@article{10.11648/j.cls.20210703.11,
  author = {Muhammad Akram and Sohail Ahmad and Ghulam Ishaq and Muhammad Javed},
  title = {The Impact of Esl Teachers’ Use of Demotivational Language on Students’ Learning: A Study of Esl Learners at Secondary Level in Pakistan},
  journal = {Communication and Linguistics Studies},
  volume = {7},
  number = {3},
  pages = {44-48},
  doi = {10.11648/j.cls.20210703.11},
  url = {https://doi.org/10.11648/j.cls.20210703.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20210703.11},
  abstract = {It is the need of the modern era to acquire English as a global language. Without learning it one cannot cope up with the rapidly developing world. For non-native, schools are the only places where one can fulfill the dream of learning any second language, especially English language. However, in non-native countries, the aspirants of English language learning face many factors that cause hindrances or make the dreams possible of acquiring it. In schools, ESL teachers are considered the key personalities who make English language learning possible or impossible for their students. If the ESL teachers will demotivate the under studies, then who will make the targeted language possible to learn for them. Obviously they will not learn with passion or quit the learning process. The main purpose of this work is to determine the impact of teachers’ use of demotivational language on students’ learning and behaviors, especially towards ESL learning. The researchers tried to investigate how much the use of the demotivational language of the ESL teachers affects the students' learning process. The quantitative design (descriptive) was adopted in which 190 students of 10th class from 20 high and higher secondary schools (for boys) of district Rahim Yar Khan were included. The questionnaire consisted of 15 MCQs having 05 options (Likert scale). After collecting the data, the researchers analyzed it in descriptive form. The findings revealed that the use of demotivational language kills the ongoing learning process and works as a barrier to the ways of success.},
 year = {2021}
}

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TY  - JOUR
T1  - The Impact of Esl Teachers’ Use of Demotivational Language on Students’ Learning: A Study of Esl Learners at Secondary Level in Pakistan
AU  - Muhammad Akram
AU  - Sohail Ahmad
AU  - Ghulam Ishaq
AU  - Muhammad Javed
Y1  - 2021/08/04
PY  - 2021
N1  - https://doi.org/10.11648/j.cls.20210703.11
DO  - 10.11648/j.cls.20210703.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 44
EP  - 48
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20210703.11
AB  - It is the need of the modern era to acquire English as a global language. Without learning it one cannot cope up with the rapidly developing world. For non-native, schools are the only places where one can fulfill the dream of learning any second language, especially English language. However, in non-native countries, the aspirants of English language learning face many factors that cause hindrances or make the dreams possible of acquiring it. In schools, ESL teachers are considered the key personalities who make English language learning possible or impossible for their students. If the ESL teachers will demotivate the under studies, then who will make the targeted language possible to learn for them. Obviously they will not learn with passion or quit the learning process. The main purpose of this work is to determine the impact of teachers’ use of demotivational language on students’ learning and behaviors, especially towards ESL learning. The researchers tried to investigate how much the use of the demotivational language of the ESL teachers affects the students' learning process. The quantitative design (descriptive) was adopted in which 190 students of 10th class from 20 high and higher secondary schools (for boys) of district Rahim Yar Khan were included. The questionnaire consisted of 15 MCQs having 05 options (Likert scale). After collecting the data, the researchers analyzed it in descriptive form. The findings revealed that the use of demotivational language kills the ongoing learning process and works as a barrier to the ways of success.
VL  - 7
IS  - 3
ER  - 

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