Journal of Social Sciences 8 (2): 189-195, 2012 ISSN 1549-3652 © 2012 Science Publications Corresponding Author: Reyhaneh Ghadirzadeh, Department of English Language, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran 189 Demotivating Factors for English Language Learning Among University Students 1 Reyhaneh Ghadirzadeh, 1 Fariba Pourabolfathe Hashtroudi and 2 Omid Shokri 1 Department of English Language, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran 2 Department of Education and Psychology, Faculty of Humanities, Shahid Beheshti University, Tehran, Iran Abstract: Problem statement: Demotivation is a relatively new issue in the field of second/foreign Language (L2) learning motivation. Recognizing and removing barriers can have a marked effect on motivation and attention to learning in general and ESL/EFL learning in particular. Demotivating factors are essential factors which negatively influence the learner’s attitudes and behaviors and hence lead to undesired learning outcomes. The purpose of the present study was to analyze the effective factors on demotivation for English language learning among a group of Iranian university students. Approach: To begin, 260 university students (150 males and 110 females) were selected through the multi-stage sampling method. Students completed the Persian version of the Demotivation Questionnaire for English Language Learning (DQELL). The principal component analysis was used to compute the DQELL’s factorial validity and the multivariate analysis of variance was performed to compare more motivated and less motivated learners based on demotivation factors. Results: Through the principal axis factor analysis, five demotivation factors were extracted: (a) lack of perceived individual competence, (b) lack of intrinsic motivation, (c) inappropriate characteristics of teachers’ teaching methods and course contents, (d) inadequate university facilities and (e) focus on difficult grammar. The results of multivariate analysis of variance showed statistically significant differences between the two groups for two factors (lack of perceived individual competence and lack of intrinsic motivation) while there were no statistically significant differences for the other three demotivating factors (inappropriate characteristics of teachers’ teaching methods and course contents, inadequate university facilities and focus on difficult grammar). Conclusion: These findings suggest that internal forces cannot be ignored as demotivating factors when studying them among Iranian students. Key words: Demotivation, learning motivation, language learning, Classic Test Theory (CTT), Multivariate Analysis of Variance (MANOVA) INTRODUCTION Different experimental evidences have shown that some English language learners lose their interest and motivation during the English language learning process (Falout and Maruyama, 2004; Ayako, 2004; Kikuchi and Sakai, 2009; Dornyei and Murphey, 2003; Falout et al., 2009). According to Dornyei (2001a), demotivation refers to the specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action. Undoubtedly, studying the concept of demotivation will be of great importance for not only researchers but many teachers who see their learners becoming demotivated in their daily classrooms in different educational levels. Researchers may be curious about this issue because examining the cause of the demotivation lends support in understanding theories on motivation. And, teachers may want to understand the possible cause of their students’ demotivation in order to try to avoid being the cause of demotivation. Many researchers in the L2 learning field, however, have only started to study on this topic fairly recently. However, some interested in studying the possible causes of demotivation among English language learners have focused on the important role of internal factors such as lack of self-confidence and negative