Systematic analysis of demotivation from English

Abstract

This study conducts a systematic analysis of demotivation in English language learning, a topic that has gained relevance in education, given that the ability to speak a second language is now considered essential for developing conversational skills both in and out of the classroom. Based on a review of the Scopus database, 197 documents were identified. After applying filters based on publication year, open access status, and language, 16 relevant articles published between 2015 and 2021 were selected. The methodological approach adopted a socio-critical paradigm, with a qualitative and ethnographic design, supported by theoretical methods (literature review, analysis-synthesis) and empirical methods (content analysis, triangulation, and modeling). The results show a steady growth in scientific publications on this topic from 2017 to 2021, increasing from approximately 9 to 18 articles, with a concentration of research in Asian countries (particularly China). This data reveals much about the demotivation surrounding English language learning, the lack of interest students often shows, and the difficulties they face in learning the language. The influence of contextual and methodological factors is evident, as is the importance of innovative strategies such as role-playing and incorporating new teaching methodologies that allow students to learn in a more engaging way. The analysis concludes that, although research on demotivation in English language learning has made considerable progress, gaps in knowledge persist globally. While this is a current issue, very little research is being conducted on it. Therefore, the need to implement innovative strategies that promote extrinsic motivation for learning English is highlighted.