The role of teachers’ behaviour is essential for both students and learning. Generally, instructors are expected to behave appropriately and respectfully to enhance their pupils’ motivation. However, their negative attitudes toward learners could discourage them and negatively affect the progress of the learning process. In fact, researches have been conducted to examine how instructor’s behaviour can either motivate or demotivate students to learn another language. Thus, the purpose of this paper is to highlight how negativity in teachers’ behaviours such as offensiveness, improper feedback, punishment, incompetence and indolence can clearly play a significant role in causing students’ demotivation.
Aggressiveness in instructors is the first influential behaviour that has a negative effect on pupils’ motivation. Educators who behave toward their learners in a negative way can trigger their demotivation. Christophel and Gorham (1992) affirm that negative behaviours on the part of teachers are the main factor reducing motivation among almost seventy-nine percent of students (as cited in Li & Bo, 2016). In addition, Baloğlu (2009) claims that offensiveness towards learners has proved to be the ultimate bad attitude in instructors (as cited in Williams, 2012). Likewise, as stated in Bekiari and Manoli (2016), many scholars claim that pupils who have received offensive verbal behaviours from educators have less incentive to learn than those who have not been on the receiving end of such behaviour (Bekiari, 2014; Mazer & Stowe, 2015; Myers & Knox, 2000; Myers & Rocca, 2001). Likewise, Bekiari et al. (2005) also report that if instructors offend their pupils verbally, it can decrease the learners’ motivation and interest to learn. Consequently, it can also create an adverse feeling towards education and the learning process itself (as cited in Beyhan, Ektem, & Keçici, 2013). Thus, it appears that offensive educators’ behaviour can negatively affect pupils’ motivation.