The Motivation and Demotivation of Thai EFL Learners in Online Learning during Post-pandemic
แรงจูงใจและแรงจูงใจที่ลดลงของผู้เรียนภาษาอังกฤษในฐานะภาษาต่างประเทศชาวไทยที่เรียนออนไลน์ในยุคหลังการเกิดโรคระบาด
Keywords:
online learning, motivation, demotivation, post-pandemic education, Thai EFLAbstract
This study investigates the impact of online learning on motivation and demotivation among Thai EFL learners at a university level during the post-pandemic era. The study addresses three core objectives: (1) determining whether online learning motivated or demotivated learners, (2) identifying factors influencing these outcomes, and (3) exploring students’ perspectives on future online education. Employing a mixed-methods design, the research integrated quantitative data from 149 undergraduate students via an online questionnaire and qualitative insights from semi-structured interviews with seven participants. Results revealed moderate levels of both motivation (M = 3.54) and demotivation (M = 2.83), with motivation slightly prevailing. Key motivators included subject-related factors such as engaging class activities and diverse materials (M = 3.71, S.D. = 0.96) and teacher-related factors like supportive attitudes and innovative pedagogy (M = 3.67, S.D. = 1.02). Conversely, home environment challenges—unstable internet, limited interaction, and distractions—emerged as primary demotivators (M = 3.33, S.D. = 1.16). Qualitative findings highlighted students’ preference for blended learning models, valuing onsite interaction for skill development and online flexibility for autonomy. The study underscores the duality of online learning: while technological and pedagogical adaptability sustains engagement, socio-environmental barriers and isolation hinder holistic language acquisition. Recommendations include institutional investments in teacher training, equitable technological access, and culturally responsive curricula. By advocating for hybrid frameworks that balance flexibility with interpersonal engagement, this research contributes to post-pandemic pedagogical strategies, emphasizing the need to align digital education with Thailand’s collectivist values and global competencies.
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