This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when both groups experienced their first visible decline, and Grade 12, when the remotivation group experienced a dramatic recovery while the demotivation group underwent a sharper decline. Qualitative analysis identified demotivating factors across multiple ecological levels, with internal factors (particularly experiences of failure) predominating, followed by microsystemic factors (teacher-related issues), exosystemic factors (curriculum demands), and macrosystemic influences (examination-oriented education). Remotivating factors similarly spanned ecological systems, with the necessity of English (macrosystem), experiences of success (internal), and the internalized ought-to second language (L2) self (internal) being most prevalent, supported by increasing effort and social support networks. This study illustrated how learner interpretation mediates the impact of ecological factors on motivation. Pedagogically, the findings suggest the importance of contextually feasible support mechanisms, such as structured peer mentoring during critical transitional periods and the incorporation of low-stakes formative assessments to buffer against demotivation within examination-oriented environments.
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