Rationale for the study
Out-of-class study time plays a crucial role in students' language learning, yet there is a lack of research in English Language Teaching (ELT) focusing on this aspect, particularly regarding the time students dedicate to out-of-class learning and the strategies they employ Most existing studies concentrate on in-class learning strategies, leaving the significant area of out-of-class activities under-explored Teachers often prioritize in-class strategies, despite the fact that out-of-class activities are essential for real-life applications, which enhance authentic language usage and promote learner autonomy (Pearson, 2004) Additionally, the connection between motivation and learning strategies at Yen Dinh 3 High School remains unexamined, hindering the implementation of effective teaching and learning methods This research aims to identify suitable teaching strategies and enhance student motivation for improved learning outcomes, particularly outside the classroom.
Research aims and objectives
This study investigates how students' motivation for language learning influences their selection of learning strategies, with a particular focus on out-of-class learning methods.
- To investigate the students‟ motivation in learning English as a school subject;
- To explore their choice of learning strategies, especially out-of-class learning strategies;
- To gain understanding about the influence of motivation on out-of-class learning strategies choice.
Research questions
The study focuses on the following research questions:
1) What is the students‟ language learning motivation?
2) How do they learn English outside class?
3) What is the relationship between students‟ motivation and their out - of class - learning strategies?
Scope of the research
This study examines the various dimensions of student motivation, including intrinsic, extrinsic, integrative, and instrumental factors, alongside amotivation It also investigates how these motivational aspects influence students' selection of out-of-class learning strategies and explores the relationship between motivation and learning approaches.
Significance of the research
The research findings provide valuable insights for teachers to identify various types of student motivation and highlight the significance of motivation and effective learning strategies in mastering a foreign language Additionally, the study seeks to support educators in discovering appropriate teaching methods to enhance student motivation and improve English language learning outcomes.
Organization of the thesis
The thesis is organized as follows:
Part A - Introduction: Provides the rationale of the study, aims, objectives, research questions, scope and significance of the study
Part B - Development: Consists of three chapters
Chapter I of the literature review provides an overview of the theoretical frameworks surrounding motivation and language learning strategies It examines the significance of out-of-class language learning and explores existing research that highlights the connection between motivation and the use of these strategies outside the classroom This foundational knowledge sets the stage for understanding how motivation influences language acquisition in informal settings.
Chapter II – Methodology: focuses on research setting, research design, research methods and introduces the participants, instruments and procedure of data collection and process
Chapter III – Findings and discussion: presents the results of the study and some discussion
Part C – Conclusion: summarizes the main points of the study, compares the results with previous research in the field, points out the limitations and suggests further study
REVIEW OF THE LITERATURE
Motivation
Motivation remains a complex concept, with researchers
On examining research studies conducted in relation to motivation, it was found that the concept of motivation was defined in different ways Keller
Motivation is a crucial factor in the learning process, defined by various scholars in the field According to 1983, it is the intrinsic drive that encourages students to engage in learning Gardner (1985) emphasized its significance in second language acquisition, describing motivation as a key element influencing achievement Schunk (1990) characterized it as a behavioral inclination towards a specific goal, while Brown (1994) highlighted the role of motivation in making choices regarding goals and the effort dedicated to achieving them.
Motivation plays a vital role in student learning, a view widely supported by researchers However, understanding motivation is complex, requiring insights from various disciplines to grasp its multiple dimensions.
This article explores four key theories of motivation: Gardner's motivation theory, Self-determination theory, Goal theories, and Attribution theory Additionally, it critically examines Dörnyei's motivational self-system, a widely recognized model in language learning motivation.
In the early sixties to the eighties, Robert Gardner, a Canadian social psychologist, developed the influential Socioeducational Model of language learning motivation According to Gardner, motivation is defined as the combination of effort, desire to achieve language learning goals, and positive attitudes towards the language His model highlights two key components of motivation: attitudes towards the learning situation and integrativeness.
Gardner's (1985) motivation theory prominently features the integrative aspect, which has been extensively studied and developed This concept is crucial, as it is represented in three distinct forms within his theory: integrative orientation, integrativeness, and the integrative motive (Dürnyei).
An "integrative" orientation in language learning reflects a positive attitude towards the learning community and a desire to connect with and emulate its valued members This orientation fosters openness and respect for diverse cultures, potentially leading to a deep identification with the community According to Gardner (2005), individuals whose ethnic heritage is central to their identity may exhibit lower integrativeness, while those less tied to their ethnicity and interested in other cultures tend to show higher integrative tendencies Additionally, students' motivation is influenced by their attitudes towards the learning environment, including their perceptions of the school, textbooks, teachers, and the overall language course.
Figure 1- A simple representation of the socioeducational model
Adopted from Gardner (2001) The dotted square represents the borders of the integrative motivation
Deci and Ryan's (1985) self-determination theory is a pivotal concept in motivational psychology, emphasizing that self-determination involves the ability to make choices and regulate one's actions (Dürnyei, 2003) This theory suggests that fostering self-determination in students can be achieved by offering challenges, leadership opportunities, constructive feedback, and nurturing positive teacher-student relationships Such strategies enhance students' interest, competence, and creativity, promoting intrinsic motivation to learn Conversely, students lacking self-determination often feel their success is beyond their control, leading to diminished motivation and a state of "helpless learning." This can result in a detrimental cycle of low achievement, as these students may believe failure is inevitable and stop trying altogether.
The theory of motivation distinguishes between intrinsic and extrinsic types Intrinsic motivation drives individuals to engage in activities for internal rewards like joy and curiosity satisfaction, while extrinsic motivation relies on external rewards such as good grades or praise The self-determination theory emphasizes the importance of autonomy and intrinsic motivation, suggesting that language teachers should focus on creating environments that enable students to motivate themselves, rather than solely seeking to motivate them directly (Deci & Ryan, 1985).
Figure 2: Orientation subtypes along the Self- determination continuum -
The Attribution Theory, significantly influential in the 1980s, was originally developed by psychologist Fritz Heider to explain how individuals interpret the causes of their behaviors and events Building on this foundation, Bernard Weiner expanded the theory in 1972, focusing on how beliefs about the causes of success or failure impact emotions and motivation He identified four key factors influencing attribution: ability, effort, task difficulty, and luck Attributions are categorized along three dimensions: locus of control (internal vs external), stability (whether causes change over time), and the implications these factors have on student motivation.
(3) controllability causes one can control such as skills vs causes one cannot control such as luck, others‟ action, etc.)
Success is often attributed to personal skills, while a rival's success is frequently credited to external factors like luck Conversely, when we fail or make mistakes, we tend to blame situational factors rather than ourselves In contrast, when others experience failure, we are more inclined to attribute it to their internal characteristics or personality traits.
Bernard Weiner's theory emphasizes that the subjective reasons we attribute to our past successes and failures significantly influence our motivation In educational settings, students often attribute their achievements or setbacks to various factors such as ability, effort, luck, task difficulty, mood, family background, and support from others These attributions can be categorized on a continuum from internal to external reasons, reflecting whether individuals view themselves or external factors as the cause of their outcomes Given the high incidence of language learning failures globally, understanding these attribution processes is crucial for enhancing motivation in language studies (Dürnyei, 2003).
Individuals create explanatory attributions to make sense of their experiences and understand the reasons behind their failures When they seek positive feedback from these setbacks, it can motivate them to enhance their performance For instance, a student who attributes their test failure to insufficient studying may feel shame, which drives them to study harder for the next exam Conversely, a student who blames their failure on the teacher adopts an interpersonal perspective, using their disappointment as motivation to seek alternative study resources for future tests.
Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state Often, this end state is a reward in itself
Two influential theories in motivation are Goal Setting theory and Goal Orientation theory Developed by Locke and Latham in 1990, Goal Setting theory focuses on the workplace and identifies two key aspects of goals: internal and external This theory highlights three main characteristics that differentiate goals: difficulty, specificity, and commitment Additionally, Tremblay and Gardner (1995) introduced "goal salience" as a critical element in motivation, defined as a combination of the specificity of learners' goals and the frequency of goal-setting strategies employed (Dửrnyei, 2003).
Dürnyei (2005) developed the L2 motivational self-system, which connects with the theories of L2 motivation proposed by Noels (2003) and Ushioda (2001) This self-system consists of three key components: the ideal L2 self, ought-to L2 self, and L2 learning experience The ideal L2 self represents an individual's envisioned future as a proficient second language speaker, fostering motivation by encouraging them to work towards this ideal, thus enhancing integrative and internalized instrumental motivation In contrast, the ought-to L2 self encompasses the beliefs about the attributes one should possess to meet external expectations or avoid negative consequences, reflecting extrinsic motivational factors Lastly, the L2 learning experience includes both the situational and environmental influences on language learning, as well as the learner's personal perceptions of their educational journey.
Learning strategy
The term "strategy" originates from the ancient Greek word "strategia," which referred to the actions taken to achieve victory in warfare While its militaristic connotation has diminished over time, the essence of control and goal orientation persists in its contemporary usage.
Language learning strategies have been defined in various ways by researchers, with Oxford & Crookall (1989) noting the diversity in terminology and concepts Wenden & Rubin (1987) highlight that these strategies encompass behaviors related to understanding a second language, cognitive knowledge of learning processes, and affective factors like motivation and attitude O'Malley and Chamot (1985, 1990) categorized these strategies into metacognitive, cognitive, and social affective, which involve planning, monitoring comprehension, and evaluating learning outcomes Rubin (1987) emphasized that these strategies contribute to the learner's language system, directly impacting their learning Oxford (1990) further expanded the definition to include cognitive, emotional, and social dimensions, underscoring their role in enhancing language proficiency and self-confidence.
1.2.2 Oxford’s language learning strategy inventory
According to Oxford (1990), learning strategies are operations that learners use to enhance the acquisition, storage, retrieval, and application of information To make learning more effective, learners can employ specific strategies categorized as direct or indirect Direct strategies, which include memory, cognitive, and compensation techniques, aid in storing and retrieving information, enabling learners to produce language and fill knowledge gaps In contrast, indirect strategies—metacognitive, affective, and social—support language learning without direct involvement Each strategy serves a unique function in facilitating the learning process.
- Memory strategies help learner link one second/ foreign language learning item or concept with another but do not necessarily involve deep understanding
Cognitive strategies empower learners to effectively engage with language material by utilizing techniques such as reasoning, analysis, note-taking, summarizing, and synthesizing These methods help in reorganizing information to create stronger knowledge structures (schemas) Additionally, practicing in naturalistic environments and formally working on language structures and sounds enhances language acquisition.
Compensation strategies, such as inferring context in listening and reading, utilizing synonyms, and paraphrasing in speaking and writing, empower learners to bridge gaps in their knowledge For speaking specifically, incorporating gestures and pause words can further enhance communication These techniques enable learners to effectively navigate and compensate for missing information, fostering improved language skills.
Metacognitive strategies play a crucial role in managing the overall learning process by helping individuals identify their learning style preferences and needs These strategies include planning for second language tasks, gathering and organizing relevant materials, and arranging an effective study space and schedule Additionally, they involve monitoring mistakes and evaluating the success of tasks, ultimately enhancing the learning experience.
- Affective strategies: include identifying one‟s own mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self- talk
Effective social strategies, such as posing questions for verification, seeking clarification on confusing topics, requesting assistance with language tasks, engaging in conversations with native speakers, and exploring cultural and social norms, empower learners to collaborate with others and gain a deeper understanding of both the target culture and language.
Rebecca Oxford's Strategy Inventory for Language Learning (SILL) is a pivotal tool in the field of language learning strategies, offering the most comprehensive classification of learning strategies available today.
Out-of-class learning strategies
Out-of-class language learning strategies have garnered significant interest, as highlighted by Pickard (1996), who noted that various studies have identified valuable typologies of strategy use (Naiman, 1978; Oxford, 1990; Rubin, 1975) These studies emphasize the critical role of voluntary strategies employed by learners beyond the classroom Pickard (1996, p 150) further elaborates that these strategies include student-initiated activities like listening to the radio and reading newspapers, showcasing the proactive efforts of learners in enhancing their language skills.
Rubin (1975) outlined seven key traits of effective language learners, emphasizing the importance of engaging in out-of-class activities These strategies include actively seeking opportunities to practice the language with native speakers and participating in cultural events, such as cinema outings.
Out-of-class learning in language acquisition encompasses any learning activities that occur outside the traditional classroom setting, emphasizing self-instruction and naturalistic approaches to learning This concept highlights the importance of self-directed and autonomous learning experiences in enhancing language skills.
Benson (2001:62) divides out-of-class learning into three categories:
Self-instruction empowers learners to take charge of their language acquisition by intentionally planning their studies and seeking out relevant resources For instance, utilizing self-study grammar books can significantly enhance their understanding and application of grammar in the target language This proactive approach fosters greater independence and effectiveness in language learning.
- Naturalistic language learning, where they learn mainly unintentionally through communication and interaction with the target language group, for example when engaged in discussions with English speaking classmates or colleagues
Self-directed naturalistic language learning involves learners engaging in environments that facilitate language acquisition without explicitly focusing on the language itself For instance, an individual might subscribe to a daily English newspaper to enhance their vocabulary, yet primarily read it for the news, without performing targeted learning exercises This approach allows learners to immerse themselves in the language naturally while pursuing their interests.
Benson (2001) referred to the dearth of research on out-of-class language learning, and its importance to the theory and practice of autonomy
Macaro (2001) proposed some activities which students would use into the habits of looking for the foreign language outside the classroom:
Engaging in conversations outside the classroom is crucial for language learners, as it enhances their exposure to the foreign language By actively speaking the language in real-world situations, learners can significantly improve their fluency and confidence, complementing their reading and listening practices.
To enhance language learning beyond the classroom, students can engage in various social activities with friends These include writing a letter containing ten intentional mistakes for peers to identify, collaborating on recording dialogues, practicing scenes together, and collectively deciphering foreign language texts Such interactive experiences foster a deeper understanding of language in a fun and engaging manner.
Teachers should encourage students to take notes whenever they feel the need, as this practice enhances memory retention and allows them to identify intriguing aspects of their existing knowledge in relation to new information.
We have compiled a comprehensive selection of materials aimed at training learners in effective strategy usage These resources are specifically designed to scaffold the targeted strategies, enhancing the learning experience and ensuring better comprehension.
1.1.4 The role of out-of-class learning in foreign language teaching
The importance of out-of-class learning is underscored by Rubin's 1975 study on Good Language Learners (GLLs), who actively seek opportunities to engage with the language, such as conversing with native speakers and attending films Stern (1992) supports this by emphasizing that GLLs utilize social learning strategies to connect with the target language and its community Additionally, Nunan's research on successful language learners across diverse contexts reveals that the determination to practice language skills outside the classroom significantly enhances second language development (Nunan, 1991).
Ellis (1994) concluded that learners get the most benefit from formal language instruction when it is coupled with opportunities for natural exposure to the language
Many educators often assign more homework or tests to promote out-of-class study; however, they frequently overlook the impact of students' motivation for learning a second language on their out-of-class learning strategies.
&Yoshida, 2013) This fact neccesiates the research on the topic
1.1.5 Previous studies on the relationship between motivation and out- of - class learning strategies
The relationship between learners' motivation and their use of learning strategies is significant, with numerous studies indicating that these two factors influence one another Research by Oxford (1990), Pintrich (1999), and Oxford & Nyikos (1989) highlights that higher motivation levels often lead to more effective strategy application Since the 1990s, there has been a growing interest in exploring how motivation impacts the use of learning strategies.
Research has shown a strong link between learners' motivation and their use of language learning strategies A study conducted in 1990 revealed that highly motivated learners tend to employ more strategies than their less motivated peers Oxford and Nyikos emphasized that motivation significantly influences when and how students utilize these strategies Additionally, Pintrich and Garcia found that motivated students are more likely to adopt various learning strategies, particularly cognitive strategies like elaboration and organization Pintrich's 1999 study highlighted how different motivational beliefs affect the use of self-regulated strategies, including cognitive, meta-cognitive, and resource-management strategies Furthermore, the reciprocal influence of strategy use on learners' motivation has also been recognized in the literature, underscoring the complex relationship between motivation and strategy application in language learning.
“not only does high motivation lead to significant use of language learning strategies, but high strategy use probably leads to high motivation as well”
Research indicates that motivation and metacognition significantly impact learners' behavior outside the classroom (Pickard 1995, Wenden 2001, Lamb 2002) These factors play a crucial role in fostering learner autonomy, influencing the activities learners select and the rationale behind their choices, as well as the knowledge they gain from these experiences.
Schmidt (2001) proposed that the acquisition of a second language does not always correlate positively with learners' strategies, as successful learners may already utilize effective methods while less successful ones are still exploring options Sato et al (2008) found that teachers who employ diverse learning strategies and materials can enhance student motivation and engagement Pearson (2004) highlighted that intrinsically motivated students tend to put more effort into using the language outside the classroom However, he cautioned against generalizations, noting that out-of-class learning experiences are unique to each learner, leading to varied approaches and efforts.
METHODOLOGY
The research setting
The study is conducted at Yen Dinh 3 High School in Thanh Hoa province, situated in a rural area where English is a mandatory subject Students dedicate approximately 135 minutes to English instruction each week, utilizing English textbooks from a seven-year program published by an educational publisher.
Many students struggle with low motivation to learn English, largely due to limited opportunities to practice the language in real-life situations Additionally, they often rely on a narrow range of learning strategies, particularly those that extend beyond the classroom environment.
Research design
The survey research method is applied Questionnaire was delivered to students to find out students‟ motivation and out - of - class learning strategies
The study involved 90 students from the 10th grade at Yen Dinh 3 High School, representing a significant sample from the total of 360 students With over four years of intermittent English learning, participants exhibited varying levels of proficiency, with some showing exceptional skills due to their strong motivation to learn This raises the question of whether their high proficiency is a result of their motivation and effective out-of-class learning strategies The aim of this study is to explore this connection.
This study utilized a survey questionnaire divided into three parts to gather data on students' motivations and strategies for learning English Part I includes both closed and open-ended questions regarding personal information, motivations for learning English, and out-of-class learning activities, aiming to provide insights into students' motivations and learning strategies Parts II and III assess the frequency of language learning strategy use and motivation levels, with Part II employing the Attitude/Motivation Test Battery (AMTB) and Part III utilizing the Strategy Inventory for Language Learning (SILL) The SILL, a globally recognized paper-and-pencil survey, uses a 5-point Likert scale to evaluate strategy use, while the AMTB uses a 6-point Likert scale to measure motivation levels.
The total number of the questions in the questionnaires in part II and III is
The article discusses a study involving 25 questions, divided into 15 focused on motivation and 10 on out-of-class learning strategies, tailored to align with students' abilities and learning contexts To maintain the reliability and validity of the data, the statements in both sections of the questionnaire remain unchanged Additionally, a bilingual version of the questionnaires is utilized, featuring English as the primary language and Vietnamese as the secondary language, to eliminate any potential ambiguity.
The data for this study was analyzed using IBM SPSS Statistics 20, a widely utilized software program among researchers globally for processing social science and statistical data SPSS, or the Statistical Package for Social Science, is renowned for its modern capabilities and effectiveness in data analysis.
The survey method is adopted because of its following advantages:
• Can be developed in less time (compared to other data-collection methods)
Capable of collecting data from a large number of respondents
Numerous questions can be asked about a subject, giving extensive flexibility in data analysis
With survey software, advanced statistical techniques can be utilized to analyze survey data to determine validity, reliability, and statistical significance, including the ability to analyze multiple variables
A broad range of data can be collected (e.g., attitudes, opinions, beliefs, values, behavior, factual)
Standardized surveys are relatively free from several types of errors
Data Collection Procedure
- Before being handed out the survey questionnaires, the students were explained what to do to complete the paper correctly Then they were allowed to finish it individually within 30 minutes
The data then were collected to be processed
The article presents an analysis of students' motivation types and their out-of-class learning strategies, illustrated through tables and charts Additionally, it explores the relationship between students' motivation and their learning strategies, utilizing the Statistical Package for Social Science (SPSS) computer program for data processing.
FINDINGS AND DISCUSSION
Reasons for learning English
Table 1: Reasons for learning English
I like it My parents want me to
Percentages and totals are based on respondents
A recent survey reveals the primary motivations for students learning English, as outlined in Table 1 The predominant reason, cited by 77.8% of participants, is the necessity of passing English exams Interest in the language follows, with 34.4% of students expressing a genuine passion for English Parental influence is also significant, with 14.4% of respondents indicating that their parents encouraged them to study the language Additionally, a small percentage (3.3%) mentioned other motivations, such as the desire to travel, seek better job opportunities, or improve communication skills.
The findings reveal that a significant majority of students, specifically 83 percent, are motivated to learn English due to external factors This highlights the crucial role of extrinsic motivation in fostering language acquisition among students.
The students’ main types of language learning strategies and activities
Table 2: Summary of descriptic statistic for language learning strategy use
Strategy use Mean Std Deviation
According to Table 2, the average use of various strategies ranges from 2.70 to 3.20, all exceeding the midpoint of the five-point scale Metacognitive strategies are the most utilized, with a mean of 3.20, closely followed by affective strategies, also at 3.20 Memory strategies rank third with a mean of 3.05, while social, cognitive, and compensation strategies have means of 2.82, 2.79, and 2.70, respectively Notably, compensation strategies are the least employed, indicating that students often do not attempt to guess missing words or use gestures to convey forgotten terms.
The findings indicate that students favor indirect learning strategies, particularly metacognitive and affective approaches, which received the highest mean scores In contrast, direct strategies, such as cognitive and compensation methods, were less preferred, reflected by their lower mean scores Overall, students did not consistently adopt specific learning strategies, as all mean values clustered around the average point of M=2.5 Consequently, it is advisable to encourage students to flexibly utilize a variety of learning strategies to achieve better outcomes.
3.2.2 Out – of – class learning activities
Table 3: Out – of – class learning activities
N Percent Listen to English songs
Chat with foreigners on line
The findings from the second section of Part I of the survey questionnaires reveal that students engage in various activities to enhance their English learning outside the classroom Rather than relying on a single method, many students opted for multiple approaches, indicating a diverse strategy in their language acquisition efforts.
A significant disparity exists in the preferences of students regarding their choice of learning methods, with "listening to English songs" leading at 76.1% This indicates that students favor learning English through music over other extracurricular activities.
Playing games in English is a popular activity, recorded in five fewer cases than the top two options In contrast, reading books in English stands out with 40.9 percent of the cases, highlighting its significance in language learning.
„chatting with foreigners on line‟ Apart from the above mentioned activities, a small number of students (3.4%) learned English through other activities
According to the survey, students engage in various activities to improve their English skills, such as watching films, sending emails, and conversing with foreigners However, reading English newspapers ranks lowest among these activities, with only 1.5% of students participating For further details on these activities, please refer to Table 3 above.
Students’ motivation types
The survey explored various types of motivation among students, including intrinsic, extrinsic, integrative, instrumental, and amotivation A detailed analysis of the collected figures reveals clear insights into these motivational categories.
Table 4 presents the hierarchy of motivation types among students, with instrumental motivation leading at a high mean value of 5.13, indicating that students recognize the importance of English for their future careers Following closely is extrinsic motivation, with a mean value just 0.01 lower, suggesting strong support from parents and relatives for learning English Integrative motivation ranks third at 4.61, reflecting students' desire to communicate effectively and engage with the English-speaking community Despite understanding the significance of English, intrinsic motivation is ranked fourth with a mean of 4.37, indicating that internal factors may not be sufficient for effective learning However, students show some interest in learning English, as evidenced by the absence of strong disagreement with intrinsic motivation statements Lastly, amotivation scores the lowest at 2.37, confirming that the majority of students possess motivation to learn English Figure 3 further illustrates students' positive attitudes towards learning English, with 77.8% expressing varying degrees of agreement with the statement "Learning English is really great," underscoring their intrinsic motivation to acquire the language.
Figure 3: Students’ attitude towards the interest of learning English
The relationship between students’motivation and their out-of-class
The tables below display results derived from multiple correlation analyses between various types of motivation and corresponding learning strategies, processed using SPSS These tables aim to offer a comprehensive overview of the survey findings.
Table 5: Correlations between motivation types and out-of-class learning strategies
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
The Pearson bivariate correlation analysis was conducted to examine the relationship between motivation and the strategies selected in the survey, with the findings summarized in Table 5.
Amotivation is negatively correlated with all types of learning strategies, with correlation coefficients below zero Specifically, the correlations are as follows: metacognitive (r = -.467), memory (r = -.440), affective (r = -.436), cognitive (r = -.376), compensation (r = -.019), and social (r = -.008) This indicates that increased demotivation among students leads to a decrease in the use of effective learning strategies.
Research indicates that intrinsic motivation is strongly linked to effective learning strategies, showing significant positive correlations with metacognitive (r = 539**), memory (r = 510**), cognitive (r = 489**), affective (r = 373**), and social strategies (r = 337**) Conversely, intrinsic motivation has a negligible negative correlation with compensation strategies (r = - 057) Extrinsic motivation also influences learning strategies, albeit to a lesser extent, with social strategies (r = 209*), metacognitive (r = 179), cognitive (r = 177), memory (r = 130), affective (r = 047), and compensation strategies (r = -.033) reflecting weaker correlations To enhance learning strategies, it is crucial for students to cultivate a greater interest in learning English.
The data indicates a positive correlation between integrative motivation and language learning strategies among students Specifically, metacognitive strategies show a strong correlation (r = 287**), followed by affective (r = 246*), cognitive (r = 245*), and social strategies (r = 213*), while memory (r = 100) and compensation strategies (r = 003) demonstrate weaker associations These findings suggest that students who are more motivated to engage with the English-speaking community tend to employ a greater variety of strategies in their language learning process.
Instrumental motivation shows a mixed correlation with learning strategies, exhibiting a positive correlation with memory (r = 281**), metacognitive (r = 140), and affective strategies (r = 097), while negatively correlating with social (r = -.006) and both cognitive and compensation strategies (r = -.53) This indicates that instrumentally-motivated students tend to focus on specific learning strategies rather than adopting a comprehensive approach.
Compensation strategy has negative correlation with all kinds of motivation except for integrative (with r = 003) The results mean that a great number of motivated students did not use compensation strategies
In addition,Table 6 shows the Pearson bivariate correlations between motivation and out-of-class learning strategies The motivation mean is computed from the motivation variables in Table 5, excluding amotivation
Motivated students primarily utilize metacognitive strategies, showing a strong correlation (r = 364**), followed by memory strategies (r = 323**) The correlation between motivation and cognitive strategies ranks third, while compensation strategies exhibit a negative correlation with motivation (r = -.045) Additionally, social and affective strategies display similar correlation results with motivation, at r = 242* and r = 241*, respectively.
Table 6: Correlations between motivation and out-of-class learning strategies
Major findings of the study
This study investigates the types of motivation and learning strategies employed by students, particularly focusing on out-of-class strategies and their interrelationship Survey data reveals that students engage in various extracurricular activities to enhance their English learning and demonstrate a strong motivation to master the language The analysis of the data provides insights into the research questions posed in the study.
Students demonstrated a strong motivation to learn English, with all motivation types scoring above the average on a six-point scale, while amotivation remained low Instrumental motivation emerged as the top reason, indicating that students primarily learned English to pass exams and secure good job prospects Over three-quarters of respondents cited "for exams" as their main reason for studying the language Additionally, the findings reveal that students were more extrinsically motivated than intrinsically motivated in their language learning efforts.
Students predominantly employed indirect learning strategies over direct ones, with metacognitive strategies ranking the highest, followed by affective strategies, while compensation strategies were the least utilized Outside the classroom, students engaged in activities such as listening to English songs, playing games in English, and reading English books to enhance their language skills Although some students participated in chatting with foreigners, sending emails, or watching films, these activities had participation rates below 10% This indicates a clear preference for receptive skills over productive skills among students.
The research question "What is the relationship between motivation and out-of-class learning strategies?" reveals that students employ fewer strategies when their motivation is low, aligning with previous studies by Oxford (1990) and Pintrich and Garcia (1991) The findings indicate that motivation has both positive and negative correlations with learning strategies, with intrinsic motivation showing a stronger link to cognitive, metacognitive, social, affective, and memory strategies compared to extrinsic motivation Although integrative motivation does not exhibit the highest correlation coefficients, it is unique in demonstrating a positive correlation with all learning strategies Interestingly, a negative correlation was found between compensation strategies and all forms of motivation, except for integrative motivation.
Motivated students primarily utilize memory and metacognitive strategies, while compensation strategies are often overlooked This suggests that students may be unaware of the disparity between their existing knowledge and their learning goals, potentially hindering the effectiveness of their out-of-class study efforts Future research is needed to explore this issue further.
Conclusions
The findings in the above provide valuable information to answer the research questions raised in the first part of this study
The findings reveal that students exhibit varying levels of motivation in learning English, with a predominant inclination towards instrumental motivation.
To address the question of how students learn English outside the classroom, survey data reveals that they favor indirect learning strategies Engaging in activities such as listening to English songs and playing games in English significantly contributes to their language acquisition This indicates that out-of-class learning strategies play a crucial role in enhancing students' English proficiency.
The survey reveals a significant correlation between students' motivation and their out-of-class learning strategies Findings indicate that more motivated students tend to employ a greater variety of metacognitive strategies Additionally, those with intrinsic motivation dedicate more time to learning English outside the classroom.
Implications
The study reveals that while students exhibit higher levels of extrinsic motivation, their intrinsic motivation is more closely linked to their use of effective learning strategies To foster this intrinsic motivation, it is essential for teachers and parents to encourage students' interest in learning English When students are genuinely engaged, they are likely to adopt more learning strategies Conversely, a lack of motivation leads to fewer strategies being utilized in their language learning efforts.
Motivated students prioritize metacognitive strategies, making it essential for educators to facilitate their planning, monitoring, and evaluation of out-of-class learning activities Teachers should guide students to "learn to think" and "think to learn." Additionally, memory strategies are favored by students, so they should adopt effective methods to enhance memory while learning English outside the classroom.
Learning should extend beyond traditional classroom settings and textbooks, as students benefit from acquiring knowledge through out-of-class activities like listening to English songs, playing games, and reading books To enhance their learning experience, teachers should incorporate these engaging materials into their curriculum and extra lessons Utilizing information technology can further improve teaching effectiveness By offering a variety of motivating activities, teachers can help students access authentic English resources Crucially, fostering both in-class and out-of-class support encourages self-directed learning, empowering students to take charge of their educational journey.
Limitations of the study
Despite the writer's efforts to identify effective methods for helping students learn English, certain limitations must be acknowledged This study focuses solely on tenth-grade students, which may limit the applicability of the findings to higher grade levels Additionally, students' motivation and learning strategies may shift as they approach national examinations and as exam requirements evolve The Strategy Inventory for Language Learning (SILL) used in this research is not specifically designed for evaluating out-of-class learning, indicating the need for supplementary tools such as diaries and interviews Furthermore, the study presents inconclusive results regarding the negative correlations between intrinsic, extrinsic, and instrumental motivation with compensation strategies, as well as between instrumental motivation and social and cognitive strategies These findings necessitate logical and scientific explanations, yet the writer's limited expertise has prevented the formulation of satisfactory conclusions.
Suggestions for further study
To enhance this research, incorporating diverse data collection methods such as interviews and observations can provide more comprehensive insights Additionally, exploring the connection between motivation and language learning in non-classroom settings can be facilitated through innovative computer-assisted language learning technologies Implementing action research that integrates out-of-class learning activities into teaching plans allows educators to assess the impact of these strategies on students' English proficiency and the evolving relationship between motivation and learning approaches Furthermore, investigating the effectiveness of students' out-of-class learning strategies on their English skills is a crucial area for future research.
This study aims to enhance the understanding of motivation and out-of-class learning strategies among teachers and students, which are crucial for effective foreign language education By gaining insights into these factors and their interrelationship, educators and learners can discover more effective and efficient approaches to teaching and learning English.
Benson, P (2001) Teaching and researching autonomy in language learning
Brown, D (1994) Teaching by principles Englewood Cliffs, NJ: Prentice
Deci, E L, & Ryan, R, M (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum
Dửrnyei, Z (1998) Motivation in second and foreign language learning, in
Dửrnyei, Z (2003) Attitudes, orientations and motivation in language learning: Advances in theory, research, and applications
Dửrnyei, Z (2005) The psychology of the language learner: Individual differences in second language acquisition Mahwah, NJ: Lawrence
Eelbaum Dửrnyei, Z (2008) The Psychology of Second Language Acquisition New
Ellis, R (1994) The study of second language acquisition Oxford: Oxford
University press Fukuda, S T., & Yoshida, H (2013) Time is essence: Factors encouraging out-of-class study time ELT Journal, 67 (1), 31-40
Garcia, T (1995) The role of motivational strategies in self-regulated learning In P R Pintrich (Ed.), New Directions for College
Teaching and Learning: Self-Regulated learning in the College Classroom (pp 29-42) San Francisco: Jossey-Bass, 1995
Gardner, R C (1985) Social Psychology and Second Language Learning:
The Role of Attitudes and Motivation London: Arnold
Gardner, R C (2005) Attitude/ Motivation Test Battery: International AMTB
Research Project The University of Western Ontario Retrieved
June 30th, 2010, from http://publish.uwo.ca/~gardner/, Keller, J.M (1983) Motivational design of instruction In C.M Reigeluth
(Ed.) Instructional design theories and models: An overview of their current status (pp 383-434) Hillsdale, NJ: Erlbaum
Locke, E.A., & Latham, G P (1990) A theory of goal setting and task performance Upper saddler River, NJ: Prentice Hall
Nunan, D (1991) Language Teaching Methodology: A Textbook for Teacher
O'Malley, J.M.&Chamot, A.U.(1990) Learning Strategies in Second
Language Acquisition.Cambridge, U.K.:Cambridge University
O‟Maley, J., Chamot, A., Stewner-Manzanares, G., Russo, R and Kuper, L
(1985) Learning strategy applications with students of English as second language TESOL Quarterly, 19: 557-584
Oxford, R L (1990) Language learning strategies: What every teacher should know Boston, MA: Heinle & Heinle
Oxford, R & Burry-Stock, J (1995) Assessment the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning(SILL) System, 23(1), 1-23
Oxford, R and Crookall, D (1989) Language learning strategies: methods, findings, and instructional implications Modern Language Journal, 73: 404-419
Oxford, R & Nyikos, M (1989) Variables affecting choice of language learning strategies by university students MLJ, 73(3), 291-300
Pearson, N (2004) The idiosyncrasies of out-of-class learning: A study of mainland Chinese students studying English at tertiary level in New Zealand, Proceedings of the Independent Learning Conference
Pickard, N., (1995) Out-of-class language learning strategies Three case studies English Language Teaching Journal, 12: 35-37
Pickard, N., (1996) Out-of-class language learning strategies English
Pintrich, P R (1999) The role of motivation in promoting and sustaining self-regulated learning International Journal of Educational Research, 31, 459-470
Pintrich, P R., & Garcia, T (1991) Student goal orientation and self- regulation In Maeher, P R Pintrich Advances in motivation and achievement: Goals and self-regulatory processes (PP 371-402)
Rubin, J.,(1975).What the "good language learner" can teach us TESOL
Rubin, J (1987) Learner strategies: theoretical assumptions, research history and typology In Wenden, A and Rubin, J Learner Strategies and language Teaching Englewood Cliffs, NJ, Prentice Hall 15-29
Ryan, R.M & Deci, E.L (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well- being American Psychologist, 55, 68-78.
Sato, T., Nakagawa, T., & Yamana, T (2008) The Basic Research of
College-Level English Learners: What Motivates Them and How
Do They Learn? Bulletin of Tsukuba International University, 14,
Schunk, D.H (1990) Introduction to the special section on motivation and efficacy Journal of Educational Psychology, 82(1), 3–6
Stern, H (1992) Issues and Options in Language Teaching Oxford, Oxford
In their seminal works, Tremblay and Gardner (1995) expand the motivation construct in language learning, emphasizing its critical role in enhancing student engagement and success Weiner (1972) explores attribution theory and its connection to achievement motivation, highlighting how students' perceptions of their abilities influence their educational outcomes Additionally, Wenden and Rubin (1987) focus on learner strategies in language learning, providing insights into effective techniques that can empower learners to take control of their educational journeys Together, these studies underscore the importance of motivation and strategy in the language acquisition process.
Englewood Cliff, NJ, Prentice Hall
Survey questionnaires – Bảng câu hỏi khảo sát
This survey seeks to gather insights into the motivation and learning strategies employed by tenth-grade students at Yendinh 3 High School in their English studies Your participation will greatly assist in completing this research.
Khảo sát này nhằm mục đích thu thập thông tin về động lực và chiến lược học tập tiếng Anh của học sinh lớp 10 trường THPT Yên Định 3 Các em học sinh vui lòng hỗ trợ bằng cách thực hiện các yêu cầu dưới đây để hoàn thành khảo sát.
I General information (Please fill in the blanks or circle the options)
Phần thông tin cá nhân (Các em hãy điền vào chỗ trống hoặc khoanh vào các phương án )
-What is your main goal for learning English (you can choose more than one)
Mục đích chính em học tiếng Anh là gì ( em có thể chọn nhiều hơn một phương án)
B I like it – Em yêu thích tiếng Anh
C My parents want me to do so – Bố mẹ em muốn em học tiếng Anh
Các lý do khác (nêu cụ thể)………
- Tick the activities you often do to learn English outside classroom Đánh dấu tick (√) vào các hoạt động em thường làm để học tiếng Anh ngoài giờ học
Tôi nghe các bài hát tiếng Anh
I listen to radio programs in English Tôi nghe các chương trình tiếng Anh trên đài phát thanh
Tôi đọc báo tiếng Anh
Tôi đọc sách tiếng Anh
I chat with foreigners on line in English
.Tôi trò chuyện trên mạng với các bạn nước ngoài bằng tiếng Anh
Tôi chơi games bằng tiếng Anh
Other activites (If there is any, please specify)
Các hoạt động khác ( Nếu có vui lòng nêu cụ thể)
Bảng câu hỏi về động lực học tập
Following are a number of statements with which some people agree and others disagree Please circle one alternative (in corresponding number 1, 2, 3,
Indicate your level of agreement or disagreement with each statement by selecting a number from 4 to 6 Your choice will reflect your personal feelings based on your knowledge and experiences Remember, there are no right or wrong answers.
Dưới đây là một số câu mà một số người đồng ý, trong khi một số khác không đồng ý Hãy khoanh vào phương án trả lời tương ứng với các con số.
Dưới đây là một số câu mà bạn có thể đồng ý hoặc không đồng ý dựa trên sự hiểu biết và suy nghĩ cá nhân của mình Hãy chọn phương án phù hợp với quan điểm của bạn Lưu ý rằng không có câu trả lời nào là sai hay đúng trong trường hợp này.
Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree
Hoàn toàn Không Có chút Hơi Khá Hoàn toàn không đồng ý đồng ý lắm không đồng ý đồng ý đồng ý đồng ý
1 Learning English is really great
Học tiếng Anh thực sự rất tuyệt
2 My English class is really a waste of time
Giờ học tiếng Anh thực sự là lãng phí thời gian
3 Studying English is important because I will need it for my career
Học tiếng Anh quan trọng vì tôi cần dùng nó trong nghề nghiệp của mình sau này
4 Knowing English isn‟t really an important goal in my life
Biết tiếng Anh thực sự không phải là mục tiêu quan trọng trong cuộc đời tôi
5 My parents and relatives feel that it is very important for me to learn
Bố mẹ và người thân cảm thấy rằng học tiếng Anh là quan trọng với tôi
6 I feel confident when asked to speak in my English class
Tôi cảm thấy tự tin khi được yêu cầu nói trong giờ tiếng Anh
7 Studying English is important because it will allow me to meet and talk with more and varied people
Học tiếng Anh quan trọng vì nó sẽ giúp tôi gặp gỡ và nói chuyện với nhiều người khác nhau
8 I think my English class is boring Tôi nghĩ giờ tiếng Anh chán ngắt
9 Studying English is important because it will make me more educated
Học tiếng anh quan trọng vì nó giúp tôi được giáo dục nhiều hơn
10 I wish I could have many native English speaking friends
Tôi ước tôi có nhiều người bạn là người nói tiếng Anh bản xứ
11 I put off my English homework as much as possible
Tôi trì hoãn việc làm bài tập tiếng Anh về nhà càng lâu càng tốt
12 I plan to learn as much English as possible
Tôi dự định học tiếng Anh càng nhiều càng tốt
13 I would feel uncomfortable speaking English anywhere outside the classroom
Tôi cảm thấy không thoải mái khi nói tiếng anh bất kì nơi nào ngoài lớp học
14 I wish I were fluent in English Tôi ước tôi thông thạo tiếng Anh
15 When I leave school, I will give up the study of English because I am not interested in it Khi học xong phổ thông tôi sẽ từ bỏ tiếng Anh vì tôi không thích nó
III Questionnaire on language learning strategies
Bảng câu hỏi về các chiến lược học tập
This form of the Strategy Inventory for Language Learning (SILL) is for students of English as a second or foreign language
Hình thức khảo sát chiến lược học ngôn ngữ ngữ này ( viết tắt là SILL) dành cho người học tiếng Anh như ngôn ngữ 2 hoặc ngoại ngữ
The article invites readers to evaluate their attitudes toward learning English by reviewing a series of statements Participants are instructed to read each statement carefully and select a response from a scale of 1 to 5, indicating how accurately each statement reflects their personal feelings and experiences regarding English language learning.
1.Never or almost never true of me
Hoàn toàn hoặc gần như hoàn toàn không đúng với tôi
2.Usually not true of me Thường là không đúng với tôi
3.Somewhat true of me Hơi đúng với tôi
4.Usually true of me Thường đúng với tôi
5.Always or almost always true of me
Luôn luôn hoặc gần như luôn luôn đúng với tôi
1 I connect the sound of a new English word and an image or picture of the word to help me remember the word
Tôi liên hệ âm của từ mới tiếng anh với một hình ảnh hoặc bức tranh nào đó của từ mới để giúp tôi nhớ từ
2 I practice English with other students
Tôi thực hành tiếng Anh với các học sinh khác
Tôi ôn tập các bài thường xuyên
4 I watch English language TV shows spoken in English or go to movies spoken in English
Tôi xem các chương trình truyền hình bằng tiếng Anh hoặc xem phim tiếng Anh
5 I write notes, messages, letters, or reports in English
Tôi ghi chép, viết tin nhắn, thư hoặc các bài tường thuật bằng tiếng Anh
6 When I can‟t think of a word during a conversation in English, I use gestures
Khi tôi không nghĩ ra từ trong khi giao tiếp, tôi dùng cử chỉ
7 I look for opportunities to read as much as possible in English
Tôi tìm kiếm cơ hội đọc tiếng Anh càng nhiều càng tốt
8 I try to find as many ways as I can to use my English
Tôi cố gắng tìm nhiều cách có thể để sử dụng tiếng Anh
