Luận văn thạc sĩ VNU ULIS the relationship between language learning motivation and language learning strategy use of vietnamese employees at honda company, vietnam

INTRODUCTION

The statement of problem and rationale for the study

That well-paid attention to the second language learners and their learning instead of teachers and teaching methods in the recent decades by researches has been an indispensable and meaningful educational renovation that provides more comprehensive perception on second language education for both teachers and learners The studies of second language learning and their effectiveness that started to be focused prominently since the second half of the twentieth century (Ellis,

2003) This is well-known when various researches have been launched and they concentrated on how learners deal with their own learning and what makes good language learners The prominent contributions to this field can be known as the studies by Stern in 1975, Oxford in 1990, and Griffiths in 2003 These researchers made it clearer that a lot of responsibility for the second language learning‟s effectiveness and success is on students themselves with their ability to take advantage of opportunities for learning

Moreover, the strategies and techniques that language learners exploit to acquire the language and solve challenges in their language learning have been a thriving area of research, especially in L2.Since Rubin and Stern (1970) revealed in their works that the use of language learning strategies (LLSs) was beneficial for second language learning Bialystok (1978, p 71) also agreed that learning strategies were the “optimal means for exploiting available information to improve competence in a second language” Later, in 1990, in her work, Oxford found that students can self-study effectively if using LLSs In addition, the use of language learning strategies leads to better proficiency or achievement in mastering the target language (Lee, 2003; O‟Malley and Chamot, 1990; Rahimi et at., 2008; Griffiths, 2003; Hong, 2006; Oxford, 1993)

Besides, the variables affecting language learning strategy use were also taken into consideration by several scholars Those factors might consist of degree of awareness, age, sex, nationality, learning style, personality traits, motivation, learning context, language teaching method and language proficiency (Zare & Nooreen, 2011;

Khamkhien, 2010; Rahimi, et al 2008; Chemot, 2004; Griffiths, 2003; Hong-Nam and Leavell, 2007; Green and Oxford, 1995; Ehrman and Oxford, 1989).Concerning this field, Taguchi (2002) found that “the most influential factors were gender, English proficiency and motivation” among a number of learner and social factors in both Japan and Australia contexts In another work by Khamkhien (2010) which studied three factors affecting students‟ choice of LLS, motivation is the most significant (followed by experience in studying English and gender) In additions, the number of studies on the relationship between motivation and LLS use was modest What is more, the approaches to motivation were not consistent and comprehensive in these studies despite the development of research on motivation field Most of the previous studies emphasized on the relationship between motivation level and LLS use without paying attention to motivation types In addition, one can notice that although the correlation between motivation and the use of LLSs were discussed to some extent (Al-Qahtani, 2013; Khamkhien, 2010; Lau &

Chan, 2003; Liu et al., 2014; Mochizuki, 1999; Oxford & Nyikos, 1989), little was known about the predictive power of motivation in explaining LLS use of EFL learners

At Honda company context, there has never had any researches of language learning carried out Moreover, since 2015, Honda Motor Co announced widely that they are to make English the official language by around 2020, which means if any employees who cannot use English will be fired Simultaneously, all Honda staff members will be helped to take part in free English classes at the company in order to enhance their English skills These mean the learning and teaching context of the company staff members have undergone some changes Due to the above reasons, this paper would take a deeper look at the relationship between motivation and the use of LLSs, and the researcher decided to work with the case of Vietnamese employees at Honda company in Vinh Phuc, Vietnam, who are having extra classes of English skills at their company which may lead to students‟ clearer motivation for learning English

In additions, in the context of Honda, the researcher did not choose to investigate the relationship between gender and LLSs because the majority of Vietnamese employees at Honda are male, so it may meet difficulties in collecting respondents in proportion Besides, almost all Vietnamese staffs at Honda graduated from universities of technical fields, or economic, and law, etc As a result, their proficiency of English is quite the same at elementary, pre-intermediate and intermediate levels, which may give unvalued results if investigating the correlation between English proficiency and the use of LLSs Thus, this study was conducted with an aim at expanding the understandings about the relationship between motivation and LLSs use, especially on the role of motivation types in explaining and predicting the L2 learners‟ LLS use

In short, being aware of the rather new teaching and learning situation, the gap in research and the possibility of Vietnamese employees' increasing motivation at Honda to learning English, the researcher designed this study to investigate the relationship between the use of language learning strategy and their motivation for learning English of Vietnamese employees at Honda company, Vietnam.

Significance of the study

As a study on the relationship between LLS use and motivation for learning English of Vietnamese employees at Honda Vietnam for learning English, this work would be of benefit for the target population, their English teacher and other researchers interested in the field

In the first place, this study is conducted with a hope to provide Vietnamese employees at Honda Vietnam, to some extent, with knowledge of LLSs and encourage them to use these LLS in appropriate ways to enhance their language learning effect In additions, the research results would allow participants to know more their current use of LLS, their motivation in their learning English at present and importantly, the correlation between these two elements is expected to be concerned by learners and taken into their consideration Then, students may have some changes in their choice of LLSs that are useful to their language learning and adjust their attitudes to their study actively and positively, so that their learning is more interesting and effective

As for their English teachers, they could base on the results of this work to further understand their students‟ use of LLS and their motivation After that, teachers can encourage and guide students to use LLS more effectively

Furthermore, they can even change the way of teaching or giving tasks, so that it is more compatible and constructive for their students‟ motivation The adjustments in course content or orientation could also be made for betterment

Last but not least, regarding the researchers who are interested in the same or related field, the researcher hope this paper could work as a reliable source of reference and a basis for them to develop their works from.

Objectives of the study and research questions

This study was conducted with an aim of exploring the relationship between motivation and instructed LLSs use by Vietnamese employees at Honda co, Vietnam, especially the role of motivation types in explaining and predicting the L2 learners‟ LLS use To fulfil this aim, firstly, this study focused on identifying the extent of the use of trained LLSs of Vietnamese employees at Honda Vietnam in learning English Secondly, motivation types of respondents towards learning English were investigated After that, this paper explored the relationship between respondents‟ use of LLS and their motivation for English learning

In a nut shell, the study reported in this the thesis aims at answering three questions below:

1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Vietnam?

2 What are Vietnamese employees‟ dominant types of motivation for English language learning?

3 In what way does Vietnamese employees‟ use of language learning strategies correlate with their types of motivation for learning English?

Method of the study

The methods employed in this study to find out the answers to the proposed research questions are both qualitative and quantitative analyses

Quantitative analysis used in the process of data collection and analysis, which was conducted at Honda Company, Vietnam The instrument was a questionnaire that includes fifty-statements of LLSs developed from the fifty- statement strategy inventory version 7.0 by Oxford (1989) and an adapted list of nineteen items related to motivation types Following the phase of data collection is data analysis to give the results for each research question and the topic of the study

Besides, with an aim at providing an understanding of the field for readers and a philosophy for the study, the researcher carried out to review, compare and evaluate a large amount of literature on LLSs and motivation by experts worldwide

These materials were then applied to construct the instrument and compare the findings with the results of previous studies

Hopefully, this study could release meaningful and beneficial findings on the relationship between learners‟ use of language learning strategies and their motivation, so that certain contribution to Vietnamese employees‟ English learning at Honda Vietnam could be made.

Organization of the study

The study consists of 5 chapters Chapter 1: Introduction of the research Chapter 2: Literature review (Other researches on this topic are discussed) Chapter 3: Methodology (the way the researcher collected the data as well as analysis them is showed)

Chapter 4: Findings and discussion (features in learners‟ use) Chapter 5: Conclusion

LITERATURE REVIEW

Language learning strategies

2.1.1 Definitions and characteristics of language learning strategies

To be considered as one of the most vital elements contributing to learners‟ success in language acquisition, language learning strategies defined and characterized by a variety of scholars in the related field Early on, according to Tarone (1983), LLS as “an attempt to develop linguistic and sociolinguistic competence in the target language – to incorporate these into one‟s inter-language competence” (p.67).Rubin (1987) later wrote that LLS “are strategies which contribute to the development of the language system which the learners construct and affect learning directly” (p.22) The learning strategies also have been defined by O‟Malley and Chamot (1990:1) as “special ways of processing information that enhance comprehension, learning, or retention of information” In line with them, Scarcella & Oxford (1992) mentioned LLS as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task- used by students to enhance their own learning” Obviously, a change of what is emphasized in these definitions can be clearly seen that it shifts from finding out what they learn to how and why learners learn (Wenden 1991:11) Also, it is vital to note that although there is a notorious relationship between leaner‟s language learning style and his or her preferred LLS, LLS are distinct from learning styles, which refer to learner‟s

“natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills” (Reid, 1995, p.viii) Ellis (1994, p 532-533) affirmed that

“[s]trategies refer to both general approaches and specific actions or techniques used to learn an L2”, and strategy use can be behavioral or mental, visible or invisible This definition was consistent with the ideas of many other scholars in the field, especially those of O‟Malley and Chamot (1990) and Oxford (1989, 2001)

Concerning whether strategy use necessitates consciousness or not, Ellis (1994), Oxford (2001), and Grabe (2009) agreed that learners make use of learning strategies intentionally until they can implement them skillfully and automatically Above all, there was a consensus among these researchers that strategies affect directly and indirectly on learning process, exerting positive influence on students‟ task solving, language skill development, language proficiency, communicative competence, learning autonomy, self-confidence, and aiming at making the process of learning easier and more feasible (Al-Qahtani, 2013; Dreyer & Oxford, 1996; “Author 2”, 2005; Ellis, 1994; Matsumoto, Hiromori, & Nakayama, 2013; Moya, 2014; Nisbet, Tindal, & Arroyo, 2005; O‟Malley & Chamot, 1990; Oxford, 1990; Oxford, 2001;

Regarding the LLS literature, this study now mentions a number of basic characteristics of language learning strategies that published in 2005 by Jacet (cited in Kitakawa, 2008, p.151) First of all, LLS help learners to study language easier and contribute language acquisition (competence and performance) Secondly, LLS are “what learners can use consciously according to need and then allow them to become more responsible and self-directed Some LLS are behavioral (and, therefore, observable) while other are mental (and, therefore, not observable) Also, some LLS contribute directly while other contributes indirectly on inter-language development The fifth is LLS are not distinguished by being good or not and just have effectual way and non-effectual way LLS allow students to properly use the strategies with appropriate guidance Finally, LLS use varies as a result of learner‟s internal factors (sex, age, belief, aptitude, purpose, learning stage, cultural background, intelligence) and external factors (target language, task, environment, etc)”

Through the years, a number of researchers released the systems of language learning strategies in their own way LLS are defined and classified in different way from each other Therefore, this field of LLS is controversial (Oxford, 1990) The researchers on this field have not been shared the same view As a result, the quantity and classification of LLS are “inevitable” (Oxford, 1990)

In 1971, Rubin investigated the strategies used by “good language learners” when learning a second language with an aim to apply this to “poor language learner” Naiman et al (1976) agreed with researchers earlier on the significance of learners‟ strategies to their learning process A new point is they identify “good” and “poor” language learners and they found out that “poor” language learners appeared to use a smaller number and range of strategies than “good” learners It was believed that good language learners are “willing and accurate guessers; have a strong drive to communicate; are often uninhibited; are willing to make mistakes; focus on form by looking for patterns and analyzing; take advantage of all practice opportunities; monitor their speech as well as that of others; and pay attention to meaning”, and the students‟ process was under direct or indirect influence of LSs

(Rubin, 1975).The female expert came to her latest classification in 1987 with three main groups of strategies that make a direct or indirect contribution to students‟ language learning: „learning strategies‟ (with „metacognitive strategies‟ and

„cognitive strategies‟ as subclasses), „communication strategies‟, and „social strategies‟ Among strategies included in the system, only cognitive ones directly affect learning, while the rest indirectly However, Ellis (1986) argued that successful use of communication strategies may prevent language learning, for example, being excel at guessing meaning may prevent the desire for learning

Another prominent way of categorizing LLS belonged to O‟Malley and Chamot (1990) with three main types, namely cognitive (applying a particular technique to a specific task, for example repeating, summarizing, note-taking, reasoning and analyzing), meta-cognitive (related to the learning process, for example organizing, evaluating, planning and monitoring) and socio- affective

(involving oneself and others, for example co-operating with peers and seeking clarification) O‟Malley and Chamot (1990) emphasized the cognitive strategy is the best one “repetition as the most frequently used strategy” and gave those classed as meta-cognitive a special consideration, maintaining that “students without meta- cognitive approaches are essentially learners without direction or opportunity to plan their learning, monitor their progress, or review their accomplishments and future learning directions” It can be seen that the meta-cognitive and cognitive strategies correspond roughly with Rubin‟s However, there was an addition of the social ones, which essentially acknowledged the importance of interactional strategies in language learning (Griffiths, 2004)

Basing on the predecessors‟ works, Oxford tried to develop a taxonomy that discussed before in other researches in more detail, which was considered "the most comprehensive classification of learning strategies to date” (Ellis, 1994) She divided these strategies into two main classes, direct and indirect, which are further subdivided into six categories (cognitive strategy that allows learners to understand and produce the target language in different means, memory strategy that helps learners to store and retrieve new information later, and compensation that provides learners the means to communicate although their knowledge is limited (Oxford, 1990) under the direct class; meta-cognitive, affective, and social under the indirect class).Meta-cognitive strategies allow students to control their cognition and their own learning, affective strategies relates to regulate learners‟ emotion, motivation, and behaviors, and social strategies that permit learners study through interaction with others

Following is the table contains detail information of specific strategies of each group

Table 1: Oxford‟s (1990) language learning strategy taxonomy

DIRECT STRATEGIES (require mental processing of the language)

I Memory (help learners to store new language information and retrieve this later)

II Cognitive (entail conscious ways of handling the target language)

D Creating structure for input and output

III Compensation (enable learners to communicate despite knowledge limits)

B Overcoming limitations in speaking and writing

INDIRECT STRATEGIES (support indirectly the process of learning)

I Metacognitive (facilitate students‟ control of their cognition, their own learning)

II Affective (control and regulate emotion, motivation, and behaviors)

III Social (improve social interaction with other people)

It is observable that Oxford‟s (1990) system was more specific than previous ones in terms of primary strategies and more general in terms of secondary ones

Especially, a difference from earlier inventories is that Oxford emphasis on affective and social strategies This seems to match with her assertion when mentioning to six fundamental strategies in language learning as “tools for active, self-directed involvement, which is essential for developing communicative competence”

Although there are differences of approaches and emphases, the strategies that are discussed and classified by researchers are similar to some extent Particularly, three types of cognitive, memory and compensation given by Oxford correspond to that by O‟Malley‟s cognitive group These strategies are mental and physical actions affecting their learning input directly Also, O‟Malley and Oxford have the same kind of meta-cognitive strategies as mentioned earlier Finally, social-affective strategies by O‟Malley seem to almost cover two groups of affective and social strategies of Oxford The advantage of Oxford‟s classification in comparison with others is that the list could cover all other particular actions or activities in language learning; therefore, the system has been considered a very comprehensive, detailed and systematic taxonomy of strategies (Brown, 2007; Ellis, 1994) More importantly, based on this taxonomy, Oxford (1989) created the Strategy Inventory of Language Learning (SILL), which is a questionnaire on how students use the LLSs in their language learning The version for speakers of other languages learning English of the SILL (Oxford, 1989) has been widely employed by researchers in the field, and it served as the instrument of this study as well

Concerning previous studies, several have investigated the frequency of using LLS by L2 learners, but the findings were different across studies For example, metacognitive and cognitive strategies were revealed to be the most frequently used in Al-Hebaishi (2012), Al-Qahtani (2013), and Chand (2014) In the meantime, Hayati (2015) found the students made use of metacognitive and memory strategies the most Differently, in Mochizuki (1999), Oxford and Ehrman (1995), compensation group was used the most often by L2 students However, the inconclusive findings were understandable because the participant samples had different characteristics (different study levels, different learning settings, to name but a few), and it has been acknowledged that learning strategies were likely to be affected by many factors, which would be discussed later in this paper

2.1.3 The role of language learning strategies in language learning and teaching

Obviously, the definitions and classifications mentioned above revealed some roles of LLS LLS facilitate positively the language learning process as they are used to “enhance comprehension, learning, or retention of information”

Motivation in language learning

Unlike the exploration of LLS, motivation is put into research with a stable base right from the start thanks to careful and thorough studies of influential authors such as Gardner and his colleagues such as Lambert Nevertheless, the controversy of conceptualizing motivation can be still not evaded

Being one of the pioneering researchers in this field, Gardner (1985) proposed neatly three constituents of motivation namely „effort‟, „desire‟, and „attitudes‟ to learning activity By ‘effort’, the scholar meant time for language learning and the drive of the learner Next, by ‘desire’, the students‟ degree of the want to improve their language proficiency was referred to Finally, ‘attitudes’ showed the learners‟ emotional behaviors or reactions in their process of learning Meanwhile, Brown- the behaviorist (2000) later claims that motivation simply is “the anticipation of reward”; it concerns mainly learners‟ effort and decisions According to Ahồt (2013), Deci and Ryan (1985), Dửrnyei and Skehan (2003), Gardner and Lambert (1972), Gardner and Masgoret (2003), Hashemian and Soureshijani (2011), Khodadady and Khajavy (2013), Wigfield (2000), and Yu (2013), motivation plays a prominent role in L2 learning and achievement; more specifically, the motivated students could recognize their goals, exert more effort to handle the tasks, have more aspiration and less anxiety, enjoy learning activities, draw lessons from success and failure, exploit

LLSs as an effective tool to reach the goals, and are likely to achieve higher foreign language proficiency than the unmotivated

Considering the definition of motivation, Harmer (1991,p.3) proposes it is regarded as “internal drive” that forces learners to do something Sharing the same perspective, Brown (2000, p.160) also claims the “internal drive” pushing people to do to gain Similarly, Atkinson (cited in Arnorld, 2000, p.13) considered motivation

“a cluster of factors that “energize” the behaviors and give it “direction””

Later on, in 2003, Dornyei- a famous figure in the field, defined motivation as a process of “the dynamically changing cumulative arousal in a person” that concerns the reasons that promote someone‟s action, how long they will keep that action, and how they are willing to make effort in order to pursue it Dornyei‟s concept of motivation also matches with his construct of three phases of motivation, that are choice motivation (pre-actional stage), executive motivation (actional stage) and motivational retrospection (post-actional stage where learners analyze actional phase) (2003) Dornyei‟s mindset have some similarities to Wlodwoski‟s although the latter‟s view dated back to 1985

In his research, in 1994, Ellis also confirmed that motivation has a significant influence on the degree to which language learners last their learning, the types of behavior they apply, and their actual achievement This was reemphasized with his idea in 2003: “motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2” (p.75)

In general, although there is a variety of different definition of motivation, the authors‟ conceptualization mentioned earlier shared the same view, that motivation makes learners‟ spirit stronger and direct their action and carry out their goal in learning language

2.2.2 Types of motivation in language learning

Defining motivation types also garnered a lot of attention Gardner (1983), Gardner and Lambert (1972) posited that there were two types of motivation in language learning: integrative versus instrumental motivation The former refers to the reasons mainly related to the learners‟ identification with the society (Gardner,

1983) or their desires and willingness to explore more about the culture of the region using the target language, to connect more with the community and people speaking that target language or to be a member of that society (Gardner and Lambert, 1972, Saville-Troike, 2006) Similarly, Wilkins (1972) suggested that an integratively motivated language learner wants to “know more of the culture and values of the foreign language group…to make contact with the speakers of the languages…to live in the country concerned” (p 184) A typical illustration is the act of learning French of many English speaking Canadians (Ellis, 2003) In contrast, the latter is derived purely from practical reasons or non-interpersonal purposes such as admission requirements, business opportunity or job promotion (Gardner & Lambert, 1972; Saville-Trike, 2006).For example, when a leaner study to “pass an examination to use it in one's job, to use it in holiday in the country, as a change from watching television, because the educational system requires it”, (s)he is instrumentally motivated (Wilkins, 1972, p.184)

While both motivation types were theorized to be essential elements of success, Csizer and Dửrnyei (2005), Yu (2013) found integrative motivation the more powerful contributor to success in L2 learning Nonetheless, Dửrnyei (1990), Gupta and Woldemariam (2011), Lukmani (1972), Rehman et al (2014), Warden and Lin

(2000), Yu (2014) showed that in EFL contexts where learners have few opportunities to using the foreign language or interact with foreigners, instrumental motivation was more important and students were motivated more strongly by instrumental reasons than integrative one Thus, it is understandable when a learner with an instrumental reason such as a need to get promotion, read document of related-field in target language or necessary qualifications is more interested in learning English in some contexts like Vietnam

Other researchers, later on, raised another well-known categorization which differentiated between intrinsic and extrinsic motivation Specifically, according to Self-Determination Theory (Deci & Ryan, 1985), learning motivation‟s types are categorized “based on the different reasons or goals that give rise to an action” that are intrinsic and extrinsic motivation Whilst intrinsic motivation means “doing something because it is inherently interesting or enjoyable‟, extrinsic motivation refers to “doing something because it leads to a separable outcome” such as having good grades, or receiving compliments from others (Deci & Ryan, 1985, p 55)

Sharing the same view to Deci & Ryan, Harmer (1994) defines intrinsic motivation in related to elements appeared within a class, while extrinsic motivation includes affected factors exterior of class such as a need to pass the examinations, hope to get reward, or able to get a vacation in the future In addition, intrinsic motivation refers to learners‟ attitude, belief, needs and personal elements In this case, the students will still learn willingly and voluntarily what they consider as worth and essential (Arnold, 2000) On the contrary, extrinsic motivation derives from each individual and involved in external forces or outcome such as grade or teacher that help to shape learner‟s behaviors and push the learner to engage in learning activity In general, intrinsic and extrinsic motivation are not mutually exclusive, but mutualize each other In reality, almost people study English because of both types of motivation As for Harmer (1991, p.4), he saw both integrative and instrumental motivations as extrinsic motivation

In Deci and Ryan‟s opinion (1985), being extrinsically motivated could do some harm to learning That is, when the rewards or even the punishment disappear, there is a high chance of losing motivation in students However, some researchers indicated that extrinsic motivation is effective for those with little motivation

Concerning intrinsic type, Lightbown and Spada (1999) agreed that it brings no harmful effects because the needs derive from inside This motivation type was also considered the underlying factor in L2 learning success (Baleghizadeh & Rahimi, 2011; Grabe, 2009; Guthrie & Wigfield, 2000; Liu et al., 2014)

Another type was discussed by Ellis (2003, p 75): „resultative motivation’

All above sorts of motivation have been identified based on the assumption that motivation stimulates language learning and contributes to achievement; however, in many cases, motivation could result from learning (Ellis, 2003) This scholar reasoned that success and sense of achievement in language learning could sustain existing level of motivation or may cause more or, in some context, even less motivation

Language learning strategies and motivation in language learning

The factors affecting L2 learners‟ strategy use have been investigated by a variety of increasing researchers Although discussed in just a few studies, the strong relationship between L2 learning strategy use and motivation was recorded In a research of foreign language learners in Midwestern America, Oxford and Nyikos

(1989) stated that among many factors, motivation was the most influential and “the degree of expressed motivation was the single most powerful influence on the choice of language learning strategies” More particularly, the level of motivation has a positive correlation with the number and the frequency of strategies students apply The superiority of motivation over study experience, gender, study major, English proficiency, enjoyment, etc., in correlating with and affecting LLS choice and use was supported in Khamkhien (2010), Lau and Chan (2003), and Mochizuki

(1999) Besides, significant correlation between LLS use and motivation was also reported in Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), Gupta and Woldemariam (2011), Liu et al (2014), Matsumoto, Hiromori, and Nakayama

Moreover, this relationship between LLS use and motivation was found to be mediated by different strategies and motivation types Schmidt and Watanabe‟s

(2001) results showed that cognitive and metacognitive were correlated most strongly with motivation In Oxford and Nyikos (1989), it was reported that the students‟ instrumental desire was not interrelated with communication strategies However, the opposite was found in Ehrman (1990) In the meantime, Al-Qahtani (2013) suggested that both integrative and instrumental strategies significantly correlated with LLS use, but the former possessed the higher correlation For intrinsic and extrinsic motivation, Vandergrift (2005), Baleghizadeh and Rahimi (2011) showed that both were significantly correlated with strategies

The above listed studies had some undeniable strengths For example, Oxford and Nyikos (1989), Schmidt and Watanabe‟s (2001) recruited a huge number of participants (1200 and 2089 respectively), and in Oxford and Nyikos (1989) there was a large amount of evidence for the SILL‟s reliability and validity However, there existed some gaps and limitations In Gupta and Woldemariam (2011), Lau and Chan

(2003), Matsumoto, Hiromori, and Nakayama (2013), Vandergrift (2005), the focal attention of their research was the strategies for only one in four English skills (writing, strategies, reading strategies, and listening strategies), which cannot cover all the range of LLSs Similarly, Baleghizadeh and Rahimi‟s (2011) research was confined to only metacognitive strategies For some other studies, the measurement of motivation was not so well-developed In Khamkhien (2010), Mochizuki (1999), Oxford and Nyikos (1989), the number of items pertaining to motivation was relatively small (thirteen, one, and six respectively) What is more, Khamkhien

(2010), Oxford and Nyikos (1989) only employed the two-point scale questions in the motivation questionnaires (strongly agree/moderately agree and yes/no respectively), which might not reflect exactly the students‟ opinion and their level of motivation In addition, many of the studies investigating LLS use and motivation relationship only scrutinized one or two types of motivation or did not clarify the motivation types investigated Several did not report the results for each motivation types as well

Besides, some scholar noted that motivation is not stable in many cases (Dửrnyei &

Skehan, 2003) and often changes as a function of study results, social and classroom setting, beliefs, and feelings (Grabe, 2009; Mazumder, 2014; Waninge, Bot, &

Dửrnyei, 2014; Xu & Case, 2015) Aside from this, different motivation types could be beneficial in different contexts as argued by Brown (2007) Therefore, the results of previous investigations are not always applicable to a certain place of another context On top of that, the majority of previous studies in the field merely conducted correlation analysis while the causality in the LLS use and motivation relationship is worth investigating Conspicuously, further researches are necessary, especially in L2 context where the shortage of research exactly addressing the relationship between LLS use and motivation types into consideration exists

To sum up, it would appear that there exists a relationship between motivation and which LLSs the learners use and how often these strategies were utilized

Nevertheless, the effects of different strategy groups and motivation types on the relationship have not been clarified well enough in the past Thus, along with the room for improvement in previous research, became the rationale behind the present study

Summary: In this chapter, two main aspects of the research that are LLS and motivation mentioned by providing some scholars‟ viewpoints In other words, their concepts, classification are listed, analyzed, compared with each other Finally, the relationship between how learners‟ use of LLS and their motivation are handled as the last part These contents are pointed out with an aim as a base to build up the questions in the questionnaire and the determination of the research design, both of which are presented in the following chapter

This study examines 3 research questions:

1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Company?

2 What are Vietnamese employees‟ dominant types of motivation for English language learning?

3 In what way does Vietnamese employees‟ use of instructed language leaning strategies correlate with their types of motivation for learning English?

150 in a total of 1500 Vietnamese employees at Honda co in Vinh Phuc, Vietnam were selected on the basis of their voluntary participation to be the sample for this study and helped to find answers to three above questions

Participants were chosen from all three English classes at Honda Co There are two semesters for learning English at Honda Co every year Basing on the results of their placement test at the beginning of each semester, employees were distributed into suitable English classes at three levels: Elementary, intermediate and advanced Nevertheless, there were a small number of employees engaged in classes of elementary level and advanced level every semester; therefore, this study could be said to be solely focused on the intermediate level participants

The course session lasted 32 lessons and the course book used through the course entitled New English File at intermediate level, which develops four all students‟ language skills in listening, speaking, reading and writing In a short time, the English classes aim at encouraging and helping employees in learning English as much effective as possible with an aim at satisfying conditions as the company‟s policy publicized in 2015; therefore, English teachers cooperated with each other to make a list of language learning strategies must be used and included for teaching them in curriculum That is, in addition to training students four English skills based on knowledge arranged in course book, students were learned about language learning strategies to develop their vocabulary, grammar, and their ability of communication There were some typical examples that teachers usually made use of to teach language learning strategies as followed: Firstly, for improving the participants‟ new words, students were required to make some sentences used that word Besides, teachers often encourage students to think of situations (make a mental picture) that the new words could be used In some other cases, teachers used synonym words or called some students stood in front of the class to act out the new words, the rest of students guessed what it is Secondly, to develop students‟ communication ability, English was the only language used in the classes, so students are encouraged to ask their teacher or pairs to say it again or slow down if they misunderstood Also, teachers created a friendly study environment to deal with cases of shy students Moreover, students were free to make gestures or used known words or phrases to express the unknown words Finally, for strategies of enhancing the fluency of English grammar, teachers often provided students with short sample emails or letters at the end of each lesson, and required them to read, find out the patterns of each sentence and write respective answer emails or letters at home and then, submitted those for correction in the following lesson

The researcher came to all three classes explaining about the research, and asking for students‟ voluntary participation Then, the questionnaires were provided to all students who agreed to participate in these classes After excluding some questionnaires which were not filled in completely, 120 questionnaires were used as data for the study

The samples have some basic features such as: they are all Vietnamese employees at Honda Company, 32 are female and 88 are male The period of time and their first language is Vietnamese Besides, their range of age is from 23 to 35 years old They studied the same English curriculum and course book entitled New English File mostly at intermediate level Moreover, reformed project of English throughout the company publicized in 2015 and applied since 2020 would decide job opportunity of existing workers and caused great effect on their English learning Therefore, this is a chance for them to improve English skills; and the researcher think this may lead to employees‟ better motivation for learning English

Thus, exploring employees‟ type of motivation and their use of language learning strategies is the focus of the study

This study uses the data collection instrument that is a questionnaire consisting of two major sections: one pertained to the participants‟ use of LLSs, and the other was about their motivation to learn English (See Appendix 1)

Data analysis procedure

After collecting questionnaire, the researcher carried out to analyze data in some steps Firstly, items were categorized according to related research question

Then, the data was converted into numerical form using the SPSS program version 16.0 in which all the variables (questions in the questionnaires) are ordinal

The range of language strategies used by the participants and their types of motivation were investigated in the rating scales so that results collected could answer the first two research questions The frequency of each option was calculated and displayed in percentage terms Data were illustrated by means of tables and stacked bar charts

The last research question is about the correlation between respondents‟ use of LLS and their motivation To see the relationship between the frequency of using LLS and their motivation, a Spearman-rho test, which is a test to find out the correlation of ordinal variables, was employed Spearman‟s correlation is a statistical measure of the strength of a monotonic relationship between paired data

(which are LLS frequency and motivation level in this study) and it is denoted by r of which the value is such that -1 < r < +1 The closer r is to +1 or -1, the stronger the monotonic relationship While positive values indicate a relationship such that as values for one increase, values for the other also increase, negative values indicate a relationship such that as values for one increase, values for the other decrease Ratner (2004) provided guidelines for interpreting the strength of correlation: r = 0 indicates no linear relationship or no correlation, i.e there is no tendency for one variable to either increase or decrease when the other increases r values from more than 0 to less than +0.3 (from more than -0.3 to less than

0) indicate a weak correlation r values from 0.3 to less than 0.7 (from more than -0.7 to -0.3) indicate a moderate correlation r values from 0.7 to less than 1.0 (from more than -1.0 to -0.7) indicate a strong correlation r = +1 or -1 indicates a perfect linear relationship: as one variable increases (decreases) in its values, the other variable also increases (decreases) via an exact linear rule

Furthermore, Spearman-rho test in SPSS also provided p-value along with the r value This p-value was to decide whether there is any evidence to suggest that monotonic correlation is absent in the population It is believed that a small p (traditionally less than 0.05) gives strong evidence against the null hypothesis – the absence of correlation, and the null hypothesis could be rejected (Rumsey, 2011) A correlation with p value less than 0.05 is statistically significant In this thesis, a small p value approved the likelihood of a monotonic correlation between LLS use and the population‟s motivation for learning English and that correlation were statistically significant

Finally, the data which were converted and presented in the previous step would be interpreted By analyzing, the choice of groups of instructed LLSs and the frequency and popularity of the use by Vietnamese employees at Honda Co came out Apart from that, which reasons for learning English and indications of motivation are agreed by the biggest number of participant were also found out and dominant motivation types or the types with the highest reported level of motivation were revealed As for the third research question, the values of r and p describe how the respondents‟ use of LLS and their motivation level related to each other It means that whether the two related significantly or strongly to each other or not were found The relation may be between a group of LLSs and a type of motivation

Moreover, a comparison was made to find statistically significant and strongest relations Eventually, conclusions were drawn for each question in the questionnaire and each research question

Summary: This chapter has showed the methodology applied in this research by means of a questionnaire with elaborating questions for 120 Vietnamese employees at Honda co In the chapter, the process from collecting data to analyzing them is emphasized on: voluntary sampling was used at first, then questionnaires were distributed to the sample All participants‟ confusions were clarified and their suggestion was also taken into consideration to make an amendment to the questionnaire The questionnaire‟s format and content were explained carefully in this chapter The results collected were then transferred into numerical forms and presented in charts and graphs This presentation of the methodology would help make the easier way for studying the next chapter

The range of language learning strategies used by Vietnamese employees at Honda Company, Vietnam

Firstly, the range of the first group of direct strategies- memory strategies employed by the Vietnamese employees is found with detailed information shown in the chart below

Figure 1: Frequency of using memory strategies

The statistic data show that all the memory strategies in the list are used by a majority of the respondents in their language learning The number of employees who never uses a specific strategy fluctuates only from 2.7% to 16.4% across the

LLS1 LLS2 LLS3 LLS4 LLS5 LLS6 LLS7 LLS8 LLS9

Always or almost always true of me Usually true of me

Somewhat true of meUsually not true of meNever or almost never true of me list Noticeably, among five options, the options in the first and second of the scale (always or usually true) are chosen most frequently in almost all the memory strategies More concretely, around 60% respondents always or usually employ LLS

1, 2, 3, 4, and just above a third make use of 7, 8, 9 The first and fourth strategy of thinking of relationship between already known and new things in learning English and remembering a new English word by making a mental picture of situation have the biggest figures of 60.3% and 61.6% respectively This, along with the smallest proportions of 8.2% and 9.6%in turn of learners taking the options of never true and usually not true, makes these two the most frequently used strategies These results are understandable because participants are instructed and practiced how to remember a word by imaging a situation in that the new words used in their English class frequently Meanwhile, using flashcards to remember new English words is the most unfamiliar strategy to the respondents (LLS 6) when nearly half the learners never or usually do not practice it and merely just over a fifth applies it usually or always

Concerning the respondents sometimes exploiting memory strategies, just under a third of the subjects sometimes employ LLS 1, 5, 6, 7and 42.5% sometimes make use of LLS 8 This illustrates that not many of employees employ memory strategies less than sometimes

The results may imply that learning English by mental, physical images, or sounds is appeal to learners Also, this strategy was instructed and directed by their English teachers in class In additions, the act of making a mental picture of a situation in which the word might be used might result from the learners‟ desire to not only remember the word itself as but also how to use it in adequate context

Next, they are just interested in images that they unintentionally notice in street or on pages, and board but not using flashcards and working with those ones The target subjects seemingly prefer to find the relationship between already known and new things, which may allow them to make comparison in terms of spelling, meaning, language use, collocation, etc and make their memorizing easier and faster as a result

The respondents tend to use cognitive strategies less frequently than the first group of direct LLS in their English learning The learners‟ frequency of using these is presented as in figure 2

Figure 2: Frequency of using cognitive strategies

The cognitive group has two activities which are regularly used by the majority of the learners: one with approximately 67% of the respondents and the other with 63.1% (LLS 22 - I try not to translate word-for-word and LLS 10 - I say or write new English words several times) The former possesses the minimum percentage of participants usually not or never exploiting this strategy (8.2%) and becomes the most popular in the group This could infer the employees‟ tendency of reading a large number of documents related to their profession, so they need to practice reading skills that help them to comprehend documents quickly and get

LLS 10 LLS 11 LLS 12 LLS 13 LLS14 LLS 15 LLS 16 LLS 17 LLS 18 LLS 19 LLS 20 LLS 21 LLS 22 LLS 23

Always or almost always true of me Usually true of me

Somewhat true of me Usually not true of me

Never or almost never true of me overview (not to translate word-for-word) The runner up is the strategy of saying or writing new English words several times (LLS 10), which could be explained by their requirements in work that they need to write reports and make speeches in front of their senior; as a result, they must learn new words in order to enhance their vocabulary for work By this way they could be fluent both in pronunciation and spelling

The most rarely used strategy is “I look for words in my own language that are similar to new words in English” (LLS 19) with 67.1 % respondents never or usually not make use of this one in their language learning This could be reasoned that participants‟ level at Honda is intermediate, so their ability to connect knowledges between two languages is limited Likewise, the employees do not have the habit of reading for pleasure in English (LSS 16), which makes this strategy the second least familiar with a big gap of 31.5 % in comparison with the most frequently-used one as regards the proportion of regular use This could be justified that the respondents might not be unfavorable for reading in English in their spare time but preferred watching something more entertaining like TV shows or movies, which accounts for approximately 60% of those who asked strongly agree or agree with Many of the subjects probably do not often take word formation, meaning of affix, practice the sounds of English, etc into their consideration or they may be not very good at identifying these

According to Oxford (1990), compensation strategies that include six following categories enable learners to communicate despite limited knowledges

The respondents‟ answers illustrated in figure 3, revealing that there are a significant number of learners try to think of or find out some ways to compensate their limitations

Figure 3: Frequency of using compensation strategies

Apparently, LLS 26, 27 and 28 form one half of the group that has high rate of participants saying the strategies are usually not true of them This along with the lowest number of frequent users (less than 50%) makes these three the most rarely used in the group (making up new words, reading English without looking up every new word and trying to guess what the other person will say next in English)

The other half of the category (LLS 24, 25 and 29), whereas, has greater proportions of participants taking advantage of the strategies more than often (from nearly 55% to over 68%) Additionally, LLS 25 and 29 (using gestures or synonyms for unknown words) are always applied by 16.4% and 19.2% of the respondents – the highest figures for the option of always among all the compensation strategies

Besides, LLS 29 also obtains the most sizeable fraction of respondents who usually take it as their choice (49.3%)

The results indicate that the target population tends to use gestures or synonyms for unknown words (one of language learning strategies practiced frequently by them and instructed by their English teachers through the course)instead of inventing new words which could entail great uncertainty of

LLS 24 LLS 25 LLS 26 LLS 27 LLS 28 LLS 29

19,2 Always or almost always true of me Usually true of me

Usually not true of me

Never or almost never true of me their intention understandable Especially, when talking to foreigners, similarities in nonverbal language across different cultures would be helpful Meanwhile, inventing a new word seems riskier because it may lead to others‟ misunderstanding or incomprehension Consequently, LLS 26 is popular to the slightest number of choosers The difference in regular use between this strategy and LLS 29 the most popular one is 46.6% which is quite big

Besides, the learners‟ tendency to make guesses and use other words when not remembering the right ones seems compatible with their preference of using the memory strategy of thinking of relationships between the already known and new things in English (LLS 1) Basing on the comparison between the known and the unknown, employees could guess the meaning of the new one or use what they already learn to explain their intention

The correlation between students‟ use of LLSs and their types of motivation in

A Spearman-rho product moment correlation was run to examine the correlations between variables (See Table 2)

Table 2: Correlations between the Vietnamese employees’ use of LLSs and their motivation at Honda Co (N = 120)

Strategy Memory Cognitive Compensation Metacognitive Affective Social Motivation 755 ** 416 ** 634 ** 577 ** 672 ** 537 ** 654 **

In general, the respondents‟ motivation correlated significantly, positively, and moderately with the frequency of using LLSs The correlation was positive and at a strong level (r = 755, p < 01) This finding is completely in keeping with the studies by Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), Gupta and Woldemariam

(2011), Lau and Chan (2003), Liu et al (2014), Khamkhien (2010), Matsumoto, Hiromori, and Nakayama (2013), Oxford and Nyikos (1989), Schmidt and Watanabe

(2001), and Xu (2011) which claimed that as the level of students‟ motivation increases, the frequency of using LLSs tends to increase However, this relationship was modified by the categories of LLSs and types of motivation The participants‟ general motivation was significantly correlated with all of strategies types, and the strongest correlation was with metacognitive strategies (r = 672, p < 01) For the overall strategy use, it also correlated with all types of motivation, and the strongest correlation was with integrative types (r = 700, p < 01)

Taking specific LLS groups and motivation types into consideration, it can be seen that the use of cognitive, compensation, metacognitive, affective and social strategies were significantly correlated with all types of motivation while memory group was also correlated with all types of motivation except for resultative

Among six groups of LLSs, cognitive, metacognitive, and social were interrelated most closely to motivation types, which might result from the higher frequency of using these categories of LLSs This result is in line with Schmidt and Watanabe (2001) Meanwhile, the participants‟ use of memory strategies has the tiniest number of statistically significant correlation with four motivation types (three out of four), which means this relationship is the loosest Concerning four motivation types, the integrative, instrumental, and intrinsic types were rated higher than resultative one, and they also correlated more strongly with LLS use than the resultative type Integrative motivation was shown to possess the strongest relationship with strategy use, and integrative motivation correlated more strongly with strategy use than instrumental Obviously, this supports the findings by Vandergrift (2005), Baleghizadeh and Rahimi (2011), and Al-Qahtani (2013)

Of great concern was the contribution of motivation types to the use of LLSs, which has not been investigated much in the field of L2 learning Among four types, only integrative and intrinsic motivation significantly contributed to LLS exploitation, becoming two significant predictors of strategy use It is interesting to note that although instrumental motivation was the dominant motivation type for the EFL learners, it did not correlate with LLS use as strongly as integrative or intrinsic motivation and could not significantly explain or predict their use of LLS Somehow, the findings were comparable with Al-Qahtani‟s (2013) which reported that the students were motivated more instrumentally than integratively, but it was integrative motivation that correlated more strongly with strategies In the case of the current research, it is possible that the students‟ level of instrumental motivation was above the sufficient level for predicting LLS use, so it lost the power in predicting LLS use

For resultative type, the absence of its contribution to LLS use might be due to the fact that it was not rated as a strong motivation by the participants the resultative type

Obviously, it was shown in this study that the relationship between motivation and LLS use was not only mediated by motivation level but also motivation types, which lent support to the view that the relationship between EFL learners‟ motivation and LLS use was affected by many aspects of motivation other than motivation level (Al-Qahtani, 2013; Baleghizadeh & Rahimi, 2011; Ehrman, 1990; Oxford & Nyikos,

1989, 1995; Schmidt & Watanabe, 2001; Vandergrift, 2005) Concerning the finding about integrative motivation, the present study also supported the argument that integrative motivation was a significant contributor to the students‟ success in L2 learning while instrumental type was not (Csizer & Dửrnyei, 2005; Yu, 2013)

Observably, the results of the current study were not congruent with some other studies such as Lukmani (1972) and Warden and Lin (2000) which favored instrumental motivation and gave no evidence for integrative motivation in L2 learning However, it should be taken into consideration that these studies did not concentrate on the LLS use In fact, there has been only a modest number of studies on this topic More importantly, as mentioned before, it was conceded that motivation can change over time or vary as a result of changes in learning achievement, learning environment, learning contexts, beliefs and emotions (Brown, 2007; Dửrnyei &

Skehan, 2003; Grabe, 2009; Mazumder, 2014; Waninge, Bot, & Dửrnyei, 2014; Xu

& Case, 2015) This, to some extent, can account for the variations and conflicts in findings across studies to date

Summary: Findings and results to all three research questions are presented in this chapter It shows that all the LLSs are used by a large percentage of respondents

Besides, the answer for the second research question that is about the respondents‟ dominant types of motivation also shed light on Finally, the correlation between participants‟ LLS use and their motivation is investigated and pointed out.

CONCLUSION 52 APPENDICES I APPENDIX 1

On the whole, this research investigated the relationship between the EFL learners‟ use of language learning strategies and their motivation types First and foremost, it was found that all the instructed LLSs was used by the majority of respondents, but they did not utilize them regularly in general Among six groups, only metacognitive strategies were made use of on a regular basis For all other categories, the strategies were sometimes applied by the surveyed employees The metacognitive was exploited the most frequently In contrast, the class of affective was the least familiar strategies Apart from strategies listed in questionnaire, the respondents also used some other strategies such as asking help from teachers, learning new words through stickers or vocabulary trees Secondly, the employees had strong motivation for learning English in terms of all four types addressed, that is integrative, instrumental, resultative, and intrinsic motivation Among the four, instrumental motivation was of the highest level Lastly, the relationship between LLS use and motivation was enlightened In general, these two variables significantly correlated with each other Motivation types were presented to correlate most strongly with cognitive, metacognitive, and social strategies, and strategy use was interrelated most strongly with integrative motivation at strong degree (r>0.7, p ≤ 0.01) and correlated at moderate degree with three others: intrinsic, instrumental and resultative (r = 0.653, 0.488, 0.383 respectively, p ≤ 0.01)

Some implications could be withdrawn from this study Firstly, using the SILL by Oxford (1989) and motivation questionnaires could be very helpful for employees (respondents) themselves Indeed, they were recalled all instructed LLSs and had a chance to consider in a comprehensive way their current situation of using LLSs: what strategies they have forgotten or not applied yet, and what motivates them the most, and basing on items they are asked, they could make a clearer plan for using all of these instructed LLSs effectively Additionally, language teachers can understand their students‟ circumstances to adapt their teaching materials, curriculum or methods of teaching To motivate learners‟ motivation, the instructors should be flexible and opt for appropriate ways depending on situations Besides, reminding the students of the advantages of being proficient at English, or designing the tasks that could prove the usefulness of English skills, the instructors could use visual aids to lengthen their time to memorize new words, or structures, give the learners opportunities to expose to English culture (literature, movies, people,…), organize intriguing activities, give constructive and encouraging feedback to inspire their students, and even play a role model of a teacher who is intrinsically motivated to teach English

5.3 Limitations and suggestions for further research

Aside from the strengths and contribution of the current research, some limitations could be detected Firstly, the instruments making use of self-report had certain inherent limitations, which, in fact, was common in the research of this field

Further study should recruit more participants to gather more reliable data Interview method can be employed along with questionnaires to obtain more insightful results

Moreover, this study‟s context was just among Honda‟s Vietnamese staff members with specific features (see page 21, and 22); also, they are being affected strictly by their company‟s policies; therefore, the following researches should choose a more general context in order to benefit much more readers and other studies Finally, apart from instructed LLSs listed in questionnaire, respondents also made use of other strategies, so followers that investigate the same or related field may put these strategies (see page 53) into consideration to include them into the survey

Ahồt, R (2013) Motivation, gender, and learner performance of English as an L3 in the Xinjiang Uyghur autonomous region English Language Teaching, 6(9),

Al-Hebaishi, S M (2012) Investigating the relationship between learning styles, strategies and the academic performance of Saudi English majors

International Interdisciplinary Journal of Education, 1(8), 510-520

Al-Qahtani, M F (2013) Relationship between English language, learning strategies, attitudes, motivation, and students‟ academic achievement

Arnold, J (2000) Affect in language learning Cambridge: Cambridge University

Baleghizadeh, S., & Rahimi, A H (2011) The relationship among listening performance, metacognitive strategy use and motivation from a self- determination theory perspective Theory and Practice in Language Studies, 1(1), 61-67

Bialystok, E (1978) A theoretical model of second language learning Language

Brown, H D (2000) Principles of language learning and teaching New Jersey:

Brown, H D (2001) Teaching by principles: an attractive approach to language pedagogy New York: Longman

Brown, H D (2007) Principles of language learning and teaching New York:

Chand, Z A (2014) Language learning strategy use and its impact on proficiency in academic writing of tertiary students Procedia – Social and Behavioral Sciences, 118, 511-521

Chamot, A U (1987) Inferencing: Testing the 'hypothesis-testing' hypothesis In

A Wenden & J Rubin (Eds.), Learner strategy in language learning (pp

Csizộr, K., & Dửrnyei, Z (2005) The internal structure of language learning motivation and its relationship with language choice and learning effort The Modern Language Journal, 89(1), 19-36

Deci, E L., & Ryan, R M (1985) Intrinsic Motivation and Self- determination in

Human Behavior New York: Plenum

Dửrnyei, Z (1990) Conceptualizing motivation in foreign language learning

Dornyei, Z (2001) Teaching and researching motivation: Longman

Dửrnyei, Z., & Skehan, P (2003) Individual differences in second language learning In C Doughty & M Long (Eds.), Handbook of second language acquisition Oxford: Backwell

Dreyer, C., & Oxford, R L (1996) Prediction of ESL proficiency among African speakers in South Africa In R L Oxford (Ed.), Language learning strategies around the world: Crosscultural perspective (pp 61-74) Manoa: University of Hawaii Press

“Author 2” (2005) An experimental on the application of strategy- based instructions to the teaching writing skills to first-year students fat college of foreign languages, Vietnam National University Unpublished master thesis, University of Languages and International Studies, Hanoi, Vietnam

Ehrman, M (1990) The role of personality type in adult language learning: An ongoing investigation In T Parry, & C Stansfield (Eds.), Language Aptitude Reconsidered (pp.126-178) Englewood Cliffs, N.J.: Prentice-Hall

Ellis, R (1986) Understanding second language acquisition Oxford: Oxford

Ellis, R (1994) The study of second language acquisition Oxford: Oxford

Ellis, R (2003) Second language acquisition (9th ed.) Oxford: Oxford university press

Fedderholdt, K (1997) Using diaries to develop language learning strategies

Gardner, R C (1983) Learning another language: a true social psychological experiment Journal of Language and Social Psychology, 2, 219-240

Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold Publishers

Gardner, R C., & Masgoret, A M (2003) Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and Associates Language Learning, 53(1), 123-163

Gardner, R., & Lambert, W (1972) Attitudes and motivation in second language learning Rowley, MA: Newbury House

Grabe, W (2009) Reading in a second language: Moving from theory to Practice

Griffiths, C (2003) Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategies (LLS) use by speakers of other languages (SOL) and proficiency with implications for the teaching/ learning situation University of Auckland

Griffiths, C (2004) Language learning strategies: Theory and research Occasional

Paper No 1 Auckland: School of Foundation Studies, AIS St Helens

Retrieved June 17, 2016, from http://crie.org.nz/research- papers/c_griffiths_op1.pdf

Gupta, D., & Woldemariam, G S (2011) The influence of motivation and attitude on writing strategy use of undergraduate EFL students: Quantitative and qualitative perspectives The Asian EFL Journal Quarterly, 13(2), 34-89

Guthrie, J & Wigfield, A (2000) Engagement and motivation in reading In M

Kamil, P Mosenthal, P D Pearson & R Barr (Eds.), Handbook of reading research (Vol 3, pp 403-422) Mahwah, NJ: Lawrence Erlbaum

Harmer, J (1991) The practice of English language teaching London: Longman

Hashemian, M., & Soureshijani, H (2011) The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts Theory and practice in Language Studies, 1(4), 319-326

Hayati, N (2015) A study of English language learning beliefs, strategies, and

English academic achievement of the ESP students of Stienas Samarinda

Hernandez, T (2006) Integrative motivation as a predictor of success in the intermediate foreign language classroom Foreign Language Annals, 39,

Khamkhien, A (2010) Factors affecting language learning strategy reported usage by

Thai and Vietnamese EFL learners Foreign Language Teaching, 7(1), 66-85

Khodadady, E., & Khajavy, G H (2013) Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach Porta Linguarum, 20(6), 269-286

Kitakawa, A (2008) An experimental study of language learning strategies:

Particular focus on the patterns of strategy use by Japanese University Learners of English Retrieved July 21, 2016, from http://ir.iwate- u.ac.jp/dspace/bitstream/10140/1907/1/bgshss-no17p149-169.pdf

Lau, K L., & Chan, D (2003) Reading strategy use and motivation among Chinese good and poor readers in Hong Kong Journal of Research in Reading 26(2), 177-190

Le, T P A (2011) An Introduction to Research Methodology in Foreign Language

Education: Required Reading for students Hanoi: Hanoi University of

Lessard-Clouston, M (1997) Language Learning Strategies: An Overview for L2

Teachers The Internet TESL Journal

Lightbown, P M., & Spada, N (1999) How languages are learned Oxford:

Liu, W C., Wang, C K J., Kee, Y H., Koh, C., Lim, B S C., & Chua, L (2014)

College students‟ motivation and learning strategies profiles and academic achievement: a self-determination theory approach Educational Psychology,

Lukmani, Y (1972) Motivation to learn and language proficiency Language

Madrid, D., & Pérez, M L (2001) Exploring the student‟s motivation in the EFL class In E García Sánchez (Ed.), Present and future trends in TEFL (pp 321-

364) University of Almería, Spain: Secretariado de Publicaciones

Matsumoto, H., Hiromori, T., & Nakayama, A (2013) Toward a tripartite model of

L2 reading strategy use, motivations, and learner beliefs System, 41(1), 38-49

Mazumder, Q (2014) Student motivation and learning strategies of students from

USA, China and Bangladesh International Journal of Evaluation and Research in Education, 3(4), 205-210

Mochizuki, A (1999) Language learning strategies used by Japanese university students RELC Journal, 30(2), 101– 113

Moya, M (2014) Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees Journal of Pedagogic Development, 4I(1), 3-11

Naiman, N., Frohlich, M., Stern, H., & Todesco, A (1978) The Good Language

Learner Research in Education Series 7 Toronto: OISE Press

Nisbet, D., Tindal, E., & Arroyo, A (2005) Language learning strategies and english proficiency of Chinese university students Foreign Language Annals, 38(1), 100-107

O‟Malley, J M., & Chamot, A U (1990) Learning strategies in second language acquisition Cambridge: Cambridge University Press

Oxford, R L (1989) Use of language learning strategies: A synthesis of studies with implications for strategy training System, 17(2), 235-247

Oxford, R L (1990) Language learning strategies: What every teacher should know? Boston: Heinle & Heinle

Oxford, R L (1992/1993) Language learning strategies in a nutshell: update and

Oxford, R L (2001) Language learning styles and strategies In M Celce-Murcia

(Ed.), Teaching English as a second or foreign language (pp 359-366)

Oxford, R., & Ehrman, M (1995) Adults‟ language learning strategies in an intensive foreign language program in the Untied States System, 23(3), 359-

Oxford, R., & Nyikos, M (1989) Variables affecting choice of language learning strategies by university students The Modern Language Journal, 73(3), 291-

300 Oxford, R L., & Scarcella, R (1992) The tapestry of language learning Boston:

Ratner, B (2004) Statistical Modeling and Analysis for Database Marketing:

Effective Techniques for Mining Big Data Florida: CRC Press

Rehman, A., Bilal, H A., Sheikh, A., Bibi, N., & Nawaz, A (2014) The role of motivation in learning English language for Pakistani learners International Journal of Humanities and Social Science, 4(1), 254-258

Reid, J M (1995) Learning styles in the ESL/EFL classroom Boston, MA: Heinle

Rubin, J (1975) What the “good language learner” can teach us? TESOL

Saville-Troike, M (2006) Introducing second language acquisition New York:

Schmidt, R., & Watanabe, Y (2001) Motivation, strategy use, and pedagogical preferences in foreign language learning In Z Dornyei & R Schimidt (Eds.), Motivation and second language acquisition (pp 313-359)

Stern, H H (1975) What can we learn from the good language learner? Canadian

Taguchi, T (2002) Learner factors affecting the use of learning strategies in cross- cultural contexts Prospect, 17(2), 18-34

Tsai, C.-C., & Chang, I.-C (2013) The study on motivation and anxiety of english learning of students at a taiwan technical university International Journal of

Vandergrift, L (2005) Second language listening: Listening ability or language proficiency? The Modern Language Journal, 90(1), 6–18

Waninge, F., Bot, K D., & Dửrnyei, Z (2014) Motivational dynamics in language learning: Change, stability, and context The Modern Language Journal, 98(3), 704-723

Warden, C., & Lin, H (2000) Existence of integrative motivation in an Asian EFL setting Foreign Language Annals, 33(5), 535-547

Wenden, A., & Rubin, J (1987) Learner strategies in language learning Hemel

Hempstead: Prentice Hall Wilkins, D (1972) Linguistics in language teaching Cambridge: CPU Wigfield, A (2000) Facilitating children‟s reading motivation In L Baker, M

Dreher, & J Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp 140-158) New York: Guilford Press

Xu, X (2011) The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates International Journal of English Linguistics, 1(2), 203-212

Xu, W., & Case (2015)., R E Age-related differences in motivation in learning

English among Mainland Chinese students International Journal of Applied Linguistics, 25(1), 67-82

Yu, B –H (2013) Asian international students at an Australian university: Mapping the paths between integrative motivation, competence in L2 communication, cross-cultural adaptation and persistence with structural equation modeling

Journal of Multilingual and Multicultural Development, 34(7), 727-742

Yu, X –M (2014) A comparative study on learning motivation of college students of different levels English Language and Literature Studies, 4(2), 22-29

The relationship between language learning strategy use and motivation for learning English of Vietnamese employees at Honda Company, Vietnam

I hereby state that I: Hoang Thi Hoa, class K23B of ULIS, VNU, Hanoi, is a candidate for the degree of Master of Arts I am doing the research on “The relationship between language learning motivation and language learning strategy use of Vietnamese employees at Honda Company, Vietnam” Your responses to this survey questionnaire would be of great value to the final product of the research This is not a test, so there is no “right” or “wrong” Please give your answer sincerely because that is the only way to ensure the significance and success of this research Thank you very much for your cooperation This is merely a study so you can be confident that you will not be identified under any circumstances

The questionnaire is 6 pages long and requires about 20 minutes to complete

SECTION 1: Strategy Inventory for Language Learning (Version 7.0

(ESL/EFL)  R.L.Oxford, 1989) Please put a tick on appropriate number that tells HOW TRUE OF YOU THE

Never or almost never true of me

Usually not true of me

Always or almost always true of me

1 I think of relationships between what I already know and new things I learn in English 1 2 3 4 5

2 I use new English words in a sentence so I can remember them 1 2 3 4 5

3 I connect the sound of a new English word and an image or picture of the word to help me remember the word

4 I remember a new English word by making a mental picture of a situation in which the word might be used

5 I use rhymes to remember new English words 1 2 3 4 5

6 I use flashcards to remember new English words 1 2 3 4 5

7 I physically act out new English words 1 2 3 4 5

9 I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign

10 I say or write new English words several times 1 2 3 4 5

11 I try to talk like native English speakers 1 2 3 4 5

12 I practice the sounds of English 1 2 3 4 5

13 I use the English words I know in different ways 1 2 3 4 5

15 I watch English language TV shows or go to movies spoken in English 1 2 3 4 5

16 I read for pleasure in English 1 2 3 4 5

17 I write notes, messages, letters, or reports in English 1 2 3 4 5

18 I first skim an English passage (read it quickly) then go back and read carefully 1 2 3 4 5

19 I look for words in my own language that are similar to new words in English 1 2 3 4 5

20 I try to find patterns in English 1 2 3 4 5

21 I find the meaning of an English word by dividing it into parts that I understand 1 2 3 4 5

22 I try not to translate word-for-word 1 2 3 4 5

23 I make summaries of information that I hear or read in English 1 2 3 4 5

24 To understand unfamiliar English words, I make guesses 1 2 3 4 5

25 When I can‟t think of a word during a conversation in

26 I make up new words if I do not know the right ones in English 1 2 3 4 5

27 I read English without looking up every new word 1 2 3 4 5

28 I try to guess what the other person will say next in

29 If I can‟t think of an English word, I use words or phrases that mean the same thing 1 2 3 4 5

30 I try to find as many ways as I can to use my English 1 2 3 4 5

31 I notice my English mistakes and use that information to help me do better 1 2 3 4 5

32 I pay attention when someone is speaking English 1 2 3 4 5

33 I try to find out how to be a better learner of English 1 2 3 4 5

34 I plan my schedule so I will have enough time to study English 1 2 3 4 5

35 I look for people I can talk to in English 1 2 3 4 5

36 I look for opportunities to read as much as possible in

37 I have clear goals for improving my English skills 1 2 3 4 5

38 I think about my progress in learning English 1 2 3 4 5

39 I try to relax whenever I feel afraid of using English 1 2 3 4 5

40 I encourage myself to speak English even when I am afraid of making a mistake 1 2 3 4 5

41 I give myself a reward or treat when I do well in

42 I notice if I am tense or nervous when I am studying or using English 1 2 3 4 5

43 I write down my feelings in a language learning diary 1 2 3 4 5

44 I talk to someone else about how I feel when I am learning English 1 2 3 4 5

45 If I do not understand something in English, I ask the other person to slow down or to say it again

46 I ask English speakers to correct me when I talk 1 2 3 4 5

47 I practice English with other students 1 2 3 4 5

48 I ask for help from English speakers 1 2 3 4 5

50 I try to learn about the culture of English speakers 1 2 3 4 5

51 Please list other strategies that you use but we failed to specify here (if any):………

SECTION 2: Motivation for language learning

Please answers the following questions by put a tick on appropriate number:

Strongly Disagree Disagree Neither Agree Strongly

Agree PART 1: Integrative motivation: I learn English because……

1 I love the language as it is such a beautiful language 1 2 3 4 5

2 It will enable me to understand and appreciate more the

English life style and culture 1 2 3 4 5

3 I am interested in English art and literature (music, movies, stories, articles, …) 1 2 3 4 5

4 I enjoy meeting and having conversation with friends or people who speak English, especially those from English speaking countries

PART 2: Instrumental motivation: I learn English because

5 English will help me if I should ever travel abroad 1 2 3 4 5

6 English will be helpful for my career (progress up the career ladder, follow business opportunities or avoid getting the sack) 1 2 3 4 5

7 It will enable me to involve or go into an international business 1 2 3 4 5

8 Other people will respect me more if I know English 1 2 3 4 5

9 I will be able to search for information and materials in

10 English will help me to communicate with others at work 1 2 3 4 5

11 It will enable me to further my education 1 2 3 4 5