A Study on Types of Subjective Perceptions of Demotivation in English Learning among University Staff as Adult Learners: A Q Methodological Approach

This study aims to identify types of English learning demotivation among university staff and to suggest strategies for re-motivation in response to increasing numbers of international students and the growing need for globalized administrative services in higher education. Using the Q methodology, 32 university staff members participated in Q sorting based on 40 statements and follow-up interviews. The data were analyzed using Ken-Q Analysis with principal component analysis and varimax rotation. Four types of English learning demotivation were identified: Low self-efficacy learning frustration, Absence of learning meaning due to loss of personal purpose, Abandonment of learning due to lack of time, and Loss of instrumental value due to lack of organizational compensation. The largest group perceived that English proficiency was not sufficiently recognized within the organization. Despite relatively high language ability and learning motivation, they experienced demotivation because English skills were not connected to promotion, performance evaluation, or job opportunities. These findings suggest that organizational reward structures and human resource development policies play a critical role in sustaining English learning motivation among university staff.