Learners’ preference when learning English online …
Research questions
The study was done in order to find out the answers to the following research questions:
1 What are the types of motivation of online language learners at Basic English 1 at tienganh123.com?
2 What are the factors affecting students‟ motivation when they learn English online?
3 What are learners‟ preferences when they learn English online at tienganh123.com?
4 What are appropriate strategies to develop students‟ motivation in learning English online at tienganh123.com?
Mentioning online language learning and learner‟s motivation, the study “An investigation into online learners’ motivation of Basic English 1 at tienganh123.com” has many interesting aspects However, due to the limitation of time and knowledge, the author would like to cover just the types of motivations processed by online learners at Basic English 1 at tienganh123.com, the factors affecting online learners‟ motivation and appropriate strategies to develop students‟ motivation in learning English online at tienganh123.com
The theoretical background of the study is mainly based on the references and analysis to relevant theories about motivation and online language learning of many authors The study is carried out on the basis of a survey questionnaire, interviews and course observation
In theoretical part, reference materials on motivation and online language learning
Methods of the study
The theoretical background of the study is mainly based on the references and analysis to relevant theories about motivation and online language learning of many authors The study is carried out on the basis of a survey questionnaire, interviews and course observation
In theoretical part, reference materials on motivation and online language learning
Design of the study
In practical part, a survey questionnaire and interviews are carried out to answer the questions raised for the study
The study focuses on the importance of motivation and identifies the factors affecting students‟ motivation in learning English online Its findings are believed to be helpful for teachers and learners of English and website developers to be aware of the vital role of motivation to students‟ results and to help them find a better way to attract more students to this way of learning Since then, the study suggests some motivational strategies for better result when learning through the internet
The study is designed with three parts as follows:
The part presents the rationale of the study, aims of the study, research questions, scope of the study, methods of the study and the significance
LITERATURE REVIEW
METHODOLOGY
Participants
The study was conducted with the participation of 52 students chosen randomly from Basic English 1, tienganh123.com; they are the most recent students attending the course in 2014 They aged from 12 to middle-aged and the ratio of male to female is 21/29 Before doing the research, the author anticipated that learners are mainly adults who have jobs and do not have much time to attend normal classes
However, when sending emails to learners randomly, the number of adolescents is higher than expected All of them have been learning English with tienganh123.com for at least 2 months They have joined the course at different time, but all in 2014 and they have finished at least two thirds of the course
The teachers joined in the study include:
- Three teachers designing the curriculum and the lessons in the course They all graduated from University of languages and international studies They aged from 24 to 28
- Two supporting teachers who often chat and answer learners‟ questions during the course One of them is English major student at Hanoi national
- One IT engineer who supports the teachers about technology and software to present the lessons on the web He is 24 and has a bachelor degree in information and technology.
Instruments
Three instruments were employed to collect the data for the study as follows:
Survey questionnaires for the teachers:
The questionnaires for the teachers were designed with three main parts in English:
The first part was designed to gather personal information about the teachers (their gender, age, teaching experience)
The second part was designed to get the teachers‟ opinions about issues of teaching online and which techniques they have been using to motivate their students
The last part was designed to get teachers‟ comments on the course content and their suggestion to improve it
Survey questionnaires for the students
The questionnaires for the students were designed with two main parts in Vietnamese
The first part was to get the students‟ personal information about their gender, age, duration they have learnt English
The second part was designed to elicit students‟ opinions on their English learning online in Basic English1, tienganh123.com
The purpose of the questionnaires was to obtain the snapshot of students‟ motivation in learning English online and their comments on the lessons and their expectations on the course
The interview was to get teachers‟ comment and opinions about the course and difficulties they get in motivating online students, and techniques they used to attract them to the course The interview consists of 10 questions and was carried out in Vietnamese in an informal conversation between the teachers and researcher
The researcher observed the attendance of the learner in the course, and saw their assignment‟s marks, to find out their commitment to the course, and draw some conclusion about their learning result and have ideas about the reason why some do not go to the end of the course.
Data collection procedures
The data collection was conducted during three weeks of June, 2014 All students were asked to do questionnaire when they had completed at least their two thirds of the course, so they may have an overview on the challenges they had been facing with online language learning
With the permission of the administration of tienganh123.com and the help of one
IT engineer, the questionnaires were sent to students by email in the first week The questionnaire was sent to 60 students, and only 52 replied Then the conclusions were drawn out from detailed answers getting back
During the second week, the interview with teachers was carried out In an informal conversation, researcher asked the teachers about the opinions on learning languages online, the challenges they met and techniques they use to motivate students Finally conclusions are drawn from their feedback.
Data analysis
The data collected from different sources were inspected, cleaned, transformed, and modeled with the goal of highlighting useful information, suggesting conclusions, and supporting decision making The interview transcription will be jotted down It will be generated and analyzed by the researcher alone to avoid inconsistency or possible biases and then displayed in forms of charts, tables and figures
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
In short, in this chapter, the methodology of the study has been displayed as the guidelines for the researcher to follow during the implementation of the study In the next chapter, the analysis of the data and the findings will be identified in detail.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS
Demographic information
The total number of learners participated in the study was 52, of which 28 learners are female (54%) and 24 learners are male (46%) The majority is aged from 15 to
18 (27 learners, made up 52%) they are students at secondary school and high school, learners under 15 are only 10 (19%), the left from 18-45 who have graduated from high school or having job are 15 (about 29%)
Table 1: Participants by age and gender
Most of the learners taking part in the study have long time learning English, 42 learners (81%) have learned English for more than 4 years, 7 learners (13%) have learned from 1 to 3 years, only 3 learners (6%) have learned less than 1 year From the number above we can see that even Basic English 1 is the beginning course designed for beginners or someone who wants to review the basic knowledge of English, students most want to start again with their English The learners‟ experience of learning English is briefly shown in table 2 below
Table 2: Learners’ experience of learning English
Three teachers involved in the study are female; they are aged from 24 to 28 All of them have graduated from Vietnam national university, University of languages and international studies Thus they have quite long time learning and teaching English, they not only design the course for online classes, but they also teacher school- context class Then they can compare two types of learning: traditional one and modern one.
Data analysis and major findings
3.2.1 The identification of students’ motivation 3.2.1.1 Types of students’ motivation
The data collected from questionnaire will be analyzed to find out the types of students‟ motivation which is the answer for the first research question: What are the types of motivation of online language learners at Basic English course at tienganh123.com?
As mentioned in the literature review, there are several ways to classify types of motivation; however, in this study author follows the classification of Gardner and Lambert (1972) Therefore, the study focused mainly on two main types of motivation: integrative and instrumental
The answer for the question what is the reason for choosing online English learning was displayed in table 3 below
Table 3: The students’ reasons for learning online
Percentage (%) a To save time and money 31 60 b Interest in English people and culture 22 42 c To gain qualifications 26 50 d For future jobs 15 29 e To pass exams 13 25 f English is compulsory for job or learning at school/ for job 7 13
A large number of students choose this way of learning to save time and money, there are 31 learners made up 60% This can be one difference from traditional type of learning If in other researches about school-context learning, the highest number belongs to the reason to pass exams, or it‟s compulsory, in this type of learning most learners pay much attention to its advantage which is saving time and money
They may compare two types of learning before choosing the course The outstanding advantage of learning online compared with class-context learning from learners view is saving time and money They can stay at home or in office, or anywhere with just a laptop, a smart-phone, or a computer accessed to the internet, they can learn English
Besides there are 26 students joined in the study said they choose online course to gain qualifications This is a surprise for the researcher, because Basic English 1 is the course belong to English for adult section on tienganh123.com, she expected that most of the learners will be the adult who need English for their jobs; however, the result turns out that it has many adolescent learners, and they seems to be active in their learning
At the same time, the reason of having interest in culture and people at English speaking countries has been popular to the students About 42% of the subjects choose this as their main reason for learning English online This is also understandable, because English has been used all over the world, books, films, songs, etc written in English bring a lot of things about people and culture of the English speaking countries to students, so they must be motivated because online learning is very easy to access the wide sources of these things
Ranking at the forth position of percentage is learning English for future job (29%)
This reason was thought to be the most important for online learner in this course, but in fact it plays a small role in motivating them
Meanwhile 13 learners out of 52 (25%) reveal that they learn English online to pass the exam And the lowest percentages of students (13%) think that they learn online course because it is compulsory at school or at work This can be easily understood because learning online is not compulsory for them, they choose to learn by themselves, so school or work requirement is not main reason for them to attend the course
In brief, the main reasons for learners to learn English online at Basic English 1 are saving time and money, gaining qualifications and having interest in culture and people at English speaking countries Other reasons such as for future jobs, to pass exams or compulsory at school or at work are not their causes of high motivation in learning online
From the above data analysis, it could be concluded that types of motivation possessed by the students were quite varied However, according to the classification of Gardner and Lambert (1972), types of motivation possessed by students in the study were displayed in chart 1 below
Chart 1: Types of learners’ motivation in learning English online
According to the chart, 32.7 % of learners were found to possess integrative motivation with the reason that they learn English online to gain qualifications, and because of their interest in culture and people at English speaking countries At the same time, only 13,5% of learners were found to have instrumental motivation when learning online The reasons given were that they learn English online to save money and time and also for their job It can be seen clearly from the chart that integrative motivation plays a more important role than instrumental motivation in this way of learning English However, there is a large number of learners (53.8%) chose a combination of both orientations This could be a valid foundation to help students in learning English online; however, it could also be more challenging for teachers and designers to find a good way to motivate learners
3.2.1.2 The students’ interest in learning through the internet
Chart 2: The students’ interest in learning English through the internet
Very interesting Interesting So-so Uninteresting Really uninterested
English is now a compulsory subject in Vietnam It‟s also a hard nut for many students to crack Besides, a plenty of hard-working ones who really like this language, a variety of learners feel tired with English because of its difficulties
Learning English through the internet, however, is a new way of teaching and learning second language Question 2 in the survey tries to find out students‟ interest in this way of learning
As can be seen from the figure, a large number of learners like learning through the internet About 53,8% learners admitted that they feel this way of learning is very interesting 25% agreed that they were interested 17.3% learners thought learning through the internet is so-so Finally only 3.8% learners felt uninterested when learning through the internet It seems that this modern learning style attracts quite a lot of learners They have good attitude toward it; no one said that it is really uninteresting This result can be seen as good news for online teachers and course makers, and gives them much more inspiration to continue their way and bring English online to students
3.2.1.3 Factors affecting students’ motivation in learning through the internet
Factors affecting students‟ motivation in learning through the internet will be discussed in the research question 2: “What are the factors affecting students’ motivation in learning English through the internet?” The collected data from survey questionnaire revealed that there are many different factors which have influence on students‟ motivation to learn The most common factors were displayed in chart 3 below
Chart 3: Factors affecting students’ motivation in learning online
Suggestions for motivating students in learning at Basic English 1,
As shown in chart 3, two main factors affecting online learners‟ motivation are materials and testing and assessment, thus to improve their enthusiasm in the course, teachers and designers should pay much attention to these two factors
Hence the researcher suggests the following strategies to develop learners‟ motivation in the course
Now materials of the course are quite good as the result from the questionnaire and interview, they are various and authentic Many teachers and students are satisfied with them, specially the audios or videos recorded carefully with native speakers
These materials motivated students a lot, they feel like that they have chance to communicate in native environment However, when interviewing the teachers supporting students, the author found that the students often said that they like videos and audios, more than materials with words They said that materials with words are not really different from those they can learn in class contexts; sometime the illustration is more difficult to understand than listening to a real teacher‟s explanation That can be one way to improve materials Content designers can consider adding more such good materials in the course, and find ways to make the later more interesting and easier to understand
Moreover the topics in the course seem to be not really interesting with most of the students A majority of them agreed that it was so so The topics are familiar to help students feel confident to talk or write, however sometime they are de-motivated because students have dealt with these kinds of topic a lot of time when they start learning English in other courses Hence to make the course more attractive to learners, some changes in the topics are needed
On the other hand, the level of difficulty can be also thought about Even though this is the course for beginners, the students join in the course still commented that the challenges they have in the course is not much In some lesson, the tasks are repeated; learners have to do them in writing then in speaking again Even that way helps learners have chance to go back to realize their mistake and makes sure they can do a topic well; it also makes students feel boring Then many of them just do the tasks to complete the requirement of the course without a lot of efforts A lot of them claimed some tasks are too easy for them, especially writing tasks The level of difficulty is not higher after lessons For these reasons, learners will be more attracted when they have to work with some more difficult exercises; more types of activities, tasks and exercises should be added
3.3.2 Developing testing and assessment system
Unlike traditional context classes, online courses give teachers a difficult task when testing and assess students‟ learning process Involving in this study, many students revealed that testing and assessment is one thing that motivates and sometimes also de-motivates them most It can motivate when they submit their exercises and receive feedback from teachers quickly and accurately Tienganh123.com also requires learners to complete most of the exercises and tasks in a lesson before moving to the next So learners have to do the tasks carefully to get good result
Although the way of testing and assessment is good, however it need improving because the time students have to wait the result and comment from teachers are quite long Now it‟s about 5 days So that many students complain that they feel de- motivates after waiting a long time for the result, and cannot continue the course if not pass the task after such time Therefore firstly the web administration has to find ways to eliminate the waiting time for learners Secondly maybe the requirement that students must pass most of the task in a lesson before moving to the next lesson is not really necessary If this requirement is set for review lesson only, it can be better and reduce a lot of time for learner to wait the result when they want to learn new lesson Moreover, after the review lesson, if students don‟t pass, they will have to spend time to cover again the main points of the content they have gone over
This is the time for them to reorganize the grammar, structures and vocabulary they have learned
One more thing that needs considering in testing and assessment of this course is that now if learners are not qualified to go on the next lesson, they have to go back and finish exercises, tasks they haven‟t passed This process can be very boring for students to do tasks again and again Some students don‟t want to do the same tasks twice, and doing the same task again not only de-motivate students, but it is also not a good way to teach language This process may help students remember their mistakes mechanically but they do not really understand the language To deal with this, web administration may think about a bank of tasks, exercises and tests for such cases Learners will have to do the different tasks or exercises if they don‟t pass the previous one But the new ones must be the same level with the previous
In brief, the chapter has presented some major findings based on the data analysis to find out the answers to the research questions All the data was obtained from the study instruments which were the two survey questionnaires and the interview In the chapter the main types of motivation, de-motivated factors and motivational strategies have been discussed in details
In this part, conclusions on the research questions set forth in part I of the research will be provided Then, limitations and suggestions for further study will be presented.
Conclusions
With the aim of recommending the strategies to develop the motivation in learning English online of the learners of Basic English 1 at tienganh123.com, the researcher has reviewed relevant literature on motivation and online language learning theories of many different authors in the first chapter The literature review provides theoretical backgrounds for the study Its focus is on introducing important relevant concepts, discussions of issues and ideas on theories for motivation, students‟ interest in learning language online as well as factors affecting motivation in learning English online In chapter 2, the researcher has presented the methods used in the study including the setting of the study, participants of the study, data collection instruments, and data collection and data analysis procedures In chapter
3, the detailed results together with a comprehensive analysis on the data collected from the survey questionnaires and the interview have shown In the chapter, the main types of motivation, denominative factors and suggestions to develop students‟ motivation have been discussed in details
The major findings of the study together with the suggestions will be summarized as follows:
First of all, the reasons for learners to learn English in this course is to gain qualifications and because their interest in culture and people at English speaking countries While in comparison with traditional classes, students said they joined in the course to save time and money The findings showed that integrative motivation plays more important role than instrumental motivation when students learn English online at Basic English 1, at tienganh123.com However, there is a combination of both orientations for learners This could be good for teachers to know if they want to design a better course to motivate learners
Secondly, the factors affecting students‟ motivation found in the study are the materials, testing and assessment, the students‟ background knowledge of English language and the success of learners Among all of these factors, materials are the most important to learners, they seem to be more attracted to the course with interesting and useful materials, and then testing and assessment play a very important role Learners feel that their learning is cared and more effective when they do the test and get feedback from teachers However, the survey and interview showed that testing and assessment should be improved to meet the demand of learners, sometimes the time they have to wait for the comment or marks from teachers is too long Moreover, some exercises seem to be repeated among skills
Finally the study gave some suggestions to motivate students when learning English online at Basic English 1, tienganh123.com As mentioned above, materials and testing and assessment are the main factors affecting learners‟ motivation Hence, to deal with motivation, first the web administrators should care about materials, testing and assessment About the materials, the topics were commented not to be very interesting And the level of difficulty was a little bit under students‟ ability
Therefore, something should be changed in the topics and teachers should add more challenging tasks to the course About testing and assessment, the time students have to wait for teacher‟s comment is too long now, the administrators should find ways to minimize it, and the rule that learners need to pass all tasks before moving to the next should also be changed Maybe after the review lesson, or some major tests, because now when students don‟t pass a lesson, they have to turn back and do the exactly the same tasks, which makes students feel bored and don‟t want to continue
The thesis mentions one issue that is paid much attention today, that is learning through the internet This study can help teachers and learners find out ways to apply this way of learning in learning and teaching English effectively One more thing is that it can be helpful for web administrators to edit the course and make it more efficient for learners and the course can be more effective
3 Limitations and suggestions for further studies
Due to the limitations of time and practical experiences, the study just aims at shedding some light on the issue of students‟ motivation in learning English online, an issue which had never been investigated before at tienganh123.com It is expected that further studies will be the continuance for this one which may answer to another question why students did not sufficiently invest in learning online Is it due to lacking interest in learning on the internet or are their first language and background knowledge too poor making them unconfident in learning the second language? These questions need to be addressed so that appropriate measures can be taken to improve the quality of English language learning in general, on the internet As we have shown, the internet has a great potential to change our language instruction and students' learning of foreign languages The internet itself is absolutely free to use if your school has terminals connected to it
There are many resources on the internet already, and teachers and students have tried to use them in various ways However, there has been little research done on how to use the resources most effectively We need to continue to investigate ways to use the internet for better language teaching/learning
The followings are suggested to be taken into consideration in the future research:
1 The future research should study on how to maintain learners‟ motivation during the course they learn online
2 The differences between motivation of online learners and class-context learners
3 A future study should focus on what teachers need to know how to motivate their students
4 The important role of online materials in motivating students is another suggestion for further research
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APENDIX A: SURVEY QUESTIONNAIRE FOR THE STUDENTS
Những câu hỏi dưới đây là để tìm ra những biện pháp nhằm phát triển động lực học của người học trực tuyến khóa Tiếng Anh cơ bản 1 của tienganh123.com Câu trả lời của các bạn sẽ được nghiên cứu và là nguồn đóng góp rất có giá trị để hoàn thiện phương pháp dạy và học vẫn còn rất mới này ở Việt Nam Vì vậy, mong các bạn vui lòng trả lời những câu hỏi dưới đây một cách trung thực và chính xác nhất
Chân thành cảm ơn và đánh giá cao sự giúp đỡ của công ty Hãy Trực Tuyến (trang web:tienganh123.com)
* Phiếu điều tra này được chia làm hai phần Vui lòng đánh dấu (v) vào những câu trả lời phù hợp với bạn hoặc ghi câu trả lời ngắn gọn vào chỗ trống
* Bạn đã học tiếng Anh trong bao nhiêu năm? ……… năm
II Ý kiến của em về khóa Tiếng Anh cơ bản 1, tienganh123.com:
1 Tại sao bạn học Tiếng Anh tại tienganh123.com? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
a Vì tiết kiệm được thời gian và chi phí
b Bạn thích học tiếng Anh
c Bạn muốn đạt được trình độ nhất định về tiếng Anh
d Bạn nghĩ khóa học sẽ giúp bạn nhiều trong công việc/ học tập
e Bạn chỉ muốn học để qua được các bài kiểm tra và bài thi/ được thăng chức/ được nâng lương
f Vì Tiếng Anh cần thiết cho công việc, hoặc là một môn học bắt buộc ở trường
g Các lý do khác (vui lòng ghi cụ thể)
2 Bạn nghĩ gì về việc học online?
3 Yế tố nào sau đây có thể ảnh hưởng đến động lực học của bạn? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
a Tài liệu học (chủ đề, độ khó, nội dung…)
b Các bài tập kiểm tra và đánh giá
c Kiến thức nền của bản thân (vốn từ vựng và ngữ pháp, hiểu biết chung )
d Thành công trong việc học
e Các yếu tố khác (vui lòng ghi cụ thể)
4 Điều gì bạn thích nhất khi học online (khóa Tiếng Anh cơ bản 1)? Hãy đánh số thứ tự từ 1-3 theo mức độ yêu thích của bạn (số 1 cho điều bạn thích nhất và số 3 cho điều bạn không thích nhất)
a Có môi trường để thực hành, trao đổi về Tiếng Anh (diễn đàn, câu lạc bộ, kết bạn…
b Tiếp xúc với nguồn tài liệu phong phú
c Ngôn ngữ học đều được ghi âm từ người bản địa
5 Bạn nhân thấy khóa học này như thế nào? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
6 Bạn nghĩ gì về các dạng bài tập trong khóa học?
7 Theo bạn khóa học nên bổ sung những hoạt động, bài tập như thế nào để thu hút hứng thú của học viên trong khóa học
SURVEY QUESTIONAIRES (FOR THE TEACHERS)
This survey questionnaire is designed to study motivation and how to motivate students at Basic English Course, tienganh123.com Your support in fulfilling the survey would be highly appreciated All the information provided by you is of the great use and solely for the study purpose You can be confident that you will not be identified in any discussion of the data
Thank you very much for your kind assistance and support!
3 How long have you been teaching English?
II Your opinions on the course and how to motivate students
1 What do you think of the effect of the course to your students?
a It helps students to improve other skills and linguistic knowledge
b It helps students to broaden their knowledge of the world
c It can bring the pleasure/ enjoyment to the students
d All the above mentioned opinions
2 What problems did you look at when designing the course?
a The lack of students‟ motivation
b The lack of materials to design appropriate and practical activities
c Difficulty to maintain students‟ attendance