本研究旨在探討影響大學學生英語學習的負面動機形成因素。小學英語教學推行迄今已超過十年，理應在現今的大學生身上看到成效，但結果卻非如此，許多學生英語學習成就仍顯低落，或甚至失去學習英語的動力。提升學生的學習動機為語言教師必要的教學策略之一，如何維持學生對英語學習的熱衷程度更是個困難且重要的課題。本研究主要對象為五位對英語學習具低動機或是完全無動機的大學學生，透過深度訪談來檢視可能影響其負面動機之形成因素。研究結果顯示，教師雖然在學生長久的學習過程中扮演著重要角色，但學生本身欠缺適當的學習方法與學習技巧更相對影響了學生學習成就，不僅造成了學習成果的低落，更進而失去了英語學習的興趣。其餘因素如教室設備、教材選用等因素則不若先前其他學者研究般的顯著影響學生負面動機之形成。另外，訪談結果亦發現此五位學生皆了解英語的重要性，但卻似乎無意願採取任何重啟英語學習的策略，更顯示出其英語學習經驗中負面因素所造成的影響。本研究成果期望對語言教學者提供具體的幫助，期能提升學生學習動機，不只在英語方面，也能夠延展到學習其他外國語方面。

For many students, not only in Taiwan but also around the world, English is one of the compulsory subjects from primary school to university level. However, it can be difficult to maintain students' motivation in the learning of English within such a long and tedious process. Many may lose interest and/or give up learning this international language. This study recruited five college students who had low or even no motivation regarding learning English as a foreign language, and this was aimed to identify the possible negative factors that demotivated them. Though the five students agreed that teacher-related factors were influential, they considered that learning achievements rely on one's study skills rather than depending solely on the instructor's teaching. Factors such as classroom facilities and textbooks seemed to be less significant. Interestingly, these students were aware of the necessity of English, but they were unwilling to make any efforts in studying this language. Pedagogical recommendations are also provided.