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Recently, demotivation has attracted researchers’ attention in the field of second language (SL) and foreign language (FL) learning. Therefore, many studies from different educational contexts have been conducted to explore what factors influence ESL/EFL learners’ demotivation. The present mixed-methods study aims to explore EFL learning demotivating factors, their major sources, and possible effect of gender on these factors. In so doing, quantitative and qualitative data were collected from Fifty-seven Kurdish learners of English (26 females and 31 male) through questionnaires and online written interviews. The results revealed some possible factors and their sources of the learners’ demotivation and showed that gender difference was effective for one factor, but not for the others. Finally, some pedagogical implications and possible solutions were presented.