Análisis sistemático de la desmotivación del inglés
Palabras clave:
Análisis, sistemático, desmotivación del inglés, factores asociados al aprendizaje del inglés.
Resumen
Este estudio realiza un análisis sistemático de la desmotivación del inglés, la cual ha cobrado relevancia en la educación, ya que el segundo idioma, actualmente se ve necesario para desarrollar habilidades conversacionales en el aula y fuera de ella. A partir de una revisión de la base de datos Scopus, se identificaron 197 documentos, de los cuales, tras aplicar la simplificación de los años, acceso abierto e idioma, se seleccionaron 16 artículos relevantes publicados entre 2015 y 2025. El enfoque metodológico adoptó un paradigma socio-crítico, con diseño cualitativo y etnográfico, sustentado en métodos teóricos (revisión documental, análisis-síntesis) y empíricos (análisis de contenido, triangulación y modelación). Los resultados evidencian un crecimiento sostenido en la producción científica desde el 2017 a 2021, alcanzando un crecimiento de alrededor de 9 a 18 documentos, con una concentración en países asiáticos (China). Esos datos dicen mucho sobre la desmotivación del inglés, el poco desinterés que presentan y las dificultades que enfrentan para aprenderlo. Se hace evidente la influencia de factores contextuales y metodológicos, así como la importancia de estrategias innovadoras como juego de roles e inclusión de una clase con una metodología nueva donde los estudiantes puedan aprender didácticamente. El análisis concluye que, aunque la investigación en la desmotivación del inglés ha avanzado de manera considerable, persisten vacíos en general a nivel mundial ya que, aunque es una problemática actual, muy poco lo investigan. Por ello, se plantea la necesidad de implementar estrategias innovadoras que promuevan la motivación extrínseca de dicho idioma.
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Abdullaeva, Licenciada en Ciencias, Çakmak, & F.,Abdullaev, D. (2025).
Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development. Language Testing in Asia, 14(1), 35. 10.1186/s40468-024-00309-w.
Ahn, S.-H. Gyemyonga; Lee, Mun Woo. (2020). English Classes in Slumber: Why Korean Students Sleep in Language Education. English Classes in Slumber Why Korean Students Sleep in Language Education, pp. 1–243. 10.1007/978-981-15-1010-6.
Aliakbari, Mohammad; Khany, Reza; & Adibpour, Maryam. (2020).
EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships. Tesol Journal, 11(1), e00461. 10.1002/tesj.461.
Dos Santos, Jardel Coutinho; & Vélez Ruiz, Mayra Carolina. (2021). Using ClassDojo to motivate kids participation in the English as Foreign Language online classes during the Covid-19 pandemic: a case study | Usando ClassDojo para motivar a participação de crianças nas aulas online de inglês durante a pandemia do Covid-19: um estudo de caso. Atoz, 10(2), pp. 58–65. 10.5380/atoz.v10i2.78711.
Eidelwein, Marina HofstätterEnviar correo a Eidelwein MH; & Mottin, Lívia PrettoEnviar correo a Mottin LP. (2021). English language at school from the point of view of students and teachers: implications on teaching and learning | A língua inglesa na escola sob o ponto de vista de alunos e professores: implicações no ensino e na aprendizagem. Brazilian English Language Teaching Journal, 12(1), e-39782. 10.15448/2178-3640.2021.1.39782.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, MP (2014).
Metodología de la investigación (6ª ed.).
México: McGraw-Hill Interamericana.
Iftanti, E., Imelda, Yunita, W. (2023). Uncovering EFL Learners’ Demotivation towards English Online Learning during the Covid-19 Pandemic in Indonesia. Studies in English Language and Education, 10(1), pp. 96–116. 10.24815/siele.v10i1.25401.
Jiang, Qiujie (2025). Revisiting Classroom Climate: Exploring the Relationship between EFL Students’ Disengagement and Demotivation. Language Related Research, 16(1), pp. 29–57. 10.29252/LRR.16.1.2.
Khan, Mohammad Owaisa; & Khan, Sakeenab. . (2024).
Influence of online versus traditional learning on EFL listening skills: A blended mode classroom perspective. Heliyon, 10(7), e28510. 10.1016/j.heliyon.2024.e28510.
Kim, Tae Young (2020). Changes in learner (de)motivation and confidence: A longitudinal analysis of an online-offline blended English program.
Journal of Asia Tefl, 17(4), pp. 1236–1251. 10.18823/asiatefl.2020.17.4.5.1236.
Kim, Tae-Young., Kim, Youngmi; Kim, Ji-Young. (2019).
Role of Resilience in (De) Motivation and Second Language Proficiency: Cases of Korean Elementary School Students. Journal of Psycholinguistic Research, 48(2), pp. 371–389. 10.1007/s10936-018-9609-0.
Li, Chilea;Zhao, Xinxinb;Pan, Ziwendo; Yi Tingd; & Qian Longmi ,F.(2024).
Towards Lessening Learners’ Aversive Emotions and Promoting Their Mental Health: Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context. International Journal of Mental Health Promotion, 26(2), pp. 161–175. 10.32604/ijmhp.2023.029896.
Lu, Tuanhuaa.; Sanitah, Mohd Yusofb; Huang, Yongliang. (2022). Role of Self-Efficacy and Resistance to Innovation on the Demotivation and Insufficient Learning Capabilities of Preservice English Normal Students in China. Frontiers in Psychology, 13, 923466. 10.3389/fpsyg.2022.923466.
Mamá, Yanhong. (2025). The Dynamics of Demotivation and Remotivation Among Chinese Students in Learning English: Insights from a Q Methodology Study. Sage Open, 15(2). 10.1177/21582440251324987.
Namaziandost, E.,Çakmak, F.,Heydarnejad, &T.,Rezai, A. (2024). The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context. Acta Psychologica, 250, 104528.10.1016/j.actpsy.2024.104528.
Namaziandost, E.,Heydarnejad, & T.,Azizi, Z. (2023). To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation. Current Psychology, 42(20), pp. 17147–17162. 10.1007/s12144-023-04676-0
Oh, Shinyu; & Kim, Tae-Young. (2022). EFL learners’ motivational and demotivational factors: An analysis of retrospective autobiographical essays and interviews. Korean Journal of English Language and Linguistics, 22, pp. 846–870. 10.15738/kjell.22..202208.84.
Quadir, Moriam (2021). EFL students’ and teachers’ perceptions of sources of students’ demotivation: A comparative study. Pasaa, 61, pp. 203–228. 10.58837/chula.pasaa.61.1.8.
Rahmati, Teymoura; & Sadeghi, Karimb. (2021).
English as a foreign language teachers' motivation: An activity theory perspective. Qualitative Report, 26(4), pp. 1084–1105. 10.46743/2160-3715/2021.4472.
Shagdarsuren, Solongo.; Batchuluun, Ulambayar; Lang, & Daniel Lindbergh. (2020).
Study of motivation types of english-majoring students and demotivating factors-in the context of national university of mongolia, erdenet school. Journal of Teaching English for Specific and Academic Purposes, 8(2), pp. 83–93. 10.22190/JTESAP2002083S.
Solhi, M. (2024). The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. Journal of Psycholinguistic Research, 53(2), 26. 10.1007/s10936-024-10071-y.
Tang, Yeyaoa; & Hu, Jifan. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13, 985859. 10.3389/fpsyg.2022.985859.
Wang, Jina; & Pan, Leib . (2022). Role of Resistance to Innovation, Lack of Intercultural Communication, and Student Interest on the Student Demotivation Results Towards the English Education System. Frontiers in Psychology, 13, 922402. 10.3389/fpsyg.2022.922402.
Wang, S.,Littlewood, W.(2021). Exploring students’ demotivation and remotivation in learning English. System, 103, 102617. 10.1016/j.system.2021.102617.
Xie, Jianlinga, Wei, Tianlana, Zhan, Yanb , Zeng, Yanb,Huang, Xiangdo, Liu, Xiab, & Gallo, Katarzyna. (2021). Learner Perceptions of Demotivators in the EFL Classroom: Conceptual Framework and Scale Development. Journal of Asia Tefl, 18(4), pp. 1302–1323. 10.18823/asiatefl.2021.18.4.14.1302.
Xie, JianlingaEnviar correo a Xie J.;Gallo, Katarzynab; & Epting, Kristieona. (2024). Root Cause Analysis of Demotivation in the EFL Classroom: The Role of Task Value in a Monolingual Culture. International Journal of Tesol Studies, 6(1), pp. 34–45. 10.58304/ijts.20240103.
Zeynali, Shiva, Pishghadam, Reza, & Hosseini Fatemi, Azar. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 101598. 10.1016/j.lmot.2019.101598.
Zhang, Shihai. (2025). AI-assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self-compassion, L2 learning experiences and academic demotivation. British Educational Research Journal. 10.1002/berj.4158.
Zhou, Wenjing, Jawing, Esther, Jawing E.Atin, Verónica Petrus, Deng, Xiaoqi, Zeng, & Sufang, Zhan, Yan.(2025). Exploring demotivating factors among EFL learners across differing levels of English proficiency in blended learning settings. Acta Psychologica, 258, 105202. 10.1016/j.actpsy.2025.105202.
Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development. Language Testing in Asia, 14(1), 35. 10.1186/s40468-024-00309-w.
Ahn, S.-H. Gyemyonga; Lee, Mun Woo. (2020). English Classes in Slumber: Why Korean Students Sleep in Language Education. English Classes in Slumber Why Korean Students Sleep in Language Education, pp. 1–243. 10.1007/978-981-15-1010-6.
Aliakbari, Mohammad; Khany, Reza; & Adibpour, Maryam. (2020).
EFL teachers’ reflective practice, job satisfaction, and school context variables: Exploring possible relationships. Tesol Journal, 11(1), e00461. 10.1002/tesj.461.
Dos Santos, Jardel Coutinho; & Vélez Ruiz, Mayra Carolina. (2021). Using ClassDojo to motivate kids participation in the English as Foreign Language online classes during the Covid-19 pandemic: a case study | Usando ClassDojo para motivar a participação de crianças nas aulas online de inglês durante a pandemia do Covid-19: um estudo de caso. Atoz, 10(2), pp. 58–65. 10.5380/atoz.v10i2.78711.
Eidelwein, Marina HofstätterEnviar correo a Eidelwein MH; & Mottin, Lívia PrettoEnviar correo a Mottin LP. (2021). English language at school from the point of view of students and teachers: implications on teaching and learning | A língua inglesa na escola sob o ponto de vista de alunos e professores: implicações no ensino e na aprendizagem. Brazilian English Language Teaching Journal, 12(1), e-39782. 10.15448/2178-3640.2021.1.39782.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, MP (2014).
Metodología de la investigación (6ª ed.).
México: McGraw-Hill Interamericana.
Iftanti, E., Imelda, Yunita, W. (2023). Uncovering EFL Learners’ Demotivation towards English Online Learning during the Covid-19 Pandemic in Indonesia. Studies in English Language and Education, 10(1), pp. 96–116. 10.24815/siele.v10i1.25401.
Jiang, Qiujie (2025). Revisiting Classroom Climate: Exploring the Relationship between EFL Students’ Disengagement and Demotivation. Language Related Research, 16(1), pp. 29–57. 10.29252/LRR.16.1.2.
Khan, Mohammad Owaisa; & Khan, Sakeenab. . (2024).
Influence of online versus traditional learning on EFL listening skills: A blended mode classroom perspective. Heliyon, 10(7), e28510. 10.1016/j.heliyon.2024.e28510.
Kim, Tae Young (2020). Changes in learner (de)motivation and confidence: A longitudinal analysis of an online-offline blended English program.
Journal of Asia Tefl, 17(4), pp. 1236–1251. 10.18823/asiatefl.2020.17.4.5.1236.
Kim, Tae-Young., Kim, Youngmi; Kim, Ji-Young. (2019).
Role of Resilience in (De) Motivation and Second Language Proficiency: Cases of Korean Elementary School Students. Journal of Psycholinguistic Research, 48(2), pp. 371–389. 10.1007/s10936-018-9609-0.
Li, Chilea;Zhao, Xinxinb;Pan, Ziwendo; Yi Tingd; & Qian Longmi ,F.(2024).
Towards Lessening Learners’ Aversive Emotions and Promoting Their Mental Health: Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context. International Journal of Mental Health Promotion, 26(2), pp. 161–175. 10.32604/ijmhp.2023.029896.
Lu, Tuanhuaa.; Sanitah, Mohd Yusofb; Huang, Yongliang. (2022). Role of Self-Efficacy and Resistance to Innovation on the Demotivation and Insufficient Learning Capabilities of Preservice English Normal Students in China. Frontiers in Psychology, 13, 923466. 10.3389/fpsyg.2022.923466.
Mamá, Yanhong. (2025). The Dynamics of Demotivation and Remotivation Among Chinese Students in Learning English: Insights from a Q Methodology Study. Sage Open, 15(2). 10.1177/21582440251324987.
Namaziandost, E.,Çakmak, F.,Heydarnejad, &T.,Rezai, A. (2024). The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context. Acta Psychologica, 250, 104528.10.1016/j.actpsy.2024.104528.
Namaziandost, E.,Heydarnejad, & T.,Azizi, Z. (2023). To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation. Current Psychology, 42(20), pp. 17147–17162. 10.1007/s12144-023-04676-0
Oh, Shinyu; & Kim, Tae-Young. (2022). EFL learners’ motivational and demotivational factors: An analysis of retrospective autobiographical essays and interviews. Korean Journal of English Language and Linguistics, 22, pp. 846–870. 10.15738/kjell.22..202208.84.
Quadir, Moriam (2021). EFL students’ and teachers’ perceptions of sources of students’ demotivation: A comparative study. Pasaa, 61, pp. 203–228. 10.58837/chula.pasaa.61.1.8.
Rahmati, Teymoura; & Sadeghi, Karimb. (2021).
English as a foreign language teachers' motivation: An activity theory perspective. Qualitative Report, 26(4), pp. 1084–1105. 10.46743/2160-3715/2021.4472.
Shagdarsuren, Solongo.; Batchuluun, Ulambayar; Lang, & Daniel Lindbergh. (2020).
Study of motivation types of english-majoring students and demotivating factors-in the context of national university of mongolia, erdenet school. Journal of Teaching English for Specific and Academic Purposes, 8(2), pp. 83–93. 10.22190/JTESAP2002083S.
Solhi, M. (2024). The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. Journal of Psycholinguistic Research, 53(2), 26. 10.1007/s10936-024-10071-y.
Tang, Yeyaoa; & Hu, Jifan. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13, 985859. 10.3389/fpsyg.2022.985859.
Wang, Jina; & Pan, Leib . (2022). Role of Resistance to Innovation, Lack of Intercultural Communication, and Student Interest on the Student Demotivation Results Towards the English Education System. Frontiers in Psychology, 13, 922402. 10.3389/fpsyg.2022.922402.
Wang, S.,Littlewood, W.(2021). Exploring students’ demotivation and remotivation in learning English. System, 103, 102617. 10.1016/j.system.2021.102617.
Xie, Jianlinga, Wei, Tianlana, Zhan, Yanb , Zeng, Yanb,Huang, Xiangdo, Liu, Xiab, & Gallo, Katarzyna. (2021). Learner Perceptions of Demotivators in the EFL Classroom: Conceptual Framework and Scale Development. Journal of Asia Tefl, 18(4), pp. 1302–1323. 10.18823/asiatefl.2021.18.4.14.1302.
Xie, JianlingaEnviar correo a Xie J.;Gallo, Katarzynab; & Epting, Kristieona. (2024). Root Cause Analysis of Demotivation in the EFL Classroom: The Role of Task Value in a Monolingual Culture. International Journal of Tesol Studies, 6(1), pp. 34–45. 10.58304/ijts.20240103.
Zeynali, Shiva, Pishghadam, Reza, & Hosseini Fatemi, Azar. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 101598. 10.1016/j.lmot.2019.101598.
Zhang, Shihai. (2025). AI-assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self-compassion, L2 learning experiences and academic demotivation. British Educational Research Journal. 10.1002/berj.4158.
Zhou, Wenjing, Jawing, Esther, Jawing E.Atin, Verónica Petrus, Deng, Xiaoqi, Zeng, & Sufang, Zhan, Yan.(2025). Exploring demotivating factors among EFL learners across differing levels of English proficiency in blended learning settings. Acta Psychologica, 258, 105202. 10.1016/j.actpsy.2025.105202.
Publicado
2025-09-24
Cómo citar
Narváez Hernández, E. J. (2025). Análisis sistemático de la desmotivación del inglés. GADE: Revista Científica, 5(3), 537-555. https://doi.org/10.63549/rg.v5i3.726
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Derechos de autor 2025 Eliana Judith Narváez Hernández
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
GADE: Revista Científica, eISSN: 2745-2891, Tel: (+57) 3143134045, E-mail: gaderevistacientifica@gmail.com
