Taking 270 international students from a university in Yunnan Province as the research subjects, this study compared the dynamic development of their demotivation during the transition from online to offline Chinese learning, and conducted statistical analysis on the survey data using SPSS 27.0. The research found that the main influencing factors of demotivation in online teaching mode are consistent with those after transitioning to offline teaching mode; both are mainly affected by four factors: classroom factors, teacher factors, curriculum factors, and self-related factors. However, there are differences in the degree of influence. There is a strong correlation among the four factors, though differences exist within different teaching modes. The study also found that different teaching modes have significant differences in the influencing factors for demotivated learners with different language proficiencies. Finally, suggestions are proposed to alleviate the phenomenon of demotivation by targeting the most prominent problems among the influencing factors.