INTRODUCTION
Rationale
In today's global landscape, English serves as a crucial tool for international communication, significantly impacting various sectors including science, technology, education, economy, politics, and culture Its importance in societal development is undeniable, as millions worldwide are actively learning and using English in their academic and professional pursuits.
Listening, speaking, reading, and writing are the four essential language skills taught in English classes, with reading being the most critical for English as a second language (Carrell, 1981) Eskey (1970) emphasized that the ability to read efficiently and comprehend written language is often prioritized over oral skills The goal of teaching English is to equip students with the linguistic foundation necessary to engage with and transfer scientific and technological advancements from other nations, thereby contributing to their own country's progress This need has led to the development of English for Specific Purposes (ESP), which enables students to effectively read and understand materials pertinent to their specific fields.
Teaching and learning English for Specific Purposes (ESP) at the College of Artillery Officers' Training presents significant challenges due to the diverse backgrounds and varying abilities of military cadets Instructors struggle to implement effective teaching methods, compounded by the complexity of the ESP textbooks, which contain confusing military terminology Additionally, the restriction on internet access limits the cadets' ability to seek external support, making it reliant on classroom instruction This combination of factors contributes to a lack of motivation among cadets to engage with ESP effectively.
Having been a teacher of ESP, I've always been interested in how to help my cadets gain the knowledge they need in their specific field of English In
To effectively teach English for Specific Purposes (ESP) to cadets, I have dedicated myself to studying the language and various teaching methods This effort has led to some success in my teaching endeavors; however, I still face challenges that my colleagues also encounter To address these difficulties, it is essential to first identify the demotivating factors that hinder learning in ESP.
I decided to conduct a study named "Factors Causing Demotivation in Learning
This article examines the English for Specific Purposes (ESP) program at the College of Artillery Officers' Training, focusing on the current challenges faced by cadets in their English learning journey By analyzing the existing conditions and needs, the aim is to provide actionable recommendations that will enhance the learning experience for both cadets and lecturers.
Aims of the study
The study aims to enhance cadets' learning outcomes in English for Specific Purposes (ESP) by identifying the factors that demotivate them at the College of Artillery Officers' Training.
Research questions
To fully achieve the aim, the study should answer the following question: What factors demotivate the cadets in learning ESP at the College of Artillery Officers' Training?
Scope of the study
This study focuses on the factors that demotivate cadets in learning English for Specific Purposes (ESP) at the College of Artillery Officers' Training It involves data collected from 150 second-year cadets (the sixtieth course) majoring in artillery firing, utilizing survey questionnaires and interviews for comprehensive insights.
Significance of the study
The findings of this study are expected to provide significant contributions at both theoretical and practical levels
Theoretically, the proposed study will benefit and partly help future researchers specializing in ESP and demotivation with meaningful insights from
The research findings will enhance the existing literature on demotivation in English for Specific Purposes (ESP) within military school settings This study aims to reinforce the understanding that factors contributing to demotivation can adversely impact cadets' learning experiences.
This groundbreaking study is the first to explore demotivation in English for Specific Purposes (ESP) at the College of Artillery Officers' Training It offers practical solutions for cadets to combat their demotivation in ESP classes Additionally, the findings will enhance ESP lecturers' understanding of their cadets, enabling them to implement effective changes in their teaching methods Ultimately, this research aims to boost cadet motivation and improve academic outcomes in ESP courses.
Research methods
In seeking answers to the research questions, both qualitative and quantitative methods were exploited in this case study The data were collected via interviews and survey questionnaires.
Structure of the study
In addition to the references and appendices, the thesis is composed of five chapters:
LITERATURE REVIEW
The concepts
"To demotivate" means to reduce someone's enthusiasm for a task, leading them to either avoid it or approach it with minimal effort, as noted by the Cambridge English Dictionary (2009) This lack of motivation often stems from perceiving few benefits or values in the activity at hand.
Demotivation, as defined by Deci and Ryan (1985), refers to a decline in motivation stemming from feelings of incompetence and powerlessness when facing a task Vallerand (1997) identified four key sources of demotivation that contribute to this phenomenon.
- Learners believe that they lack the merit and ability to accomplish a special activity
- Learners think that the strategies of learning are ineffective
- Learners come to the conclusion that the effort and the energy needed or the intended result is too much
- Learners start feeling that their attempts are not responding and enough regarding the special task to be accomplished
Demotivation, as defined by Dürnyei (2001), refers to external forces that diminish an individual's motivation for a particular behavior or action It represents the negative counterpart of motivation, where a demotivated learner has lost interest for various reasons Factors contributing to this loss of interest can include ineffective teaching or unengaging materials However, some researchers, such as Sakai and Kikuchi (2009), argue that Dürnyei's definition is too narrow, as it focuses solely on external factors, while acknowledging that Dürnyei himself recognized the importance of internal influences on motivation.
Confidence reduction and negative attitudes significantly impact the learning process, serving as key demotivating factors Researchers have expanded Dörnyei's definition of demotivation to encompass both external and internal influences that hinder motivation during learning Various sources contribute to a decline in interest or enjoyment in learning, including ineffective teaching methods, the learners' own attitudes, and unfavorable learning conditions such as inadequate physical environments and unsuitable textbooks.
English for Specific Purposes (ESP) is an integral part of foreign language curricula in universities across 32 countries, as noted by Hutchinson (1987) This specialized form of English is designed to meet the linguistic needs of professionals in various fields, facilitating effective communication in specific job contexts.
Strevens (1988) defined ESP by identifying its absolute and variable characteristics His definition makes a distinction between four absolute and two variable characteristics:
ESP consists of English language teaching, which is:
designed to meet the specified needs of the learner;
related in content (i.e in its themes and topics) to particular disciplines, occupations and activities;
centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse;
in contrast to General English
ESP may be, but is not necessarily:
restricted as to the language skills to be learned (e.g reading only);
not taught according to any pre-ordained methodology (pp.1-2)
Despite being widely utilized for over thirty years, the meaning of English for Specific Purposes (ESP) has sparked significant debate in recent years, as highlighted by Anthony (1997).
A decade later, theorists Dudley-Evans and John (1998) revised Strevens' original definition of English for Specific Purposes (ESP) during a conference in Japan Their updated definition reflects a new understanding of ESP, highlighting its evolution in the field.
- ESP is defined to meet specific needs of the learner;
- ESP makes use of the underlying methodology and activities of the discipline it serves;
- ESP is centered on language (grammar, lexis, register), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology from that of general English;
- ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level;
- ESP is generally designed for intermediate or advanced students;
- Most ESP courses assume some basic knowledge of the language system, but it can be used by beginners (pp 4-5)
Dudley-Evans and John have revised the definition of English for Specific Purposes (ESP) by eliminating the rigid distinction between ESP and General English, introducing a range of variable characteristics instead They emphasize that ESP does not have to be tied to a particular discipline and is predominantly aimed at adult learners, although it can also be applicable to young adults in secondary education.
David Carter (1983) identifies three types of ESP:
- English for Academic and Occupational Purposes
Restricted language, exemplified by the communication used by air traffic controllers and waitstaff, is characterized by its limited and situationally determined vocabulary According to Mackay and Mountford (1978), while the language of international air traffic control can be considered "special," it does not qualify as a full language This distinction is similar to that of a tourist phrase book, which lacks the comprehensive structure of grammar Understanding restricted language involves recognizing its specific, contextual usage rather than viewing it as a complete linguistic system.
‘language’ would not allow the speaker to communicate effectively in novel situation, or in contexts outside the vocational environment (pp 4-5)”
According to Carter (1983), the second type of English for Specific Purposes (ESP) is English for Academic and Occupational Purposes Hutchinson and Waters (1987) categorize ESP into three main branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each branch is further subdivided into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), illustrating the diverse applications of ESP in various fields For instance, an example of EOP within the EST branch highlights the practical relevance of specialized English in professional contexts.
‘English for Technicians’ whereas an example of EAP for the EST branch is
Hutchinson and Waters (1987) highlight the blurred lines between English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), noting that individuals often work and study simultaneously, and language acquired in an academic setting can later be applied in a job context This perspective aligns with Carter's view of categorizing both EAP and EOP as part of the same branch of English for Specific Purposes (ESP), suggesting that their ultimate goal—employment—is shared However, despite this common objective, the methods employed to achieve it differ significantly.
Carter (1983) identifies English with specific topics as the third and final type of English for Specific Purposes (ESP), where the focus shifts from purpose to topic This type addresses the future English needs of professionals, such as scientists, who require proficiency for postgraduate studies, conference participation, or work in international institutions However, it can be argued that this is not a distinct category of ESP but rather an essential element of ESP courses that emphasize situational language This situational language is derived from needs analysis, reflecting the authentic language used in relevant workplace environments.
The current teaching and learning ESP in Vietnam
Vietnam is undergoing significant transformation and actively integrating into the global economy, making the teaching and learning of English a priority for both the government and society Numerous seminars and reforms have been implemented across various educational levels, focusing on enhancing curriculum content, innovating teaching methods, retraining lecturers, improving teaching materials, and reforming assessment methods to align with international standards However, these initiatives have not fully addressed the demands of a rapidly changing society As a result, there is a pressing need to re-evaluate and refine the approach to teaching English at the university level, particularly in the context of English for Specific Purposes.
2.2.1 The current situation of teaching ESP in Vietnamese universities
As the demand for English for Specific Purposes (ESP) among students in Vietnam rises, universities are enhancing the quality of ESP instruction to align with international standards This focus on ESP is integral to the broader objective of developing the four essential language skills—listening, speaking, reading, and writing—providing students with a solid foundation in General English (GE).
English for Specific Purposes (ESP) is designed to meet the unique language and communication needs of learners in specific professional fields ESP instructors blend expertise from both the English department and the specialized faculties relevant to their students' studies Consequently, these lecturers have embraced innovative teaching methods that enable students to grasp grammatical structures and specialized vocabulary, while also applying them effectively in professional communication.
Since the 1950s, the teaching of English for Specific Purposes (ESP) in developed countries has evolved significantly, marked by various developmental phases and approaches tailored to specific fields Notable textbooks such as "English for Banking and Finance," "English for Economics," "Be My Guest," "English for Tourism," and "English for Accounting" have been designed to meet the needs of students in their respective majors, reflecting the diverse applications of English in professional contexts.
The primary challenge in English for Specific Purposes (ESP) teaching is to enhance students' communication skills relevant to their fields of study It is essential to integrate ESP knowledge with the development of these skills within the training program While students have acquired foundational English and specialized knowledge in their native language, many ESP instructors have observed through annual exams and interviews that students' basic communication abilities remain inadequate This highlights significant shortcomings in the current ESP teaching methods at Vietnamese universities.
A 2006 field survey by the American National Academy of Sciences highlighted concerns regarding the teaching and learning methods in Vietnamese universities, noting that they are characterized by ineffective approaches and an overemphasis on rote memorization.
Many universities heavily rely on presentations and rote memorization, leading to passive learning and minimal interaction between students and faculty This approach results in superficial understanding rather than in-depth analysis and synthesis of knowledge Additionally, most institutions offer limited English for Specific Purposes (ESP) courses, typically just 2 credits (30 periods), with only a few majors like economics or tourism offering more This limited duration makes it challenging for lecturers to cover all necessary material effectively Furthermore, ESP classes often lack adequate facilities, such as specialized rooms and essential equipment like projectors, which are crucial for engaging lessons and helping students grasp complex concepts.
2.2.2 The current situation of learning ESP in Vietnamese universities
Educational research in Vietnam indicates that students begin learning English in high school and continue through higher education, accumulating over ten years of study As foreign investment increases in the country, the demand for English proficiency, particularly in English for Specific Purposes (ESP), has risen significantly, especially for technical positions Many students are now proactively studying ESP and utilizing resources to enhance their skills With a solid foundation in general English from high school, students today have greater access to ESP, aided further by advancements in digital technology.
11 important contribution for students to improving their English for specific purposes level with many shared documents at home and abroad (Cái Ngọc Duy Anh & Đỗ Thị Xuân Dung, 2010)
Despite English being a mandatory subject in high schools, many university students still exhibit poor proficiency in the language This discrepancy highlights that the foreign language knowledge acquired during high school does not align with the time spent studying Alarmingly, students' language skills, particularly in listening and speaking, remain inadequate, with most struggling to comprehend spoken English Additionally, students from rural, remote, and mountainous regions of the North often receive minimal English instruction, while others may lack foundational knowledge due to studying alternative languages like French or Chinese during high school.
The ESP program is integrated into the curriculum following the general English course, allowing students to leverage their recent knowledge, which enhances their learning momentum However, students often face challenges due to their limited general English proficiency and weak communication skills The rapid pace of learning, extensive content, varying student qualifications, and regional differences complicate the teaching and learning of ESP for both students and instructors Furthermore, students typically lack foundational professional knowledge in Vietnamese, making the transition to learning ESP, which is often presented entirely in English, particularly challenging.
Demotivating factors in learning ESP
According to Nick Winter, author of “The Motivation Hacker”,
Motivation is the driving force behind our actions, from simple tasks like drinking water to more complex activities such as reading for knowledge According to Howard (2005), motivation can be categorized into intrinsic and extrinsic types, involving the processes of arousing, maintaining, and controlling interest Understanding motivation is crucial in exploring learner psychology and behavior, especially in language learning, where various theories have emerged over the past four decades While some theories are more robust than others, each contributes valuable insights Ultimately, motivation is essential for learning a second language, as it encourages students to recognize their cultural and educational needs, with educators playing a vital role in inspiring and guiding their achievements rather than coercing them.
ESP lecturers often face challenges in teaching due to their need to acquire subject expertise Despite some collaboration between English and specialized teachers, obstacles remain in effectively delivering lesson content Many lecturers lack training in these specialized areas, leading to passivity and a lack of confidence when presenting specialized material to students.
Several factors can lead to a decrease in motivation for learning, causing individuals to lose interest in studying and working While unmotivated learners may have previously received encouragement, external circumstances can diminish their drive Distractions and alternative choices often contribute to this decline; for instance, a student might opt to stay home and play games instead of attending school Understanding the roots of demotivation is crucial for addressing these challenges effectively.
13 as a process of reducing or weakening a learner’s interest and motivation and involves both internal and external factors
According to Harmer (2001) the four factors that can be inauspicious to the learners’ motivation are the following:
- Physical conditions, which mean the premises where classes take place
Lithuanian schools and universities generally maintain good hygiene standards, and classrooms that are equipped with IT devices and internet access enhance the learning environment, significantly boosting student motivation.
The method of teaching significantly influences student motivation, as engaging instructional techniques can enhance interest and enthusiasm for learning Conversely, when students find a teacher's methods monotonous or uninspiring, their motivation may diminish over time.
(1991) states that if a student loses confidence in the method, he becomes demotivated
Teachers play a crucial role in influencing student motivation, and their actions can significantly impact learners' enthusiasm for learning To foster intrinsic motivation, educators should model positive behavior, cultivate a relaxed classroom environment, and effectively present tasks Building strong relationships with students and personalizing the learning experience are essential Additionally, enhancing learners' linguistic self-confidence, making language classes engaging, promoting autonomy, and setting clear goals can further motivate students Finally, introducing learners to the culture of the target language can enrich their educational journey.
Success in education hinges on the teacher's ability to provide an appropriate level of challenge When tasks are either too difficult or too easy, students may become demotivated, hindering their learning experience.
The competence and personality qualities of the ESP lecturers are "talent" and "virtue" and are expressed through the values of lifestyle, political and social
14 stance, and outlook on life perspectives, worldviews, attitudes, and especially solid knowledge of the subject being taught (Goonetilleke, 1989)
ESP instructors must be well-prepared to teach relevant theories, understand learner expectations, and adapt to the ever-evolving landscape of technology (Madhavilantha, 2014) As Goonetilleke (1989) notes, finding a specialized lecturer with in-depth knowledge of the learners' fields can be quite challenging.
Nunan (1987) emphasized that for teachers to effectively develop curricula, they require adequate time, essential skills, and robust support This support may come in the form of curriculum models, guidelines, and assistance from curriculum advisors He highlighted that these elements should not be viewed in isolation, as they are crucial for teachers navigating the complexities of curriculum development.
The European Union has identified three broad areas of competence that lecturers require: (1) Working with others; (2) Working with knowledge, technology and information, (3) Working in and with society
Scholarly consensus is demonstrating that what is required of lecturers can be classified into three categories:
- Knowledge (such as the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)
- Craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.)
- Dispositions (such as essential values and attitudes, beliefs and commitment According to Dornyei (2001), the factors that reduce motivation related to lecturers include attitude, commitment, professional qualifications, and teaching methods
The attitude of lecturers plays a crucial role in influencing student motivation and achievement A positive demeanor from faculty members is essential for fostering inner motivation among learners, making it a key responsibility of educators to tailor classroom activities, teaching methods, and organization to meet individual needs and interests According to William & Burden (1997), a lecturer's positive attitude and personality significantly impact student motivation, as learners often base their feelings towards the subject on their perception of the instructor Conversely, a negative attitude can lead to feelings of frustration, lethargy, and disengagement among students, which ultimately hampers the teaching process and reduces learning efficiency Thus, a lecturer's approach directly correlates with students' motivation to learn.
To effectively track student progress, lecturers must find ways to motivate learners and foster interactive relationships Understanding students' interests, habits, future plans, and goals is essential for creating tailored activities and teaching methods By recognizing individual characteristics, lecturers can build trust, making the classroom environment more comfortable This approach not only enhances students' love for the subject but also increases their motivation to engage in learning activities, ultimately leading to positive teaching outcomes.
16 and learning In fact, the enthusiastic and responsible teaching staff in their work directly affects learners’ positive attitudes towards the subject, especially English for Specific Purposes
The lecturer's expertise is crucial for effective English for Specific Purposes (ESP) teaching, encompassing a blend of attitudes, values, and knowledge Essential competencies include pedagogical, personal, social, and professional skills Pedagogical competence involves organizing student learning, understanding individual traits, designing lessons, and evaluating outcomes Personal competence reflects the lecturer's ability to integrate into the community and serve as a role model Social competence pertains to effective communication and interaction with students and the broader community Lastly, professional competence requires a deep understanding of the subject matter, including its structure, concepts, and the scientific principles that underpin the field of study.
Teaching methods significantly impact students' motivation and learning experiences, particularly in challenging subjects like English for specific purposes Clear guidance from lecturers is essential for students to comprehend lessons and effectively absorb knowledge While demotivation can sometimes drive learners to improve, it is crucial for educators to employ engaging teaching strategies that foster enthusiasm for learning Ultimately, the lecturer's approach plays a vital role in shaping students' eagerness to participate and succeed in their educational journey.
Learning can be significantly influenced by various factors, including lecturers, instructors, curriculum, and classmates, with lecturers being the most crucial element in the educational process Their feedback directly impacts students' motivation, as they closely monitor individual progress Research indicates that traditional teaching methods are often ineffective, while active learning techniques in phonology, grammar, and vocabulary yield limited results Multimedia lectures have proven to be more effective than conventional approaches A lecturer's positive attitude fosters a collaborative learning environment, and confident instructors employ classroom management strategies that enhance student motivation Furthermore, prioritizing student-centered teaching methods creates a more positive atmosphere compared to traditional techniques; excessive lecturing can restrict opportunities for student participation and practice.
Despite the expertise of many English for Specific Purposes (ESP) lecturers, significant gaps remain in their training As noted by Đỗ Thị Xuân Dung and Cái Ngọc Duy Anh (2010), while these specialized educators possess strong professional knowledge, they often lack formal training in foreign language teaching methodologies Milevica (2006) emphasizes that effective ESP lecturers must excel in both English instruction and their specific fields According to Swales (1988), the multifaceted role of the ESP educator includes the responsibility to stay updated on developments in their specialty, employ effective pedagogical strategies for assessment, and manage classroom dynamics proficiently.
Students’ lack of basic vocabulary: Vocabulary is an integral part of language learning Lack of vocabulary will directly affect the results of language
Previous research
2.4.1 Previous studies in the world
Boyle and Bowden (1997) highlight that study outcomes are crucial indicators of study quality, influenced by the teaching-learning environment, which includes the teaching process, course design, and human components Their framework emphasizes the importance of teaching approaches, attitudes, materials, and learning modes, as well as content organization and course aims Scholars and practitioners in higher education examine these elements to evaluate their impact on study quality and explore strategies for enhancement.
25 of the students’ attitudes and their learning motivation are the key factors defining the study outcomes and, in the long run, the study quality
In a 1998 study by Oxford, the impact of teachers on students' motivation was explored through an analysis of written reflections from 250 students regarding their learning experiences The research identified several key demotivating factors, including the quality of personal relationships between teachers and students, the teachers' attitudes, the differences in teaching styles, and the nature of class activities, all of which contributed to a negative learning atmosphere.
In a study conducted by Kikuchi (2009), 42 university students were interviewed to identify the demotivating factors in their English learning classes The findings revealed five primary factors that contributed to students' lack of motivation: teacher behaviors, the grammar translation method, university entrance examinations, an emphasis on memorization, and the course books and materials used in class.
Soulimane-Benhabib et al (2015) identified two primary causes for the loss of motivation to study specialized English First, learners often perceive difficulties in understanding the language as a significant obstacle, leading to challenges in speaking and writing due to their low proficiency Second, inadequate grammar and vocabulary skills contribute to demotivation, as poor performance in the language diminishes their motivation and desire to learn.
In her 2010 study, Nguyễn Thị Minh Hằng investigated the factors contributing to the demotivation of 10th-grade students at Nam Sach High School in English speaking classes The research identified five key characteristics associated with this demotivation: (1) the lecturer's competence and teaching style, which included issues such as incorrect pronunciation, poor intonation, unclear instructions, and negative behaviors.
26 environment and facilities (not encouraging peers, overload activities, rare use of modern technology); (3) assessment of speaking skills: (4) self-confidence; and
(5) little intrinsic motivation (little interest/effort)
In her 2012 study, Nguyễn Thị Thu Huyền examined the demotivating factors affecting first-year non-English major students' English speaking skills at Hai Duong College The research involved 120 students and 8 English teachers, utilizing both quantitative and qualitative methodologies The analysis identified five key demotivating factors: a lack of intrinsic motivation, insufficient self-confidence, an unsupportive learning environment, concerns regarding lecturers' competence and teaching methods, and limitations related to textbooks and time allocated for speaking practice.
Lê Thị Thu Thuỷ (2018) conducted a study on the factors that demotivate first-year non-major students from learning English at the University of Labor and Social Affairs The findings revealed three primary factors contributing to this demotivation: a significant lack of vocabulary, which was acknowledged by 88% of respondents, large class sizes, and inadequate English proficiency levels in the classroom Additionally, the teaching methods employed by lecturers were found to have a considerable impact on students' motivation to learn English.
Phan Hữu Tín and Nguyễn Thúy Quỳnh Loan (2011) conducted a study on the factors influencing the learning attitudes of students at DaLat University Their research identified seven key components: lecturers, teaching methods, facilities, textbooks, subject content, practical experience, learning motivation, and accommodation conditions The findings revealed significant insights into how these elements affect student engagement and attitude towards learning.
812 students (5-point Likert scale) who are studying at the school show that lecturers and teaching methods have the strongest positive influence on students’ learning outcomes (better learning attitudes)
However, there haven’t been any research on demotivation of the cadets in learning ESP at the College of Artillery Officers' Training
Chapter summary
This chapter explores key issues related to the study's topic, defining demotivation and English for Specific Purposes (ESP) It identifies various factors contributing to demotivation in learning ESP, including lecturer-related elements such as attitude, commitment, professional qualifications, and teaching methods, as well as learner-related aspects like vocabulary, attitudes, self-study, and future career considerations Additionally, it discusses the impact of infrastructure, curriculum, and classroom atmosphere A literature review highlights previous studies on demotivation in ESP learning both domestically and internationally The following chapter will outline the study's methodology.
METHODOLOGY
The context of research
The study at the College of Artillery Officers' Training focuses on a comprehensive English program for cadets during their third semester of a four-year curriculum This program is divided into two parts: general English, which spans 150 periods in the first semester and half of the second, aimed at developing fundamental language skills, and English for Specific Purposes (ESP), consisting of 100 periods The ESP course, utilizing the textbook "English for Specific Purposes for Artillery," is designed to equip cadets with the necessary reading skills to comprehend materials related to their major, including topics on the Vietnamese People’s Army, artillery weapons, tactics, and firing applications This approach ensures cadets are prepared for their academic and professional futures in the field of artillery.
At the College of Artillery Officers' Training, six experienced lecturers teach English, all with over five years of experience and expertise in English for Specific Purposes (ESP) Initially, these lecturers had only general English knowledge and lacked formal ESP training, necessitating self-study and mentorship from specialized instructors The college enforces stricter regulations on cadet management and teaching practices compared to other universities, requiring lesson plans to be prepared two weeks in advance and mandating two trial lessons prior to actual teaching This structure presents challenges in swiftly implementing innovative strategies to enhance ESP teaching effectiveness during class sessions.
Furthermore, the number of people in a class is very small, with only 25 to
The training program for artillery officers consists of 30 cadets per class, guided by a lecturer and an officer responsible for managing attendance, time, and learning attitudes The curriculum aims to equip cadets with both strong professional knowledge and effective command skills Mornings are dedicated to lectures, while afternoons are reserved for structured self-study periods assigned by the Training Department In addition to academic responsibilities, cadets engage in various soldier tasks such as gardening, exercising, team training, and night patrols Their daily schedules, including eating, sleeping, and studying, are strictly regulated, and the use of phones or internet-connected devices is prohibited Furthermore, both cadets and lecturers are restricted from contacting foreigners, which could hinder their educational progress.
The college's classrooms are equipped with computers and projectors, enhancing the learning experience Notably, the foreign language classrooms feature dedicated air-conditioning for optimal comfort However, it's important to note that internet access is unavailable on the computers in both the classrooms and the lecturers' offices.
The participants
In order to achieve the aim of the thesis and answer the research question,
A study was conducted with 150 male non-English major cadets, aged 21 to 24, from six classes who completed an English for Specific Purposes (ESP) course over 100 periods at the College Participants were selected through questionnaires and interviews, highlighting the varying levels of English proficiency among the second-year learners.
Data collection and interviews were conducted on a randomly selected weekday, excluding Saturdays and Sundays Only cadets who met the established selection criteria and were available at the time of data collection were interviewed.
30 collection In the event that a cadet is not present for some reason, the researcher does not conduct an additional survey.
Data collection
Questionnaires and interviews were used as the main tools to collect the data in this study
The study utilized a toolkit comprising 40 questions designed based on the current situation at the College and the theoretical framework established by Sakai and Kikuchi According to Sakai and Kikuchi (2009), demotivation in the learning process stems from both external and internal factors A decline in interest or enjoyment in learning can arise from various sources of demotivation, including teaching methods, the learners themselves, and the learning environment, such as physical conditions and the textbooks used.
- Part one: Consists of 3 big items:
+ Personal information section: sex, year of birth, location;
+ Information about learning English before entering school: Exam block, years of English study, the place to learn English, understanding of ESP
+ Basic knowledge of English: listening, speaking, reading, writing
Part two of the study examines the factors influencing motivation among English majors in the Artillery field It presents a series of questions categorized into five response levels: strongly disagree, disagree, neutral, agree, and strongly agree This structured approach allows for a comprehensive analysis of the motivational elements affecting these students.
(1) Factors from the cadets: There are 12 questions
(2) Factors from the lecturers: 12 questions
(3) Factors from infrastructure: There are 7 questions
(4) Factors from the college/faculty: There are 5 questions
In addition to the quantitative survey tool, the researcher employed random qualitative in-depth interviews with cadets to gain deeper insights into the factors influencing their English for Specific Purposes (ESP) learning at the College of Artillery Officers' Training Suggested interview questions can be found in Appendix 3, with the understanding that the actual survey questions may evolve based on the current context rather than adhering strictly to a predetermined format.
The study employed a descriptive design that integrated both qualitative and quantitative analysis The research specifically targeted second-year cadets who had completed the English for Specific Purposes (ESP) program at the College of Artillery Officers' Training For the qualitative component, a non-probability convenience sampling method was utilized to select all second-year cadets To facilitate in-depth interviews, 30 cadets were randomly chosen from a total of 150 Additionally, a comprehensive list of the 150 cadets surveyed in the quantitative section was created, with each cadet assigned a unique ID for identification throughout the study Data organization and analysis were conducted using Excel, ensuring clarity and accuracy in the research findings.
A total of 150 cadets were divided into groups of four, and a random selection process was used to draw cadets from each block until 30 cadets were chosen for one-on-one in-depth interviews conducted by a researcher from the College of Artillery Officers' Training The researcher meticulously recorded the minutes and content of each interview to facilitate comparison, statistical analysis, and future examination.
The research process includes 2 steps:
Step 1: Distribute survey questionnaires to all 150 cadets Instruct cadets to fill in the information and answer the questions The researcher gave the participants about 15 minutes of instruction on how to fill out the questionnaire and guided them through each question on the survey If the question is unclear, the researcher will read it aloud to the cadets and guide/explain the answer options
Step 2: Randomly collect 30/150 cadets to conduct in-depth interviews with suggested questions stated in the appendix These are questions built in the form of semi-structured questions combined with interviews to clarify the factors that reduce cadets’ motivation to learn English for specific purposes
When the researcher conducts the data processing, all survey questionnaires and recorded interview minutes were counted and the tape removed.
Data management and analysis
Upon distributing the survey forms, the researcher assisted participants in completing the questionnaires by reading the questions aloud and providing explanations It was emphasized that all questions must be answered, ensuring that no blanks were left in the responses.
Quantitative data was imported into Excel, where a random check by the instructor ensured the authenticity of the information The questionnaires aimed to identify factors contributing to demotivation in learning English for Specific Purposes (ESP) To answer the study questions, cadets' feedback was analyzed through reading, sorting, and evaluation The cadets' responses were then quantified, translated into percentages, and visually represented in graphs and tables The analysis involved comparing the valid percentages of agreed and disagreed opinions to determine the treatment approach.
To ensure the accuracy of qualitative data, recordings were reviewed and compared with interview notes to capture all pertinent information Cadets' feedback was transcribed and highlighted during the interviews, emphasizing significant responses The data underwent synthesis through descriptive and interpretive analysis, culminating in a comprehensive evaluation and interpretation to draw meaningful conclusions.
Chapter summary
In this chapter 3, the researcher has described in detail the research background of the College of Artillery Officers' Training and the peculiarities of
The school provides English language training tailored for the Artillery major while simultaneously enhancing research methodologies and establishing clear criteria for selecting research subjects Detailed explanations regarding the number of samples and the sampling methods are included, with comprehensive results presented in Chapter 4.
FINDINGS AND DISCUSSION
The backgrounds of the cadets
4.1.1 The common characteristics of the cadets
Figure 4.1 Cadets’ years of birth
Due to the characteristics of the regular school, most of the second-year cadets were born in 2000 (64%); the rate of cadets born in 1999 was 24%; in
1998 was 8% and the lowest in the group born in 1997 with 4%
Figure 4.2 Geographical distribution of cadets
The geographical distribution of cadets is predominantly in rural areas, comprising 72% of the total, largely due to the fact that many candidates are children of farmers who lack the financial means to attend civilian schools The College of Artillery Officers' Training addresses this issue by offering free food, clothing, accommodation, learning materials, and a monthly allowance, making it an attractive option for these students.
Figure 4.3 Cadets’ entrance exam results
Figure 4.3 illustrates that 93% of cadets opted for the A0 exam, significantly surpassing those who chose A1 This trend is attributed to the specific fields of study, where candidates prioritize block A0, which includes Math, Physics, and Chemistry, over block A1, which consists of Math, Physics, and English This division contributes to a decline in cadets' motivation to learn English for Specific Purposes (ESP) in later stages of their education.
Figure 4.4 Distribution of cadets’ years of studying English
The survey results, illustrated in Figure 4.4, reveal significant variations in the duration of English language learning among cadets Notably, 13% of the cadets had been exposed to English for approximately two years prior to their enrollment, while the majority have studied the language for nine years or more, with the highest percentage, 12 years, indicating a strong foundation in English Despite a higher geographical distribution of candidates from rural areas, all cadets possess extensive English learning experience, facilitating a more efficient teaching process for lecturers This prior knowledge allows educators to focus on specific English applications, enhancing the effectiveness of learning English for specific purposes.
2 years 9 years 10 years 11 years 12 years 15 years
Figure 4.5 Where the cadets learnt English
According to Figure 4.5, only 7% of cadets received additional English education through tutoring or specialized centers, leaving 93% to rely solely on school instruction This trend is largely attributed to the lack of developed English teaching services in rural and mountainous areas, where parents are limited to sending their children to school for English education Additionally, there is a prevalent belief in these regions that excelling in math and literature is more important than English, leading to a focus on these subjects over others Economic challenges further exacerbate the situation, as parents often work long hours to support their families and have little time to oversee their children's education.
Study in high school Study with a tutor at home + study at a center
Figure 4.6 Cadets’ understanding of ESP
A survey revealed that 77% of cadets lack an understanding of the concept of English for Specific Purposes (ESP), likely due to its limited exposure in their curriculum The term ESP is mentioned only once in the introduction of their program, and cadets primarily refer to their subjects in Vietnamese, contributing to their unfamiliarity with the concept.
4.1.2 The general English of the cadets
Very not good Not good Average Good Very good
Table 4.1 Distribution of cadets’ general English knowledge
Table 4.1 highlights the distribution of learners' general English knowledge, revealing that listening comprehension skills average at 54% However, cadets struggle with pronunciation and vocabulary, receiving poor ratings of 56% and 31%, respectively Additionally, reading comprehension skills are lacking, with an average score of 60% and 27% In terms of expression skills, 61% of cadets believe their abilities are inadequate, while only 27% rate them as average The current English curriculum in Vietnamese high schools emphasizes grammar, reading, and translation, neglecting listening and speaking skills Consequently, many cadets report insufficient proficiency in pronunciation, expression, and reading comprehension Nonetheless, they perceive their listening comprehension skills as average, with a minority rating them as good (12%) or very good (5%).
Statistics reveal that 54% of cadets possess basic listening comprehension skills, attributed to their exposure to English since junior high school, with many starting as early as elementary school By the time they reach university, cadets have ample opportunity to study the language Additionally, schools utilize audio recordings to familiarize students with native pronunciation and intonation, significantly enhancing their listening abilities However, this foundational exposure is only sufficient for basic understanding; achieving advanced listening skills necessitates further practice and effort from the students.
A significant 56% of cadets demonstrated poor pronunciation and vocabulary skills, likely stemming from their reliance on traditional vocabulary learning methods These outdated approaches hinder their ability to recall learned words over time and prevent them from grasping the contextual usage of vocabulary, ultimately affecting their language proficiency.
Many words are becoming unused and forgotten over time, particularly in high school education English teachers often extract new vocabulary from reading passages for students to memorize, which can hinder their reading comprehension skills Instead of encouraging students to infer meanings from context or focus on key words, teachers typically provide long lists of new terms and ask for translations This approach contributes to the fact that 60% of students struggle with reading comprehension.
A lack of general English knowledge significantly hampers the learning of English for Specific Purposes (ESP), resulting in difficulties in comprehension and retention This gap directly impacts the success of ESP teaching and learning, creating a substantial barrier to motivation among cadets Consequently, this situation fosters a growing fear of learning ESP, ultimately diminishing the overall effectiveness of the educational process.
Results and analyses from quantitative data
Learning English, particularly for specific purposes, is a complex process influenced by various factors, with motivation playing a crucial role A learner's motivation significantly impacts their persistence in overcoming challenges, affecting their language proficiency and ultimately determining their success or failure in language acquisition While many factors can influence second language learning, this study focuses on the most common subjective and objective factors relevant to both teaching and learning within college training programs.
4.2.1 Demotivating factors from the cadets
Encouraging cadets to express what makes them unmotivated to study ESP is necessary The followings are the findings of their interests:
Disagre e Normal Agree Strongly agree n % n % n % n % n %
Too hard to study ESP 5 3 6 4 53 35 79 53 7 5 Too hard to understand
Have no need to use
Cadets in class don’t have the same general
Can read but can’t understand what I read 9 6 30 20 35 23 46 31 30 20 Wrong pronunciation 4 3 53 35 69 46 11 7 13 9 Can’t understand the meaning of ESP words 5 3 36 24 58 39 27 18 24 16 Too hard to remember
ESP words are not equivalent to
Don’t have laptop/smartphone for learning ESP or
Disagre e Normal Agree Strongly agree n % n % n % n % n % listening
I don’t have much time to self-study 4 3 24 16 37 25 63 42 22 14
Figure 4.7 Cadet-related factors that reduce motivation
Table 4.2 and Figure 4.7 highlight key demotivating factors among cadets regarding English for Specific Purposes (ESP) A significant 58% of cadets find ESP challenging to study, while 59% struggle with retention Additionally, 30% believe that ESP vocabulary does not have direct equivalents in Vietnamese Many cadets reported difficulties in understanding texts and ESP terminology, with 51% agreeing and 34% strongly agreeing Furthermore, respondents noted that the extensive vocabulary and complex specialized terms are long, hard to pronounce, and tough to memorize, which adversely affects their interest in the subject.
Table 4.2 reveals that 19% of cadets do not enjoy the subject, while 36% feel neutral about it, and 45% express disagreement Despite considering English for Specific Purposes (ESP) challenging, many cadets pursue it out of genuine interest rather than obligation Additionally, 70% of cadets recognize the importance of ESP, countering the belief that it's unnecessary A significant 73% agree that classes are conducted at multiple levels Similar to other Vietnamese universities, cadets must pass entrance exams in three subjects to gain admission, suggesting a baseline of education and knowledge among them However, their English proficiency varies significantly, as most cadets did not take the English component of the entrance exam, resulting in diverse skill levels within the classroom This disparity complicates teaching efforts and diminishes motivation among those with stronger English backgrounds.
44 certain level of English, and also discourages and confuses cadets who do not have good English proficiency or have not studied English much in high school
The lack of access to computers and phones for learning English for Specific Purposes (ESP) significantly affects cadets, with 83% indicating this as a barrier In today's rapidly evolving information technology landscape, young people are increasingly drawn to digital resources and social media, which offer effective study tips and innovative learning methods This makes the use of technology for ESP learning appear more effective than traditional methods However, due to institutional restrictions, cadets cannot utilize these digital tools, leading to disengagement in their studies Research by Gradman and Hanania (1991) highlights that students' initiative in seeking out resources through reading and listening outside the classroom is crucial for improving English proficiency In the context of digital technology 4.0, phones and computers serve as vital resources for enhancing language skills, yet the school's policies limit their use, contributing to a sense of demotivation among cadets in their ESP learning experience.
On the contrary, cadets considered "Having no need to use ESP" as a cause of demotivation for learning ESP, accounting for only 7%-a very small number
A significant 56% of cadets acknowledged that a lack of time to study is a major challenge they face This highlights the reality that, at their active age, cadets often seek to balance their commitments while pursuing their educational goals.
Cadets often struggle to balance club activities and their interests with the demands of learning English for Specific Purposes (ESP), which is significantly more challenging than general English This pressure is compounded by limited time for self-study, as cadets typically have only 1 or 2 hours in the evening to focus on ESP amidst other specialized subjects Many cadets also lack effective time management skills, often prioritizing less productive activities they view as entertainment According to Knowles (1975), self-study is essential for identifying learners' needs and goals, allowing them to independently acquire knowledge and develop effective learning strategies Self-study not only accelerates knowledge acquisition but is also a natural instinct for learners, making it crucial in a constantly evolving educational landscape Embracing self-study can facilitate the acquisition and enhancement of ESP skills for cadets.
Numerous factors influence cadets' motivation to learn English for Specific Purposes (ESP), with the absence of a computer or smartphone (83%) and varying levels of general English proficiency (73%) being the most significant Additionally, other important characteristics affecting cadets' ESP learning include the perception that ESP is too difficult to study (58%), the ability to read but not comprehend (51%), challenges in remembering ESP vocabulary (59%), and limited time for self-study (56%).
4.2.2 Demotivating factors from the lecturers
The quality of student learning is closely linked to the effectiveness of teachers' pedagogical methods It is evident that lecturers play a crucial role in influencing students' academic success Consequently, the researcher focused on various lecturer-related factors to gain deeper insights into this relationship.
46 characteristics that demotivate cadets from learning ESP at the College of Artillery Officers' Training Figure 4.8 displays the data
Figure 4.8 Factors from the lecturers
Many students find lectures challenging due to several factors Lecturers often speak too quickly, leading to confusion, and they frequently do not provide handouts or guidance on how to effectively search for and read materials There is a lack of interaction, as lecturers tend not to assign homework or address pronunciation mistakes, and they rarely consider different accents Additionally, lectures remain unchanged over time, with little effort made to update content or engage with students' questions Ultimately, the focus seems to be primarily on maintaining good grades rather than fostering a supportive learning environment.
Strongly agree Agree Normal Disagree Strongly disagree
The analysis of Figure 4.8 indicates that most cadets rated the factors influencing their learning of English for Specific Purposes (ESP) from lecturers at either a disagreeing or average level This suggests that the majority of cadets do not experience significant demotivation related to their lecturers Participants acknowledged that college lecturers possess substantial teaching experience, deep expertise in their respective fields, and meet essential criteria such as effective teaching methods, strong communication skills, and a commitment to supporting cadets.
Despite some opinions suggesting that lecturers significantly influence cadets' learning of English for Specific Purposes (ESP), many cadets express dissatisfaction with the limited scope of explanations provided during lectures According to survey data, 25% of respondents felt that their questions were inadequately addressed, leading to frustration and incorrect answers on ESP-related queries This issue is compounded by a lack of initiative among cadets and the lecturers' specialized knowledge limitations For challenging subjects like ESP, it is crucial for lecturers to possess strong professional expertise to effectively convey concepts and engage cadets As emphasized by Goonetilleke (1989), Madhavilantha (2014), and Swales (1988), ESP instructors must excel in both English proficiency and relevant specialized knowledge to foster student interest and meet their educational needs However, a significant concern is that many lecturers at the College of Artillery Officers' Training lack a deep understanding of artillery, which undermines their teaching effectiveness.
In a study involving 48 universities, both military and civilian, it was found that English for Specific Purposes (ESP) lecturers often possess only a professional qualification in English, with limited knowledge of artillery These educators are dedicated to self-improvement, engaging in self-study, researching relevant materials, and learning from experienced artillery instructors to enhance their understanding of the Army and artillery They express a strong desire to participate in foundational courses related to the artillery field To effectively teach, ESP lecturers must be well-prepared to convey theoretical concepts, meet learners' expectations, and adapt to rapidly evolving technology According to Gonetilleke (1989), finding an ESP teacher who is well-versed in the specific field of their students is a significant challenge.
A minimal percentage of cadets indicated that their lecturers significantly impacted their learning of English for Specific Purposes (ESP), as shown in the yellow columns of Figure 4.7, which display notably low figures of 1%, 5%, 13%, 7%, 3%, 2%, 11%, and 9%.
Lecturers play a minimal role in the demotivation of cadets, as most respondents acknowledge their high professional qualifications and effective teaching methods The teaching staff's enthusiasm, responsibility, and experience in delivering English for Specific Purposes (ESP) significantly enhance cadets' motivation to study the subject.
4.2.3 Demotivating factors from the infrastructure
Infrastructure encompasses all resources utilized for teaching, learning, and training activities in schools, aimed at enhancing the quality of education for both lecturers and cadets It significantly impacts cadets' learning outcomes by facilitating knowledge absorption and skill development Therefore, infrastructure is a crucial factor influencing the overall quality of education, alongside other important elements highlighted in table 4.3 and figure 4.9.
Disagre e Normal Agree Strongly agree n % n % n % n % n %
Projector isn’t stable 16 11 73 49 41 27 14 9 6 4 Textbooks are not suitable 8 5 42 28 63 42 37 25 0 0 ESP textbooks aren’t updated 0 0 15 10 45 30 56 37 34 23 The library doesn’t have enough ESP textbooks to lend students
The library doesn’t have enough ESP reference books 29 19 34 23 42 28 42 28 3 2 The library doesn’t have ESP dictionary 18 12 64 43 47 31 19 13 2 1
Modern equipment with the internet isn’t allowed to use 17 11 18 12 16 11 16 11 83 55
Table 4.3 Influencing factors from infrastructure
Figure 4.9 Factors that reduce cadets' ESP motivation from infrastructure
The library doesn’t have enough ESP textbooks to lend cadets
The library doesn’t have enough ESP reference materials
The library doesn’t have dictionary
It is very clear from table 4.3, which for most of the material factors mentioned in the survey, the cadets rated them at an average level.
Results and analyses from qualitative data
The enthusiasm of cadets for studying English for Specific Purposes (ESP) was influenced by six factors related to the cadets themselves, three factors from the college or faculty, two factors concerning infrastructure, and a minor contribution from the lecturers, as indicated by quantitative statistics.
The researcher utilized interviews to gather in-depth insights from thirty randomly selected cadets regarding factors that negatively impact their motivation to study English for Specific Purposes (ESP) The findings from these interviews are detailed in the following section.
4.3.1 The influence of demotivating factors investigated
To gain deeper insights into the factors influencing cadets' English for Specific Purposes (ESP) learning, the researcher conducted interviews with cadets, focusing on identifying the elements that most and least demotivate them.
Answers Number of cadets Percentage
The college schedule is not reasonable; the exam schedule is dense
The college and unit arrange less time for cadets to study on their own
The cadets’ general English knowledge is not good
Table 4.4 The degree of influence of related factors
Interviews with cadets at the College of Artillery Officers' Training revealed three key factors that significantly influence their motivation and necessity to study English for Specific Purposes (ESP).
A significant 93% of participants, totaling 28 cases, reported that the unreasonable schedule and dense exam requirements are major challenges in their studies This finding aligns closely with the results from the questionnaire, highlighting that English for Specific Purposes (ESP) poses considerable difficulties for both instructors and cadets Consequently, cadets must dedicate substantial time in class to grasp the complexities of the subject.
The study of English for Specific Purposes (ESP) offers valuable lessons, but the limited number of credits reflects its challenging nature Additionally, there are no practical or extracurricular activities dedicated to this subject, and during exams, the school continues to organize class schedules This situation necessitates extensive revision for cadets, as they must minimize distractions to enhance their performance on tests.
Cadets often face significant pressure during exam sessions, as they frequently have to juggle multiple subjects and exams within a short timeframe This intense environment can lead to a decline in morale if they perform poorly on an initial test, resulting in feelings of discouragement and depression that may affect their performance in subsequent exams Consequently, the focus shifts from deep understanding and research to merely cramming for tests, leaving cadets with a limited retention of knowledge after each exam This pattern is a common experience among college cadets.
A significant 50% of respondents believe that the self-study time allocated by the school is insufficient for their needs Currently, cadets are required to conduct all self-study hours in the lecture hall, focusing on specific subjects without the flexibility to study other materials This restriction is particularly challenging for English for Specific Purposes (ESP), which combines specialized topics and foreign languages The limited self-study time hinders cadets' autonomy and restricts the development of critical thinking skills, especially for those with higher qualifications Additionally, the lack of practice in a native language environment and low student engagement further restricts the cadets' ability to enhance their ESP skills.
Internal factors significantly influence cadets' motivation to learn English for specific purposes (ESP), alongside external factors A notable challenge is that 37% of cadets report inadequate general English proficiency, which is essential for mastering ESP in any profession Strong general English skills facilitate the transition to ESP, while a weak foundation can create substantial learning obstacles Furthermore, the varying educational methods experienced by cadets at different school levels—primary, secondary, and high school—affect their learning outcomes and present challenges for lecturers in effectively teaching ESP.
Table 4.4 reveals that all 30 in-depth interviewees (100%) believe the lecturer-related factor has minimal impact on their motivation to study English for Specific Purposes (ESP) This aligns with questionnaire results, indicating that cadets' interest in learning ESP is only slightly affected by their lecturers Cadets noted that the teaching methods and commitment of their lecturers were the primary motivators Strong rapport, frequent communication, and timely feedback from lecturers contributed significantly to the cadets' learning experience Furthermore, lecturers demonstrated concern for all cadets, providing equal opportunities through tailored tasks and assignments Engaging teaching methods that align with cadets' learning styles enhanced their academic motivation Ultimately, the level of care and attention from lecturers directly influenced cadets' motivation levels, with greater support leading to increased enthusiasm for learning.
ESP lecturers often face challenges due to insufficient interaction with cadets, which can negatively impact the cadets' motivation to learn Modern teaching perspectives emphasize the significance of pedagogical control, highlighting a cooperative relationship between teaching and learning In this context, teaching is viewed as a supportive process that encourages learners to actively seek and process information, with the teacher serving as a referee, advisor, and facilitator.
4.3.2 The other factors decreasing the cadets’ motivation to learn ESP
Factors that diminish motivation can significantly impact an individual's drive to study and work While unmotivated learners were once encouraged, various external circumstances can lead to a decline in their motivation This decrease often occurs when individuals face alternative options or encounter distractions According to Table 4.5, cadets have shared their perspectives on additional demotivating factors not covered in the researcher's questionnaire.
Answers Number of cadets Percentage
The learning ability of some cadets is still limited
The cadets don’t focus to English for specific purposes
After graduating from school the cadets do not use ESP
Table 4.5 The other demotivating factors in learning ESP
It is not surprising that the limited learning ability of some cadets is a factor that reduces cadets’ motivation to learn ESP (60%) The thought that their
Many cadets struggle with English, particularly English for Specific Purposes (ESP), due to a lack of fluency and confidence, which negatively impacts their motivation to learn Their previous focus on core subjects in high school, such as Math, Physics, and Literature, often led to neglecting English, resulting in a self-imposed belief that they are incapable of mastering the language This mindset further hinders their ability to engage with and learn ESP effectively.
The lack of focus on English for Specific Purposes (ESP) among cadets is closely linked to their future careers, with 57% of cadets acknowledging this issue and 93% agreeing that they do not use ESP after graduation At the College of Artillery Officers' Training, the predominance of Russian weaponry, a legacy of Soviet support during the war, limits cadets' exposure to English terminology, hindering their ability to practice ESP Consequently, this lack of practical application diminishes their motivation to study English While a survey by Nguyễn Trọng Bách et al (2016) indicated that 97% of students view English as crucial for their future careers, our findings reveal a disconnect, with 93% of cadets perceiving the study of ESP merely as a requirement for graduation rather than a valuable skill for their professional lives This misalignment in understanding the importance of ESP significantly impacts their learning objectives.
The negative impact on cadets' learning outcomes in English for Specific Purposes (ESP) significantly affects their future job prospects It is essential for teachers, educational institutions, and cadets themselves to realign their goals and study plans, engage in career orientation seminars, and discuss future employment opportunities This approach will help cadets understand the critical importance of learning ESP A study by Lưu Quý Khương (2008) at Hue Industrial College revealed that 76.6% of electrical and electronics students identified work-related communication as their primary motivation for learning ESP.
Chapter summary
This chapter presents a comprehensive analysis of the research findings, addressing the initial question through descriptive statistics on survey responses and in-depth interviews to identify influential factors It specifically examines the significant declines in cadets' motivation to learn English for Specific Purposes (ESP) using a scientifically validated statistical algorithm Additionally, Chapter 4 offers a thorough interpretation of the tasks outlined in the introduction, incorporating evaluations, analyses, and comparisons with related studies to validate the survey results The chapter also discusses existing limitations and their causes, providing a scientific context for the research outcomes based on reliable data from both domestic and international sources.