Exploring the Process of L2 Demotivation: Cases From Year-One Junior High School EFL Learners in China

The present study explores the interplay between L2 selves and language learning experiences to understand L2 demotivation processes. This paper reports qualitative exploration of L2 demotivation among three year-one junior high school Chinese EFL learners. It uses the L2 Motivational Self System (L2MSS) as a theoretical framework but adds the dimension of the actual L2 self. Classroom observations, stimulated recall interviews, and semi-structured interviews were applied over one academic year to explore how learners experienced L2 demotivation in three different instructional contexts. Qualitative analysis indicated that the participants became demotivated in L2 learning, primarily affected by their interpretation of competence-related learning experiences. These experiences challenged their thinking of whether they could achieve their ought-to and ideal L2 selves, thereby shaping the L2 (de)motivation process. The findings highlight the importance of understanding how participants interpret their classroom learning experiences and how such interpretations shape their L2 selves and motivation. This study offers insights into how teaching and learning factors work together to cause L2 demotivation and provides pedagogical suggestions on overcoming the consequences of L2 demotivation in Chinese EFL classrooms and beyond.