Motivation and attitudes ò english majored students at hong duc university towards learning english

HỒNG ĐỨC UNIVERSITY LÊ THỊ TRANG FACULTY OF FOREIGN LANGUAGES LÊ THỊ TRANG Motivation and Attitudes of English-majored students GRADUATION THESIS at Hong Duc university towards learning English Submitted in partial fulfillment of the requirements of the degree of Bachelor of Arts in English Language THANH HÓA, 2022 THANH HÓA, 2022 HỒNG ĐỨC UNIVERSITY FACULTY OF FOREIGN LANGUAGES Motivation and Attitudes of English-majored students at Hong Duc university towards learning English Submitted in partial fulfillment of the requirements of the degree of Bachelor of Arts in English Language Lê Thị Trang Student: Student’ ID No: 1867020053 Class: K21A – English Language Supervisor: Mrs Hồng Thị Minh THANH HĨA, 2022 LIST OF TABLE OF CONTENT LIST OF TABLE OF CONTENT ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS CHAPTER 1: INTRODUCTION 1.1 RATIONALE 1.2 PURPOSE OF THE STUDY 11 1.3 RESEARCH QUESTIONS 11 1.4 SIGNIFICANCE OF THE STUDY 11 CHAPTER 2: LITERATURE REVIEW 2.1 THEORETICAL BACKGROUND OF ATTITUDE 13 13 2.1.1 Definition of language attitude 13 2.1.2 The roles of attitude in learning English 14 2.2 THEORETICAL BACKGROUND OF MOTIVATION 15 2.2.1 Definition of motivation 15 2.2.2 Types of motivation 17 2.2.3 The roles of motivation in learning English 17 2.3 THE RELATIONSHIPS BETWEEN ATTITUDE AND MOTIVATION 19 2.4 RESEARCHES ON FOREIGN LANGUAGE STUDENTS‟ ATTITUDE AND MOTIVATION IN VIETNAM 22 2.5 CONCEPTUAL FRAMEWORK 23 CHAPTER 3: RESEARCH METHODOLOGY 24 3.1 RESEARCH METHOD 24 3.2 CONTEXT AND PARTICIPANTS 26 3.3 INSTRUMENT AND DATA COLLECTION PROCEDURES 28 3.3.1 Questionnaire 28 3.3.2 Interview 32 CHAPTER 4: RESEARCH RESULTS 34 4.1 ATTITUDES OF STUDENTS MAJORING IN LANGUAGES OF HONG DUC UNIVERSITY TOWARDS LEARNING ENGLISH 34 4.1.1 The attitude expressed through behavior 34 4.1.2 The attitude expressed through cognitive 36 4.1.3 The attitude expressed through emotions 38 4.2 THE MOTIVATION OF STUDENTS MAJORING IN LANGUAGES AT HONG DUC UNIVERSITY TOWARDS LEARNING ENGLISH 39 4.2.1 Intrinsic motivation 39 4.2.2 Extrinsic Motivation 42 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 45 5.1 CONCLUSION 45 5.2 RECOMMENDATIONS 45 5.3 LIMITATIONS OF THE STUDY 48 REFERENCES 50 APPENDIX 59 APPENDIX 62 APPENDIX 63 ACKNOWLEDGEMENTS First of all, allow me to express my sincerest and deepest gratitude to all the lecturers and staffs of the Faculty of Foreign Languages - Hong Duc University, who have imparting valuable knowledge to me in particular and the students of the 2018-2022 class in general in the process of studying and researching at the school in general Especially, I would like to express my sincere thanks to Ms Hoang Thi Minh - who directly helped, cared and guided me to complete the research I am extremely grateful to her valuable comments and critical and careful instructions Without her constant guiding support and continuous encouragement, my thesis would have never come out in the present form I would also like to thank all the brothers, sisters and friends at the Faculty of Foreign Languages who helped me during the survey Thanks to everyone‟s valuable contributions, I was able to have the complete research I am today Finally, I also want to thank my family, who have stood by me, helped and facilitated me throughout the years Sincerely thank everyone Lê Thi Trang ABSTRACT In this report, the study investigated the motivations of English-majored students at Hong Duc University from both lecturers and students The goal of this study was to discover factors affecting the language teaching and learning process There were 66 valid survey questionnaires collected from 66 English-majored students at Faculty of Foreign Languages at Hong Duc University In addition, there were vice monitors from English Language Teacher Education and English Language classes participating in the interview The Google Form approach was used with the purpose of collecting the data From the analysis of responses to the survey, it conveyed the status and motivation of English-majored students towards learning English The research also showed the important role of attitude and motivation in English learning There would be practical recommendations and reinforcement on students‟ motivation in learning This study was expected to be helpful to English-majored students at Hong Duc University LIST OF ABBREVIATIONS MoET MINISTRY OF EDUCATION AND TRAINING RQ RESEARCH QUESTION BAA BEHAVIORAL ASPECT OF ATTITUDE CAA COGNITIVE ASPECT OF ATTITUDE EFL ENGLISH AS A FOREIGN LANGUAGE ESL ENGLISH AS A SECOND LANGUAGE ATMB ATTITUDE MOTIVATION TEST BATTERY ST STUDENT Q QUESTION LIST OF FIGURES FIGURE 1.1 CONCEPTUAL FRAMEWORK 23 LIST OF TABLES TABLE 2.1 SYNTHESIS APPROACH, DATA COLLECTION TOOL OF THE STUDY 25 TABLE 2.2 INTERVIEW QUESTIONS 30 TABLE 4.3 SURVEY RESULTS ON ATTITUDES EXPRESSED THROUGH STUDENTS‟ BEHAVIOR TOWARDS LEARNING ENGLISH 34 TABLE 4.4 SURVEY RESULTS ON ATTITUDES EXPRESSED THROUGH STUDENTS‟ COGNITIVE TOWARDS LEARNING ENGLISH 36 TABLE 4.5 SURVEY RESULTS OF STUDENTS‟ EMOTIONAL ATTITUDES TOWARDS LEARNING ENGLISH 38 TABLE 4.6 SURVEY RESULTS OF STUDENTS‟ INTERNAL MOTIVATION FOR LEARNING ENGLISH 39 TABLE 4.7 SURVEY RESULTS OF STUDENTS‟ EXTERNAL MOTIVATION FOR LEARNING ENGLISH 42 CHAPTER 1: INTRODUCTION 1.1 Rationale There are various factors affecting the language teaching and learning processes of language learners Among these different factors, motivation plays an important role in the learning process Moreover, motivation and attitude have been widely acknowledged by both teachers and researchers as the keys factors that influence the rate and success of the foreign language learning The purpose of this research paper is to determine the roles of attitude and motivation on learning English of English-majored students at Hong Duc university Based on research projects such as Hoang (2008); Lincoln (2011); Loi (2011); Trinh (2005); English is regarded as a global language, and has been identified by the Vietnamese government as the most important foreign language in Vietnamese national education at all levels, especially in higher education due to globalization In the legal documents issued by the Vietnamese government and the Ministry of Education and Training (MoET) (MoET, 2003; MoET, 2004), Vietnamese students need sufficient English proficiency in effective communication in global working environment Some researchers such as Dörnyei (2005), Gardner (2007), Gao and Zhang (2011); Murray (2011) proves that learners with positive attitude and high motivation are more likely to achieve higher language proficiency than learners with negative attitude and low motivation, because attitude and motivation are important factors in foreign language acquisition Some people think that positive attitudes and high motivation among learners may promote second language learning (Eshghinejad, 2016) When learners show interest in language and willingness to further study, they will take a positive attitude towards English learning Under strong motivation, learners are more likely to succeed in acquiring a second or foreign language, and have a stronger willingness to make more efforts, although they may encounter obstacles Whether learners can master English successfully depends on their attitude towards language In the process of English learning, students have different perceptions of their own classrooms, teachers and courses It is an important factor affecting English learners, because such ideas will be responsible for their attitudes According to Fakeye (2010: 206), students‟ attitude towards language is one of the personal variables that affect English learning Moreover, positive language attitude makes learners have a positive orientation towards English learning (Karahan, 2007: 84), and students‟ attitudes are related to their proficiency in the language they want to learn (Ghazali, 2008) Therefore, people also realize that a person‟s attitude can affect the acquisition of language proficiency Motivation is also another factor that affects students‟ learning English It plays a very important role in someone‟s successful learning of English Conceptual motivation is an important factor that has a positive impact in any educational learning process, especially in second language learning (Rehman et al, 2014: 254) Another explanation holds that motivation is one of the main forces affecting second language learning (Othman and Shuqair, 2013 : 126) In addition, it can guide learners to continue learning even after completing specific goals Learners are willing to learn a second language or a foreign language with sufficient motivation, and indeed, motivation is a prominent factor that needs attention in order to successfully learn a language (Tu and Zhou, 2015) Consequently, if students have strong motivation, they will like to learn a language and study it hard There have been many studies by researchers to find out the factors that affect students‟ English proficiency The 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Boston: Allyn and Bacon 57 89 Ziahosseini, S M., &Salehi, M (2007) An Investigation of the Relationship between Motivation and Language Learning Strategies Pazhuhesh-e Zabanha-ye Khareji, 41(Special Issue), 85-107 58 APPENDIX SURVEY QUESTIONNAIRE Hi, students of Hong Duc University! Currently, I am researching the topic "Motivation and attitudes of Hong Duc university English-majored students towards learning English" I look forward to receiving your support by participating in answering the questions below At this moment, declare that the survey data will only be used to research this topic and not for any other purpose I am looking forward to your support! Content Total ATTITUDE Disagree Behavioural I usually give priority to websites where I can use English I often listen to English music I often watch English broadcast TV channels I often play English games I don‟t waste my time learning English Cognitive I think that being fluent in English will give me many job opportunities I want to spend more time learning English I think English will be used a lot in my life The topics in English lessons are very important to me Emotional 59 Disagree Neutral Agree Total Agree Time passed quickly during English lessons I try to make friends with foreigners, with whom I can communicate in English Total MOTIVATION Disagree Intrinsic motivation I am learning English because of the joy that I can experience and know more knowledge of English speaking countries I am motivated to learn English because I like the feeling of acquiring knowledge of Englishspeaking communities and their way of life I am learning English because of the excitement that I have mastered a difficult structure in English I am motivated to learn English because of the satisfaction of learning new things I am motivated to learn English because of the good feeling that I experience while speaking in English I am motivated to learn English because of the satisfaction I feel when I can complete difficult exercises in English 60 Disagree Neutral Agree Total Agree Extrinsic motivation I have the motivation to learn English to get a good job in the future I was motivated to learn English because I wanted to become someone who can speak more than one language I am motivated to learn English because I think it is good for my personal development I am motivated to learn English because I will be ashamed if I cannot communicate in English I am motivated to learn English so that I can get good grades in English tests I have the motivation to learn English for the purpose of improving my English proficiency 61 APPENDIX INTERVIEW QUESTIONS My name is Le Thi Trang, I come from K21 English Language, Hong Duc University Currently, I am conducting a research survey on attitudes and motivation to learn English in Faculty of Foreign Languages at Hong Duc University As you all know, I recently had a survey on google form And the questions in the survey have been answered very positively by you Today I invited friends here to participate to add to my survey with higher accuracy Thank you for participating and now we‟ll get started! Do you really like learning English? Why are you learning English as your major? How often you learn English through some tools like English books, music, TV programs and game? How you feel when you learn English through those tools? 62 APPENDIX INTERVIEW RESPONSE TRANSCRIPTS Student 1: Do you really like learning English?  Yes I am keen on learning English I think English is really interesting and all the lessons in English are fun Why are you learning English as your major?  Because I like speaking English with foreigners and other people I always see time passed very fast when I use English at any time Moreover, I think learning English can help me to get better jobs in the future How often you learn English through some tools like English books, music, TV programs and game?  I often spend hour a day to watch English films or listen to English music … How you feel when you learn English through those tools?  I am really interested when I studying by those tools, Because, I think it can give me more knowledge of English speaking countries Besides, there are a lot of channel have more quality information And I am captivated by them Student 2: Do you really like learning English?  I really like studying English Nowadays, English becomes more and more useful, I think it brings to me a good jobs I want to conquer difficult structures Why are you learning English as your major?  Because, I know Chinese and I wanted to become someone who can speak more than one language It‟s such a great feeling How often you learn English through some tools like English books, music, TV programs and game?  When I feel bored or stressful about studying or life I choose listening English music to reduce that feelings, I think it is a good way which I can get better and practice listening English skill 63 How you feel when you learn English through those tools?  The TV programs which I watch help me can complete difficult exercises in English Student 3: Do you really like learning English?  Of course! Because my English is not good, so my purpose is improve all of skills by English And I want to enhance my English proficiency Why are you learning English as your major?  Some of my skills are quite weak, so English is the subject which I need to improve the most because it is good for my personal development How often you learn English through some tools like English books, music, TV programs and game?  I often read English book, and listen English music I spend 30hours per weak to it How you feel when you learn English through those tools?  When I use those tools, I feel they are good ways to achieve English and I have an interesting lesson Student 4: Do you really like learning English?  Yes, It is amazing subject So I like to spend more time learning English Why are you learning English as your major?  Because when I learn English, I can communicate with many people in the world, from there, I can learn more knowledge and improve my self-worth How often you learn English through some tools like English books, music, TV programs and game?  I usually play games every day for about hours This is the time when I can have fun and especially, this is a game that uses English So I can talk to native speakers It‟s an opportunity for me to have fun, study, or even make more money from the game 64 How you feel when you learn English through those tools?  Actully I can make friends with foreigners Student 5: Do you really like learning English?  Yes, It will be used a lot in my life Why are you learning English as your major?  Because when learning English, I can speak more fluently in English, and it gives me a good feeling How often you learn English through some tools like English books, music, TV programs and game?  I spend on hour to watch TV programs and hour to play game How you feel when you learn English through those tools?  When I am studied by those tools, I can get new things And it is really useful 65