نشریه بین المللی مطالعات زبان ، ادبیات ، فرهنگ و تاریخ 4 4 Constructing the demotivation discourse among Iranian university students learning English: Constructing the demotivation discourse among Iranian university students learning English: 53 58 10.22051/jera.2021.31891.2698 FA pejman Department of English, Islamic Azad University ,Malayer branch , Iran 2024 08 21 Examining how foreign language learners’ discourse influences their demotivation is a burgeoning field of study. This research investigated the discursive portrayal of demotivation among four Iranian English as a Foreign Language (EFL) learners—two males and two females—at Hamedan University, Iran. Utilizing Fairclough’s (2003) critical discourse analysis framework, the study uncovered demotivation as a nuanced, multi-dimensional construct that evolves dynamically through discourse, shaped by the interplay between individual and societal contexts. Moreover, the findings highlighted the intricate interplay of learners’ interpersonal relationships, their aspirations, and various socio-cultural and political factors in the construction of demotivation. Examining how foreign language learners’ discourse influences their demotivation is a burgeoning field of study. This research investigated the discursive portrayal of demotivation among four Iranian English as a Foreign Language (EFL) learners—two males and two females—at Hamedan University, Iran. Utilizing Fairclough’s (2003) critical discourse analysis framework, the study uncovered demotivation as a nuanced, multi-dimensional construct that evolves dynamically through discourse, shaped by the interplay between individual and societal contexts. Moreover, the findings highlighted the intricate interplay of learners’ interpersonal relationships, their aspirations, and various socio-cultural and political factors in the construction of demotivation. /downloadfilepdf/799370