(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary

(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary(Khóa luận tốt nghiệp file word) Motivational factors affecting HPU secondyear nonEnglish majors in learning English vocabulary

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - KHĨA LUẬN TỐT NGHIỆP NGÀNH: NGƠN NGỮ ANH- ANH Sinh viên : Nguyễn Thị Thùy Giảng viên hướng dẫn : Th.S Nguyễn Thị Thu Hương HẢI PHÒNG – 2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CƠNG NGHỆ HẢI PHỊNG - MOTIVATIONAL FACTORS AFFECTING HPU SECOND-YEAR NON-ENGLISH MAJORS IN LEARNING ENGLISH VOCABULARY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGƠN NGỮ ANH- ANH Sinh viên : Nguyễn Thị Thùy Giảng viên hướng dẫn : Th.S Nguyễn Thị Thu Hương BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Nguyễn Thị Thùy Lớp: NA2001 Mã SV: 1612751010 Ngành: Ngôn ngữ Anh- Anh Tên đề tài: Motivational factors affecting HPU second-year non-English majors in learning English vocabulary NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ( lý luận, thực tiễn, số liệu cần tính tốn vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Các số liệu cần thiết để thiết kế, tính toán …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Địa điểm thực tập tốt nghiệp …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ tên: Nguyễn Thị Thu Hương Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Quản lý Cơng nghệ Hải Phịng Nội dung hướng dẫn: Motivational factors affecting HPU second-year non-English majors in learning English vocabulary Đề tài tốt nghiệp giao ngày 15 tháng năm 2021 Yêu cầu phải hoàn thành xong trước ngày tháng năm 2021 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Nguyễn Thị Thùy Th.S Nguyễn Thị Thu Hương Hải Phòng, ngày tháng .năm 2021 TRƯỞNG KHOA TS Trần Thị Ngọc Liên CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Nội dung hướng dẫn: Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp Đánh giá chất lượng đồ án/khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…) Ý kiến giảng viên hướng dẫn tốt nghiệp Được bảo vệ Khơng bảo vệ Điểm hướng dẫn Hải Phịng, ngày … tháng … năm Giảng viên hướng dẫn (Ký ghi rõ họ tên) Th.S Nguyễn Thị Thu Hương QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: Phần nhận xét giáo viên chấm phản biện Những mặt hạn chế Ý kiến giảng viênchấm phản biện Được bảo vệ Không bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm Giảng viên chấm phản biện (Ký ghi rõ họ tên) QC20-B19 TABLE OF CONTENT Page ACKNOWLEDGEMENT CHAPTER I: INTRODUCTION .1 1.1 Rationale 1.2 Aims of the study 1.3 Research Questions 1.4 Scope of the study .2 1.5 Research methodology 1.6 Significance of the study 1.7 Organization of the study CHAPTER II: LITERATURE REVIEW 2.1 Theoretical backgrounds of motivation 2.1.1 The definition of motivation 2.1.2 Types of motivation 2.1.3 The importance of motivation in second language learning 2.1.4 Motivational factors in second language learning 2.2 Theoretical background of vocabulary .7 2.2.1 The definition of vocabulary 2.2.2 Types of vocabulary 2.2.3 What are involved in knowing a word 2.2.4 Explicit vocabulary learning and implicit vocabulary learning 10 2.2.5 Potential difficulties in learning vocabulary 12 2.3 Factors affecting vocabulary learning .13 2.3.1 Learner-related factors .13 2.3.2 Teacher-related factors 14 2.3.3 Environmental factors 15 2.3.4 Intralexical factors 15 CHAPTER III: METHODOLOGY 18 3.1 Sample and sampling 18 3.2 Instruments 18 3.3 Data collection 18 3.4 Data analysis 18 CHAPTER IV DATA ANALYSIS, FINDINGS, AND SUGGESTED SOLUTIONS 19 4.1 Data analysis 19 4.1.1 Demographic information 19 4.1.2 Motivational factors affecting second – year non English majors in learning vocabulary 20 4.1.2.1 Learners’ factors 20 4.1.2.2 Teachers’ factors 23 4.1.2.3 Environmental factors 24 4.1.2.4 Language factors 25 4.2 Findings 27 4.3 Suggested solutions 28 CHAPTER V: CONCLUSION 30 5.1 Summary of major findings .30 5.2 Suggestions for further study 30 REFERENCES 31 APPENDIX 32 APPENDIX 36 ACKNOWLEDGMENT First of all, I would like to send my sincere thanks to all my teachers’ Foreign Languages Department Hai Phong Management and Technology University who have handed me basic knowledge to complete this study Secondly, I wish to express gratitude to my supervisor – Mrs Nguyen Thi Thu Huong who has always been willing to give me valuable advice and suggestions in order that I can complete this study successfully Thirdly, I am equally indebted to my classmates for their suggestions and encouragements in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper Hai Phong, July 2021 Student Nguyen Thi Thuy 4.1.2.4 Language factors 17% Pronunciation Spelling Part of speech Morphology Meaning Use 17% 17% 37% 6% 6% Pie chart 4: Language factors in English vocabulary learning The pie chart shows that meaning was the most concerned by the students (37%) in learning a word Pronunciation, use and spelling were chosen with the same percentage of the students (17%) Word’s part of speech and morphology got the least interest of the students at about 6% Besides, the result shows that the majority of the students (67%) fancied vocabulary tasks while the rest disliked them When asked about activities students liked most in vocabulary lesson, the data collected as follows: Activities Working individually Working in pairs Working in groups (of to students) Number of Percentage students 18 60% 27% 13% Table 6: Students’ favorite activities in learning English vocabulary The table shows that students were interested in work individually more than the other activities 60% of the participants preferred to work individually, about 27% of students liked to work in pairs and the rest (13%) enjoyed working in groups of to students Vocabulary practice Making sentences with new words Number of students Percentage 23% Asking and answering the questions related new words Filling the gaps Completing sentences Finding synonyms and antonyms Matching words Playing games 17% 10% 7% 0% 20% 23% Table 7: Students’ favorite vocabulary practice The table above illustrates the difference of student’s preference for vocabulary practice The largest number of the students (23%) liked to make sentences with new words and play games A fifth of the participants preferred word matching Other practices including asking and answering the questions related new words, gap filling and sentence completion accounted for 17%, 10% and 7% respectively Teachers’ activities Using various language activities in teaching vocabulary Providing words in word families Providing many examples of words Instructing you how to pronounce words correctly Reviewing and checking learnt words regularly Creating pleasant classroom atmosphere Giving more vocabulary parts in tests Number of students Percentage 17 57% 10 15 33% 50% 27% 20 % 17 15 57% 50% Table 8: Teachers’ activities to help students get motivation Based on the above table, it isclearly seen that the interest in the activities applied by teachers to improve the motivation to learn English is different among students There were 17 students wanting their teachers to use a variety of language activities in vocabulary lesson Classroom atmosphere was chosen with the same percentage 50% of the students were fond of being given examples of words and vocabulary parts in tests Word families, instruction to pronounce, word checking accounted for 33%, 27% and 20 % respectively Ways of presenting new words Translating words into Vietnamese Using visual aids Using mines, gestures and facial expressions Using target language to define new words Saying words clearly one by one and writing them on the board Using synonyms and antonyms Number of students 20 18 12 Percentage 67% 60% 40% 13% 16 53% 7% Table 9: Students’ favorite ways of presenting new words The table represents new ways of presenting words that make students more motivated in learning English vocabulary 67% (20 students) used the traditional way of translating words from Vietnamese into English 60% (18 students) preferred to use visual aids in learning, compared to 40 % (12 students) preferring the use of mines, gestures and facial expressions Meanwhile, 13% of students felt that learning vocabulary from the target language was a motivating way to acquire and improve language ability 53% was also the number of students who hoped their teacher could say each word clearly and wrote them on the board The lowest number of the students (7%) liked the use of antonyms and synonyms to learn 4.2 Findings The study has attempted to study motivational factors affecting second-year non English majors in learning English vocabulary After analyzing the data, it has been found that all of the motivational factors studied have different effects on students’ motivation in learning English words Firstly, among the main factors, learners’ factors have the most influence while the least onesare intralexical factors Secondly, among six learner- related factors, aptitudes affect sophomores’ learning vocabulary most The next factorsarelearners’ preferences, motivation and attitude Learners’ belief is the third one With this factor, students like to learn by using dictionary more than other kinds of learning methods Personality and age are found with the least contribution to the students’ motivation Thirdly, the teachers’factors consists of teaching methods, teachers’ personality and others Among these factors, teaching methodology creates the best motivation for learners Fourthly, it is environmental factors which also greatly affect the learners’ interest Students who learn in a classroom with a comfortable classroom atmosphere, with adequate facilities and amenities, they will definitely increase their motivation Finally, they are the intralexical factors which not increase on sophomores’ motivation much In these factors, students encounter a lot of language problems coming of English words themselves such as pronunciation, spelling, form, meaning or use 4.3 Suggested solutions Based on the findings, some solutions are suggested for school, students and teachers to motivate in learning English vocabulary 4.3.1 Suggested solutions for the university  The university should invest more in modern facilities such as new desks, chairs, and boards, projectors, microphones, etc to make students feel more comfortable to focus on their studies in the classrooms and to support the teachers to work more effectively  Wifi is always available in the campus and the student hotel  More opportunities are created to improve the professional qualifications of teachers as well as their teaching methods 4.3.2 Suggested solutions for students  Students should increase their own efforts in learning vocabulary  It is important to know that a word is related to its spelling, pronunciation, meaning, use, part of speech, antonyms and synomyms  It is necessary for students to identify their difficulties in learning new words and try to get motivation in various ways to overcome them  There is a combination of activitiesto learn English words The activities are working individually, in pairs and in groups  It is important that students try to change less effective traditional way of learning words like always using bilingual dictionaries and find the best suitable way of learning: learningby topics, in word families, notes, games,etc  Learners need to build the good relationship with teachers to get more motivated in learning  It is highly recommended that students actively take part in all activities given by teachers in the classroom and change their self- study habits in right ways  Students not forget to all homework provided and revise new words regularly before vocabulary lessons  Modern facilities should be available for learning 4.2.3 Suggested solutions for teachers According to the results of the study, students often have word problems such as mispronunciation, misuse, or inability to remember words, etc Based on the students' problems and motivation found, some suggestions are given:  It is advisable that the lectures vary new word learning activities in the classroom, dividing students into pairs or groups to teach vocabulary  There are more interesting, flexible and appropriate word teaching methods for each topic to maintain interest and motivation for students  It is better to create a more comfortable atmosphere to change the class atmosphere  Different ways are used to present new words such as visual aids, gesture, facial expressions, etc to enhance students’ motivation because HPU second- year students are visual, audial and kinesthetic learners  It is necessary to consider all difficulties encountered by students, their personality and preferred leaning styles to design suitable vocabulary tasks  Vocabulary parts should be tested more  Teachers should attend more professional trainings to improve their personal and professional skills CHAPTER V: CONCLUSION 5.1 Summary of major findings The results show that the learner-related factors are considered to have the most influence on the students’ motivation in learning English vocabulary It is clearly seen that learners’ attitude is the most motivational factor while age is the least one Besides, the teacher – related factors and environmental factors are indispensable to avoid demotivation in learning However, the language factors including pronunciation, spelling, form, or usage of words (except meaning) decrease much interest in learning for students 5.2 Suggestions for further study It is expected that the result of the study can give an informative input about how to motivate students to learn English vocabulary The researcher expects that this result of the study can inspire other researchers to conduct researches related to motivation in learning English vocabulary to enrich the existing study REFERENCES Allen, V.F (1983) Techniques in Teaching Vocabulary Oxford University Press Brown, D.H (2000).Principles of Language Teaching and Learning (4ed.) Addison Wesley Longman,Inc Dornyei, Z (2001), Teaching and Researching Motivation.Longman London Ellis R (1985) Understanding Second Language Acquisition Oxford University Press Ellis, R (1994).The Study of Second Language Acquisition.Oxford University Press Hatch, E & Brown, C (2000) Vocabulary Semantics and Language Education (3ed.) Cambridge: Cambridge University Press Lightbown, M.P & Spada, N (1993).How Language are learned Oxford University Press Littlewood, W T (1981) Foreign and Second Language Learning: Languageacquisition research and its implications for the classroom Great Britian: Cambidge University Press McCarthy, M (1990) Vocabulary Oxford University Press 10 Nation, P.(1990) Teaching and Learning Vocabulary.New York: Newbury House 11 Richard B & T.T.T.Trang (2007) The Journal of Asia TEFL Vol 4, No.1 12 Rubin, J and Thompson, I (1994) How to be a More Successful Language Learner: Toward Learner Autonomy USA: Heinle Publishers 13 Schmitt, N & McCarthy, M (1997) Vocabulary: Description, Acquisition and Pedagogy Cambridge University Press 14 Taylor, L (1990) Teaching and Learning Vocabulary.New York: Prentice Hall 15 Tim, F & Paul, A D (2007) Solutions (pre-intermediate) Oxford University Press 16 Tricia Hedge (2002).Teaching and Learning in the Language Classroom.Oxford University Press APPENDIX SURVEY QUESTIONAIRE (For students) This survey questionnaire is designed for the study on motivational factors affecting HPU second-year non – English majors in learning vocabulary Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you very much for your cooperation Please put a tick (√) or number the boxes or write the answer where necessary You can use English and Vietnamese language I Personal information: * Your gender: Male Female * Your age: * How long have you been learning English year(s) II Motivational factors affecting students in learning English vocabulary What you think of the importance of vocabulary? Very important Important Not very important Not important at all How difficult is it for you to learn English vocabulary? Very difficult Difficult Not very difficult Not difficult at all How is your effort in learning English vocabulary? Very much Much Little Which of the following difficulties you have in learning vocabulary? (You can have more than one choice) You cannot read the wordscorrectly You cannot recognize the learned words when hearing it You cannot write down the learned words after some time You cannot remember the meanings of the learned words You not know how to use the learned words Which of the following make you get motivation in learning new words? (You can have more than one choice) Identifying new sounds Understanding the function of particular words in sentences Memorizing new words for a long time ( meaning , spelling) Which personality help you motivate most in learning new words? Extroversion Inhibition Self-esteem Empathy Dominance Talkativeness Responsiveness Which is your preferred vocabulary learning style? (You can have more than one choice) Learning words by topics Learning words in reading passages Learning words in listening texts Learning from daily communication with foreigners Learning from other resources: internet, TV,… Others: …………………………………………………… Which method has been the most effective in helping you acquire more vocabulary? Using a dictionary Using context clues Using word families Using synonyms and antonyms How does your age affect your motivation in vocabulary learning? Very much Rather A little Not at all 10 How is your attitude to learn English vocabulary? Very high High Low Very low 11 How much you like your teacher teach every vocabulary lesson? Very much Rather A little Not at all 12 What the teacher's factors make you motivated in learning vocabulary? (You can have more than one choice) Enthusiasm Commitment to your progress Teachers’ expectations Good relationship with the students 13 Which environmental factors positively influence your motivation to learn vocabulary? Physical conditions (tables, chairs,…) Class atmosphere Others: …………………………………………………………… 14 Which of the following you like in learning English words? Its pronunciation Its spelling Its part of speech Its morphology Its meaning Its use Do you like vocabulary tasks provided? Yes No 16 Which of the following activities you like most in vocabulary lesson? Working individually Working in pairs Working in groups (of to students) 17 Which of the vocabulary practice are you most interested in? Making sentences with new words Asking and answering the questions related new words Filling the gaps Completing sentences Finding synonyms and antonyms Matching words Playing games Other ways: ………………………………………………… 18 What would you like your teacher to to help you get motivation in learning English vocabulary? (You can have more than one choice) Using various language activities in teaching vocabulary Providing words in word families Providing many examples of words Instructing you how to pronounce words correctly Reviewing and checking learnt words regularly Creating pleasant classroom atmosphere Giving more vocabulary parts in tests 15 Others: …………………………………………………………… 19 Which way(s) of presenting new words you think helps you motivated? Translating words into Vietnamese Using visual aids Using mines, gestures and facial expressions Using target language to define new words Saying words clearly one by one and writing them on the board Using synonyms and antonyms Others:…………………………………………………………… APPENDIX CÂU HỎI KHẢO SÁT (Dành cho sinh viên) Bảng câu hỏi khảo sát thiết kế để nghiên cứu yếu tố gây hứng thú ảnh hưởng đến việc học từ vựng sinh viên năm thứ hai không chuyên Anh trường Đại học Quản lý Công nghệ Hải Phịng Việc hồn thành mục, câu hỏi sau đánh giá cao Tất thông tin bạn cung cấp sử dụng cho mục đích nghiên cứu Cảm ơn bạn hợp tác bạn! Vui lòng đánh dấu (√) ghi câu trả lời cần thiết Bạn sử dụng ngôn ngữ tiếng Anh tiếng Việt I Thông tin cá nhân: * Giới tính bạn: Nam Nữ * Tuổi bạn:…………… * Bạn học tiếng Anh năm II Các yếu tố động lực ảnh hưởng đến việc học từ vựng tiếng Anh Bạn nghĩ tầm quan trọng từ vựng? Rất quan trọng Quan trọng Không quan trọng Không quan trọng Bạn thấy học từ vựng tiếng Anh khó nào? Rất khó Khó Khơng khó Khơng khó chút Nỗ lực học từ vựng tiếng Anh bạn nào? Rất nhiều Nhiều Ít Khó khăn sau bạn gặp phải học từ vựng? (bạn có lựa chọn) Bạn khơng thể đọc xác từ Bạn nhận từ học nghe chúng Bạn viết từ học sau thời gian Bạn nhớ nghĩa từ học Bạn cách sử dụng từ học Điều sau khiến bạn có động lực học từ mới? (bạn có lựa chọn) Nhận âm Hiểu chức từ câu Ghi nhớ từ thời gian dài (nghĩa, tả) Tính cách giúp bạn có động lực học từ nhất? Hướng ngoại Mặc cảm, tự ti Lịng tự trọng Đồng cảm Vượt trội Nói nhiều Khả đáp ứng Phong cách học từ vựng ưa thích bạn gì? (bạn có lựa chọn) Học từ theo chủ đề Học từ đọc Học từ nghe Học từ giao tiếp hàng ngày với người nước Học từ từ nguồn khác: internet, TV,… Khác: …………………………………………………… Phương pháp hiệu việc giúp bạn có nhiều từ vựng hơn? Sử dụng từ điển Sử dụng ngữ cảnh Sử dụng họ từ Sử dụng từ đồng nghĩa trái nghĩa Tuổi bạn ảnh hưởng đến động lực học từ vựng bạn nào? Rất nhiều Khá nhiều Một chút Không 10.Thái độ học từ vựng tiếng Anh bạn nào? Rất cao Cao Thấp Rất thấp 11 Bạn thích giáo viên bạn dạy từ vựng nào? Rất nhiều Khá nhiều Một chút Không thích 12.Yếu tố giáo viên khiến bạn có động lực học từ vựng? (bạn có lựa chọn) Nhiệt tình Cam kết với trình học tập bạn Kỳ vọng giáo viên Mối quan hệ tốt với sinh viên 13.Yếu tố môi trường ảnh hưởng tích cực đến động lực học từ vựng bạn? Điều kiện vật chất (bàn, ghế,…) Khơng khí lớp học Khác: …………………………………………………………… 14.Bạn thích điều sau học từ tiếng Anh? Cách phát âm Cách viết Từ loại Hình thái Ý nghĩa Cách dùng 15.Bạn có thích từ vựng cung cấp khơng? Có Khơng 16.Hoạt động sau bạn thích học từ vựng? Hoạt động riêng lẻ Hoạt động theo cặp Hoạt động theo nhóm (từ đến sinh viên) 17.Bạn thích cách luyện từ vựng nhất? Đặt câu với từ Hỏi trả lời câu hỏi liên quan đến từ Điền từ vào chỗ trống Hồn thành câu Tìm từ đồng nghĩa từ trái nghĩa Nối từ Chơi trò chơi từ Những cách khác:………………………………………………………… 18.Bạn muốn giáo viên làm để giúp bạn có động lực học từ vựng tiếng Anh? (bạn có lựa chọn) Sử dụng hoạt động ngôn ngữ khác việc dạy từ vựng Cung cấp từ theo chủ đề Đưa nhiều ví dụ từ Hướng dẫn bạn cách phát âm từ cách xác Thường xuyên ôn tập kiểm tra từ học Tạo khơng khí lớp học thoải mái Đưa nhiều phần từ vựng kiểm tra Khác: …………………………………………………………… 19.Những cách đưa từ giúp bạn có động lực? Dịch từ sang tiếng Việt Sử dụng giáo cụ trực quan Sử dụng cử nét mặt Sử dụng tiếng Anh để định nghĩa từ Đọc rõ ràng từ viết chúng lên bảng Sử dụng từ đồng nghĩa từ trái nghĩa Khác:…………………………………………………………… ... - MOTIVATIONAL FACTORS AFFECTING HPU SECOND-YEAR NON -ENGLISH MAJORS IN LEARNING ENGLISH VOCABULARY KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGƠN NGỮ ANH- ANH Sinh viên : Nguyễn... How motivational factors affectsecond-year non -English majors in learning vocabulary? 11 • What are suggested solutions to help second-year non -English majors increase motivation in learning English. .. the study on motivational factors affecting HPU second-year non – English majors in learning vocabulary Your assistance in completing the following items is highly appreciated All the information