LEARN Journal: Language Education and Acquisition Research Network Journal, Volume 12, Issue 2, July 2019 64 Demotivation in L2 classrooms: Teacher and Learner Factors Miao Yee Clare, Chong National Institute of Education, Nanyang Technological University, Singapore cmyclare@gmail.com Willy A Renandya National Institute of Education, Nanyang Technological University, Singapore willy.renandya@nie.edu.sg Qiu Rong, Ng National Institute of Education, Nanyang Technological University, Singapore qiuqiu92@gmail.com Abstract Studies on learner demotivation has attracted the attention of second language (L2) researchers and scholars worldwide in recent years. In this paper, L2 demotivation is defined as external and internal influences which can lead to the diminishing motivation to study the target language. This paper further identifies and discusses significant influences in the form of teacher- and learner-related factors that affect learner demotivation. For teacher-related influences, inappropriate teaching styles and attitudes, poor teaching quality as well as teacher demotivation have been cited by several studies as key factors of learner demotivation. Learner demotivation can also be affected by learner-related influences arising mainly from intrinsic issues such as low self-esteem or poor self-worth. Suggestions for pedagogical implications include the enhancement of teachers‘ professional development, the use of 5Ts (Teacher, Teaching Methodology, Text, Task and Test), as well as imparting students‘ coping strategies for self-regulation. Finally, we suggest that future studies on demotivation could explore less commonly applied theories and research methods and expand demotivation research to include older L2 learners. Keywords: Demotivation, L2 learning, L2 motivation Introduction L2 motivation research has been around for decades and gone through several transitions in research focus. Researchers and educators have been interested in the study of motivation and its associated factors in a bid to push the boundaries of existing literature and develop new paradigms in order to value-add to the ever-changing landscape of language teaching environments. Although most research studies focused on the enhancement and influencing of L2 learner motivation in positive ways, recent motivation scholars have started to show interest in understanding why learners lose motivation in their language learning and what can be done in such situations. As suggested by Candlin and Mercer (2001, as cited in Dörnyei & Ushioda, 2013), it is important to remember that no language acquisition or teaching can take place in a classroom that is far removed from the outside world and beyond the reach of influences that learners might bring along with them in the learning process. Hence, students might be positively or negatively impacted during the learning process and that would warrant a closer examination of such influences.