Purpose

A plethora of research highlights the pernicious effects of English language learning demotivation on students' language learning outcomes. Therefore, to prevent students' demotivation has been a challenging task for the English language teachers. To shed fresh insight into this problem, the prime purpose of the present study was to examine the possible constituents of Pakistani university students' language learning demotivation, and how they interact with the resilience and the two personality dimensions (i.e. conscientiousness and openness to experience).

Design/methodology/approach

The present quantitative research study administered a questionnaire consisting of four parts to 215 undergraduate students who were enrolled in the two public universities in Quetta, the capital city of Balochistan province of Pakistan. To analyze the data, both descriptive and inferential statistics were performed with the SPSS (version 24).

Findings

The results identified both external and internal salient demotivating factors. The external factors included classroom environment, classroom learning materials, characteristics of classes, whereas lack of language learning interest and experiences of failure were the internal factors. Additionally, the results of simple linear regressions and multiple linear regressions also revealed that resilience and the two personality dimensions influenced the English language learning demotivation.

Practical implications

The prevalence of demotivation in the language classrooms necessitates Pakistani university English language teachers to adopt motivational teaching strategies to elicit, enhance and sustain language learners' motivation. The present study also draws the attention of the university teachers to foster students' resilience, conscientiousness and openness to prevent their language learning demotivation. The findings also implicate the ministry of education of Pakistan to equip educational institutes with language learning facilities to lower the burgeoning issue of students' language learning demotivation.

Originality/value

The present study provides empirical evidence regarding the interaction of resilience and personality with demotivation in the Pakistani context and contributes to the sparse existing knowledge on this issue. Additionally, the present study also establishes the knowledge that despite experiencing demotivation, language learners can regain language learning motivation through their resilience as well as behavioral patterns (i.e. being conscientious and open).

中文翻译：

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巴基斯坦大学生的英语学习动力不足：韧性和个性重要吗？

目的

大量研究强调了英语学习消极对学生语言学习成果的有害影响。因此，防止学生的消极情绪一直是英语教师面临的一项艰巨的任务。为了对这个问题有新的认识，本研究的主要目的是检查巴基斯坦大学生语言学习消极的可能成分，以及他们如何与弹性和两个人格维度（即尽责性和开放性体验）相互作用。 .

设计/方法/方法

本定量研究对 215 名就读于巴基斯坦俾路支省首府奎达市两所公立大学的本科生进行了问卷调查，问卷由四部分组成。为了分析数据，使用 SPSS（第 24 版）进行了描述性和推理性统计。

发现

结果确定了外部和内部显着的消极因素。外部因素包括课堂环境、课堂学习材料、课堂特点，而缺乏语言学习兴趣和失败经历是内部因素。此外，简单线性回归和多元线性回归的结果还表明，弹性和两个人格维度影响了英语学习的消极动力。

实际影响

语言课堂上普遍存在的消极情绪迫使巴基斯坦大学英语教师采取激励性教学策略来激发、增强和维持语言学习者的积极性。本研究还提请大学教师注意培养学生的韧性、责任心和开放性，以防止他们的语言学习动力不足。调查结果还暗示巴基斯坦教育部为教育机构配备语言学习设施，以降低学生语言学习动力不足的新兴问题。

原创性/价值

本研究提供了关于在巴基斯坦背景下韧性和个性与消极情绪相互作用的经验证据，并有助于对该问题的现有知识稀少。此外，本研究还建立了这样的知识，即尽管经历了消极情绪，语言学习者可以通过他们的弹性和行为模式（即认真和开放）重新获得语言学习动机。