Khóa luận tốt nghiệp a survey on learning motivation of english linguistics students, faculty of education and foreign language, vietnam university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA RESEARCH A SURVEY ON LEARNING MOTIVATION OF ENGLISH LINGUISTICS STUDENTS, FACULTY OF EDUCATION AND FOREIGN LANGUAGE, VIETNAM UNIVERSITY OF AGRICULTURE KHẢO SÁT ĐỘNG CƠ HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH, KHOA SƯ PHẠM VÀ NGOẠI NGỮ, HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: NGUYEN DUY KHANG Student Code: 621220 Major: ENGLISH LINGUISTICS Supervisor: TRAN THI HA NGHIA NGHIEM HONG NGAN Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A survey on Learning motivation of English Linguistics students, Faculty of Education and Foreign language, Vietnam University of Agriculture submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i TABLE OF CONTENTS ii ABSTRACT iv LIST OF FIGURES v LIST OF FIGURES AND CHART vi PART I: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.2.1 Aims of the study 1.2.2 Objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study PART II: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Review of the previous studies (At home & abroad) 1.2 Review of theoretical background (depend on what the study is about) 1.2.1 Motivation and Learning Motivation 1.2.2 Theories of Motivation 1.2.3 Motivation components 1.2.4 Classifications of motivation 10 1.2.5 The role of motivation in learning 11 1.2.6 Learning motivation constitution factors 12 1.2.7 Motivation measurements 13 1.3 Summary 14 ii Chapter 2: METHODOLOGY 15 2.1 Research methodology 15 2.2 Research setting/context 15 2.3 Data collection 16 2.3.1 Data collecting instruments 16 2.3.2 Data collecting procedures 16 2.4 Data analysis 16 2.5 Summary 17 Chapter 3: FINDINGS AND DISCUSSION 18 3.1 Learning motivation constitution factors of English linguistics students 18 3.1.1 Research objects description 18 3.1.2 Self-efficacy 18 3.1.3 Active learning strategies 22 3.1.4 Learning value 29 3.1.5 Performance goal 32 3.1.6 Achievement goal 35 3.1.7 Learning environment stimulation 38 3.2 Exploratory factor analysis (EFA) and T-test analysis 42 3.2.1 Exploratory factor analysis 42 3.2.2 Independent Samples T-Test 48 3.3 Summary 54 PART 3: CONCLUSION 56 Recapitulation 56 Concluding remarks (conclusions) on each of the thesis objectives: 58 Limitation of the current research 60 Suggestions for further research 60 REFERENCES 61 APPENDIX 63 iii ABSTRACT The thesis surveys learning motivation of English Linguistics students at Vietnam National University of Agriculture The questionnaires are used in the thesis to survey 89 first-year students 47 fourth-years students of English Linguistics and we interview randomly 10 students from two courses Therefore, the BA research shows factors affecting the learning motivation of students, which are: Self-efficacy, active learning strategies, learning value, performance goal, achievement goal, learning environment stimulation We conclude that these factors are related strongly to motivation of students iv LIST OF TABLES Table 1: Describing in objective research 18 Table 2: Cronbach Alpha Coefficient of Self-efficacy factor 19 Table 3: Frequency in self-efficacy factor 20 Table 4: Descriptive statistics in self-efficacy factor 21 Table 5: Cronbach Alpha Coefficient of Active learning strategies factor 23 Table 6: Frequency in Active learning strategies factor 25 Table 7: Descriptive Statistics in Active learning strategies factor 27 Table 8: Cronbach Alpha Coefficient of Learning value factors 29 Table 9: Frequency in Learning value factors 30 Table 10: Descriptive Statistics in Learning value factors 31 Table 11: Cronbach Alpha Coefficient of Performance goal factors 32 Table 12: Frequency in Performance goal factors 33 Table 13: Descriptive statistics in Performance goal factors 34 Table 14: Cronbach Alpha coefficient of Achievement goal factor 35 Table 15: Frequency in Achievement goal factor 36 Table 16: Descriptive statistics in Achievement goal factor 37 Table 17: Cronbach Alpha coefficient of Learning environment stimulation factor 39 Table 18: Frequency in Learning environment stimulation factor 40 Table 19: Descriptive statistics in learning environment stimulation factor 41 Table 20: Total Variance Explained in EFA 44 Table 21: Rotated Component Matrix in EFA 45 Table 22: Independent Samples Test 49 Table 23: Group Statistics 51 v LIST OF FIGURES AND CHART Figure 1: Frequency in Self-efficacy factors 21 Figure 2: Frequency in active learning strategies factor 26 Figure 3: Frequency in Learning value factors 31 Figure 4: Frequency in Performance goal factors 34 Figure 5: Frequency in Achievement goal factor 37 Figure 6: Frequency in Learning environment stimulation factor 41 Chart 1: Mean of self-efficacy 52 Chart 2: Mean of performance goal 52 Chart 3: Mean of achievement goal 53 vi PART I: INTRODUCTION 1.1 Rationale Puja Mondal said that the purpose and importance of motivation should be clearly understood The fundamental aim of motivation is to stimulate and facilitate learning activity Learning is an active process that needs to be motivated and guided toward desirable ends Learning is self-initiated, but it must be aided by motives so that the learners will persist in the learning activity A definite motive is valuable in all work, as motives make for readiness The greater the readiness, the greater the attention will be given to the work on hand, and the sooner will the desired result be achieved The research will show some features of the learning motivation diversity and variety of English Linguistics students Then, lecturers will have a better view to help students improve their learning motivation Therefore, I chose the subject as my graduation thesis: learning motivation of English linguistics students, Faculty of Education and Foreign Language, Vietnam University of Agriculture 1.2 Aims and objectives of the study 1.2.1 Aims of the study The purpose of this study is to examine what motivation is processed in learning and which intrinsic and extrinsic motivation address in learning of English Linguistics students 1.2.2 Objectives of the study The thesis examine what motivation is processed in learning of English Linguistics students and investigate which intrinsic and extrinsic motivation address in learning of English linguistics students 1.3 Research questions - What extrinsic motivation and intrinsic motivation are processed in learning of English Linguistics students? - Which motivation is the most effective on learning processing of English Linguistics students? 1.4 Scope of the study The graduation thesis lasts months from 01/03/2021 Participants of the study are 89 first-year students and 47 fourth-year students in the Faculty of Education and Foreign Languages at VNUA The study’s content is going to clarify learning motivation of English Linguistics students 1.5 Significance of the study There is no study on the learning motivation of English linguistics students at the Faculty of Education and Foreign Language so that I choose this subject to clarify the subject From the researching results, it can release some suggestions to increase the motivation of English Linguistics students in learning Lecturers can understand students better and motivate them in learning through the results of survey 1.6 Design of the study Apart from abstracts, references & appendices, the study consists of three main parts: Part - Introduction presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study Part - Development is divided into chapters: Chapter - Literature review provides theoretical background for the study Chapter – Methodology describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research Chapter - Findings and discussions report and discuss the findings of the study Part – Conclusion - summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions PART II: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Review of the previous studies (At home & abroad) Abroad Endang Sri Astuti (2010) has pointed out that motivation to learn it is something that drives it, move it, and engage students in learning Motivation can be defined as a process whereby goal-directed activity was investigated and sustained consisting of inherent motivation and extrinsic motivation (motivation that arises because of the encouragement from the outside) According to Omar, Jain, and Noordin (2013), intrinsic motivation arises from within the individual, whereas extrinsic motivation arises from outside the individual and frequently involves the appreciation of others Intrinsic motivation, as defined by Arens, Morin, and Watermann (2015), occurs when a person's conduct is triggered internally by someone for his own advantage or when curiosity emerges on its own Extrinsic motivation, on the other hand, occurs when an individual is influenced by forces outside of themselves, such as awards, punishment, or social pressures Motivation plays an important role in students' conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al 1993), critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al 2000, Wolters 1999), and science learning achievement (Lee 1989, Lee and Brophy 1996, Pintrich et al 1993) (Napier and Riley 1985).Self-perceptions of ability, effort, intrinsic goal orientation, task value, self-efficacy, test anxiety, self-regulated learning, task orientation, and learning techniques were among the motivation elements identified in a review of learning motivation studies (Garcia 1995, Garcia and Pintrich 1995, Nolen and Haladyna 1989, Pintrich and Blumenfeld 1985) These studies, on the one hand, highlighted the diversity of the PART 3: CONCLUSION Recapitulation A survey on Learning motivation of English Linguistics Students is based on theories of motivation: Maslow’s hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and McClelland’s acquired-needs theory The thesis has investigated 47 fourth-year students, 89 first-year students and interviewed randomly 10 students to clarify factors of motivation, which are: Self-efficacy, Active learning strategies, Science learning value, Performance goal, Achievement goal, Learning environment stimulation The thesis takes place at Vietnam National University of Agriculture, it lasts months from 01/03/2021 to 01/07/2021 SPSS software version 22 was used to analyze data which were collected from the questionnaires The thesis has obtained the following results: The research was carried out on the basis of surveying English linguistics students, course 62 and course 65, using a questionnaire The number of students participating in the survey is 136, meanwhile there are 47 fourth-year students and 89 first-year students The Cronbach’s alpha coefficient of Self-efficacy factor is 0.771 after removing two objects: Whether the lesson is difficult or easy, I am sure that I can understand it (0.029), I am not confident about understanding difficult lesson (0.105), because the value in the Corrected Item-Total Correlation column is less than 0.3, so it did not participate in building the reliability of the scale Therefore, five objects are included in building the reliability of the scale The highest mean value is object: When I find the lesson difficult, I not try to learn it (4.15), and the lowest mean value is object: I am sure that I can well on tests (2.88) Most of the students have positive ideas to this factor 56 The Cronbach’s alpha coefficient of Active learning strategies factor is 0.807, objects are included in Cronbach’s alpha and only one objects was removed because the value in the Corrected Item-Total Correlation column is less than 0.3, which is: When learning new concept, I attempt to understand them (0.267) The biggest mean value objects are: When I not understand a concept, I find relevant resources that will help me, During the learning processes, I attempt to make connections between the concepts that I learn” have the biggest mean value (4.06), the smallest object value is: When I meet a concept that I not understand, I still try to learn them (3.65) Most of the students have agreed that they are active at learning The Cronbach’s alpha coefficient of Learning value factor is 0.744 There is no eliminated object in this factor Therefore, this factor has objects participating in building the reliability of the scale The lowest mean value is: In learning process, I think that it is important to participate in compulsory activities (3.76), ideas left are higher than points Most of the students have positive ideas to this factor The Cronbach’s alpha coefficient of Performance goal is 0.727 after removing the object: I work hard in learning process to get good grade was removed because the value in the Corrected Item-Total Correlation column is 0.261 which is less than 0.3 There are objects are included in the Cronbach’s alpha Most of the students have realized the value of learning by themselves The smallest mean value object is: I work hard to perform better than other students (2.71) and the biggest mean value object is: I work hard in learning process so that other students think that I’m smart (3.24) In this factor, students not have good performance goal, they frequently work hard because of others opinion The Cronbach’s alpha coefficient of Achievement goal is 0.841 There is no eliminated object in this factor The smallest mean value object is: During a learning process, I feel most fulfilled when the teacher and other 57 students accept my ideas (3.79), ideas left are higher than points Most of the students have defined their achievement goal The Cronbach’s alpha coefficient of Learning environment stimulation is 0.843 There is no eliminated object in this factor Most of the students have positive ideas to this factor because all of objects have high mean value In exploratory factor analysis, all 26 objects have factor loading coefficients which is greater than 0.5 objects with high factor loading in each factor are: I am willing to participate in the lesson because the teacher uses a variety of teaching methods, I feel most fulfilled when I feel confident about the content in a lesson, When I make a mistake, I try to find out why, I am willing to participate in the lesson because the teacher does not put a lot of pressure on me, I work hard in learning process so that the teacher and other students pay attention to me, When the lesson is too difficult, I give up or only the easy parts, When I not understand a concept, I find relevant resources that will help me, I think that learning is important because it stimulates my thinking, which reflect 80.534% variation of all objects included This shows that EFA is meaningful Independent Samples T-Test shows that objects: A Self-efficacy, D Performance goal, E Achievement goal have the mean difference between freshmen and senior, and objects: B Active learning strategies, C Learning value, F Learning environment stimulation, the gap between first-year students and fourth-year students is trivial Concluding remarks (conclusions) on each of the thesis objectives: To measure the learning motivation of NNA students, a questionnaire with 26 objects of items can be used after EFA analysis, which are: I am willing to participate in the lesson because the teacher uses a variety of teaching methods, I feel most fulfilled when I feel confident about the content in a lesson, When I make a mistake, I try to find out why, I am 58 willing to participate in the lesson because the teacher does not put a lot of pressure on me, I work hard in learning process so that the teacher and other students pay attention to me, When the lesson is too difficult, I give up or only the easy parts, When I not understand a concept, I find relevant resources that will help me, I think that learning is important because it stimulates my thinking, which reflect 80.534% variation of all objects included This shows that EFA is meaningful Six items can be separated into groups to measure learning motivation: Self-efficacy, active learning strategies, performance goal are intrinsic motivation, extrinsic motivation includes science learning value, achievement goal, learning environment stimulation The mean value of intrinsic motivations is: 3.03, 3.54, 3.91 These intrinsic motivation factors show a positive point that students study to satisfy themselves but not any other reasons And the mean value of extrinsic motivations is: 3.06, 3.9, 3.965 These extrinsic motivations conclude that students prefer to study while there is reward or affected by external factors Therefore, to motivate students, teachers need to develop meaningful and respectful relationships with your students, grow a community of learners in the classroom and be inspirational The analyze shows factors: A Self-efficacy, D Performance goal, E Achievement goal have the mean difference between freshmen and senior, and objects: B Active learning strategies, C Learning value, F Learning environment stimulation, the gap between first-year students and fourth-year students is trivial Therefore, teachers need to motivate students to help them define their ability to perform well in learning tasks, compete with other students and get attention from the teacher, feel satisfaction as they increase their competence and achievement during learning 59 Limitation of the current research There were some limitations in this study The thesis only takes place at Vietnam National University of Agriculture and lasts months from 01/03/2021 to 01/07/2021 but it has not been conducted long-term and on other students in the university Surveying learning motivation of students is difficult, complex and it interweaves many problems of many factors and requires the many different research methods, but the thesis only focuses on two methods: investigation and interview without using other methods such as observation or experiment Suggestions for further research The questionnaire is reliable through Cronbach's alpha coefficient, and EFA showed the validity about the questionnaire of learning motivation which can be used for other objects when learning and measuring learning motivation of students This thesis can continue to be studied in a longer time, on broader research subjects to be able to conclude about learning motivation of students throughout the academy 60 REFERENCES Alfad, H (n.d.) The development of a questionnaire to measure students' motivation towards science learning International Journal of Science Education https://www.academia.edu/6901016/The_development_of_a_questionnaire_to _measure_students_motivation_towards_science_learning American Psychological Association (n.d.) Self-Efficacy Teaching Tip Sheet American Psychological Association https://www.apa.org/pi/aids/resources/education/self-efficacy Anderman, E M., & Anderman, L H (2020) What Is Motivation? Classroom Motivation ARCS Model of Motivation (n.d.) SpringerReference Dennis R Buckmaster, & Natalie J Carroll (2008) Student Motivation - A literature Review 2008 Providence, Rhode Island, June 29 - July 2, 2008 Deci, E L., & Ryan, R M (n.d.) Self-Determination Theory http://selfdeterminationtheory.org/ ERG Theory (n.d.) Encyclopedia of Management Theory Howley-Rouse, A (2020, February 10) The role of motivation in learning THE EDUCATION HUB https://theeducationhub.org.nz/motivation/ Hsiao, T L., Chi, C C., & Shyang, S H (n.d.) The Development of a Questionnaire to Measure Students' Motivation https://www.scribd.com/document/190038544/The-Development-of-aQuestionnaire-to-Measure-Students-Motivation John Keller (n.d.) ARCS MODEL OF MOTIVATION http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCSHandout-v1.0.pdf Nguyen, H C (2019) Motivation in Learning English Language: a case Study at Vietnam National University, Hanoi The European Journal of Educational Sciences 61 Oanh, D T K (2009) Động học tập sinh viên Omar, S., Jain, J., & Noordin, F (2013) Motivation in Learning and Happiness among the Low Science Achievers of a Polytechnic Institution: An Exploratory Study Procedia - Social and Behavioral Sciences Pubrica (2018) Statistical analysis and interpretation https://pubrica.com/wp-content/uploads/2018/10/Statistical-analysissamples1.pdf Riswanto, A., & Aryani, S (2017) Learning motivation and student achievement: Description analysis and relationships both COUNS-EDU: The International Journal of Counseling and Education Scribd (n.d.) The Development of A Questionnaire To Measure Students' Motivation Scribd https://www.scribd.com/document/190038544/The- Development-of-a-Questionnaire-to-Measure-Students-Motivation Stefaniak, J E (2020) Needs Theory Needs Assessment for Learning and Performance Two-Factor Theory (2012) Encyclopedia of the Sciences of Learning Peter Magnusson, S (2019) Maslow’s Hierarchy of Needs in science Translational Sports Medicine 62 APPENDIX SURVEY QUESTIONNAIRE Dear English Language Students! With the aim of finding out learning motivation of English linguistics students at Vietnam University of Agriculture, I want to receive your opinion on the following objects Put an (X) mark on the idea that best suits your opinion Thank you very much! A SELF-EFFICACY No Questions Strongly disagree Whether the lesson is difficult or easy, I am sure that I can understand it I am not confident about understanding difficult lesson (−) I am sure that I can well on tests No matter how much effort I put in, I cannot understand the lesson (−) When the lesson is too difficult, I give up or only the easy parts (-) During a lesson, I prefer to ask other people for the answer rather than think for myself (−) When I find the lesson difficult, I not try to learn it (−) Note: (−) represent reverse items 63 Disagree No opinion Agree Strongly agree B ACTIVE LEARNING STRATEGIES No Strongly disagree Questions When learning new concept, I attempt to understand them When learning new concept, I connect them to my experiences 10 previous When I not understand a concept, I find relevant resources that will help me 11 When I not understand a concept, I would discuss with the teacher or other students to clarify my understanding 12 During the learning processes, I attempt to make connections between the concepts that I learn 13 When I meet a concept that I not understand, I still try to learn them 14 When new concepts that I have learned conflict with my previous understanding, I try to understand why 15 When I make a mistake, I try to find out why 64 Disagree No opinion Agree Strongly agree C LEARNING VALUE Strongly No Questions 16 I think that learning is disagree important because I can use it in my daily life 17 I think that learning is important because it stimulates my thinking 18 In learning process, I think that it is important to learn to solve problems 19 It is important to have the opportunity to satisfy my own curiosity in learning process 20 In learning process, I think that it is important to participate in compulsory activities 65 Disagree No opinion Agree Strongly agree D PERFORMANCE GOAL Strongly No Questions 21 I work hard in learning process to get disagree good grade (-) 22 I work hard in learning process so that other students think that I’m smart (-) 23 I work hard to perform better than other students (-) 24 I work hard in learning process so that the teacher and other students pay attention to me (-) Note: (−) represent reverse items 66 Disagree No opinion Agree Strongly agree E ACHIEVEMENT GOAL No 25 Strongly Questions During process, a I disagree learning feel most fulfilled when I attain a good score in a test 26 I feel most fulfilled when I feel confident about the content in a lesson 27 During process, a I learning feel most fulfilled when the teacher and other students accept my ideas 28 During process, a I learning feel most fulfilled when I am able to solve a difficult problem 67 Disagree No opinion Agree Strongly agree F LEARNING ENVIRONMENT STIMULATION No Questions 29 I am willing to participate Strongly disagree Disagree No opinion Strongly Agree agree in the lesson because the content is exciting and changeable 30 I am willing to participate in the lesson because the teacher uses a variety of teaching methods 31 I am willing to participate in the lesson because the teacher does not put a lot of pressure on me 32 I am willing to participate in the lesson because the teacher pays attention to me 33 I am willing to participate in the lesson because it is challenging 34 I am willing to participate in the lesson because the students are involved in discussions You are: Freshman □ Male Fourth-year student □ □ Female 68 □ INTERVIEW QUESTIONNAIRE Dear English Language Students! With the aim of finding out learning motivation of English linguistics students at Vietnam University of Agriculture, I want to receive your opinion on the following contents by answer the questions Thank you very much! What is your goal? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… What are the reasons for wanting to achieve your goal? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… What steps you need to take to move closer to your goal? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 69 What would be the consequences of not being motivated to achieve your goal? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… What stops or reduces your motivation? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 70