Rationale
In recent decades, English has gained significant importance in Vietnam, with an increasing number of people using it for various purposes Recognized as the primary language for international communication, commerce, science, and technology, proficiency in English is essential across all fields This demand opens up numerous opportunities for individuals, including better job prospects, higher earnings, and enhanced knowledge, leading to an improved quality of life Consequently, there has been a notable rise in English education throughout the country, with both children and adults engaging in learning Children study English as a compulsory subject in schools, while students aim to excel in exams, pursue studies abroad, or secure desirable jobs Adults, on the other hand, learn English to communicate with foreigners, conduct business, or enjoy English media Ultimately, regardless of their motivations, individuals aspire to make English a valuable tool in their lives.
As an English teacher, I prioritize my students' proficiency and interests, striving to create engaging and effective lessons It's evident that students also desire enjoyable learning experiences However, many teachers notice when students disengage or show disinterest in English, often attributing this to a lack of motivation I am constantly seeking solutions to address the factors that demotivate students, as research indicates that the absence of demotivators significantly impacts motivation levels in the classroom.
At the start of the semester, the lack of context demotivators and teacher behavior demotivators can enhance motivation levels in both children and adults.
This minor thesis focuses on the factors that demotivate students in learning English, aiming to identify the primary challenges they face It will explore the specific strategies students believe teachers can implement to help them overcome these demotivating factors Additionally, the study will propose effective activities and techniques to enhance motivation for both teachers and students The researcher intends to provide a comprehensive understanding of the demotivation experienced by first-year non-major students at the University of Labor and Social Affairs (ULSA), ultimately assisting educators in fostering greater motivation in English language learning.
Aims of the study
This survey aims to explore the demotivating factors affecting first-year non-major students' English learning at ULSA The researcher seeks to identify the primary reasons for students' lack of motivation in their English studies Based on the findings, the study will offer solutions to help students overcome these challenges and boost their motivation for learning English.
Research Questions
In order to reach the research aims, the researcher attempted to answer the following questions:
1 What factors demotivate students in learning English?
2 What factors most frequently demotivate them in learning English?
Scope of the study
This study examines the demotivating factors influencing first-year students' English learning at ULSA While numerous elements impact students' language acquisition, the research specifically targets the challenges faced by these learners The rationale for selecting first-year students as the focus of this investigation will be elaborated upon in the subsequent chapter.
Methods
This study employs a mixed-methods approach, utilizing both quantitative and qualitative data collection instruments A survey questionnaire was administered to 140 students across four classes from various faculties at ULSA, with 35 students selected from each class based on even-numbered positions in the attendance list Additionally, semi-structured interviews were conducted with 20 students who completed the questionnaire, providing deeper insights into the findings.
Organization of the study
This survey-designed study consists of three parts
Part A deals with the introduction This chapter provides the rationale, aims, research questions, scope, methods, and design of the study
Part B presents the development, which includes three chapters
Chapter 1 explores the theoretical foundations and academic perspectives on motivation, highlighting its significance in the learning process It defines motivation and demotivation, while examining the factors that contribute to students' lack of motivation, particularly in learning English Additionally, this chapter reviews relevant previous studies and discusses the specific case of ULSA, providing a comprehensive understanding of the challenges students face in their educational journey.
Chapter 2 outlines the methodology of the study, detailing the study's design, participant demographics, and research setting It also describes the instruments used for data collection, the procedures followed during data gathering, and the analysis methods employed to interpret the data.
Chapter 3 presents data analysis and discussion This chapter analyses, discusses the results achieved from the study and offers some implications of the study
In the conclusion of Part C, the author reflects on the study's outcomes, acknowledges its limitations, and offers suggestions for future research endeavors.
LITERATURE REVIEW
Motivation
Motivation is a critical factor influencing the success of foreign language learning, as it significantly impacts learners' achievements According to Scheidecker and Freeman (1999), cited in Dornyei (2001), "Motivation is, without question, the most complex and challenging issue today." This complexity has led to extensive research by educators and scholars, highlighting motivation as a key determinant in the success or failure of second and foreign language acquisition.
Although motivation has been discussed widely among the teachers and researchers, there are various definitions for motivation
Motivational psychology currently emphasizes a cognitive approach, where an individual's behavior is shaped by their conscious attitudes, thoughts, beliefs, and interpretations According to Dornyei (2001), motivation stems from a person's beliefs about the value of their actions and their ability to confront challenges, supported by their environment and social interactions He defines motivation as an abstract concept that helps explain human thought and behavior, although it may not always be present Dornyei later refined his definition by identifying three key dimensions of motivation: the choice of action, the effort invested, and the persistence demonstrated in pursuing goals.
Gardner (1985) defines motivation in the context of social psychology and second language learning as a blend of effort, desire, and a positive attitude toward learning the language He emphasizes that motivation is rooted in the internal dimensions of learners However, it's important to note that his definition overlooks external factors influencing motivation, such as support from parents, educational institutions, financial considerations, peer influence, and the relevance of learning content.
Dornyei and Otto (1988) define motivation as a dynamic and cumulative arousal that initiates, directs, coordinates, amplifies, terminates, and evaluates cognitive and motor processes They emphasize that motivation is a complex phenomenon that evolves during activities, significantly influencing actions and processes.
Motivation is a complex concept that is easier to describe than to define, as researchers approach it from various contexts, languages, subjects, and teaching conditions This study identifies three key factors of motivation:
1.1.2 The importance of motivation in foreign or second language learning
Research indicates that motivation is crucial in the foreign language learning process, significantly impacting students' achievements in English Brown (2007) emphasizes that motivation closely correlates with students' success or failure in college English courses, highlighting the need for teachers to focus on this aspect Motivated learners tend to acquire knowledge more efficiently, actively engage in learning activities, and achieve higher academic performance.
According to Gardner (1985), a positive attitude and strong motivation are crucial for achieving success in learning a second or foreign language Individuals who are highly motivated are not only eager to learn the language but also find joy in the process, which drives them to put in the effort needed to master it.
According to Naiman et al (1978), successful students exhibit key motivational traits, including a strong desire to tackle challenges and confidence in their abilities They view academic success as essential for self-image and are driven to overcome obstacles to achieve their goals These students seek demanding challenges, aiming for top grades and high proficiency They possess a clear understanding of their learning objectives and consistently invest significant effort into their studies Setbacks or temporary confusion do not deter them; instead, they remain patient, trusting that understanding will eventually follow.
Motivation is universally recognized by researchers as a key factor in achieving learning success It fosters positive learning habits, enhances focus, and encourages goal awareness, driving students to pursue challenging tasks Ultimately, motivated students consistently demonstrate the determination that contributes to their academic achievements.
Motivation has a profound impact not only on the individuals who possess it but also on their peers, as it can be contagious among students When motivated students collaborate or engage in group activities, they can inspire and stimulate the learning of others, often influencing their peers unconsciously.
Motivation is crucial in language learning as it directly influences students' behaviors and habits, ultimately determining their success or failure in acquiring a foreign language.
Demotivation
Demotivation is an emerging concern in second and foreign language learning, with Christophel and Gorham (1995) asserting that the absence of demotivators significantly impacts motivation more than the presence of motivators It is often viewed as the opposite of motivation (Dornyei & Ushioda, 2011; Falout & Maruyama, 2004; Sakai & Kikuchi, 2009) and negatively affects students by hindering their ability to achieve desired learning outcomes (Trang & Baldauf, 2007).
Demotivation, as defined by the Oxford Advanced Dictionary, refers to the process of making someone feel that their efforts are futile This sense of meaninglessness or worthlessness can lead individuals to abandon tasks or approach them with minimal effort.
According to Zhang (2007), demotivation can be defined as “the force that decrease students’ energy to learn and/or the absence of the force that stimulates students to learn”
Demotivation, as defined by Dorneyi (2001), refers to external forces that diminish the motivational basis for a behavior or action However, this definition has faced criticism, particularly from Sakai and Kikuchi (2009), who argue that Dorneyi's focus on external factors is too narrow They highlight that Dorneyi himself acknowledged the impact of internal factors, such as reduced self-confidence and negative attitudes, on motivation during the learning process Consequently, they advocate for a broader definition of demotivation that encompasses both external and internal influences Various sources can lead to a loss of interest, including ineffective classroom management by teachers, unengaging textbooks, or personal experiences of failure that contribute to learners' demotivation.
Motivation to learn English can be categorized into two types: intrinsic and extrinsic Intrinsic motivation arises from a personal enjoyment of the learning process, while extrinsic motivation is driven by external rewards such as high grades or job promotions These motivations can operate independently or in conjunction, as extrinsic rewards can foster intrinsic motivation by boosting learners' confidence and passion for the language.
Motivation in language learning is influenced by both internal and external factors, while demotivation stems from similar sources that reduce interest and engagement Unlike a complete loss of motivation, demotivation can manifest as amotivation, a term introduced by Deci and Ryan in their self-determination theory According to Dorneyi (2001), amotivation arises when learners feel that their efforts are futile, resulting from a sense of incompetence and helplessness rather than a lack of initial interest.
Motivational influences, both positive and negative, play a crucial role in a learner's educational journey Over time, persistent demotivation can evolve into amotivation, resulting in a complete loss of motivation (Dornyei, 2001) Dornyei and Ushioda (2011) emphasize that negative experiences, such as a series of challenging classroom situations, can significantly diminish a learner's self-efficacy and lead to a general sense of amotivation toward the activity.
In this study, demotivation is understood as a process of reducing or diminishing learners’ interest and motivation which concerns both external and internal factors
1.2.2 Factors that demotivate students in learning
Research has shown that demotivation significantly affects student learning, prompting investigators to explore the factors contributing to this issue The studies presented highlight that demotivation is a global concern, impacting students across various educational contexts.
Chambers (1993) highlights a significant disparity in the perception of student demotivation between teachers and students Teachers attribute demotivation to a range of factors, including psychological, attitudinal, social, historical, and geographical influences In contrast, students identify specific causes such as teacher behaviors and class size However, Chambers merely presents the students' perspectives without critically analyzing or determining the actual demotivating factors.
Oxford (1998) conducted a qualitative study on demotivation, which focused on a teacher’s influence on both motivation and demotivation The finding from her study revealed four broads sources of demotivation:
1 The teacher’s personal relationship with students
2 The teacher’s attitude towards the course and materials
3 Style conflicts between teachers and students
4 The nature of classroom activities
In his study, the prompts specifically referred to the teacher’s responsibility as a source of demotivation, participants in the study might not provide other potential sources
According Dornyei’s study (originally in 1998 but based on 2001), there are
9 categories of factors that demotivate students in foreign language learning as follows:
3 Reduction of self-confidence due to the experience of failure or success
4 Negative attitude toward the foreign language study
5 Compulsory nature of the foreign language study
6 Interference of another foreign language that pupils are studying
7 Negative attitude toward the community of the foreign language spoken
Among 9 factors, the teacher factor ranks first Teachers’ personality, commitment to teaching, attention paid to the student, competence, teaching method, style and rapport with students can have a direct impact on students demotivation Students also blame teachers’ indirect negative influence such as rigid classroom management for their lack of confidence Therefore, it is important to analyze the teacher factors on order to ascertain possible solution to demotivation
Factors that demotivate students in foreign language learning can be categorized into three main groups: teacher-related factors, learner-related factors, and the conditions of teaching and learning.
According to Dornyei (2001), demotivating factors related to teacher sources consist of teachers’ personalities, commitment, competence and teaching methods
Personality encompasses the unique character and behavioral traits of individuals, making each person distinct, including identical twins (Cruickshank, Jenkins, and Metcalf, 2003) Teachers with positive personalities significantly enhance student motivation, fostering an engaging and enjoyable learning environment Conversely, a teacher's negative traits can lead to student discouragement, indifference, and a lack of enthusiasm Essential qualities for effective teaching include love and care for students, as well as the ability to use humor to stimulate learning and alleviate tension (Hunsaker, 1988) According to Weaver and Cotrell (1987), students appreciate teachers who demonstrate their humanity and relatability They also outlined ten steps for teachers to cultivate a more comfortable and humorous classroom atmosphere.
2 Be spontaneous/ natural (Relax control a little/ break the routine occasionally; Be willing to laugh at yourself/ don’t take yourself so seriously)
3 Foster an informal climate/ be conversational and loose
4 Begin class with a thought for the day, a poem, a short anecdote, or a humorous example
5 Use stories and experiences that emerge from the subject matter Use personal experiences
6 Relate things to the everyday life of students
7 Plan lectures/ presentations in short segments with humor injected Plan a commercial break Use a slide or overhead
8 Encourage a give-and-take climate between yourself and students Play off their comments Learn their names
9 Ask students to supply you with some of their jokes, stories, or anecdotes Share these
10 Tell a joke or two Do outrageous things Admit you are no good at it Appear human
• Teacher’s commitment to the students’ progress
Teachers' commitment plays a crucial role in enhancing student motivation and effectiveness, as numerous researchers have identified it as a key predictor of student success This relationship suggests that student achievement is closely linked to teachers' dedication to their roles, schools, and students (Firestone and Rosenblum, 1988) Dorneyi (2001) emphasizes that educators must demonstrate a genuine commitment to their students' learning and development, while also showing care for their achievements For instance, teachers can provide tangible support by meeting with students individually to clarify concepts or by being available for phone consultations when students encounter challenges.
Numerous researchers have identified teacher incompetence as a significant demotivating factor for students This incompetence encompasses behaviors that demonstrate a lack of concern for both the students and the course material, including confusing or monotonous lectures, unfair testing practices, and excessive information Studies conducted by Fergusson highlight these issues as critical to understanding student motivation.
Research by Thomas (1989) and Medley (1982) highlights that a teacher's qualifications—encompassing knowledge, education, and experience—significantly influence student achievement Effective educators possess high competency in both knowledge and skills, which directly impacts their teaching effectiveness Furthermore, when teaching a language, it is essential to incorporate the associated culture; a lack of understanding of the culture of the language being taught can lead to less engaging lessons for students.
Effective teaching methods significantly influence student motivation, as engaging techniques and activities can prevent confusion and boredom during learning tasks Educators must dedicate time and effort to thoughtfully select materials and strategies tailored to each teaching stage, ensuring they enhance both instruction and assessment of student performance.
(2008) claimed that effective teachers should have a student-centered classroom, should be creative and should teach outside the syllabus
There are various factors demotivating students in second or foreign language learning, however these following factors are inferred to be the most determinant
• Learner’s lack of basic knowledge of English
Previous studies in the world and in Vietnam
Dorneyi's qualitative study, conducted in 1998 and based on data from 2001, involved 50 secondary school students in Budapest, Hungary, who were learning German or English as foreign languages These students were identified as particularly demotivated by their teachers or peers Data was collected through structured interviews lasting between 10 to 30 minutes, allowing participants to respond to a set list of questions while also encouraging open-ended discussion.
The study identified nine key demotivating factors affecting language learning: teacher influence, reduced self-confidence, insufficient school facilities, negative attitudes towards the second language (L2), the compulsory nature of L2 education, interference from other foreign languages, negative perceptions of the L2 community, group member attitudes, and the course book used.
Teacher-related factors contribute to over half of the demotivating elements in language learning, with inadequate school facilities and negative attitudes toward the second language (L2) being particularly significant Dörnyei's study is notable for its focused examination of demotivation among students identified as demotivated, providing valuable insights into the sources of their disengagement However, the scope of demotivating factors could be broader if the research included students who do not self-identify as demotivated, as all learners experience varying degrees of demotivation throughout their L2 learning journey.
Sakai and Kikuchi (2009) conducted a study on demotivation in learning by analyzing six key factors: teachers, class characteristics, experiences of failure, class environment, class materials, and lack of interest They surveyed 656 Japanese high school students using a 35-item questionnaire and identified significant sources of demotivation, including learning contents and materials, teachers' competence and teaching style, inadequate school facilities, lack of intrinsic motivation, and test scores Unlike previous studies, their findings revealed that teacher-related factors were not the primary sources of demotivation; instead, learning contents, materials, and test scores emerged as the most prominent issues affecting student motivation.
Kikuchi (2011) conducted a study involving 1,334 Japanese senior high school students across seven schools, utilizing a questionnaire to gather data on factors contributing to demotivation in learning The research identified that challenging experiences and a loss of interest were significant sources of demotivation, with teacher influence and difficult reading materials or vocabulary being particularly impactful Kikuchi's work also reviewed prior studies on demotivation, drawing on effective insights from researchers such as Dornyei, Oxford, and Gardner While his study serves as a foundational reference for further research, it relied solely on questionnaires, suggesting that incorporating student interviews could yield deeper insights into their demotivating factors.
A study by Trang & Baldauf (2007) explored the demotivation experienced by 100 Vietnamese university students in learning English The research revealed that demotivation is a prevalent issue, with students identifying both internal and external factors contributing to their challenges Internal factors included negative attitudes toward English, past failures, and low self-esteem External influences stemmed from teachers' behaviors and teaching methods, the classroom environment, and inadequate learning resources Additional demotivating factors included the compulsory nature of English education and disruptions such as teacher changes and shifts in the learning environment.
Trang and Baldauf (2007) identified a significant issue of demotivation in EFL learning in Vietnam, highlighting that the primary source of this demotivation is related to teachers Among various factors, teaching methods emerged as the largest contributor to students' lack of motivation, followed by teachers' inappropriate behavior, which negatively impacts students' feelings toward English Additionally, internal factors such as students' experiences of failure and inadequate background knowledge of English play a crucial role in their demotivation The study noted that university syllabi often set progressive standards that some students struggle to meet, leading to feelings of inadequacy and further demotivation This research offers valuable insights into the demotivating factors affecting Vietnamese students; however, incorporating questionnaires could yield more specific results, as students may not fully recognize all the factors contributing to their demotivation.
In 2010, Xuyen conducted a study to identify the demotivating factors affecting second-year students learning English at the Faculty of Banking and Finance, Hanoi University of Business and Technology The research involved distributing two survey questionnaires to 269 students and 8 teachers, along with semi-structured interviews with 20 students to gain insights into their perceptions of demotivators in English classes The findings revealed that subject-related factors were the most prevalent demotivators, followed by learning-environment-related, teacher-related, and finally, student-related factors The research methodology was deemed scientific and credible, as survey questions were sent via email, allowing students the flexibility to thoughtfully respond This approach also enhanced the researcher’s understanding of the demotivating factors, given the similarities between the contexts of Xuyen's study and the researcher’s, both being related to social and economic subjects.
Each study highlights diverse perspectives on demotivating factors due to varying data collection methods and differing contexts Additionally, the subjects and learning conditions differ across research Nevertheless, these studies collectively indicate that demotivation stems from multiple sources, including teachers, students, and the overall learning environment.
Demotivation and English learning at ULSA
Demotivation in English language teaching and learning is a significant issue observed over nearly four years at ULSA First-year students, often the focus at the beginning of the school year, exhibit a lack of engagement in lessons and activities despite having prior English education Teachers report that these students appear to struggle with confidence when responding to questions, and the large class sizes, ranging from 65 to 80 students, complicate lesson delivery and discipline Observations reveal that many students show disinterest and inactivity, often remaining silent until directly addressed or engaging in unrelated activities This decline in motivation severely affects the quality of education, highlighting a critical gap that necessitates investigation into the underlying causes and potential solutions Therefore, the researcher aims to study the demotivating factors affecting first-year non-major students in their English learning journey at ULSA.
This chapter has explored key theories on motivation and demotivation in foreign language learning, highlighting the significant impact of motivation on English as a Foreign Language (EFL) learning, particularly at ULSA in Vietnam Despite the critical role of motivation, demotivation remains a prevalent issue that has not received adequate attention from educators and researchers This study seeks to investigate the factors contributing to demotivation among first-year non-major students at ULSA, focusing on teacher-related factors, student-related factors, and learning conditions.
METHODOLOGY
Participants and setting of the study
A survey was conducted with 140 first-year non-major students from four faculties at ULSA, comprising 35 students each from the Accounting, Labor Management, Insurance, and Social Work Departments All participants, aged 18 to 20, were required to study English for General Purposes in their first year, similar to other universities in Vietnam The group included 129 females and 11 males, with the majority (84 students) hailing from rural and mountainous areas, 29 from towns, and 27 from cities such as Hanoi, Haiphong, and Nam Dinh Their diverse backgrounds significantly influenced their English language learning experiences.
A majority of students began learning English prior to university, with their study durations varying from 0 to 12 years Out of 140 students surveyed, 53.6% (75 students) had studied English for 7-8 years, while 20.7% (29 students) had learned for 3-4 years Additionally, 8.5% (12 students) had 9-10 years of experience, 9.3% (13 students) had studied for 5-6 years, and 0.5% (7 students) had engaged with the language for 11-12 years Notably, 2.9% (4 students) reported no prior English education, and none had studied English abroad.
To pass the entrance exams to be students at ULSA, among them, 42 students had English as one of the main subjects
In May 2013, participants were in their second term of the first school year at ULSA, having completed 87 periods of English study over the first term and 7 weeks of the second semester, which included one end-of-term examination This timing was selected for the survey as students had become familiar with university life and had gained valuable experience in English learning and examinations.
Many students from Hanoi and other cities possess strong English skills, while others struggle with the language As a result, only a few students are genuinely motivated to learn, while the majority feel significant pressure to pass their exams.
This research took place at ULSA, a university in Hanoi, where English is a mandatory subject, similar to numerous other institutions in Vietnam For first-year students, the primary textbook utilized is "Lifeline – Elementary" by Tom Hutchinson, published by Oxford University Press.
The article introduces a comprehensive resource featuring 14 units, each covering diverse topics relevant to everyday life, including entertainment, travel, fashion, health, and personal experiences Each unit is structured into five key sections: grammar, vocabulary, reading and writing, listening and speaking, and pronunciation Additionally, the book offers valuable supplementary materials, such as a grammar reference, functional language guides, tape scripts, a workbook, and answer keys, to enhance students' learning experience.
At the University of Labor and Social Affairs, a dedicated team of 9 instructors is responsible for teaching Basic English This team includes 4 educators with Master's degrees and 5 teachers who possess over 5 years of teaching experience, while the remaining members hold Bachelor's degrees in English Language Teaching.
To become students at ULSA, they have to pass the entrance exam in different groups such as A, A1, C or D At the university, there are approximately
At ULSA, classes often consist of 65 to 80 students with varying levels of English proficiency, all using the same textbook This large class size presents significant challenges for effective teaching, as my three years of experience have shown.
Despite regular attendance, many students displayed a lack of interest in learning English during class Their primary motivation for attending was the requirement to meet attendance thresholds, as missing more than 20% of lessons would disqualify them from taking the final exam.
Therefore, this survey was conducted to investigate factors demotivating students in English learning and to suggest some resolutions.
Data collection
To fit the purpose of the study, the instruments used to collect data are the questionnaire and informal interview for students
The research utilized a questionnaire for data collection, as it is a popular and effective method for assessing the affective dimensions of teaching and learning, such as beliefs, attitudes, and motivation (Nunan, 1992; Richard and Lockhart, 1994) The questionnaire consists of two parts: the first gathers demographic information from respondents, including gender, age, and duration of English learning, while the second part explores students' opinions on demotivating factors in their learning A Likert scale is employed in the closed questions to facilitate quantifiable and analyzable responses, with participants rating each item on a 4-point scale.
The survey questions in this study were adapted from Kikuchi's 2011 research on learners' perceptions of demotivators in Japanese high school English classrooms Kikuchi's work analyzed various previous studies to identify key factors influencing demotivation, providing a persuasive examination of their effects All relevant factors from his survey were carefully considered and analyzed, ensuring a comprehensive approach to understanding demotivation in educational settings.
Structure of the demotivation questionnaire
Part 1: Gender, hometown, the length of learning English
The questionnaire for students consists of 26 questions (see Appendix) For every question, informants are asked to tick their view
Twenty-six questions of the surveys for students are grouped into 3 parts as follows:
A Students’ opinions on demotivating factors relating to themselves
- A1 Lack of basic knowledge ( Question 10)
B Students’ opinions on demotivating factors relating to teachers
C Students’ opinions on demotivating factors relating to tlearning conditions
(Questions 25, 26) All questions were in Vietnamese to ensure full understanding of all students
In this study, questionnaires served as the primary research tool; however, they have notable drawbacks, including the potential for superficial responses, unreliable participants, literacy challenges, and the halo effect, which can lead to overgeneralizations (Dornyei, 2005) To gain deeper insights into the research questions, follow-up interviews were conducted with 20 students, allowing for clarification and elaboration on questionnaire items Each interview, lasting approximately 15 to 20 minutes, provided an opportunity for the researcher to explain questions and address any ambiguities Additionally, informal discussions took place during English lesson breaks to further enrich the data collected.
The purpose of interview is to investigate:
- Students’ ideas about English language and English learning
- Factors demotivate them to learn English (teacher-related factors, student- related factors, learning condition)
The answer from interviews with students were named S1 –S20 All the answers then were mentioned in the following part
The interviews were conducted in Vietnamese as informal conversations between the researcher and the students The collected data was recorded and subsequently translated into English for the study.
The data collection procedures were conducted one week before the ending of the second semester in May 2013
Before giving questionnaires, the researcher explained the purpose of the study and instructed students to finish all questions depending on their case in 20 or
Participants were assured that their information would remain confidential and used solely for research purposes, encouraging them to answer all questions willingly As a result, a total of 160 questionnaires were successfully collected within a 25-minute timeframe.
After that, deep-information about demotivating factors was gained by interviews After the research analyzed the questionnaires, 20 students were chosen to participate in the interview.
The collected data was initially reviewed to gain an understanding of the overall context, and interview transcriptions were recorded Subsequently, the findings were organized into reflective notes and summaries of field notes for easier comprehension, before being presented in tables and figures.
All collected data were analyzed by researcher alone to avoid inconsistency or possible biases.
FINDINGS AND DISCUSSIONS
Findings
To answer the two research questions, the questionnaire was used The data will be counted and put in the tables and figures as follows
3.1.1 Factors that demotivating students to learn English at ULSA
This part aims to answer the question:
(1) What factors demotivate students in learning English?
The analysis of student demotivation will focus on data presented in the table, which highlights the percentage of participants who agree or strongly agree with various factors contributing to their lack of motivation.
Group Items Questions % of participants agreeing and strongly agreeing
Group Items Questions % of participants agreeing and strongly agreeing
Table 3.1: Students’ opinions on student-related factors
( A =Group of Student – related factors, A1-A4 = Factors; Q1–Q10: Questions from 1-10 about student-related factors)
Figure 3.1: Students’ opinion on Student-related factors
(A1= Lack of basic knowledge, A2= Student’s personality, A3=Lack of confidence, A4 =Student’s belief)
According to the data presented in Table 3.1 and Figure 3.1, a significant majority of students, 75.7%, expressed a lack of basic knowledge in English, while 75.4% reported a lack of confidence in their English learning Despite these challenges, 85% of students acknowledged the importance of English and its relevance in their university studies The researcher identified key insights from interviews that further emphasize these findings.
English is a crucial international language that plays a significant role in various fields and aspects of life Mastering English is essential for individuals seeking to secure good job opportunities after graduation.
“English is useful I want to learn English to read books and newspapers in English and to communicate with foreigners” (S5)
In a survey of 20 interviewers, over two-thirds emphasized the significance of English, stating that proficiency in the language is crucial for academic success One interviewee remarked, "If you don’t learn English, you can never pass the exams to leave this university" (S10), highlighting the necessity of English for graduation.
It seems that many students lack intrinsic motivation to learn English at ULSA, they just learn because of exams or as a condition to leave the university
Many students find English challenging to learn, with 75% expressing this sentiment, and 50% admitting they lost interest in studying the language at university due to these difficulties Despite this, 55% of students believe they have the capability to learn English, indicating that their motivation is not significantly hindered by their personality traits.
In the interview, students revealed many parts of English difficult such as grammar, pronunciation or skills As one student claimed in the interview that:
English pronunciation and stress pose significant challenges for me I struggle to replicate the sounds modeled by my teacher, often sounding more like Vietnamese than English Additionally, I have difficulty remembering where the stress falls in words.
Some others found difficulties in listening and speaking skills:
“I find listening is the most difficult skill I can understand my teacher in class but I cannot understand what is said in the tape.” (S4, S7, S11)
“Although I have learnt English for nearly 10 years, I often feel nervous and confused when speaking English and I can express my ideas clearly as well as speak fluently and naturally” (S8)
“For me, all parts are difficult because I lack basic knowledge of the language when I was at high school.” (S19)
In interviews, students expressed that a lack of foundational knowledge significantly hinders their learning and leads to demotivation Fifteen students reported losing their basic English skills since high school, making it challenging to keep pace with their university classmates and understand their teachers' lessons.
During high school, I prioritized my main subjects—math, physics, and chemistry—over English to prepare for the university entrance exam Now in university, I struggle to keep up with my teachers and classmates despite my efforts, leading to disappointment and a lack of motivation to learn English.
Especially, some students have never learnt English before, so learning English at university is their great challenges
“This is the first time I have known English; my high school did not teach it
It is very strange and difficult for me to learn from the beginning while my friends are good at it I feel bored with learning.” (S14)
In interviews, students expressed feelings of insecurity regarding their English proficiency, attributing this lack of confidence to inadequate language knowledge and skills One student highlighted these challenges, emphasizing the need for improvement.
“Whenever I speak in class I am often afraid of my classmates laughing at me.” (S12, 18, 19)
“My knowledge is not very good makes me feel unsafe and demotivated in language learning.” (S6)
“My friends are much better at English than me I often feel unconfident about that ” (S15)
It can be concluded that lack of basic knowledge and lack of self-confidence strongly demotivate first-year non-major students at ULSA in learning English
There is a truth that some students are really hard-working but their results are often not good
The second group is the teacher-related factors The data was put in the Table and Figure Only the percentage of participants agreeing and strongly agreeing is mentioned
Group Items Questions % of participants agreeing and strongly agreeing
Table 3.2: Students’ opinions on teacher-related factors
(B =Group of Teacher– related factors, B1-B4 = Factors; Q11–Q16: Questions from 11-16 about teacher-related factors)
Figure 3.2: Students’ opinion on teacher-related factors
(B1=Teacher’s personality, B2= Teacher’s commitment, B3= Teacher’s incompetence, B4= the teaching methods)
Table 3.2 and Figure 3.2 reveal that while half of the students felt demotivated due to teachers' apparent lack of concern for their understanding and enthusiasm, most students rated their teachers' competence and personality as acceptable This situation has led to tense and unfriendly relationships between teachers and students, as highlighted in the interviews.
“My teacher only focused on her lectures, not her students She has never asked whether we understood the lectures or we needed further explanation ”(S1)
“My teacher is very strict and she always gives me low marks She seems not to know my effort and I feel that my teacher doesn’t like me at all.”(S9)
One student expressed appreciation for their English teacher, stating, "I love my English teacher because she delivers lectures thoughtfully and frequently checks for understanding by asking, 'Are you clear about that or do you have any questions?' She is also very friendly."
Over two-thirds of students reported feeling demotivated by their learning experiences, with 40.6% attributing this to teaching methods A significant 62.1% found lessons monotonous, stating that "all the lessons are the same," while 47.1% felt the pace of instruction was too rapid, saying, "the teaching is so fast." Interestingly, students did not agree that their teachers relied heavily on Vietnamese, with one noting, "I think my teacher uses English more." Therefore, it cannot be definitively concluded that teaching methods are the primary cause of student demotivation.
In short, the way teachers conducting lessons remarkably affect students’ motivation Any student becomes demotivated with uncreative and boring lessons
In addition, when students cannot catch their teachers’ commitment, they also feel demotivated
Besides factors related to students and teachers, insufficient learning conditions also demotivate students as the table below reveals:
% of participants agreeing and strongly agreeing
Table 3.3: Students’ opinions on factors related to learning conditions
(C =Group of Factors relating to learning conditions, C1- C4 = Factors; Q20–
Q26: Questions from 20-26 about learning conditions)
Figure 3.3: Students’ opinions on factors related to learning conditions
(C1=Big size class, C2= Inadequate facilities, C3= Boring atmosphere, C4=
According to the data presented in Table 3.3 and Figure 3.3, over 60% of students identified the atmosphere of the English class as the primary demotivating factor in their learning experience Additionally, a significant 57.9% of students cited large class sizes as the second most discouraging factor affecting their motivation.
The classroom atmosphere significantly influences our engagement and interest in lessons An engaging and lively environment fosters enthusiasm for learning, while a quiet and dull setting, like my English class, leads to disinterest among students Many classmates appear disengaged, merely going through the motions of writing, listening, and staring at the board without genuine involvement.
Many students find lessons unengaging, leading to a reluctance to participate or respond when called upon by the teacher Additionally, a significant number of students exhibit a lack of motivation to learn.
“My friends don’t want to learn so when the teachers ask us to work in pairs or groups, I often feel uncomfortable” (S5)
Discussions
The study reveals that first-year non-major students at ULSA experience demotivation in learning English, primarily due to factors related to the students themselves, rather than the teachers or learning conditions This finding contrasts with previous research, such as Dornyei's (2001) and Trang and Baldauf's (2007), which emphasized teacher-related factors as the main source of demotivation.
Student-related factors significantly impact demotivation in learning English, primarily due to a lack of basic knowledge and confidence Many students at the University of Labor and Social Affairs (ULSA), particularly those from rural areas, face challenges in accessing quality English education, leading to inadequate preparation As a result, a majority neglect English if it is not a core subject for their entrance exams Furthermore, the limited number of students in advanced English groups suggests that most enter ULSA with minimal or no prior knowledge This lack of foundational skills hinders their ability to process and connect new information effectively, underscoring the importance of early English education in shaping learners' confidence and competence.
A significant challenge for students is their lack of confidence, with 75.4% admitting to feeling shy or afraid of making mistakes in class This issue is prevalent not only among students at ULSA but also among Vietnamese students overall Such feelings create a substantial barrier, hindering their active participation in lessons.
Enhancing students' English knowledge and boosting their confidence are significant challenges for teachers To address these issues, educators should foster a safe and friendly learning environment while providing clear, tailored instructions and tasks Additionally, at the start of the course, students should be introduced to effective learning strategies shared by both their peers and teachers.
Students' personalities and beliefs can significantly impact their motivation to learn English For instance, if they perceive university-level English as impractical, they may feel that investing time in learning the language is not worthwhile.
A significant factor contributing to student demotivation at ULSA is the learning environment, characterized by a dull atmosphere and large class sizes Many students reported feeling disengaged during English lessons, often due to their peers' lack of seriousness and participation Furthermore, insufficient facilities exacerbate the monotony of lessons, leading to increased student disinterest and demotivation.
A significant source of demotivation for students learning English is the teacher's approach, as many students feel their teachers, while competent, lack the necessary commitment and engaging teaching methods The personality traits of teachers, particularly their enthusiasm and dedication, play a crucial role in influencing student motivation To foster a positive relationship with learners, teachers should understand their students' backgrounds, interests, future goals, and diverse personalities By establishing strong connections, educators can implement tailored teaching strategies that are interesting and creative, ultimately inspiring and engaging students in the learning process.
As one student reported “If my English teacher is friendlier and more enthusiastic, I will want to study more” and “the teachers should take care of us more”
In addition, 62.1% students agreed that the teaching is boring and demotivate them to learn English
Large class sizes can significantly contribute to student demotivation for various reasons related to university staff and leadership These oversized classes limit opportunities for students to engage with their teachers, making it challenging for educators to effectively conduct lessons and maintain discipline Fortunately, the choice of textbooks does not appear to be a major factor in student demotivation.
Several factors contribute to student demotivation in learning English, including: (1) student-related issues such as insufficient foundational knowledge and low self-confidence; (2) learning conditions characterized by an unsupportive classroom environment, inadequate facilities, and large class sizes; and (3) teacher-related factors, notably a lack of commitment from educators.
This chapter summarizes the conclusions of the current study, outlines its implications, and discusses the limitations encountered Additionally, it offers suggestions for future research in the final section.
Conclusions
This study aimed to identify the factors that demotivate first-year non-major students at ULSA in their English learning experience The research highlights three key categories influencing students' motivation: the students themselves, the learning conditions, and the teachers involved in the process.
The study identifies two primary factors contributing to students' self-demotivation in learning English: a lack of basic knowledge and a lack of confidence Additionally, large class sizes and a monotonous classroom atmosphere further exacerbate this issue Furthermore, the commitment of teachers and their teaching methods also play a significant role in demotivating students.
Pedagogical implications
Based on the data analysis from the previous chapter, this section addresses the implications of the study for combating student demotivation in English lessons Key strategies to enhance motivation include fostering a positive learning environment, incorporating engaging and relevant materials, providing constructive feedback, and encouraging student participation and autonomy.
Confidence plays a crucial role in predicting student motivation, highlighting the need to reduce anxiety in the classroom Teachers should foster a supportive and accepting learning environment that encourages close relationships with students, allowing them to express their opinions and build on their strengths while minimizing weaknesses This supportive atmosphere helps students feel less embarrassed about making mistakes, leading to increased engagement in English tasks Furthermore, teachers should approach mistakes positively, as their support and encouragement can alleviate anxiety and enhance student motivation.
Students' foundational knowledge is crucial for their current and future learning Educators must assess their students' levels and provide additional lessons or resources to enhance their basic understanding, facilitating effective self-study.
Teachers play a crucial role in enhancing students' performance in English learning by incorporating engaging and moderately challenging activities Utilizing well-chosen games, such as guessing games, gap filling, and chain story games, can significantly boost students' interest and intrinsic motivation Additionally, activities like role play, songs, and summer English camps further enhance motivation Real-life scenarios, discussions, and creative projects, such as creating advertisements, should also be integrated into the curriculum These innovative and interactive methods, enriched with vibrant visuals and abundant information, effectively stimulate students' curiosity and foster a deeper engagement in learning English.
Limiting class sizes to 30 to 35 students is essential for effective teaching, as it allows educators to provide personalized attention and fosters better interaction between students and teachers.
Limitations of the study and suggestions for further research
The study focuses exclusively on survey questionnaires and interviews to explore the demotivating factors in learning English among first-year non-major students at ULSA, which may limit the generalizability of the findings to the broader student population at the university.
Further research should delve into specific English language skills to address the common demotivating factors identified in all lessons Additionally, it is essential to explore how students can overcome these demotivating influences after identifying the factors and implementing targeted suggestions.
The study primarily relies on data gathered from questionnaires and semi-structured interviews; however, it is essential to complement this information with direct observations of students' behaviors and teachers' practices, which falls outside the study's scope.
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Phiếu điều tra này được thiết kế để xác định những yếu tố ảnh hưởng đến sự mất hứng thú học tiếng Anh của sinh viên không chuyên năm nhất tại trường Đại học Lao động.
Xã hội Những ý kiến của các em rất quan trọng với nghiên cứu này Các dữ liệu điều tra sẽ chỉ được phục vụ cho mục đích nghiên cứu
Xin chân thành cảm ơn sự cộng tác của các em!
Phần 1 Thông tin cá nhân của em
- Em đến từ đâu ? Nông thôn / Miền núi / Thị trấn / Thành phố
- Tính đến khi vào năm nhất đại học, em đã học tiếng Anh được bao lâu ? năm
- Em đã vào trường ĐH LD –XH theo khối thi nào? A A1 C D
Phần 2: Những nhân tố dưới đây đã gây giảm hứng thú học tiếng Anh của em ở mức độ thế nào
Em hãy đánh dấu tick () vào các ô ứng với ý kiến của mình
(1) Hoàn toàn đồng ý; (2) Đồng ý; (3) Không đồng ý; (4) Rất không đồng ý
A Các nhân tố liên quan đến sinh viên
1 Học tiếng Anh không phải là quan trọng với tôi
2 Tôi không hứng thú với việc học tiếng Anh
3 Tiếng Anh là một ngoại ngữ khó
4 Tôi thấy mình không có khả năng học tiếng Anh
5 Tiếng Anh tại trường đại học là không mang tính áp dụng thực tế
6 Tôi cảm thấy không tự tin về trình độ tiếng Anh của mình
7 Tôi không tham gia tích cực vào bài học
8 Tôi sợ mắc lỗi trước giáo viên và bạn học cùng lớp
B Các nhân tố liên quan đến giáo viên
C Các nhân tố liên quan đến điều kiện học tập
Cảm ơn rất nhiều vì sự hợp tác của em!
9 Tôi thường cảm thấy xấu hổ hay lo lắng khi nói Tiếng Anh hoặc trả lời câu hỏi trong lớp học
10 Tôi thiếu kiến thức tiếng Anh cơ bản trong thời gian học ở cấp III
11 Giáo viên thường la mắng và hay tức giận trên lớp
12 Giáo viên của tôi là một người nhàm chán
13 Cách giảng dạy của giáo viên nhàm chán
14 Giáo viên giảng bài quá nhanh
15 Giáo viên của tôi không có các hoạt động ngôn ngữ thú vị trên lớp
16 Giáo viên nói quá nhiều tiếng Việt
17 Phát âm tiếng Anh của giáo viên là chưa chuẩn
18 Giáo viên giải thích nội dung bài học không rõ ràng
Nhiều giáo viên thường không chú ý đến việc sinh viên có hiểu bài học hay không, đồng thời cũng không cung cấp hướng dẫn cần thiết cho sinh viên Điều này dẫn đến việc họ dường như thiếu nhiệt huyết trong công tác giảng dạy.
20 Số lượng sinh viên trong một lớp là quá đông để học tiếng Anh
21 Trang thiết bị phục vụ cho dạy-học không đầy đủ như thiếu máy chiếu, micro, sách tham khảo,
22 Không khí trong các lớp học tiếng Anh tẻ nhạt
23 Bạn cùng lớp của tôi không chủ động tham gia bài học
24 Bạn cùng lớp của tôi là ồn ào, thiếu tập trung
25 Giáo trình LIFE – LINE không thú vị
26 Giáo trình khó với trình độ của sinh viên
This survey aims to identify the factors that demotivate first-year non-major students in learning English at the University of Labor and Social Affairs Your participation in completing the questionnaire is greatly valued Please note that all data collected will be kept confidential and used solely for research purposes.
Thank you very much for your cooperation!
- Where are you from? The countryside / The mountainous area / Town / City
- How long have you been learning English? year(s)
- Which group did you choose to have the entrance examination to the university?
Part 2: Demotivating factors How do you agree with these statements?
(Please put a tick () in the appropriate column)
15 Teachers often shout or get angry
18 The pace of teaching is not appropriate
19 Teachers don’t give interesting language activities in class
20 Teachers speak too much Vietnamese
21 Teacher’s English pronunciation is not good
23 Teachers usually do not care whether we understand their lessons and instructions or not and seem not to be enthusiastic
1 Learning English is not important to me
2 I lost interest in learning English
3 English is not an easy language
4 I am unable to learn English
5 English at university is impractical
6 I did not understand even if I study hard
7 It is not easy for me to understand the lessons
8 I am unable to memorize English grammar, new words or sounds
9 I feel unconfident about my English
10 I cannot catch up with my friends
11 I do not participate actively into lessons
12 I’m afraid of making mistakes in front of my teachers and classmates
13 I often feel shy or nervous when speaking or answering questions in class
14 I lack basic knowledge of English during my high school time
24 The class size is too large for learning English
25 Resources are not enough for learning English such as lack of projector, micro, reference books
26 The English class is uninteresting
27 My partners are not active learners
28 My classmates are noisy, inattentative
29 The textbook LIFE-LINE is uninteresting
30 The textbook is difficult for me
THANK YOU FOR YOUR COOPERATION!
1 Bạn có nghĩ rằng học tiếng Anh là quan trọng không? Vì sao?
2 Mục đích của việc học tiếng Anh là gì?
3 Theo ý kiến của bạn , học tiếng Anh dễ hay khó ? Vì sao?
4 Bạn đã bao giờ mất hứng thú trong việc học tiếng Anh ? Nếu có, những yếu tố nào làm cho bạn cảm thấy mất hứng thú ?
5 Bạn nghĩ gì về tính cách của giáo viên , năng lực và phương pháp giảng dạy ?
6 Bạn có cảm thấy tự tin về tiếng Anh của bạn ? Vì sao?
7 Bạn cảm nhận thế nào về không khí lớp học tiếng Anh của bạn ? Tại sao?
8 Bao nhiêu học sinh trong lớp học của bạn ? Làm số lượng sinh viên ảnh hưởng đến việc học tiếng Anh của bạn?
9 Bạn có thích sách giáo trình LIFE –LINE không ? Tại sao?
1 Do you think learning English is important? Why?
2 What are your purposes of learning English?
3 In your opinion, is it easy or difficult to learn English? Why?
4 Have you ever been demotivated in learning English? If yes, what factors make you feel demotivated?
5 What do you think about your teachers’ personality, competence and teaching method?
6 Do you feel confident about your English? Why?
7 How do you feel about your class atmosphere? Why?
8 How many students in your class? Do the number of students affect to your English learning?
9 Do you like the textbook LIFE-LINE ? Why?
Result of demotivating factors questionnaire
1 Learning English is not important to me 0 21 70 49
2 I lost interest in learning English
3 English is not an easy language
4 I am unable to learn English
5 English at university is impractical
6 I feel unconfident about my English
7 I do not participate actively into lessons 7 31 84 17
8 I’m afraid of making mistakes in front of my teachers and classmates 4 95 34 7
9 I often feel shy or nervous when speaking or answering questions in class 10 88 21 21
10 I lack basic knowledge of English during my high school time 15 91 17 17
11.Teachers often shout or get angry 17 17 64 42
12.Teachers are an uninteresting person
14.The pace of teaching is not appropriate
15.Teachers don’t give interesting activities
17.Teachers’ English pronunciation is not good
19 Teachers usually do not care whether we understand their lessons and instructions or not and seem not to be enthusiastic
20.The class size is too large for learning English 22 51 52 15
21.Resources are not enough for learning English such as lack of projector, micro
22 The English class is uninteresting 25 71 34 10
23 My partners are not active learners when working in groups or pairs 14 60 39 27
24 My classmates are noisy, inattentative 4 81 38 17
25 The textbook LIFE-LINE is uninteresting 14 25 70 31
26 The textbook is difficult for me 4 45 70 21
Result of demotivating factors questionnaire (%)
1 Learning English is not important to me 0 15 50 35
2 I lost interest in learning English 5 45 35 15
3 English is not an easy language 30 45 20 5
4 I am unable to learn English 5 40 42.9 12.1
5 English at university is impractical 0 22.9 52.9 24.2
6 I feel unconfident about my English 20 60 12.9 7.1
7 I do not participate actively into lessons 5 22.1 60 12.1
8 I’m afraid of making mistakes in front of my teachers and classmates 2.9 67.9 24.3 5
9 I often feel shy or nervous when speaking or answering questions in class 7.1 62.9 15 15
10 I lack basic knowledge of English during my high school time 10.7 65 12.1 12.1
11 Teachers often shout or get angry 12.1 12.1 45.8 30
14 The pace of teaching is not appropriate 12.1 35 35 17.9
15 Teachers don’t give interesting activities 10 32.9 40 17.1
17 Teachers’ pronunciation is not good 7.1 12.1 62.9 17.9
19 Teachers usually do not care whether we understand their lessons and instructions or not and seem not to be enthusiastic