Motivation and demotivation have been important and widely discussed topics in Second Language Learning (SLA). Some even believe that raising motivation in language learners should be the first teaching target in foreign language learning. The present study aimed at investigating the demotivating factors among Iranian English as Foreign Language (EFL) learners through qualitative analyses. The participants of the present study were 15 male EFL learners studying at English language institutes in Kermanshah, Iran, and data were collected through a series of semi-structured interviews and focus group discussions. Data were analyzed through content analysis and grounded theory procedure. Based on the analyses demotivating factors were identified as quality of instruction, teacher’s personality, anxiety, peers‟ behavior, and physical environment. The relative importance of factors based on students‟ attitudes was method of instruction followed by, teacher’s personality, anxiety, peers‟ behaviors, and finally physical environment.
