抄録
This paper examined EFL learners’ demotivation reduction through goal setting, based on the hypothesis model. Based on the previous illustrations, there are no studies that examine demotivation reduction on the basis of the proper demotivation process.
In the session, the participants learned English patterns. The session was conducted over six weeks. There were significant differences between the before and after sessions in all three goal factors, yet the difference in the two demotivators before and after the session was not significant, and the demotivator level of negative feeling toward English learning Äi0became higher. Also, it was difficult to say that the demotivator level becomes low, however high their achievement is. It was impossible that the demotivator level becomes low, however strong their feeling of achievement is. There were almost no correlations between the three goal factors and two demotivators, and none of the correlations were significant.
Based on Satake (2017, 2018) and the present study, whether there is goal setting or not, English study is strenuous, and so, demotivation always sticks with learners.
Key Words: Demotivation Reduction, Goal Setting, Educational Intervention
