specific goal ( Alahdal & Al Ahdal, 2019; Sakai & Kikuchi, 2009; Soureshjani & Riahipour, 2012).

Lack of zest and zeal, enthusiasm, willingness, excitement, fervor are the symptoms of de-motivation as identified by researchers. It is the lack of effort, need and desire directed towards the learning process ( Aydin, 2012). It is the process of the accumulation of negative factors encaging students gradually and steadily. During the process of second language learning, students’ motivation may relate to many negative influences, about which Dörnyei and Ushioda (2011) stated, ‘learning related particular events or experiences, such as performance, anxiety, public humiliation, heavy work demands or poor test results and factors in the social learning environm ents, such as the personality and the attitude of the teacher or classroom counter-cultures and peer pressures.’ Furthermore, Dörnyei (2005) states in this regard that demotivation ultimately hinders the learning, as well as ignoring the positive learning factors.

Demotivated learners are those who were motivated in the past but owing to some negative factors they lose interest in learning. Reasons behind the loss of interest is called de-motives that are the negative counterpart of motives. But it is important to note that all negative factors cannot be labeled as de-motives. Dörnyei (2001) has mentioned three negative factors that are not taken as de-motives as they do not carry negative value. These are factors of distraction instead of reducers for motivation. For example, watching movies instead of doing home-work is not the result of demotivation. Secondly, steady loss of interest is not taken as de-motive because de-motives are the specific factors that reduce motivation. Thirdly, there are some compelling situations that prove detrimental in goal accomplishment. If a person does not join a course, simply because it is time-consuming or very costly then this will not be termed as a de-motive. So, such deliberate action cannot be termed as demotivation. Researchers admit demotivation is ‘another side of motivation’ ( Dörnyei & Ushioda, 2011; Sakai & Kikuchi, 2009).

There is a plethora of de-motives that hinder the EFL learners’ language acquisition, and these are also the root cause of demotivation. Pointing out the various factors that marginalized the performance of Saudi EFL learners, Khan (2011) mentions mother tongue interference, inadequate target language exposure, late language exposure, poor learning environments, poor learner autonomy, learners’ lifestyle, issues of discipline, punctuality, motivation, needs assessment, social pressure and status, lack of guidance and excessive freedom. Studies related to demotivating factors have brought out many demotivating factors for EFL learners in the length and breadth of the world but research into demotivation factors in the Arab world, in particular, in the Saudi Arabian context seems to be scarce ( Alyousif & Al-Suhaibani, 2021).

From the above discussion on demotivation, it is clear that knowledge of demotivating factors may prove to be a boon for EFL learners. It is worthy to note that most of the studies related to demotivation talk about university students (for example, Alyousif & Alsuhaibani, 2021). The present study is related to the students who have just graduated from high school and are enrolled in the preparatory year program (PYP) section of the department of English at university level. It is expected to be of great use to the EFL learners who will join the undergraduate courses in different universities of the Kingdom of Saudi Arabia. The participants chosen in this study are those students who could not pass the exam or dropped out due to their failure to pass the exam. The present study aims to realistically highlight the strongest demotivating factors that may help teachers and institutions in constructing healthy frameworks for motivating learners and promoting learning.

Significance, essentiality and vitality of motivation to achieve required and desired success in EFL learning has been unequivocally admitted by many researchers. Motivation is an essential factor in foreign language learning and in learners’ target-language proficiency achievement its role is crucial ( Ghadirzadeh et al., 2013; Hu, 2011; Zhang, 2007). Likewise, Broussard and Garrison (2004) considered motivation as an attribute that presupposes action or inaction of the learner. Pointing towards the value of motivation, Littlewood (1987) affirmed that “motivation is the critical force which determines whether a learner embarks on a task at all, how much energy he devotes to it and how long he preserves” (p. 53). A good amount of research exists on different aspects of motivation with varied conclusions highlighting both internal and external factors and these, in turn, can start, sustain, intensify, or discourage behaviors ( Reeve & Deci, 1996). However, as a consequence of the recent studies in L2 acquisition – a new concept known as demotivation has come to the fore which is taken as another side of motivation ( Dörnyei & Ushioda, 2011; Falout et al., 2009; Sakai & Kikuchi, 2009). However, despite of its importance, demotivation needs greater attention from researchers ( Dörnyei, 2001).

Demotivation has been defined in the Cambridge Dictionary as the “lack of interest in and enthusiasm about your work” ( Cambridge University Press, 2020). Falout and Falout (2005) believed that if motivation pushes learning for life, demotivation cuts learning short. Furthermore, Kaivanpanah and Ghasemi (2011) stated that “any failure to learn a second language may be largely due to the existence of demotivating factors on the part of learners” (p. 90). It proves to be a stumbling block in EFL students’ learning success. A great many teachers find learners demotivated in classrooms in various educational contexts ( Ghadirzadeh, et al., 2012, p.189). Demotivation has scarcely been investigated in various contexts ( Dörnyei, 2001; Falout, 2012; Falout & Maruyama, 2004; Kikuchi & Sakai, 2009; Tsuchiya, 2006). Dörnyei (2005) admitted the absence of research on demotivation, ‘… in spite of their great significance, demotivation has received very little attention either in mainstream psychology or L2 research.’

Among the important research studies conducted on the topic of demotivation are the studies of Dörnyei (1998), Zhang (2007), Kikuchi and Sakai (2009), Gorham and Millete (1997), Kim (2011), Arai (2004), Falout et al. (2009) and Tsuchiya (2006). Kikuchi and Sakai (2009) identified five demotivating factors for Japanese EFL learners namely feeble intrinsic motivation, lackluster school facilities, learning materials and contents, test scores and teachers’ methodology. Content, learning material and test score were at the top of the demotivating factors contrary to the teachers’ competency and teaching styles which were the main demotivating factors found in several earlier studies. Findings from Zhang (2007) conducted in America, Germany, China and Japan concluded that teachers’ inadequate skill and incompetence are the main demotivating factors. Moreover, shortcoming in teachers’ behavior was found as the main demotivating factor in the research work of Kim (2011) and others. Other important research on demotivation among EFL learners have been conducted by ( Arai, 2004; Dörnyei, 1998; Falout et al., 2009; Tsuchiya, 2006; Ikeno, 2002) who found that the negative attitude towards foreign language, low level of self-confidence, teaching techniques, teachers’ competence, personalities, inadequate school facilities, interference of another foreign language, attitude of group members and the compulsory nature of learning the foreign language are the important demotivating factors.

Bekleyen (2011) studied the demotivating factors for Turkish university EFL learners and concluded that the absence of latest teaching technology, course-books, unskilled teachers, and teaching techniques are the main demotivating factors. Furthermore, Kim and Kim (2015) conducted exploratory research for Korean EFL learners and in addition to a few other motivational factors, they found three crucial demotivating factors, namely: negative perceptions towards affordance, difficulties in English learning and pressures of exams. Similar research was carried out by Meshkat and Hassani (2012) to identify the demotivating factors prevalent among Iranian high school EFL learners wherein the study concluded that teaching strategies, unskilled teachers, lack of facilities, dearth of intrinsic motivation, learning context and material and test scores were the visible demotivating factors.

In addition to the above-mentioned studies that were conducted in countries other than the Arab world, here is a birds’ eye view of the significant studies that have dealt with the demotivating factors affecting Arabic EFL learners’ language learning endeavors ( Al-Khasawneh, 2017; Al-Asmari & Javid, 2011; Dhaif-Allah, 2005; Qashoa, 2006; Javid, 2010; Mohammad H. Al-khairy, 2013; Alyousif & Alsuhaibani, 2021). Qashoa (2006) carried out a study to investigate the demotivating and motivating factors for the EFL learners of UAE secondary school students. Findings of this research stated that demotivating factors for the secondary school EFL learners are related to teachers’ characteristics, teaching methods, course books, peer pressure, low level of self-confidence, social and religious points of view along with vocabulary, grammar and spelling.

Most recently, Alyousif & Alsuhaibani (2021) investigated the demotivating factors that affected Saudi high school EFL students. The findings showed that subject related and teacher related demotivating factors as the prominent demotivating factors for Saudi EFL learners. In another study of the same nature that was conducted by Al-Khairy (2013) wherein the demotivating factors affecting the Saudi undergraduates were investigated, it was found that ignorance related to the importance of English, negative attitude towards English, the use of Arabic in EFL class, course content, and lack of opportunities for speaking English were the significant demotivating factor.

On the basis of researchers’ findings on demotivation among EFL learners, it is crystal clear that it emerges from both intrinsic and extrinsic factors. Many researchers such as ( Dörnyei, 2001, 2005; Jomairi, 2011) have considered the extrinsic factors while some other researchers ( Ushioda, 2011; Kim & Seo, 2012) have emphasized the intrinsic factors. Significant findings regarding intrinsic demotivating factors are lack of self-confidence and the negative attitude of learners themselves towards EFL learning ( Ikeno, 2002). Regarding the extrinsic demotivating factors, Dörnyei (2005) identified them as external factors that have an adverse effect on learner motivation and their desire to learn or engage in the learning process.

Tsuchiya’s study (2006) highlighted nine demotivating factors comprising both intrinsic and extrinsic factors that compel negative attitudes towards the English-speaking community, negative attitude towards English itself, teachers, classes, negative group attitude, the compulsory nature of English study, reduced self-confidence, ways of learning and lack of English-speaking models. Likely, Falout and Maruyama (2004) studied the causes of demotivation in terms of high and low proficiency students and found that low proficiency learners don’t regard extrinsic factors as demotivating as the high proficiency students.

From the above discussion it is clear that most of the studies are silent on the impact of some prominent variables such as gender, culture, economic, social and age factors. The present study aims to examine the causes of demotivation arising out of the gender, social, cultural and environmental issues along with those common issues related to teachers, students, course content and facilities and experience of failure. It is a well- known fact that Saudi Arabia has a specific social-cultural background ( Al-Khairy, 2013) and here the EFL learners could not accomplish and display tangible results as expected ( Al-Khairy, 2013; Al-Jarf, 2008). So, in the present study, special attention has been paid to investigate whether the social and cultural factors play a role in aggravating demotivation among PYP EFL learners of Saudi Arabia to fill the research gap. It answers these two questions:

1.

What are the chief factors responsible for demotivation amongst the EFL/L2 learners in Saudi Arabia?

1. RQ1: What are the chief factors responsible for demotivation amongst the EFL/L2 learners in Saudi Arabia?

Table 2 presents the descriptive data of the students' attitudes towards the five demotivational factors. Table 2 shows that the chief factors are social-cultural and course instructor. Students perceived them to a high extent. They scored for socio-cultural factor M=4.06, Std= 1.18, and for course instructor M=3.67, Std=1.27. Furthermore, students’ perceived experience of failure as a moderate factor scored M=2.84, Std=1.47. The course content and facilities (M=2.57, Std=1.32), and attitude towards EFL (M=1.83, Std=1.05) were perceived as low factors that had an effect on motivation. The full dataset can be found under Underlying data ( Alqasham, 2022).

2. RQ2: Do the demotivational factors have the same effect on the Saudi EFL male and female learners?

Table 3 displays the denotational factors effects for male and female learners, parsed gender-wise. An independent sample t-test was performed to analyze the effects of demotivational factors on gender. Table 3 reveals that females scored in all the factors M=5.70, Std=1.168 whereas males’ perceptions reached M=5.70, Std=1.168. This showed that the demotivational factors have very few higher effects on female learners, but the effect is not significant statistically. The t-test was used to calculate the difference. This reached .834, P>.05.

The investigation showed that two demotivational factors impacted learners to a great degree. They are social-cultural, and course instructor (M=4.06, 3.67) respectively. Regarding the course instructor factor, lack of skill and competency in course instructors were found to be a major demotivating factor for the EFL learners in many studies. The present study also found many issues related to the teachers are the causes of demotivation. So, this study confirms the findings of much recent research (e.g., Alqasham, 2022; Arai, 2004; Zhang, 2007; Bekleyen, 2011; Kim and Seo, 2012; Evans & Tragant, 2020; Falout & Maruyama, 2004; Dörnyei & Ushioda, 2011). They reported that the social and cultural factors also have a big influence in aggravating demotivation. Furthermore, the socio-cultural factor is also found amongst the chief factors that inhibit EFL students' learning. Ushioda (1994) conducted a study at Trinity College of Dublin in Ireland to investigate the demotivating factors for EFL learners and found that the demotivating experiences were predominated by the external factors associated with the learning environment. This finding is in line with the findings of the present study which found socio-cultural factors to be a great demotivating factor. Saudi society is highly traditional, and it is deeply rooted in the Arabic language. In social gatherings, parks, banks, commercial centers, airports, festivals, banquets, marriages, business, and trade, only Arabic is used. On the contrary, in the department of English, with some rare exceptions, the language of communication is English. Most of the parents do not recognize the importance of English while the students do not use English at all. In Saudi schools, students and teachers do not communicate in English. Teaching of the language is solely for the purpose of examination. English is detached from society so when the students join ICP after completing high school and are asked to speak, listen, read, and write in English (which they have never done in the past), they are likely to fail. In most colleges, seventy to eighty percent of students fail in the intensive English learning course program.

The study found that demotivational factors have a very slight effect on female learners over male learners. However, the effect of such factors was not statistically significant. It was greater than (.005). The higher effect on female learners compared to male learners may be interpreted according to their psyche as well as to the unique experience and upbringing of females in Arabic culture. Bin-Hady and Al-Tamimi (2021) reported that due to the Yemeni heritage as a conservative society where female students are not allowed to talk with male students on social media and in some family, female students were not allowed to own a mobile phone. They are more respected and cared for in the Saudi context, therefore, the same demotivation factors affected female students more than male students. However, as the probability vale (Sig.= .834) is not significant, we cannot be certain in our claim. This finding contradicts Tavanapour and Chalak's (2019) who studied the impact of the motivational factors on sex in the Irani context for both students and teachers. The study showed that both students and teachers were demotivated alike. Furthermore, the study indicated that male learners were more affected by the demotivational factors than female learners.

From the above discussion it is clear that demotivating factors do not arise only out of the factors related to teachers, course content, passive attitude towards EFL and experience of failure, but also from the socio-cultural structure of the highly traditional Saudi society. There is a need to extend the use of English from the classrooms to society. Demotivation arises from the fact that English is not used anywhere as a language of communication in the society. It is left to the mercy of classroom teachers who are doing more harm than good by teaching in a hackneyed way. There is a need to improve both on intrinsic and extrinsic fronts. A healthy environment wherein students, parents and society realize the value of English needs to be created. To change the classroom situation, it is essential to recruit skilled and dynamic teachers. Saudi society is highly civilized, and its students do not point out the instructors’ negligence out of respect. There is a need to make the teachers realize the value of new teaching techniques. One important demotivating factor arises from the nature of the Saudi classroom. Generally, in the EFL classes in Saudi Arabia students of various proficiency levels are enrolled, but teachers do not know how to handle the mixed ability classes and, as a consequence, only highly proficient students study. So, there should be some special training for the course instructors by reputed scholars so that they can teach effectively in a class of mixed ability. Class size also should be decreased for better individual attention. Teachers are unable to redress the problems of all the students in a large class, consequently most of the students, especially the low proficiency students, fail to follow the lectures. Also, there is need to revise the course content. The topics of study should have native elements so that students may enjoy it. Proper attention should be paid on intrinsic and extrinsic factors to divorce demotivation and live with motivation. There is need to bring changes in the environment for the betterment of EFL learners. There should be extra-curricular activities in which English language and its students should be encouraged to participate. Group study should be encouraged in the classroom. Home assignment should be given on a regular basis. There should be monitoring of the EFL classes by the learned teachers and supervision by the higher authorities with appreciation, encouragement, and needful directions.