چکیده

Although the established literature demonstrates the usefulness of motivation in English language learning (e.g., Dörnyei & Ushioda, 2011), current one-layered quantitative studies have hardly created a robust understanding of what issues threaten Iranian English as a foreign language (EFL) learners’ motivational development. In this article we considered issues that pose potential challenges to motivation for learning English as a second language (L2) in the pedagogical context of Iran. We examined 12 experienced EFL teachers’ perspectives to reflect critically on issues that are either unresearched or under-researched from an emic theory perspective. By analyzing the participants’ perspectives, we observed that scholarly efforts should account for five main issues including a) rethinking ELT curricula, b) lack of intercultural foci in pedagogical agendas, c) teacher failure to engage learners in genuine interaction, d) school-related obstacles to language communication, d) politics and policies of teacher education programs, and e) situating locality in the context of globality. The participants urged that there is indeed a need for an integration of theory and practice in language learning and teaching, and local teacher education programs should help teachers become critically aware of learners’ changing needs in a globalizing world. Although we lack multi-methodology and multi-informant approach to examining motivational degradation, the participants’ reflective accounts may serve to seek innovative solutions to the aforementioned challenges. We end the article with suggestions for further local research into such challenges.

کليدواژه ها

Motivation, EFL Teachers, Iranian EFL Learners, Challenges, Teacher Education

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Moslem Yousefi , 1398 , Iranian EFL Learners’ Motivational Degradation: Challenging Issues , اولين کنفرانس بين المللي مطالعات زبان انگليسي