There are many demotivating factors that affect learning a foreign language. The available literature indicates that researchers in the Iraqi context are more interested in investigating the motivation factors than the demotivation ones. Thus, limited research has been conducted to examine the demotivation factors and their resources in Iraq for EFL learners. Therefore, this study attempts to shed light on these factors among EFL learners and the way to reduce through by using language awareness-enhancing strategies (LAES). The study particularly aims to examine the effect of using LAES on reducing or eliminating the demotivating sources. For this reason, a quantitative quasi-experimental study was designed. A 5-week course was implemented on 100 purposefully selected participants from the department of English, College of Arts, University of Anbar. The course provided the EFL learners with strategies related to enhancing their awareness for better foreign language (FL) learning, specifically, learning English. A questionnaire was conducted on the students and statistical analysis was implemented. The results show that these LAES had little or no influence on the learners in terms of reducing these demotivating factors. Therefore, it is suggested that LAES intervention could be integrated with other pedagogical approaches to be more effective in its applicability.