Investigating How Implicit Learning and Phonemic Symbols Impact EFL Pronunciation Instruction

Jonghyun Park

doi:10.61227/iltt.v1i1.179

Authors

Jonghyun Park University of Selcuk

DOI:

https://doi.org/10.61227/iltt.v1i1.179

Keywords:

Investigating, Learning and Phonemic Symbols Impact EFL, Pronunciation Instruction

Abstract

Background: Motivation is recognized as a crucial component in successful second language learning, yet demotivation remains an under-researched area despite its significant impact on ESL/EFL proficiency. While various studies have explored demotivation factors, the perspectives of non-experienced versus experienced teachers regarding sources of demotivation among EFL learners remain inadequately investigated. Objective: This study aimed to explore non-experienced and experienced EFL teachers' attitudes towards sources of demotivation among EFL learners and determine whether significant differences exist between these two groups' perspectives. Method: A qualitative research design employing semi-structured interviews was conducted. Forty English language teachers (20 non-experienced with <2 years experience, 20 experienced with >8 years experience) from guidance schools in Tehran were selected through stratified random sampling. The interview protocol was developed following rigorous validation procedures involving expert review and pilot testing. Data Collection and Analysis: Face-to-face interviews lasting approximately 15 minutes each were conducted. Data were transcribed and analyzed using content analysis with inter-coder reliability of r=.87. Frequency analysis was employed to summarize findings. Results: Five major themes emerged as sources of demotivation: (1) Method of instruction, including teachers' English proficiency and classroom management confidence; (2) Teacher's personality, encompassing friendliness and professional rapport; (3) Peers' characteristics, involving bullying and competitiveness; (4) Speaking anxiety, including fear of negative evaluation and shyness; and (5) Physical environment, relating to inadequate facilities and classroom conditions. No significant differences were found between non-experienced and experienced teachers' attitudes. Implications: The convergent perspectives of both teacher groups suggest unified approaches to addressing demotivation factors. Findings contribute to second language acquisition literature by confirming demotivation's multidimensional nature. Pedagogically, results can enhance teachers' awareness of demotivation factors, enabling them to provide better learning opportunities and implement preventive measures in EFL contexts.

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