Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students

While several studies in L2 deal with motivation English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate factors that affect Saudi students learning Preparatory Year Programme (PYP) at a university. The data were collected from random sample 221 university Arts Track (103) Science (118). Quantitative qualitative using questionnaire two open-ended questions analysed SPSS content analysis. results revealed main demotivating factor affects both tracks is ‘experience failure test score’. In addition, there was no significant difference between on pertinent such as: 'experiences scores', 'class environment', 'learning materials.' However, related 'teachers' competence teaching styles', 'characteristics classroom' students' 'lack interest' factors. study's findings may have broader implications because they suggest teachers can significantly impact intrinsic as motivate low-performing those who failed. It also suggests should dissuade comparing themselves their classmates, avoid making comparisons among students, use more communicative methods. pre-service in-service EFL instructors be better prepared identify primary sources provide solutions improve environment.