The study was carried out with the aim to investigate students’ types of motivation, their use of learning strategies in second language learning, the relationship between these two variables as well as the correlation between these two variables with English learning achievements of nonEnglish major students at Kien Giang College. The participants included 470 nonEnglish major freshmen. The instruments for assessing learners’ motivation and learning strategies was the Questionnaire on Motivation in learning English (adapted from Chang, 2005), the Strategy Inventory for Language Learning (adapted from Oxford, 1990) and the interview. The results showed that students reported a high level of motivation in learning English. The most frequently type of motivation was intrinsic motivation. However, students only used language learning strategies with medium frequency. Among strategies, metacognitive and cognitive strategies were most frequently used, compensation strategies were least used. Moreover, the participants’ motivation was significantly correlated with strategy use as well as there were correlation between two variables and students’ achievement. Based on the results, the study suggested that teachers should try to understand learners’ learning motivation and their use of strategies to provide learners the suitable methods as well as effective strategies which may enhance their language learning
INTRODUCTION
Statement of the problem and rationale of the study
English is recognized as the leading international language, with millions of individuals from diverse cultures striving to learn it daily While some achieve fluency, others face challenges in their learning journey.
Motivation plays a crucial role in the success of foreign language learning, significantly influencing a learner's outcomes Research has consistently shown that positive attitudes and motivation are closely linked to successful second language acquisition (Gardner, 1985) According to Brown (1994), learners with the right motivation are more likely to achieve their language goals Dornyei (1994) reinforces this by stating that motivation is a key determinant in the process of learning a second or foreign language Without sufficient motivation, learners are unlikely to exert the effort needed for effective language learning, whereas higher motivation levels lead to increased time and dedication to mastering the language.
Language learning strategies are essential for second and foreign language acquisition, as they enhance the processes of acquiring, storing, retrieving, and utilizing information while boosting learners' self-confidence According to Oxford (1990), these strategies are specific actions that make learning more efficient, enjoyable, self-directed, and applicable to new contexts Furthermore, they promote independence and lifelong learning (Allwright, 1990) Djigunovie (2001) emphasizes that motivation significantly influences how learners employ these strategies, highlighting the importance of selecting appropriate language learning techniques.
2 made great contribution to the success of second language learning In fact, students with stronger motivation were believed to use more learning strategies than less motivated ones
Understanding learners' motivation and learning strategies is essential for teachers in language education, as motivation reflects learners' psychological needs and learning strategies are vital for effective learning Recognizing the connection between motivation and strategy use enables educators to tailor materials and teaching methods to better suit their students' needs (Chang, 2005) Furthermore, Ellis (1985) identifies motivation and language learning strategies as key factors that differentiate individual language learners, highlighting their importance in achieving success in second language acquisition.
Despite extensive global research on language learning motivation, there is a notable lack of studies focused on Vietnam It is essential for educators and students to identify the factors that drive English language acquisition, the strategies employed in the learning process, and the relationship between motivation, learning strategies, and student achievement Furthermore, research findings often vary due to cultural differences, learning environments, and individual learner characteristics Additionally, many studies rely solely on quantitative methods, neglecting the potential benefits of integrating both qualitative and quantitative approaches to enhance research outcomes.
At Kien Giang College, the majority of students are non-English majors, all of whom are required to take basic English courses without an initial placement test These students focus on integrated English skills but generally lack high proficiency This raises questions about their motivation and learning strategies compared to other English as a Foreign Language (EFL) contexts Specifically, it is important to explore the extent of their motivation and the strategies they employ in learning English, as well as any correlations between these factors and their academic achievements.
From the fact presented above, the researcher can assert that the finding “the correlation among motivations, language learning strategies and students’
The study investigates the correlation between motivation, language learning strategies, and English learning achievement among non-English major students at Kien Giang College This research is driven by the significance of understanding how these factors influence students' success in learning English.
Aims of the study
This study aims to explore the types of motivation among students, their application of learning strategies in second language acquisition, and the relationship between these factors and English learning achievements of non-English major students at Kien Giang College The findings are expected to offer valuable insights and recommendations for language instruction, assisting educators in identifying effective strategies to enhance student learning To fulfill this objective, the research will address specific questions related to these variables.
1 What are the types of motivation among first-year non-English major students at Kien Giang College?
2 What kinds of language learning strategies do they use to learn English?
3 To what extent do motivation and language learning strategies relate to each other?
4 Is there any correlation between motivation, language learning strategies and English learning achievements?
Scope of the study
This study examines the relationship between motivation, language learning strategies, and student achievement among freshmen learning English as a second language at Kien Giang College, utilizing personal capabilities and reference materials.
Significance of the study
This study offers a comprehensive quantitative analysis of the motivational orientations and learning strategy preferences of first-year students at Kien Giang College By examining the correlations between these variables and student achievement, the research equips educators with valuable insights into students' developmental trends in language learning styles This understanding enables teachers to select and implement more effective teaching techniques, ultimately helping students achieve improved academic outcomes.
Research indicates that understanding learners' perspectives can foster positive attitudes towards learning English Additionally, these insights assist learners in setting effective short-term and long-term goals, enabling them to achieve their objectives more efficiently.
Organization of the study
The study consists of five main parts:
Chapter 1: Introduction, presents the rationale of the study, the objectives, the scope, the method, the significance and the organization of the study
Chapter 2: Literature Review, reviews the theories on motivation, second language learning strategies and related previous studies on the correlation among motivation language learning strategies and English learning achievements
Chapter 3: Methodology, describes the setting of the study, the participants and the research method Moreover, this chapter shows how the researcher applied the data collection instruments and the procedure of conducting the study
Chapter 4: Results and discussion, analyzes the figure and information collected, followed by discussion of findings
Chapter 5: Conclusion and recommendations, gives concluding remarks, pedagogical implications, its limitations and suggestions for further studies
LITERATURE REVIEW
The overview of motivation in second language learning
Motivation, while seemingly straightforward, is complex and lacks a universally accepted definition among theorists Gardner (1985) describes it as the degree to which an individual strives to learn a language driven by desire and satisfaction, emphasizing the interplay of goals, effort, and positive attitudes Bandura (1986) views motivation as goal-directed behavior influenced by expectations of outcomes William and Burden (1997) define it as a cognitive and emotional state that prompts conscious action and sustained effort toward achieving goals Myron (2004) adds that motivation encompasses internal processes that energize and direct behavior, including goals and beliefs Dürnyei (2005) characterizes motivation as a dynamic process crucial for stimulating and maintaining second language learning This research adopts a working definition influenced by Deci and Ryan’s self-determination theory, focusing on the extent of motivation in second language acquisition.
Individuals select their desired goals and determine the effort needed to achieve them In the context of second language learning, motivation can be significantly influenced by the surrounding learning environment.
2.1.2 Different types of motivation in second language learning
Gardner (1985, as cited in Dornyei, 2001a) emphasized that second language (L2) learning is significantly shaped by social contexts, distinguishing it from other subjects where social factors play a lesser role in student success Unlike traditional learning, L2 acquisition involves not only the assimilation of new information but also the integration of a new culture into the learner's existing cultural framework Consequently, social influences are fundamental to L2 learning, leading to Gardner's motivation model, which highlights the motivational impact of the social environment on language acquisition.
Gardner's model of motivation highlights two key sub-types that influence learners' drive for further education: integrative and instrumental motivation Integrative motivation arises from a learner's desire to engage with and communicate within a second language (L2) culture, fostering a deeper connection with L2 speakers (Gardner, Tremblay & Masgoret, 1997) In contrast, instrumental motivation is driven by external factors, such as the need to learn English for passing entrance exams or advancing in one's career.
For a long time, integrative motivation was regarded as superior to instrumental motivation for predicting the success of second language learning (Gass & Selinker,
Students who respect the target culture can enhance their language skills through literature and practice, while instrumental motivation is crucial for those with limited exposure to the L2 culture (Oxford, 1990) Dornyei's (2005) research on Canadian bilingualism shows that students often pursue language proficiency to advance their careers Consequently, both integrative and instrumental motivations play equally significant roles in encouraging learners to study the target language.
Integrative and instrumental motivation, as proposed by Gardner and Lambert, plays a crucial role in second language acquisition Students lacking these types of motivation often encounter significant challenges in learning a second language, making the process more difficult and less effective in the classroom.
2.1.2.2 Intrinsic/Extrinsic Motivation and Self-Determination
Self-determination theory (SDT), developed by Deci and Ryan in 1985, is a comprehensive framework in motivational psychology that emphasizes the role of social context in influencing human behavior It posits that individuals are proactive organisms whose intrinsic motivation can be enhanced or hindered by their environment Central to SDT is the exploration of inherent human tendencies and psychological needs, which are essential for self-motivation and personality integration The theory highlights the significant connection between motivational behaviors and social contextual factors; for instance, when individuals experience feelings of relatedness, security, and competence, their motivation becomes more autonomous rather than controlled.
Deci and Ryan's (1985) self-determination theory identifies two primary types of motivation: intrinsic and extrinsic Intrinsic motivation is driven by inherent interest or joy in the activity itself, while extrinsic motivation is motivated by outcomes separate from the activity Importantly, these motivations exist on a continuum rather than as opposing forces, ranging from external compliance to self-commitment This continuum includes various forms of motivation: external regulation, interjected regulation, identified regulation, integrated regulation, and intrinsic motivation, with the latter reflecting the highest level of self-internalization of values Understanding these distinctions is crucial for fostering motivation in various contexts.
8 inherent interest on the task, or out of external control, ex: getting reward, avoid of punishment, or to attain ego esteem (Ryan & Deci, 2000)
Deci and Ryan (1985) identified three essential psychological needs that foster human intrinsic motivation: the need for competence, the need for autonomy (self-determination), and the need for relatedness, which involves seeking connections with others and the social environment Research supports the notion that both intrinsic and extrinsic motivations can predict learners' success in second language acquisition Specifically, it has been suggested that higher levels of internalization among students correlate with greater persistence in their language studies, indicating that the degree of internalization may significantly influence long-term learning outcomes (Noels et al., 2000; Levesque et al.).
2004) Self-determination theory is discussed and justified as the theoretical framework of the current study
Motivation plays a crucial role in second language proficiency, significantly impacting learning outcomes Research by McDonough (1981) highlights that motivation is a key determinant of success or failure in foreign language acquisition, encompassing the need for achievement, curiosity, and the desire for new experiences—factors that outweigh language aptitude Gardner (1985) emphasized that motivated students are more likely to succeed in learning a language, while Gass and Selinker (1994) noted that motivated learners progress faster and more effectively Cook (2000) identified age, personality, and motivation as the three primary factors influencing second language acquisition, with motivation being the most critical Similarly, Li (2009) recognized motivation as a vital factor affecting students' English achievement, underscoring its influence on learning strategies, perseverance, and goal attainment in language learning.
9 setting, and the achievement in learning (Li & Pan, 2009) Therefore, motivation would explain why students ignore or achieve learning English
Intrinsic motivation significantly impacts students' academic achievement, as evidenced by Deci et al (2004) and further supported by Deci and Ryan (1985), who found a positive correlation between intrinsic motivation, learning, and achievement Intrinsically motivated learners are more likely to persist through challenging tasks, retain learned concepts, and approach new learning situations with confidence Similarly, Heckhausen, Schmalt, and Schneider (1985) emphasized that such learners attribute their success to their own efforts, unlike extrinsically motivated individuals who often credit external factors for their performance Harackiewicz, Baron, and Elliot (1998) also noted that learners motivated by both intrinsic and achievement factors enjoy challenges and demonstrate mastery over their learning environment Overall, intrinsic motivation plays a crucial role in enhancing academic performance by fostering concentration and engagement in the learning process.
The overview of language learning strategies
2.2.1 Definition of language learning strategies
Language learning strategies are defined in various ways by experts in the field Chamot (1987) describes them as techniques and deliberate actions that aid students in learning and recalling linguistic and content information Oxford (1990) emphasizes that these strategies are specific actions taken by learners to enhance the learning experience, making it easier, faster, more enjoyable, self-directed, effective, and applicable to new contexts Additionally, O'Malley and Chamot (1990) characterize language learning strategies as unique thoughts and behaviors that individuals employ to process, comprehend, and retain new information.
(1996), learning strategies are methods of learning that help learners acquire information Moreover, Cohen (1998, p.4) proposed the term of learning strategies as
Learners actively choose specific processes that enhance their ability to learn and use a second or foreign language These processes involve the storage, retention, recall, and application of language information, ultimately leading to improved language skills.
In summary, language learning strategies are specific techniques or methods employed by individuals to improve their second language acquisition and boost their overall learning success.
2.2.2 Types of language learning strategies
Since the 1980s, the study of second language learning strategies has gained significant attention, focusing on individual learners and their methods of acquiring a language Language learning strategies, as defined by Oxford (1990), are techniques employed by learners to enhance their language acquisition Various classifications of these strategies have emerged, notably from Oxford and O'Malley and Chamot (1990) Oxford’s framework stands out for its comprehensive approach, categorizing learning strategies into six distinct groups: memory-related, cognitive, compensation, metacognitive, affective, and social strategies.
Memory-related strategies play a crucial role in helping learners connect second language items or concepts, although they may not always lead to a deep understanding These strategies include various techniques for storing and retrieving information systematically, such as using acronyms and rhyming Additionally, learners can enhance their memory through visual aids, like mental images of words or their meanings, as well as through combined approaches involving sounds and images, like the keyword method Other effective methods include incorporating body movement, utilizing mechanical tools like flashcards, and associating information with specific locations, such as pages or blackboards (Oxford, 1990).
Cognitive strategies empower learners to actively engage with language material through techniques such as reasoning, analysis, note-taking, summarizing, and synthesizing information By reorganizing content and practicing in both naturalistic and formal settings, learners can develop more robust knowledge structures, enhancing their language skills (Oxford, 1990).
Compensation strategies are essential for learners to bridge gaps in their knowledge These strategies include contextual guessing during listening and reading, utilizing synonyms and paraphrasing to facilitate speaking and writing, and choosing discussion topics that align with their language proficiency Additionally, learners can enhance communication by interpreting words based on context, employing gestures, and even creating new words when necessary (Oxford, 1990).
Metacognitive strategies play a crucial role in managing the overall learning process, particularly for EFL learners, as they are strong predictors of L2 proficiency (Oxford, 1990) These strategies involve overseeing, regulating, and self-directing language learning through processes like planning, prioritizing, and self-management Additionally, affective strategies focus on recognizing and controlling one's emotions, such as mood and anxiety, by discussing feelings, rewarding oneself for achievements, and employing techniques like deep breathing and positive self-talk.
Social strategies enhance language learning by promoting collaboration and cultural understanding among learners These strategies involve activities that provide exposure to the target language and opportunities for practice While they facilitate interaction with the language, their impact on learning is indirect, as they do not directly contribute to the processes of acquiring, storing, retrieving, and utilizing language effectively (Wenden & Rubin, 1987).
In 1990, Oxford developed a taxonomy of language learning strategies, categorizing them into two main classes: direct and indirect strategies Direct strategies are employed specifically in language learning and are further divided into three subclasses: memory strategies, cognitive strategies, and compensation strategies In contrast, indirect strategies focus on general learning management rather than the target language itself, encompassing metacognitive strategies, affective strategies, and social strategies.
The classification framework of learning strategies was developed by researchers aiming to identify the traits of an effective language learner (Naiman et al., 1978) Among these frameworks, Oxford's taxonomy stands out as "perhaps the most comprehensive classification of learning strategies to date" (Ellis, 1994, p 539).
2.2.3 Language learning strategies and achievement
Since the 1970s, there has been a significant shift from teacher-centered classrooms to learner-centered environments, particularly in foreign language courses, emphasizing the language learning process over outcomes This transition has positioned learners as central figures, prompting a focus on individual learning strategies that enhance second language acquisition Consequently, language learning strategies have emerged as vital tools for making the learning experience easier, faster, and more effective Research indicates that successful language learners employ diverse strategies to foster self-direction and improve their performance.
Language learning strategies are crucial for understanding how learners tackle challenges in acquiring a new language These strategies provide teachers with insights into students' assessment, planning, and selection of skills necessary for comprehending and retaining new material As noted by Fedderholdt (1997), learners who effectively employ a diverse range of strategies can enhance their language proficiency Metacognitive strategies aid in organizing study time and fostering self-evaluation, while cognitive strategies leverage prior knowledge to address new issues Socioaffective strategies, such as seeking feedback from native speakers or collaborating with peers, further support language acquisition According to Lessard-Clouston (1997), these strategies play a significant role in developing students' communicative competence, highlighting the importance for language educators to be well-versed in these techniques to enhance their students' learning experiences.
2.2.4 Related studies on language learning strategies
This section presents a review of literature which focuses language learning strategies use and aimed to identify the strategies most frequently employed by language learners
Numerous studies have highlighted the predominance of metacognitive and cognitive strategies in language learning Chamot and Kupper (1989) conducted a three-year investigation revealing that foreign language students and their teachers frequently utilized cognitive and metacognitive strategies, while social and affective strategies were used less often Similarly, Koura (1998) found that among 642 secondary school students in Saudi Arabia, cognitive and metacognitive strategies were the most favored In Palestine, Abu Shmais (2003) reported that English major students predominantly employed metacognitive strategies, with compensation strategies being the least utilized Hong-Name and Leavell (2006) examined students from diverse cultural backgrounds in an Intensive English program and discovered a preference for metacognitive strategies, with minimal use of affective and memory strategies Ziahosseini and Salehi (2007) confirmed that metacognitive strategies were most frequently used by students at Allalamah Tabatabaei and Tehran Universities, while affective strategies were the least favored Alhaisoni (2012) also noted that Saudi EFL students employed cognitive and metacognitive strategies predominantly, with low to medium frequency of use for other strategies Furthermore, Nikoopour et al (2012) found a similar trend among Iranian EFL learners, who preferred metacognitive strategies.
Numerous studies indicate that compensation strategies are the most commonly utilized among language learners For instance, research by Lan and Oxford (2003) found that Taiwanese English learners frequently employed compensation and affective strategies Similarly, Zhao (2009) identified compensation as the predominant strategy among Chinese undergraduate students at Assumption University Additionally, Sung (2009) reported that learners at an American college primarily relied on compensation strategies.
Overall, it can be concluded that the most commonly used LLSs in these studies were metacognitive, compensation and cognitive strategies However, Chamot
(2004) pointed out that different strategy preferences were reported by students in different cultural contexts.
Previous studies on the correlation among motivation, language
MOTIVATION, LANGUAGE LEARNING STRATEGIES AND
The relationship between motivation and achievement is an issue that has attracted the interest of many L2 researchers from different contexts
Oxford and Ehrman (1995) explored the connection between language learning strategies and various factors, including motivation, self-efficacy, tolerance of ambiguity, and anxiety Their findings revealed a significant correlation between learning strategies and motivation, with metacognitive strategies showing a positive relationship with intrinsic motivation Consequently, the study emphasized the importance of teachers focusing on enhancing student motivation to foster and improve language learning based on individual circumstances.
Choosri (2014) conducted a study to explore the relationship between motivation and students' achievement, focusing on 140 second-year vocational certificate students enrolled in the electronics technology and building construction programs at Hatyai Technical College during the first semester of the 2010 Academic Year Data were collected through a questionnaire and in-depth interviews, and analyzed using the SPSS program for various statistical measures, including percentage, frequency, mean, standard deviation, t-test, and correlation coefficient The findings revealed a significant correlation between motivation and student achievement.
15 between motivation and their English learning achievement was significantly correlated with each other (r=.184 , p< 0.05 )
Muhammad et al (2015) investigated the connection between student motivation and academic performance, highlighting how motivation influences students' achievements A structured questionnaire was utilized to assess motivation levels among students.
A study involving 218 students from Universiti Sultan Zainal Abidin utilized correlation analysis and simple linear regression to examine the relationship between motivation and academic performance The findings indicated a strong positive correlation, suggesting that higher levels of motivation are associated with improved academic outcomes Furthermore, students' motivation was identified as a significant predictor of their performance, highlighting its importance in educational success.
Matondang (2017) explored the relationship between students' motivation and their reading comprehension achievement among 119 second-year students at Senior High School Nurul Hasanah Tembung, Deli Serdang, Indonesia, during the 2015/2016 academic year, using a sample of 30 students analyzed through the Pearson Product Moment Formula The study revealed a significant correlation between motivation and reading achievement Similarly, Lucas (2010) examined intrinsic motivation factors influencing L2 communicative skills among 240 freshman college students from various universities in Metro Manila, utilizing a 48-item questionnaire The findings indicated that students are intrinsically motivated to learn speaking and reading skills, driven by their interest and the relevance of these skills, highlighting the importance of knowledge and accomplishment in their motivation to learn.
Research indicates a positive correlation between students' motivation and their outcomes in foreign language learning, suggesting that highly motivated students tend to achieve better results Conversely, those with lower motivation often experience poorer outcomes Nonetheless, some studies have proposed that motivation may not significantly influence language learning achievement.
(2014) investigated the correlation between learning motivation and English achievement of students of Mechanical Engineering at Politeknik Negeri Semarang,
A study conducted in Central Java involving 147 students aged 17 to 21 years examined the relationship between learning motivation types and English achievements Data were collected through questionnaires and analyzed using the Statistical Package for Social Science (SPSS) The findings revealed no significant correlation between the students' learning motivation and their English performance, indicating that learning motivation does not impact their academic achievements in English.
Tiara et al (2017) conducted a study to examine the relationship between student motivation and English learning achievement among eighth-grade students at SMP Negeri 2 Sambas, focusing on a sample of 38 students from class VIIIA The motivation levels were assessed using a 20-item questionnaire based on Gardner's AMTB, while English learning achievement was measured through midterm test scores The findings revealed no significant correlation between students' motivation and their English learning performance.
Despite numerous studies indicating a positive relationship between motivation and academic achievement, some evidence suggests otherwise This research aims to explore the correlation between motivation and student success at Kien Giang College.
2.3.2 Language learning strategies and achievement
Numerous studies have demonstrated a strong correlation between the use of language learning strategies and English proficiency A study by Lee (2000) involving 522 middle and high school students in Korea found a significant relationship between English achievement and various language learning strategies, excluding affective strategies The research indicated that students frequently employed compensation strategies while largely avoiding affective ones Notably, social strategies showed the strongest connection to English achievement among middle school students, whereas compensation strategies were most significantly linked to achievement among high school students.
In a study conducted by Wharton (2000), the language learning strategies of 678 bilingual university students in Singapore were analyzed using the Strategy Inventory for Language Learning (SILL) The findings indicated that students predominantly utilized memory, metacognitive, and cognitive strategies Additionally, the research established a correlation between the use of language learning strategies and students' proficiency levels, revealing that more proficient learners employed a wider range of strategies compared to their less proficient counterparts.
In a study by Bruen (2001), the language-learning strategies linked to higher oral proficiency in German were examined among 100 Irish students nearing the completion of their second year at Dublin City University Utilizing a mixed-methods approach, the research incorporated quantitative assessments through questionnaires and qualitative interviews Findings revealed that students with greater proficiency employed a wider range of language-learning strategies, particularly emphasizing cognitive and metacognitive techniques.
In a study conducted by Hamed (2004), the language learning strategies of 390 eleventh-grade students from both governmental and private schools in Palestine were analyzed using an Arabic version of the Strategy Inventory for Language Learning (SILL) The findings revealed that the overall use of language learning strategies among these students was moderate Additionally, significant statistical differences were observed in strategy usage, with more proficient students demonstrating a higher level of strategy implementation.
In a recent study by Sachiho (2008), the strategy use of 19 Japanese language learners was examined, focusing on their performance levels as determined by midterm exam scores and teacher evaluations at an American university Utilizing e-mail queries, concurrent interviews, and the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), the research revealed significant differences in strategy use between high and low achievers While both groups employed some common cognitive strategies, high achievers demonstrated a broader range of strategies, particularly in cognitive, metacognitive, and social domains.
It is worth metioning a study conducted by Kieu Thi Giang and Van Tuan Vu
(2018) in the context of Vietnam They investigated the language learning strategies
This study investigates the English language learning strategies employed by 124 Vietnamese EFL freshmen at Hanoi University of Business and Technology, focusing on how these strategies vary with students' English proficiency levels Utilizing probability sampling methods, data was collected through questionnaires adapted from the Language Strategy Use Inventory by Cohen, Oxford, and Chi (2005) The findings indicate that the effectiveness of language teaching and learning is significantly influenced by the strategic choices made by learners.
METHODOLOGY
The context of the study and the research participants
This study, conducted at Kien Giang College under the Ministry of Labour, War Invalids, and Social Affairs, aims to provide college-level qualifications that align with labor market demands Notably, the college has a significantly higher number of non-English major students compared to English majors, all of whom are required to complete English 1 and English 2 courses without the necessity of an English placement test.
This study focused on first-year non-English major students enrolled in English 1 at Kien Giang College, comprising 540 students from 20 classes across 9 diverse majors, including accounting, banking and finance, automotive, business administration, aquaculture, veterinary services, information technology, travel service management, and electronics Out of these, 59 students were absent, resulting in a total of 481 participants aged between 18 and 22 who actively participated in the study.
In a study involving 305 female and 176 male students, the significance of the first year of university is highlighted, as it represents a crucial transition period where students must adapt to a new environment distinct from high school The insights and recommendations derived from this research aim to support these students in enhancing their learning experience.
Out of 481 returned questionnaires, 11 were deemed invalid due to incomplete responses or failure to adhere to the provided instructions, resulting in a total of 470 valid responses for statistical analysis.
Despite receiving English instruction for seven to ten years throughout primary, secondary, and high school, students exhibited varying proficiency levels, ranging from elementary to pre-intermediate.
24 were in the first semester of the academic year 2018 – 2019 and learned 60 periods of English 1 in 15 weeks, which covered 6 units of the textbook “Prepare!”.
Research method
This study utilized a mixed-methods approach, combining quantitative and qualitative research to explore learners' motivational orientations and general strategies in language learning The quantitative aspect provided valuable insights into these factors, while qualitative interviews allowed for a deeper investigation of how motivation and strategy use are expressed and developed within the English as a Foreign Language (EFL) context at Kien Giang College.
Questionnaires are a widely utilized method for data collection, as they can be objectively scored and analyzed (Oxford, 1990) According to Genesee and Upshur (1996), their effectiveness is maximized when employed systematically, providing uniform feedback from students Cohen also highlights that questionnaires serve as a valuable tool for gathering survey information.
Questionnaires offer several advantages, including fair reliability and easy access to large samples, as noted by Cohen, Manion, and Morrison (2013) Administering the same questionnaire to respondents simultaneously ensures uniformity in data collection Additionally, questionnaire data analysis is straightforward and can be self-administered However, Mulalic et al (2009) caution that researchers may misinterpret students' behaviors without careful evaluation In contrast, interviews provide valuable insights into participants' experiences, allowing for in-depth exploration of topics and serving as effective follow-ups to questionnaire responses (McNamara, 1999) Therefore, a mixed-methods approach that combines quantitative and qualitative methods is recommended for researchers, as it leverages the strengths of each method while minimizing their weaknesses (Johnson & Onwuegbuzie, 2004) This combination has proven advantageous in effectively addressing research questions.
Combining quantitative and qualitative research methods offers numerous advantages, as statistical data enhances the richness of extensive interview responses and improves the generalizability of results Conversely, qualitative data delivers deeper insights and a more nuanced understanding of the subject matter This integrated approach not only strengthens the evidence but also corroborates findings, ultimately creating a more comprehensive overview of the research (Johnson & Onwuegbuzie, 2004).
The following section will present the instruments in detail.
Research instrument
Research instruments of this study included: (1) the Questionnaire on Motivation in learning English (adapted from Chang, 2005), (2) the Strategy Inventory for Language Learning, ESL/EFL Version 7.0 (adapted from Oxford, 1990), (3) interviews
3.3.1 Questionnaire on motivation in learning English
The first instrument was the questionnaire on motivation adopted from Chang
In 2005, Chang developed a well-structured questionnaire based on Deci & Ryan’s (1985) classification of motivational orientations, effectively gathering extensive data in a limited timeframe The survey consists of 18 items categorized into five subscales, with 5 items focused on intrinsic motivation and 13 items addressing various forms of extrinsic motivation, including integrated, identified, introjected, and external regulation.
The intrinsic motivation consists of five items (1, 2, 3, 4, 5) that refer to the subjects' doing activities out of fun and pleasure (sample item: Learning English makes me feel satisfied)
The integrated motivation for learning English encompasses four key factors, highlighting its significance as a global language and a necessary skill Integrated regulation indicates that individuals have fully internalized these motivations, making them a part of their personal values and beliefs.
The identified motivation subscale includes two key items that explore participants' reasons for learning English, particularly its role in understanding Western culture and forming friendships with foreigners Identified regulation highlights how individuals recognize the significance of specific behaviors and adopt them as personal values.
Items 12, 13, and 14 assess introjected motivation by exploring whether individuals feel a sense of superiority or pride from speaking English Introjected regulation involves engaging in behaviors to avoid feelings of guilt or to enhance self-esteem, as illustrated by the sample item: "I learn English to show my ability to others."
External motivation for learning English is driven by factors such as fulfilling parental expectations and receiving rewards from family This type of motivation, known as external regulation, involves engaging in activities primarily to achieve external rewards or meet external demands, exemplified by statements like, "I learn English to satisfy my parents' expectations."
The instrument used a 5-point Likert scale ranged from strongly disagree (1) to strongly agree (5) as follows: 1 – Strongly disagree, 2 – Disagree, 3 – Neutral or no opinion, 4 – Agree, 5 – Strongly agree (Appendix 1)
3.3.2 Strategy Inventory for Language Learning (SILL)
The Strategy Inventory for Language Learning (SILL), version 7.0, developed by Oxford in 1990, is a widely recognized questionnaire consisting of 50 items specifically designed for learners of English as a second or foreign language This tool effectively measures language learners' strategy use, as its items correspond closely to various language learning strategies (Tseng et al., 2006) The SILL serves as a standard measurement for assessing second language learning strategies (Hong-Nam & Leavell, 2006) and is utilized to evaluate new approaches to language learning (Nakatani, 2006) Its reliability and validity are well-established, with a Cronbach alpha of 96 based on a sample of 1,200 university students and a content validity of 95, as determined by independent raters (Oxford & Nykos, 1989).
The original SILL included 50 items, but modifications were made to certain questions to enhance clarity for participants Notably, Item 19, which stated, “I look for words in my own language that are similar to new words in English,” was removed as it did not align with the study's context.
In this study, items 1, 12, 14, 15, 30, 31, and 32 were modified from the original SILL to better fit the research context and enhance clarity, ensuring participants could provide more genuine and accurate responses For example, item 12 was changed from "I practice the sounds of English" to "I often practice pronouncing English vowels and consonants."
The forty nine items in the adapted SILL were then classified into six categories:
Memory strategy items: remembering information by making connections, for example, grouping, using keywords, imagery, rhyming and structured reviewing (items 1 to 9);
Cognitive strategy items: processing information and structuring it, for example, reasoning, analyzing, summarizing (items 10 to 22);
Compensation strategy items: compensating for knowledge gaps, such as guessing meanings from the context in reading and listening, using synonyms/ gestures to convey meaning (items 23 to 28);
Metacognitive strategies are essential for effective learning, as they involve managing the learning process and addressing tasks through various techniques Key practices include maintaining focus, planning for language tasks, actively seeking out practice opportunities, and selecting appropriate resources Additionally, self-evaluation of progress and monitoring errors are crucial components for enhancing learning outcomes.
Affective strategy items: identifying one’s affective traits and knowing how to manage them, such as anxiety reduction, self-encouragement and self-reward (items 38 to 43);
Effective social strategies in language learning involve collaboration and cultural awareness Key practices include seeking cooperation, engaging in pair or group work, and interacting with native speakers By learning from others, learners can enhance their language skills and deepen their understanding of cultural nuances.
The instrument used a 5-point Likert scale ranged from Never (1) to Always
(5) as follows: 1 – Never do it, 2 – Seldom do it, 3 – Sometimes do it, 4 – Often do it, 5 – Always do it
Semi-structured interviews were performed following the analysis of questionnaires to elucidate significant trends and explore them in greater depth This method not only serves as a valuable data collection tool but also enhances the understanding of the subject matter.
The study involved interviews with 15 randomly selected students to explore their motivations for learning English and the strategies they employ to enhance their learning outcomes These face-to-face discussions allowed for in-depth insights, with all interviews meticulously noted and translated by the researcher.
The English learning achievements of students were evaluated through their grade point average in English 1 at the conclusion of the first semester This assessment aimed to explore the relationship between students' motivation, language learning strategies, and their overall academic performance.
Data collection procedure
Before the official distribution of the questionnaire, a pilot study was conducted with 35 non-English major students This pilot aimed to assess the word formation in both the English and Vietnamese versions, as well as to evaluate the reliability and validity of the questionnaire and its individual items.
Prior to the piloting phase, two English teachers reviewed and refined the Vietnamese version of the questionnaire to enhance its clarity for General English students Consequently, the questionnaire underwent revisions to substitute ambiguous terms and vocabulary with clearer alternatives.
During the pilot phase, the researcher implemented the Vietnamese version of the questionnaire by following a structured process: distributing the questionnaire, guiding students in completing their personal information and responses, clarifying any unclear items, and collecting the completed questionnaires Additionally, feedback from students regarding the content of the questionnaires was gathered This pilot survey emphasized the necessity for strict supervision and a consistent understanding of terminology among participants to ensure the reliability and validity of the data collected.
The study demonstrated strong internal-consistency reliability, with the Questionnaire on Motivation in Learning English scoring 88 and the Strategy Inventory for Language Learning achieving 90, both of which are deemed acceptable for the research objectives The original questionnaires comprised a total of 68 items, including 18 items for motivation and 50 items for strategies; however, item 19 was removed from the analysis.
In the study, items 3, 4, 7, 9, 16, 20, 23, 29, and 31 from the SILL were removed due to their low "Corrected Item - Total Correlation" values, which were below 0.3 These items did not align well with the overall scale, indicating they measured different constructs According to Koufteros (1999), items that exhibit weak correlations should be excluded to ensure the integrity of the scale.
The pilot study resulted in a motivation questionnaire featuring 18 items across five subscales, with 5 items focused on intrinsic motivation and 13 items addressing various aspects of extrinsic motivation, including integrated, identified, introjected, and external regulation Additionally, the adapted SILL included 40 items organized into six categories: memory strategies (items 1-5), cognitive strategies (items 6-16), compensation strategies (items 17-22), metacognitive strategies (items 23-31), affective strategies (items 32-36), and social strategies (items 37-40).
After the completion of the pilot study, the researcher noted down the schedule of the first-year classes and selected the suitable time to deliver the questionnaires
The study involved administering questionnaires to 481 first-year non-English major students at Kien Giang College, with prior permission obtained from their teachers Students completed the questionnaires during breaks, taking approximately 20 to 30 minutes The researcher provided a clear introduction to the study, explained key terms, and addressed any questions to ensure data quality, while emphasizing the confidentiality of participants' profiles It was made clear that the survey aimed to explore the relationship between motivations and second language learning strategies, not to evaluate the students To encourage participation, the researcher assured the reliability and validity of the study and offered to share results with those interested After collecting the questionnaires, the researcher meticulously checked, sorted, and numbered them, while also seeking permission to contact participants for any follow-up and expressing gratitude for their involvement.
Following the questionnaire, interviews were conducted with a randomly selected group of 15 students from a total of 470 To ensure clarity and prevent bias from other respondents, all interviews were held in Vietnamese The interviews were transcribed, with only the most interesting and relevant responses translated into English Each interview lasted approximately 15 to 20 minutes, focusing on the key questions.
Student achievements in English were evaluated using the Grade Point Average (GPA) of English 1 at the conclusion of the first semester To obtain this GPA data, the author requested information from the Office of Academic Affairs following the semester exams.
Data analysis
The research employed quantitative analysis strategies utilizing statistical methods to analyze data collected through questionnaires Given that the questionnaires consisted of Likert-scale questions, the responses were easily quantifiable and amenable to thorough analysis.
This method helped to find out descriptive statistics including means, standard deviation to summarize the result of students’ responses to the questionnaire
The data collected from the questionnaires were analyzed using a five-point Likert scale to assess the level and type of learning motivation among subjects The researcher quantified the points students assigned to each factor and classified their levels of agreement or disagreement according to the criteria outlined in Table 3.1.
Table 3.1: Scale showing level of (dis)agreement
3.5 to 5.0 High level of motivation 2.5 to 3.4 Medium level of motivation 1.0 to 2.4 Low level of motivation
To determine the frequency of strategy usage across six categories, the average for each strategy was calculated and subsequently averaged within each category This process was followed by calculating the overall average across all categories The resulting averages for each group were then classified according to the scale established by Oxford (1990), as presented in Table 3.2.
Table 3.2: Oxford’s scale showing the frequencies of strategy use
3.5 to 5.0 High level of motivation
2.5 to 3.4 Medium level of motivation
1.0 to 2.4 Low level of motivation
The items were codified and entered into SPSS program for windows, version
20 A correlational analysis was used to determine whether there was a meaningful relationship between types of motivation and categories of language learning strategies, as well as the relationship between motivation, language learning strategies and achievement
The final step was to transfer the result the researcher have from step 2 into some kinds of chart like tables and bar graphs
Interviews were conducted to deepen the understanding of quantitative data, with the analysis of both data types occurring simultaneously The initial step involved transcribing the interviews in English while determining the necessary information to include The interview data was organized according to the research questions and integrated with the questionnaire data to provide comprehensive insights The following chapter will interpret and discuss the meanings derived from this data analysis.
RESULTS AND DISCUSSIONS
Discussion
Table 4.10 illustrates the correlation between participants' strategies and their language achievement, revealing a significant positive relationship (r = 0.248) between overall language learning strategy use and achievement This indicates that learners who employ a diverse range of strategies tend to achieve greater success compared to those who utilize fewer strategies.
Each strategy demonstrated a significant correlation with academic achievement, with the exception of affective and memory strategies, which showed a low correlation Among the six sub-strategies analyzed, metacognitive strategies (r = 0.242) and cognitive strategies (r = 0.223) exhibited the strongest correlation with academic success, while affective and memory strategies had the weakest correlation.
Table 4.9: Correlation between strategies and students' language achievement
In conclusion, a strong correlation exists between language learning strategies, motivation, and student achievement Specifically, students who exhibit high levels of motivation and employ a variety of learning strategies tend to achieve superior academic results.
This section highlights the essential findings related to students' motivation in learning a second language, their use of language learning strategies, and the interplay between these two factors Additionally, it examines how motivation and strategy use correlate with language achievement, providing insights into their impact on overall success in language acquisition.
This study revealed that students exhibited a higher level of intrinsic motivation compared to extrinsic motivation when it comes to learning English, indicating a stronger internal drive to engage with the language.
45 findings are inconsistent with the results of many related studies on second language learning motivation research conducted by Chang (2005), Sung (2005), Yu and Chen
Research by Xu (2011) and others in 2006 indicates that learners exhibit a higher level of extrinsic motivation for learning the English language Conversely, studies conducted by Ziahosseini and Salehi (2007) and Nikoopour et al (2012) demonstrate that students tend to show greater intrinsic motivation in their language learning efforts.
Survey data from questionnaires and interviews revealed that participants exhibited strong intrinsic motivation for learning English They expressed a genuine interest in the language, recognizing it as both an engaging subject and a vital skill for personal and professional development Their motivations included practical goals such as advancing their careers, traveling internationally, communicating with native speakers, and expanding social networks Notably, participants emphasized the value of learning English for its own sake, rather than for external rewards or parental approval.
The current study revealed that students employed various learning strategies at a medium level, with metacognitive strategies being the most frequently utilized This aligns with previous research by Abu Shmais (2003), Hong-Name and Leavell (2006), Ziahosseini and Salehi (2007), Kavasoglu (2009), and Nikoopour et al (2011), which also highlighted the prominence of metacognitive strategies among learners Furthermore, it was found that students at Kien Giang College focused on strategies related to planning, organizing, and evaluating their learning processes.
The findings of this study contrast with earlier research, including Oxford and Ehrman's (1995) study that highlighted a preference for compensation strategies among adult learners Additionally, Lan and Oxford (2003) found that compensation and affective strategies were favored over others, while Griffiths and Parr (2001) identified social strategies as the most commonly used.
It can be explained that the participants had high level of intrinsic motivation and inherent interest in learning English Therefore, students tried to find out how to
To enhance your English learning experience, it's essential to recognize that inconsistencies in language acquisition can arise from various factors, including nationality, situational context, gender, age, proficiency level, and individual attitude.
This study highlights the cognitive strategies employed by Vietnamese students in learning English, particularly through repetition, such as repeatedly saying or writing new words and memorization These findings align with previous research conducted by Chamot and Kupper (1989), Park (1995), Koura (1998), and Alhaisoni (2012), suggesting that repetition plays a crucial role in language acquisition and production among learners.
The rapid advancement of the Internet and media has provided learners with increased access to English-language TV programs, social networks, and videos, enabling them to easily watch films and engage in online conversations using simple English sentences These cognitive strategies can significantly enhance second language acquisition for learners.
In the current study, compensation strategy emerged as the least utilized language learning strategy among students, contrasting sharply with previous research that highlighted its prominence among Thai and Vietnamese university learners (Khamkhien, 2006) and Chinese university students in Thailand (Zhao, 2009) These discrepancies may be attributed to the participants' low proficiency in English, as they were freshmen at Kien Giang College, lacking familiarity with new vocabulary and background knowledge This limited understanding hindered their ability to effectively guess meanings, use synonyms, and paraphrase in both speaking and writing tasks.
4.2.3 The relationship between motivation and language learning strategies
The study revealed three significant findings regarding the connection between motivation in second language learning and the use of language learning strategies Notably, the results indicated a strong correlation between participants' learning motivation and their strategy use, aligning with previous research in the field.
& Nyikos, 1989; Oxford et al., 1993; Ehrman & Oxford, 1995; Sung 2005; Chang,
The current study reveals that students with higher levels of motivation are more likely to utilize a variety of learning strategies compared to those with lower motivation.
CONCLUSION AND RECOMMENDATIONS
Concluding remarks
The researcher conducted a survey in the first semester of the 2018-2019 academic year to explore the relationship between motivation, language learning strategies, and student achievement in learning English as a second language The study involved 470 first-year non-English major students at Kien Giang College, utilizing a survey questionnaire and interviews with 15 students to gather data Following data collection, the researcher synthesized and analyzed the information to report the findings.
Students demonstrated a strong intrinsic motivation for learning English, showing a deep-seated interest in the language The findings indicated that external motivation ranked the lowest among their reasons for studying, highlighting that they recognize the value and significance of English in their lives Consequently, they seldom engage in learning English merely to meet external requirements.
Participants exhibited varied preferences among the six types of language learning strategies, yet their overall usage was at a medium level Among the subcategories, metacognitive and cognitive strategies were the most commonly employed, whereas compensation strategies were utilized the least.
The study found a significant correlation between participants' motivation and their use of language learning strategies Intrinsic motivation was positively and moderately correlated with all types of strategies, with the strongest correlation observed in metacognitive strategies In contrast, external motivation, which is less self-determined, did not demonstrate any significant relationship with the various categories of strategies.
Finally, the participants’ motivation and language strategies were significantly correlated with language achievement Specially, achievement had a higher correlation with intrinsic motivation and metacognitive strategy.
Recommendations
Sustaining motivation in learning English and improving students’ strategic awareness poses significant challenges for EFL teachers This article presents key recommendations derived from recent findings to effectively address these issues.
Motivation plays a vital role in helping students sustain their language skills beyond the classroom (Gardner et al., 1985) and significantly influences their use of learning strategies Additionally, it has a profound impact on academic achievement, with intrinsic motivation being particularly influential in enhancing students' learning and performance (Deci et al.).
Teachers should focus on boosting students' intrinsic motivation by identifying engaging activities and teaching methods Understanding what captures students' interest is crucial for enhancing their motivation Furthermore, goal setting and constructive feedback from teachers play significant roles in fostering intrinsic motivation in the learning process.
Negative feedback that suggests incompetence can diminish intrinsic motivation in students The feedback provided by teachers significantly impacts student motivation levels By offering constructive feedback that fosters a sense of competence, teachers can enhance various types of motivation in their students, ultimately encouraging a more effective learning environment.
Language learning strategies are specific techniques that individuals employ to improve their second language acquisition and boost their learning success (Oxford, 1990) Despite high levels of motivation, research indicates that learners utilize these strategies only at a moderate level.
Learners often lack understanding of the significance of effective strategies in learning English Thus, it is crucial to clearly teach students both the importance of these strategies and the methods for implementing them successfully in their studies.
According to Oxford (1990), it is essential to employ language learning strategies in suitable contexts Teachers should introduce these strategies to students, ensuring they understand their importance To effectively incorporate these new strategies into language learning, educators must offer learners ample opportunities to practice them.
Teachers should provide instruction on metacognitive strategies, particularly in comprehension monitoring and self-evaluation, as these have been shown to enhance student motivation and achievement To effectively assess students' needs for strategy instruction, foreign language educators can analyze the strategies currently employed by students and use these insights to identify methods that may boost learning and motivation Furthermore, it is crucial for teachers to communicate the significance and benefits of these strategies for language learning at the outset of instruction (Chamot & Kupper, 1989).
5.3 LIMITATION AND SUGGESTIONS FOR FURTHER RESEARCH
This study has revealed important insights into the relationship between motivation, language learning strategies, and student achievement; however, it also has notable limitations The instruments employed, namely the Questionnaire on Motivation in Learning English (adapted from Chang, 2005) and the Strategy Inventory for Language Learning (adapted from Oxford, 1990), are widely used but may not fully capture the specific factors influencing motivation and strategy use among learners in the Vietnamese context Therefore, future research should consider utilizing a tailored questionnaire that aligns more closely with the orientations and unique learning environments of Vietnamese students.
Secondly, the generalization of the results was limited to the first-year non-English majors Future research may use different subjects with different levels at Kien Giang College
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Limitation and suggestions for further research
Questionnaire: The language learning questionnaire (English version)
Thank you very much for your willingness to fill out the Language Learning Questionnaire
This questionnaire seeks to gather insights into learners' motivational orientations for language learning and the general strategies they employ to learn English Please note that all information collected will remain confidential and will be used solely for research purposes.
Please review the following statements and indicate your attitude towards each one by marking a tick (✓) in the appropriate column Remember, there are no right or wrong answers; simply respond as accurately as possible.
PART A: LANGUAGE LEARNING MOTIVATION SCALE ( 18 items)
(It was adapted from the motivation scale reported in the Chang’s (2005) study)
No Questionnaire items Strongly disagree
1 I love to learn English very much
2 I think it is very interesting to learn
3 English is my favorite subject, I feel happy whenever it’s time for
4 Learning English makes me feel satisfied
5 Learning English is a challenge that I love to take
2 it’s what I am supposed to learn
8 I learn English because it’s a worldwide trend
9 I learn English because it’s the skill that everyone should be required
10 I learn English because it can help me to understand western culture
11 I learn English because it can help me to make friends with foreigners
12 I learn English to show my ability to others
English makes me feel a sense of superiority
14 I will feel proud if I can speak English well
15 I learn English to satisfy my parents’ expectation
16 I learn English because I can get reward from my parents/family
17 I learn English because it is a required course
18 I learn English because I will be punished by my parents if I don’t
PART B: LANGUAGE LEARNING STRATEGY USE SCALE (40 ITEMS)
(It was adapted from the Strategy Inventory for Language Learning (SILL) version 7.0 in the Oxford’s (1990) study)
No Questionnaire items I never do this
1 I try to make connection between what I already
3 know and new things I learn in English
2 I use new English words in a sentence so I can remember them
3 I use flashcards to remember new English words
7 I try to talk like native
8 I often practice pronouncing English vowels and consonants
9 I use the English words I know in different ways
TV shows and movies in
12 I write simple sentences in English to chat online with my friends
13 I first skim an English passage (read over the passage quickly) then go back and read carefully
14 I try to memorize both written and spoken
15 I find the meaning of an
English word by dividing it into parts that I understand
16 I try not to translate word-for-word
17 I guess the meanings of unfamiliar English words through context
4 word during a conversation in English, I use gestures
19 I try to make up new words if I do not know the right ones in English
20 I read English without looking up every new word
21 I try to guess what the other person will say next in English
22 If I can' t think of an
English word, I use a word or phrase that means the same thing
23 I try to find as many ways as I can to use my
24 I review my English mistakes to help me do better
25 I pay attention to new words, pronunciation, grammar and word choice when someone is speaking English
26 I try to find out how to be a better learner of
27 I plan my schedule so I will have enough time to study English
28 I look for people I can talk to in English
29 I look for opportunities to read as much as possible in English
30 I have clear goals for improving my English skills
31 I think about my progress in learning English
32 I try to relax whenever I feel afraid of using
I am afraid of making a mistake
34 I give myself a reward or treat when I do well in
35 I notice if I am tense or nervous when I am studying or using
36 I talk to someone else about how I feel when I am learning English
37 If I do not understand something in English, I ask the other person to slow down or say it again
38 I practice English with other students
40 I try to learn about the culture of English speakers
Thank you very much for completing this questionnaire
Questionnaire: The language learning questionnaire (Vietnamese version)
Cảm ơn các em đã sẵn sàng hoàn thành phiếu khảo sát này
Bài khảo sát này nhằm thu thập ý kiến của các em về động cơ học tiếng Anh và các chiến lược học tập mà các em áp dụng Xin vui lòng trả lời các câu hỏi một cách độc lập Tất cả thông tin cá nhân và ý kiến của các em sẽ được bảo mật hoàn toàn.
Đọc các câu sau và đánh dấu (✓) vào ô trống thích hợp để thể hiện đánh giá của bạn Không có câu trả lời đúng hay sai, chỉ cần chọn câu trả lời phù hợp nhất với bản thân.
1 = Tôi không bao giờ làm việc này
2 = Tôi hiếm khi làm việc này
3 = Tôi thỉnh thoảng làm việc này
4 = Tôi thường xuyên làm việc này
5 = Tôi luôn luôn làm việc này
PHẦN A: ĐỘNG LỰC HỌC TIẾNG ANH
STT Câu hỏi Hoàn toàn không đồng ý
1 Tôi rất thích học Anh văn
2 Tôi nghĩ học tiếng Anh rất thú vị
3 Tiếng Anh là môn học yêu thích của tôi, mỗi khi đến giờ học tiếng Anh tôi đều rất vui
4 Tôi cảm thấy hài lòng khi tôi học tiếng Anh
5 Học tiếng Anh là 1 thử thách mà tôi thích được thực hiện
6 Tôi học tiếng Anh vì đó là môn học tôi có nhiệm vụ phải học
7 Tôi học tiếng Anh vì đó
7 là ngôn ngữ toàn cầu
8 Tôi học tiếng Anh vì đó là xu hướng của thế giới
9 Tôi học tiếng Anh vì đó là kỹ năng cần thiết
10 Tôi học tiếng Anh vì nó có thể giúp tôi hiểu biết về văn hóa phương Tây
11 Tôi học tiếng Anh vì nó giúp tôi có thể kết bạn với người nước ngoài
12 Tôi học tiếng Anh để thể hiện khả năng với những người khác
13 Có khả năng nói tiếng
Anh khiến tôi có cảm giác được mọi người đề cao
14 Nói thành thạo tiếng Anh khiến tôi cảm thấy tự hào
15 Tôi học tiếng Anh vì muốn đáp ứng sự mong đợi của cha mẹ
16 Tôi học tiếng Anh vì muốn nhận phần thưởng của bố mẹ/ gia đình
17 Tôi học tiếng Anh vì đó là môn học bắt buộc
18 Tôi học tiếng Anh vì tôi sẽ bị bố mẹ phạt nếu tôi không học
PHẦN B: CHIẾN LƯỢC HỌC TIẾNG ANH
STT Câu hỏi Tôi không bao giờ làm việc này
Tôi hiếm khi làm việc này
Tôi thỉnh thoảng làm việc này
Tôi thường xuyên làm việc này
Tôi luôn luôn làm việc này
1 Tôi cố gắng liên kết giữa cái mình đã biết và cái mới học trong tiếng Anh
2 Tôi đặt câu với những từ mới tiếng Anh để có thể nhớ chúng
3 Tôi sử dụng các thẻ ghi chú từ mới (bằng tranh, chữ hay số) để nhớ từ tiếng
4 Tôi học từ mới bằng cách diễn đạt chúng bằng cử chỉ, điệu bộ
5 Tôi thường xuyên ôn bài tiếng Anh
6 Tôi nói hay viết từ tiếng
7 Tôi cố gắng nói tiếng Anh giống như người bản xứ
8 Tôi thường luyện phát âm các nguyên âm và phụ âm tiếng Anh
9 Tôi sử dụng từ tiếng Anh tôi biết bằng nhiều cách khác nhau
10 Tôi bắt chuyện bằng tiếng
Anh bất cứ lúc nào tôi có thể
11 Tôi xem các chương trình
TV hay phim ảnh bằng tiếng Anh
12 Tôi viết những câu đơn giản bằng tiếng Anh để tán gẫu với bạn bè trên
13 Đầu tiên tôi đọc lướt qua đoạn văn tiếng Anh rồi sau đó quay lại và đọc kỹ hơn
14 Tôi cố gắng nhớ những mẫu câu tiếng Anh trong văn nói lẫn văn viết
15 Tôi tìm nghĩa của một từ tiếng Anh bằng cách chia nó ra làm nhiều phần mà tôi hiểu được
16 Tôi cố gắng không dịch từng từ một
17 Tôi đoán nghĩa những từ tiếng Anh mới thông qua ngữ cảnh
18 Khi tôi không thể suy nghĩ ra từ cần nói trong lúc đàm thoại bằng tiếng Anh, tôi
9 diễn tả bằng điệu bộ
19 Tôi cố gắng tạo từ mới nếu tôi không biết được từ đúng bằng tiếng Anh
20 Tôi đọc tiếng Anh mà không cần tra từ điển mỗi từ mới
21 Trong lúc đàm thoại bằng tiếng Anh, tôi cố gắng đoán trước ý người khác sẽ nói tiếp theo
22 Nếu tôi không thể nghĩ ra một từ tiếng Anh, tôi sử dụng 1 từ hay cụm từ đồng nghĩa
23 Tôi cố gắng tìm nhiều cách để sử dụng tiếng Anh
24 Tôi xem lại những lỗi trong tiếng Anh để có thể học tốt hơn
25 Tôi chú ý đến từ mới, cách phát âm, ngữ pháp, cách dùng từ khi nghe người khác nói tiếng anh
26 Tôi cố gắng học hỏi từ thầy cô, bạn bè hay những người khác để có thể trở thành người học tiếng Anh tốt hơn
27 Tôi lập thời khóa biểu để có đủ thời gian học tiếng
Tôi tìm người có thể nói chuyện bằng tiếng Anh với tôi
29 Tôi tìm cơ hội để đọc tiếng
Anh càng nhiều càng tốt
30 Tôi có mục tiêu rõ ràng để cải thiện các kỹ năng tiếng
31 Tôi luôn xem xét, đánh giá về tiến độ học tiếng Anh của mình
32 Tôi cố gắng thư giãn bất cứ lúc nào tôi cảm thấy lo lắng khi học tiếng Anh
33 Tôi tự khuyến khích mình
10 nói tiếng Anh ngay cả khi tôi sợ phạm lỗi khi nói
34 Tôi tự thưởng cho mình hay phạt mình khi tôi đạt được điểm tốt hay điểm xấu trong các bài kiểm tra tiếng Anh
35 Tôi thấy rằng tôi hay lo lắng, bồn chồn khi tôi đang học hay sử dụng tiếng
36 Tôi kể cho người khác nghe về cảm nhận của tôi trong lúc học tiếng Anh
37 Nếu tôi không hiểu người khác nói gì bằng tiếng
Anh, tôi yêu cầu người đó nói chậm hay lặp lại
38 Tôi thực hành tiếng Anh với những sinh viên khác
39 Tôi cố gắng đặt câu hỏi bằng tiếng Anh trong lớp học tiếng Anh
40 Tôi cố gắng học văn hóa của người nói tiếng Anh
CẢM ƠN SỰ GIÚP ĐỠ CỦA CÁC EM!
Appendix 3: Interview Scripts in English (Summary)
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: Not really Because it is very hard to understand what people say and I can’t remember new words in English well
3 I: How do you feel in your English class?
P: I fell nervous when the teacher calls my name, not confident when speaking English, afraid of making mistakes
4 I: Why are you learning English?
P: Because it is a compulsory subject at my college I must learn it to pass the exam and meet graduation requirement
5 I: What do you think about the useful of studying English well?
P: Studying English well helps students find good jobs and apply for scholarships
6 I: How do you learn English?
P: - I often use google translate to understand new words or paragraphs
- I sometimes use simple English sentences to communicate with friends such as hello, how are you, good night, good morning,…
7 I: Do you plan time to study English on your own?
P: I only spend much time studying English lessons before the exam
8 I: What specific techniques and methods you know they are very useful for learning English but you do not use them?
Practicing spoken English with native speakers is an effective method to enhance proficiency; however, I have hesitated to do so due to fears of misunderstanding or difficulty in comprehending their speech.
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: I don't hate nor like learning English I study English because I need to pass exams
3 I: What do you think about the useful of studying English well?
P: English is an international and popular language, it helps students communicate with foreigners and find good jobs
4 I: How do you learn English?
P: - Write new words several times to memorize them
- Do many exercises to remember grammar
- Use google translate to understand new words or paragraphs
5 I: Do you often review English lesson after school?
P: No I spend less time to review English lessons
6 I: Do you feel nervous in your English class?
P: Yes I am not confident when speaking English because I’m afraid of
7 I: What learning strategies and methods you know they are useful for learning English but you do not use them?
P:- Learning English through online classes
- Listening to music and watching films in English with subtitles
- Communicating with friends in English every day
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
I always look forward to English class because it allows me to connect with people from diverse cultures and expand my social network Additionally, it enhances my understanding of English songs and films, and equips me with the skills to communicate with native speakers while traveling abroad.
3 I: Why are you learning English?
P: Because I want proficiency in four skills of English
4 I: How do you learn English?
P: I learn English at school and English center Sometimes, I take part in English clubs I listen to the teacher's instructions to correct my pronunciation errors
5 I: What happen if the other person says something in English that you don’t understand?
P: If I do not understand something in English, I ask the other person to slow down or say it again
6 I: Do you often review English lesson after school?
P: No I sometimes review English lessons
7 I: What specific techniques and methods do you think are very useful in learning English?
P: - Listening to music and watching films in English
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: Yes Because it is very interesting and it helps me to understand songs, films in English
3 I: Why are you learning English?
I believe I can secure a well-paying job, and I won't need to invest in further English studies My aspiration to become an engineer drives me to learn English, enabling me to stay updated with the latest technological innovations and advancements.
4 I: How do you feel when the teacher gives feedback on your performance? Are you afraid?
P: No, I’m not afraid I feel my teacher’s feedback is very helpful for me
13 and I use it to eliminate my mistakes later on
5 I: What happen if the teacher says something that you don’t understand?
P: I ask her to say it again or say slowly
6 I: How do you learn English?
P: - I learn by heart new words/ phrases or grammar structures
- I ask my friends who are good at English how to improve listening, speaking skills
- I write simple sentences in English to chat online with my friends
- I encourage myself to speak English even when I am afraid of making a mistake
7 I: What specific techniques and methods do you think are very useful in learning English?
P: - Listening to English songs and watching English films with Vietnamese subtitles or Vietnamese films shown with English subtitles
1 I: How long have you been learning English?
P: I have been learning English for 8 years
2 I: Do you like learning English? Why or why not?
P: Yes, I really like learning English because learning English well brings me a lot of chances to communicate and make friends Moreover,
I need it for my future job I feel proud if I can speak English well
3 I: Why are you learning English?
P: Because of some following reasons:
English is a compulsory subject in school and is also my favorite subject Studying this language enables me to interact with foreigners, enhancing my communication skills Additionally, proficiency in English opens up numerous opportunities for securing a good job in the future.
4 I: How do you learn English?
P: - I study new words in English news, books or cartoon movies
- I usually do exercise to reinforce grammar and vocabulary knowledge
- I often practice English with my classmates and roommates
5 I: Do you often review English lesson after school?
P: Yes, I often review English lessons
6 I: What specific techniques and methods do you think are very useful in learning English?
- Practicing listening and speaking at home
- Learning how to pronounce sounds/ words in English exactly
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: Yes, I enjoy learning English Because: It is interesting It is an international language I cannot communicate with foreigners easily
3 I: Why are you learning English?
P: Because of some following reasons: It is a skill that students must have; it help me find good job
4 I: How do you learn English?
P: - I study English in class through my teacher’s guidance
- I listen to the teacher's instructions to correct my pronunciation errors
- I often use google translate to understand new words or paragraphs
5 I: Are you afraid of speaking English?
P: I encourage myself to speak English even when I am afraid of making a mistake
6 I: What specific techniques and methods do you think are very useful in learning English?
- Imitating what people said in films/ videos
- Practicing speaking English based on suggested cards or topics from my teacher
7 I: What are the other ways that you know that could be used to learn
English but you do not use them?
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: Yes, I do Because it ‘s an interesting and happy subject I will feel proud if I can speak English well
3 I: Why are you learning English?
P: Because I think learning English is helpful for my future, it’s the skill that everyone should be required
4 I: How do you learn English?
P: When using facebook or zalo I often use simple sentences to chat with friends such as hello, how are you, see you again, good night,
I use google translate to understand new words or paragraphs
5 I: How do you feel when the teacher gives feedback on your performance? Are you afraid?
P: No, I’m not afraid I feel my teacher’s feedback is very helpful for me and I use it to eliminate my mistakes later on
6 I: What happen if the teacher says something that you don’t understand?
P: I ask her to say it again or I make guesses
7 I: What specific techniques and methods do you think are very useful in learning English?
P: - Listening to music and watch films with both English and Vietnamese subtitles - Practice English with English native speakers
1 I: How long have you been learning English? P: I have been learning
2 I: Do you like learning English? Why or why not?
Initially, I enjoyed learning English, but my enthusiasm waned in high school due to a lack of understanding and engagement with the teacher's lessons.
P: My teacher at high school usually became angry when I forget my notebook or couldn’t answer her questions
4 I: Why are you learning English?
P: I just learn English for passing the exam
I: Just for exam? Do you think that you can use English in the future or the real life?
P: Yes, partly I can apply some simple structures for conversations in the real life
5 I: How do you learn English?
P: I mainly learn by heart I say or write new English words several times
6 I: How often do you review lesson?
P: I only learn English in class I just learn at home if I have homework
7 I: What specific techniques and methods do you think are very useful in learning English?
P: Practice listening English more Do homework and learn new words frequently
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: No It’s very difficult so I feel discouraged I’m lazy and bad at English as well
3 I: Why are you learning English? P: Because it is a required subject in training program at school and I need a certificate to apply for a job
4 I: How do you learn English? P: I learn English based on the textbook that my teacher provided and taught at class
5 I: What happen if the teacher says something that you don’t understand?
P: I ask my classmate who sits next to me or I skip it
Before an English test, I rely on my studious friends who prepare thoroughly by creating revision plans and writing sample answers I often copy their strategies and memorize key points to enhance my own preparation.
7 I: What are the other ways that you know that could be used to learn
English but you do not use them?
P: - Studying online - Improving listening skills by watching films, videos in English
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: Not just love but I'm very interested in English because English is the popular language all over the world, very beautiful language too Speaking English fluently makes me feel proud
3 I: What is your motivation to learn English?
English is my favorite subject and essential for my future career, providing a competitive advantage after graduation Fluency in English is highly valued, enhancing my ability to communicate effectively Additionally, learning English is crucial for traveling abroad and accessing a broader range of knowledge It also allows me to interact with foreigners, whether by giving directions to tourists or engaging in meaningful discussions.
4 I: How do you learn English?
P: I learn English by watching movies, listening to music or playing video games with English subtitles - Participating English center and practicing speaking English with other members
5 I: What specific techniques and methods do you think are very useful in learning English?
P: - Learning with English native speakers
6 I: What are the other ways that you know that could be used to learn
English but you do not use them? P: - Listening and writing scripts - Imitating
7 I: Why do you think that they might be useful? P: Because I can practice listening skills, learn new words Also, I can enhance my pronunciation and talk like native speakers
1 I: How long have you been learning English?
P: I have been learning English for 8 years
2 I: Do you like learning English? Why or why not?
I am passionate about learning English, as it significantly benefits my future career Additionally, I use English to connect with friends from around the world online Being able to speak English fluently gives me a sense of confidence and accomplishment.
3 I: What is your motivation to learn English?
Learning English, an internationally recognized language, boosts my confidence in communicating with others My passion for the language drives me to improve my fluency, which brings me pride and happiness Additionally, mastering English is beneficial for my future studies and career opportunities.
4 I: How do you feel in your English class?
5 I: Do you often review English lesson after school?
P: Yes I often review English lessons
6 I: How do you learn English?
I teach myself English using YouTube and supplement my learning with extra classes at an English center Additionally, I regularly practice speaking in front of a mirror, focusing on my mistakes to improve my skills.
7 I: What specific techniques and methods do you think are very useful in learning English?
To enhance my mastery of vocabulary and grammar, I focus on writing sentences and paragraphs, seeking feedback from teachers and fluent English speakers to correct my mistakes Additionally, I record videos and share them on Facebook, inviting comments and constructive criticism from friends and educators.
1 I: How long have you been learning English?
P: I have been learning English for 8 years
2 I: Do you like learning English? Why or why not?
P: Yes Because it is very interesting and it helps me understand songs, films in English
3 I: Why are you learning English?
P: Because it is an international language Beside that, learning English well helps you find a good job, travel abroad and communicate with foreigners
4 I: How do you feel when the teacher gives feedback on your performance? Are you afraid?
P: No, I’m not afraid I think my teacher’s feedback is very helpful for me correct my mistakes
5 I: How do you learn English?
To enhance my vocabulary retention, I frequently write down new words and consult the dictionary, while also seeking assistance from friends Additionally, I engage in casual conversations using simple phrases like "hello," "how are you?" and "good night" to practice my language skills.
6 I: Do you plan time to study English on your own?
7 I: What specific techniques and methods do you think are very useful in learning English?
P: - Listening to English songs and watching English films
1 I: How long have you been learning English?
P: I have been learning English for 8 years
2 I: Do you like learning English? Why or why not?
P: I don't hate nor like learning English
3 I: Why are you learning English?
P: I study English because it is a compulsory subject and helps me pass exams
4 I: How do you learn English?
P: I use googe translate to understand new words or paragraphs
I write simple sentences in English to chat online with my friends
5 I: Do you plan time to study English on your own?
P: No I spend less time studying English
6 I: How do you feel in your English class?
P: I fell nervous when the teacher calls my name, not confident when speaking English I try to relax whenever I feel afraid of using English
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: I really like it I feel very happy at my English classes
3 I: What do you think about the useful of studying English well?
P: English is an essential language that student need to have It helps students find good jobs, communicate with foreigners
4 I: How do you learn English?
P: I practice speaking English by speaking with myself and with friends
I communicate with my friends online using simple English sentences Additionally, I enjoy listening to English songs and watching English movies with Vietnamese subtitles, as well as Vietnamese films that feature English subtitles.
5 I: Do you often review English lessons?
P: Yes I often review my English mistakes to help me do better
6 I: What do you do if you don’t understand something in English?
P: I ask the other person to slow down or say it again
7 I: What learning strategies and methods you know they are useful for learning English but you do not use them?
P:- Learning English through online classes
1 I: How long have you been learning English?
2 I: Do you like learning English? Why or why not?
P: I don't hate nor like learning English I study English because I need to pass exams and it’s the skill that students should have
3 I: What do you think about the useful of studying English well?
P: English is an international language, it helps students communicate with foreigners and find good jobs
4 I: How do you learn English?
P: - I learn English based on the textbook that my teacher provided and taught at class
5 I: Do you often review English lesson after school?
P: No I only review English lesson before test
6 I: Do you feel nervous in your English class?
P: Yes I am afraid of speaking English because I don’t have many words to speak.