SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI: "ĐỘNG CƠ CỦA HỌC SINH, THÁI ĐỘ CỦA CHA MẸ ẢNH HƯỞNG ĐẾN VIỆC HỌC TIẾNG ANH CỦA CÁC EM HỌC SINH TRƯỜNG THPT" skkn CHAPTER 1: INTRODUCTION This introductory chapter provides three parts: the reason for choosing the topic, the aims of the study, the scope and significance of the study 1.1 Reasons for choosing the topic The study of motivation in second language acquisition (SLA) has become an important research topic with the development of socio-educational model on second language (L2) motivation (Gardner & Lambert, 1972; Gardner, 1985; Gardner & MacIntyre, 1993; Tremblay & Gardner, 1995) According to Gardner and Lambert (1972), motivation to learn an L2 is grounded in positive attitudes toward the L2 community and in a desire to communicate with valued members of that community and become similar to them This desire is integrative orientation, which is a support for language learning, while an instrumental orientation is associated with the desire to learn L2 for pragmatic gains such as getting a better job or higher salary (Dornyei, 2001; Gardner & Lambert, 1972) L2 motivation is indeed a prerequisite condition for the success of L2 learners like food for the brain Successful language learning can only take place if the learner has goals and an inner drive to achieve these goals (Crookes & Schmidt, 1991) L2 motivation can be seen as a desire to study the foreign language to understand and use the language that learners are learning and to serve their purposes For example, motivation in learning English as a foreign language (EFL) involves a student’s desire to participate in the English learning process (Gardner, 1985) Without L2 motivation, learners would feel bored, and then they just learn to pass the exams or please their parents (Krashen, 1982) Gradually, they would be afraid of studying L2 Motivation plays a significant role in the process of learning a language Language teachers cannot effectively teach a language if they not understand the relationship skkn between motivation and its effect on language acquisition as well as its affecting factors The core of motivation is what might be called passion, which relates to a person's intrinsic goals and desires Successful learners know their preferences, their strengths and weaknesses, and effectively utilize strengths and compensate for weaknesses Successful language learning is linked to the learner’s passion (Karaoglu, 2008) One of the factors affecting L2 motivation maintaining is parents Parents can be considered as the most important in increasing and maintaining student motivation in L2 learning According to Wlodkowski and Jaynes (1990), parents can greatly influence and maintain their child’s motivation for a lifetime Parental influences are an integral part of students’ motivation Indeed, the home environment and family support may be major factors influencing the school student (Walberg, Paschal, & Weinstein, 1985 as cited in Hein & Wimer, 2007) Fortunately, many modern parents nowadays are aware of the fact that failure or success of their children depends greatly on the parents themselves - “the first and long life teacher” (Hein & Wimer, 2007) In order to succeed in education in general and in teaching English in particular, teachers should understand the factors affecting student motivation Once teachers can understand the parental influence, they would probably find ways to cooperate with parents to motivate students more so that the students could be successful English learners Important as motivation and the role of parents in maintaining and enhancing motivation are, it is a sad fact that in rural areas in Vietnam like Hungyen, the motivation for English is low Unlike parents in big cities such as Hanoi and Hochiminh city, many of whom are so involved in their children’s English learning as shown in the number of children taking extra courses and scoring so high in English, parents in non-urban areas not seem to have given due attention to this subject Unfortunately, no effort so far has been spent on skkn exploring this aspect of learning as well as the attitudes of the parents towards their children’s English learning Obviously, an investigation into this area will bring about the information needed to gain an insight into how students in those less advantageous areas are driven toward the most important language in today’s globalization context, how their parents feel toward the subject and how these two aspects are inter-related 1.2 Aims of the Study The study aimed at investigating the level of student motivation and their parent’ attitudes and involvement in their English learning at DQH Senior High School 1.3 Scope and Significance of the Study The study was conducted at DQH Senior High School in Vangiang district, Hung Yen province The study focused on examining student motivation in the language that they are learning: English and their parents’ attitudes and involvement in their English learning It is expected to provide deeper understanding of how students in less advantageous areas in Vietnam feel toward the language and what kind of motivation is stronger It is also intended to draw a picture, though far from comprehensive, on how parents in those districts are involved in their children language learning From all this implications on how to better motivate the students, how to maximize parents’ support, how to initiate and sustain parents’ engagement could be drawn The study certainly had practical value for teachers teaching English in DQH Senior High School in particular, and for any researchers who would like to improve language teaching as well as learning in general Knowing the factors affecting student motivation would assist the search for better teaching and learning process skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER 2: LITERATURE REVIEW Motivation as a significant factor in language learning has attracted interest of various researchers and the literature is, therefore, very rich This chapter, however, limits itself to issues that are most pertinent to the research focus They are types of motivation, roles of motivation and parental attitudes and involvement in children’s language learning The review also covers studies into possible roles of parents in shaping the students’ motivation for the language 2.1 Motivation in L2 learning 2.1.1 Definition Research on motivation in L2 learning has been heavily influenced by the work of Canadian psychologist Gardner and MacIntyre (1993) According to Gardner (1985), a highly motivated individual will want to learn the language, enjoy learning it, and strive to learn it The Gardnerian theory of L2 learning motivation is based on the definition of motivation as “the extent to which the individual works or strives to learn the language because of a desire to so and the satisfaction experienced in this activity” (Gardner, 1985) In this definition, motivation is described as goal-directed Gardner (1985) proposes that in order to understand why learners are motivated, it is necessary to understand the learner’s ultimate goal or purpose for learning the language He refers to this as the learner’s orientation (Gardner, 1985) Besides, he identifies two distinct orientations for learning a language, which are integrative and instrumental orientations skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 2.1.2 Types of Motivation 2.1.2.1 Integrative Motivation Integrative motivation or integrative orientation refers to a learner’s desire to learn more about the cultural community of the target language (TL) or to assimilate to some degree in the target community (Gardner, 1985) Moreover, integrative motivation refers to a desire to increase the affiliation with the target community Integrative motivation is characterized by the learner's positive attitudes towards the TL group and the desire to integrate into the TL community (Gardner, 1982; Gardner, 1985) In this sense, the student with integrative motivation likes to learn the TL as he wants to know more about its culture and people In addition, integrative motivation is a key component in assisting the learner to develop some level of proficiency in the language When someone becomes a resident in a new community that uses the TL in social interactions, it becomes a necessity to operate socially in the community and become one of its members It is also theorized that integrative motivation underlies successful acquisition of a native like pronunciation (Finegan, 1999) It is thought that students who are most successful in learning a TL are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk, 1978) In EFL setting such as Vietnam, especially in small, quiet towns, where there are very few English speakers and the exposure to English cultures is very low, it is important to consider the actual meaning of the term "integrative." As Benson (1991) suggests, a more appropriate approach to the concept of integrative motivation in the EFL context would be the idea that it represents the desire of the individual to become bilingual, while at the skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an same time becoming bicultural This occurs through the addition of another language and culture to the learner's own cultural identity As Vietnam is predominantly a monoculture society, opportunities to use the TL in daily verbal exchanges are relatively restricted, especially in the countryside where foreigners rarely appear Hence, there is limited potential for integrating into the TL community It could be anticipated that the integrative motivation under investigation would not be very strong 2.1.2.2 Instrumental Motivation Instrumental motivation or Instrumental orientation underlies the goal to gain some social or economic reward through L2 achievement, thus referring to a more functional reason for language learning (Gardner, 1985) Instrumental motivation is a more utilitarian orientation It refers to learner’s desires to learn the language in order to accomplish some non-interpersonal purpose such as to pass an exam, to get a scholarship, to advance a career, to meet the requirements for school or university graduation, to apply for a job, to achieve higher social status, and so forth (Clement et al., 1994; Dornyei, 1990; Hudson, 2000; Verma, 2005) This is generally characterized by the desire to obtain something practical or concrete from the language study In brief, it is clear that the latter refers to the need to acquire a language as a means for attaining goals such as career advancement or successful further study The former, however, refers to the desire to learn a language in order to become closer to the culture and society of the TL group To gain a clear and deep understanding about motivation roles, types, the following studies are supposed to be useful 2.1.3 Role of motivation in L2 learning The study of motivation in SLA has become an important research topic with the development of the socio-educational model on L2 motivation (Gardner & Lambert, skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 1972; Gardner, 1985; Gardner & MacIntyre, 1993; Tremblay & Gardner, 1995) According to Gardner and Lambert (1972), motivation to learn an L2 is grounded in positive attitudes towards the L2 community and a desire to communicate with valued members of that community and become similar to them The latter desire is integrative motivation, which is a better support for language learning, while instrumental motivation is associated with a desire to learn L2 for pragmatic gains such as getting a better job or a higher salary (Clement, Dornyei, & Noels, 1994; Dornyei, 2001; Gardner & Lambert, 1972).; Hudson, 2000; Verma, 2005) Without motivation, success will be hard to achieve (Ushioda, 2000) Motivation provides the primary impetus to begin learning a second/foreign language and to sustain the long and difficult learning process (Brown, 2000; Ely, 1986; Gardner, 1985; Gardner & Lambert, 1972; Nunan, 2000; Nunan & Lamb, 1996; Oxford & Shearin, 1994; Scarcella & Oxford, 1992; Williams & Burden, 1997) The role of orientation can help arouse motivation and direct it towards a set of goals, with either a strong interpersonal quality (integrative motivation) or a strong practical quality (instrumental motivation) (Dornyei, 2001) Studies in the psychology of learning affirm that without motivation little can be learned (Williams & Burden, 1997) Additionally, numerous research studies on L2 motivation reveal that, in general, motivation enhances SLA; learners ranking high on integrative motivation work harder and learn faster than those who are low on integrative motivation (Clement et al., 1994; Gardner, 1985; Gardner & MacIntyre, 1991; Tremblay & Gardner, 1995; Liu, 2007, etc.) Therefore, integrative and instrumental orientations or intrinsic and extrinsic motivations contribute to the learning of an L2 Nevertheless, as to which one is more important varies from context to context Likewise, students in different contexts may be motivated to learn an L2 by different orientations skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an This is why the issue is still worth further exploration in situations with different groups of learners It is worth noting that L2 motivation is recognized as one of the prerequisites for successful language learning Motivation is “a very important, if not the most important factor in language learning” (Van Lier, 1996) without which even “gifted” individuals cannot accomplish long-term goals, whatever the curriculum and whoever the teacher Instrumental motivation as a contributing factor to learners’ effort and success in SLA: “the greater the value that individuals attach to the accomplishment of or involvement in the activity, the more highly motivated they will be to engage in it initially, and later to put sustained effort into succeeding in the activity” (Verma, 2005; Williams & Burden, 1997) 2.1.4 Studies into integrative and instrumental motivations It has been shown that both integrative and instrumental motivations are important A student might learn an L2 well with an integrative motivation or with instrumental motivation, or indeed with both, for one does not rule out the other or with other motivation Both integrative and instrumental motivations may lead to success, but lack of either would cause problems (Gardner, 1985) Firstly, integrative motivation has been found to sustain long-term success when learning an L2 (Ellis, 1997; Taylor, Meynard & Rheault, 1977) In some of the early research conducted by Gardner and Lambert (1972), integrative motivation is viewed as being of more importance in a formal learning environment than instrumental motivation (Ellis, 1997) In later studies, integrative motivation has continued to be emphasized, although now the importance of instrumental motivations is also stressed However, it is noteworthy that instrumental motivation has only been acknowledged as a significant skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an factor in some research, whereas integrative motivation is continually linked to successful SLA It has been found that generally students select instrumental reasons more frequently than integrative reasons for the study of languages (Gardner & Lambert, 1972; Liu, 2007; Ushioda, 2000; Wong, 2005) They are also good language learners Nevertheless, it should be repeated that those who support an integrative approach to language study are usually more highly motivated and overall more successful in language learning Gardner and Lambert (1972) conducted an important study in the Philippines The researchers switched from the study of French to the study of English, which is the most prestigious language in the Philippines The subjects in this study were high school students who had approximately six years of formal training in English Additionally, English has been the means of instruction since the third grade In the study, Gardner and Lambert (1972) concluded that those students who were instrumentally motivated and received support in their homes succeeded in English language development more than those students who were not instrumentally oriented Nevertheless, those students who identified with the foreign language culture and language seemed to be in a position of advantage in the language acquisition process Finally, and most important, Gardner and Lambert (1972) concluded that in the foreign language setting, teachers and administrators should try to help students develop integrative motivation toward the foreign language and its culture In L2 setting, it is of fundamental importance to help students develop both instrumental and instrumental motivations Man-Fat’s (2004) study focused on the relationship between integrative motivation and L2 achievement among Chinese L2 learners in Hong Kong The respondents of the study included 41 students at St Francis Xavier's College (SFXC) SFXC is a boys' school in 10 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Hong Kong with Chinese secondary students aged from 12 to 18 The data collection instruments used in the study were a questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMI) (Gardner, 1985) and a semi-structured interview The findings revealed that instrumental goals, especially future career development and meeting more varied people with career-related purposes are more important than integrative goals such as appreciating British arts and literature In addition to high instrumental motivation, the findings of the study showed that integrative was also important to the respondents Liu (2007) conducted a research study on Chinese students’ motivation to learn English at the Tertiary Level The purpose of the study was to investigate Chinese students’ attitudes towards and motivation to learn English and the correlations of the said variables with the students’ English proficiency The subjects included 202 third-year non-English majors (51 females and 151 males) in six classes in a southern university in China The instrument used in the study consisted of a motivation questionnaire, an openended question and an English proficiency test A modified 44-item questionnaire adapted from Gardner’s (1985) and Clement et al.’s (1994) studies The findings revealed that the students had positive attitudes towards learning English and were highly motivated to study it, and that they were more instrumentally than integratively motivated Their attitudes and motivation were positively correlated with their English proficiency This means the more positive attitudes students have, the more motivated they are and as a result, the higher score they get in English proficiency 2.2 Parents as a factor affecting students’ motivation in language learning Parents play a crucial role in enhancing children’s motivation to learn an L2 Outside the school environment, Wlodkowski and Jaynes (1990) present four major influences on an 11 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an individual’s motivation to learn, which are family, school, the child as an individual, and culture As Williams (1994) has explained, many factors affect students' commitment to study such as their home background, physical tiredness, events in their personal life, health, previous educational experience, personality and the onset of adolescence Within the limited scope of this study, the impact of parental factor, specifically parents’ attitudes and involvement on students’ L2 motivation will be reviewed Parental attitudes and involvement are very important in enhancing motivation to children’s language learning Gardner (1985) finally suggests that although the students’ perception of their parents’ support is not directly related to their performance in class, their willingness to learn and their motivation are substantially enhanced by suitable encouragement from their parents In fact, parental attitudes and involvement tend to yield highly effective results in language learning Gardner (1968) thinks it is meaningful to distinguish two roles of the parent which relevant to his child’s success in a secondlanguage program, i.e., active role and passive role Gardner (1968) explains the former is the role whereby the parent actively and consciously encourages the student to learn the language In this active role, the parent monitors the child’s language-learning performance, and to the extent that he plays this role to promote success That is, the parent watches over the child and makes sure he does his homework, encourages him to and in general reinforces his successes Gardner (1968) also believes it is safe to assume differences in the extent to which parents vary in this encouragement function would have some influence on the child’s performance in any learning situation On the contrary, the passive role is more subtle, and Gardner (1968) thinks it is more important, primarily because the parent would probably be unaware of it By the subtle role, Gardner (1968) means the attitudes of the parent toward the community whose language the child 12 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an is learning He believes these attitudes are important because they influence the child’s attitudes and motivation To contrast these roles, Gardner (1968) explains that if an English speaking parent might actively encourage a child to learn French, he may stress the importance of doing well in that course, and might see that the child does his homework, and so forth In this case, he might be perceived as actually helping the child This is the active role However, this same parent might hold positive or negative attitudes toward the target community To the extent that he holds negative attitudes toward the target community, he may be undermining his active role by transferring to the child negative attitude towards the target community whose language the child is learning (Gardner, 1968) Therefore, like teachers, it is believed that parents can have remarkable impact on students’ motivation to learn at school and at home as well Webb and Palinscar (1996) emphasizes the critical role of parents like teachers that can influence students’ motivation and engagement in class Parents are considered to play a more critical role in their child’ SLA (Gardner, 1960; Gardner & Lambert, 1972) Specifically, support from home is very important for students’ motivation to learn a second language If parents value both the native language and English, communicate with their children in whichever language is most comfortable, and show support for and interest in their children’s progress, the children will definitely be more motivated to learn the L2 (Wlodkowski & Jaynes, 1990) Concerning family, Wlodkowski and Jaynes (1990) assert that parents appear to be the primary influence on child’s motivation to learn Family has an impact on motivation at every stage of development, lasting through secondary school and beyond Healthy, effective families possess positive attitudes and behaviors toward their children that help 13 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an them to succeed in school and life (Wlodkowski & Jaynes, 1990) With parents being a child’s first and most important teacher, it seems obvious that family will have a significant influence on the development of a child’s motivation to learn Garrett (1995) (as cited in Wlodkowski & Jaynes, 1990) asserts in a speech at the Oklahoma Administrator’s Conference “the smallest school in America is the family”, which illustrates the significant role that family has in education and motivation of students Of the family, parental influences are an integral part of students’ motivation One of the most effective areas of increased student motivation lies not in the schools at all, but in the homes of the students Parental involvement here continues to be the most influential factor in student achievement and motivation Students whose parents are closely involved in their school lives and who monitor their progress fare best in high school From the research findings, Brophy (1987) finds significant proof that parents and family are the leading models and motivators for secondary education students More importantly, children’s home environment can shape the initial constellation of learning attitudes When parents nurture their children to learn by encouraging them to explore and ask questions, they will develop a sense of competence and self-efficacy and autonomy, which help enhancing their motivation to learn Additionally, Brophy (1987) advocates, motivation to learn is stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others, especially parents and teachers Additionally, scholars like Wlodkowski and Jaynes (1990), Gottfried et al (as cited in Dornyei, 2001) believe that parents, apart from peers, also play a major role in affecting students’ motivation to learn as parents’ support is the main reference point reinforcing students’ goals during their process of learning 14 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an In conclusion, parents should be assumed that they are concerned and competent people; they are making their best efforts for the good of their children; they have to contend with pressure and responsibilities; and they need support in their efforts toward problem solving (Wlodkowski & Jaynes, 1990) 2.3 Studies into parental attitudes and involvement in children’s language learning 2.3.1 Parental attitudes in children’s language learning Motivation in L2 learning has been a research topic of great interest to researchers and educators for years There have been various research projects done in this aspect (e.g Gardner & Lambert, 1959; Gardner, 1960; Gardner & Feenstra, 1968; Gardner & Lambert, 1972, etc.) Moreover, several research studies conducted in recent years (Madileng, 2007; Liu, 2007; Sung & Padilla, 1998; Wong, 2005) demonstrate how much motivation influences student in L2 learning and some emphasize the role of parents in student’s SLA In their first studies, Gardner and Lambert (1959), and Gardner (1960) investigated English-speaking high school students who were taking French lesson in Montreal in terms of language-learning aptitude, verbal intelligence, attitude toward the French community and intensity of motivation to study French Moreover, Gardner (1960) found that those students with integrative motivation to study French, had parents who also had an integrative motivation toward the French community In this respect, Gardner (1960) concluded that the students’ integrative motivation depended on the family’s attitudes Related to the topic of the previous study, Gardner and Feenstra (1968) investigated parental influence on students of French in Ontario Basing on the result of their research, Gardner and Feenstra (1968) confirmed the result of Gardner’s previous studies Those parents, who were concluded to hold more positive attitudes toward the French language 15 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an and community, encouraged their children to learn French more than those parents who did not have positive attitudes toward the French language and community After the series of studies described above, Gardner and Lambert (1972) decided to extend their research to a non-Canadian setting to test the generalizability of their ideas about motivation, attitudes, and the language learning process For this purpose, they conducted a series of studies in Louisiana, Maine, because it presented an active French subculture The third state, Connecticut, was chosen as a reference for foreign language learning, and as an example of a more “typical American region” In Louisiana and Maine, Gardner and Lambert (1972) investigated the attitudes and motivation of American high school students toward the French language and people The findings showed that parents in Louisiana seemed to encourage their children to learn French for instrumental reasons However, unlike the Louisiana setting, where parental attitudes played an important role in motivating students, in Maine, motivation apparently seemed to stem from a positive view of the French teacher and sensitivity for the feeling of others Furthermore, an instrumental orientation originated in those homes where parents shared many French friends Sung and Padilla (1998) conducted a research on student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools The respondents consisted of 591 students, where elementary occupied 140 students from two different schools and 450 for secondary students from six different schools in California The aims of the study were to examine the student motivation toward the learning of Chinese, Japanese, or Korean in public school in California Information was collected by means of a questionnaire, one for parents and one for students The findings revealed that elementary students were more motivated overall toward Asian language 16 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an study than were older students Besides, younger students perceived their parents as more involved in their language study than did high school students The findings further showed that elementary school parents had positive attitudes toward L2 and were more motivated in the child’s language learning than were parents of high school students It is important to note that the students in this study made no distinction between instrumental and integrative motives for learning a foreign language Students here had the right to choose the language they liked to learn Another recent research project carried out by Madileng (2007) with an empirical investigation in the relationship between motivation and English second language proficiency when English was viewed as a medium of instruction The respondents of the study were 52 first year students at the Ekurhuleni West College of the ALberton campus registered for Business Studies A questionnaire and a language proficiency test were used for the data collection The results of the study proved that parental support were generally low and never went above 25.6% and that the students who got the least parental support were low performers In brief, parental attitudes towards their child’s language learning play a vital and crucial role in the development of SLA More specifically, when children are receiving frequent encouragement from their parents, they would be more motivated to learn the language; as a result, they would put more effort to learn it To some extent, they would even be willing to study it In other words, parents’ attitudes can shape their children’ motivation to learn the language and parental involvement holds a more significant part in maintaining their children’s motivation The latter issue is reviewed in the following section 17 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 2.3.2 Parental involvement in children’s language learning Although little research has been done to examine students’ motivation to learn English versus their parental involvement, several studies provide clues to this critical component of L2 learning In the 1990s, researchers (Crookes & Schmidt, 1991; Mahlobo, 1999) studied the effects of variables like the contribution of parents in their children’s SLA and proficiency and the influence of other variables like the school and classroom environment The curriculum of the home is characterized by family values that manifest from parent-child interaction Such values set a foundation of individual responsibility, hard work, perseverance and the importance of education and educational achievement The literature review highlights parents’ socio-economic status, parents’ level of education, and appropriate family context and culture as influential on learner motivation 2.3.2.1 Parents’ socio-economic status Some research indicates that there is a significant relationship between parents’ socioeconomic status and their children’s level of intelligence (Milner, 1986 as cited in Mahlobo, 1999) Families with low socio-economic status lack items such as books, magazines, radios, television, TV games, computers and computer games that can serve to stimulate children intellectually and provide exposure to English This can affect the learners’ ESL proficiency and academic performance since such learners tend to be characterized by a lack motivation, poor academic achievement, poor language skills, inductive rather than deductive reasoning, as well as inability to use high order cognitive strategies like analysis and evaluation (Du Toit, 1993 as sited in Mahlobo, 1999) 18 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an In the light of previous research, Wong (2005) conducted a research on “Student Motivation and English Attainment” in Hong Kong The research study aimed at investigating the motivation patterns of the two groups of Hong Kong students with different cultural backgrounds and at examining the relationship between their motivation to learn English and English attainment The respondents included 50 students The tools for gathering information were a questionnaire and an English Attainment Test The findings revealed that peer is the most influential factor affecting students’ motivation to learn while parents play the least significant role and that parental guidance was not sufficient during students’ process of learning English Wong (2005) further explained most parents in this study were working class, their educational level might not be sufficient to solve their children’s English problems and sometimes the family income could barely support the expenses of the whole family making it difficult for the parents to care for their children’s studying as well as English learning Therefore, parents’ education and financial status were the foremost problems, which indirectly devastated students’ learning motivation 2.3.2.2 Parents’ educational background The parents’ level of education also determines their levels of aspirations for their children, parental involvement in the education of their children and the family value systems With this respect, children of highly educated parents benefit more from education as their parents are able to assist more in their learning Such children can make more progress than those who are not fully supported by their parents due to poor educational backgrounds (Driessen, Vander Slik, & De Bot, 2002) What is more important, parental involvement entails their assistance in high scholastic achievement, offering academic guidance and provision of resources on school related 19 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an tasks and managing and emphasizing educational activities of their children rather than pleasurable things like TV programs, choice of books and magazines (Ferhmann et al., 1987 as cited in Mahlobo, 1999) This means that expression of affection and interest in the child’s academic and personal growth, effective value systems, family practices, parental beliefs and attitudes toward education can contribute to promote motivation and positive self-concept In contrast, when parents cannot speak or understand English, the learners’ acquisition of English is not supported and reinforced after school hours Such parents may also feel ill-equipped to assist with homework (Madileng, 2007) 2.3.2.3 Parental expectations from learners Parents’ expectation of scholastic success, a better career, as well as high professional status attainment, are important and easily transmitted through a development of a family context and culture which values education in so far as it leads to self-improvement and high self-esteem (Schnider & Lee, 1990 as cited in Mahlobo, 1999) They point out that such a context can be created through, amongst others, verbal encouragement of children to excel in EFL tasks, helping them with English homework and practical projects, monitoring when possible and support from an EFL perspective Parents should also provide reading materials such as books, newspapers and magazines with topics of interest to their children Parental expectations in learning EFL can also be a from of hope that can help children strive to become better English learners as well as more motivated to learn , thus it is natural for parents to have expectations about their children Therefore, it is necessary that parents should let children know what their expectations are (Gardner, 1968) Once children know their parents’ hope, they would want to please their parents and try their best to work hard to realize that hope Consider an example, rural Vietnamese parents can 20 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an hope that one day their children with good knowledge of English will work in a foreign company in order to be well-paid and support for the whole family In conclusion, a variety of studies show that a home conductive to learning and a family context which include the parents’ level of education, positive educational aspirations and effective involvement in their children’s improvement in ESL proficiency, can result in high general scholastic performance(Gardner, 1968; Gardner & Lambert, 1972; Madileng, 2007; Wong, 2005) This is a clear indication that education and ESL achievement is not the responsibility of the school alone For education to succeed, parents should also play a prominent role in the education of their children 2.4 Summary All this suggests that an investigation into parents’ role in promoting children’s motivation needs to consider both aspects and their manifestations In this chapter, the general information about motivation in L2 learning was explored First, the definition of motivation, types and roles of motivation were reviewed through previous studies Second, role of parents in generating children’s motivation in language learning was also reviewed through numerous research projects All these were helpful because they provide the background knowledge of the present research study 21 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER 3: METHODOLOGY This chapter consists of four main sections Section 3.1 provides details on the data collection instruments Section 3.2 describes the subjects participating in the study The procedures and the setting are presented in the next two sections respectively and the last one is the data analysis 3.1 Data Collection Instruments To have the answers to the research questions, information was elicited from parent and student questionnaires 3.1.1 Questionnaires A questionnaire is usually considered the most appropriate research instrument for gathering information concerning the attitudes of the respondents There are three reasons for this (Gillham, 2000) First, a questionnaire is confidential and the respondents can remain anonymous Second, a questionnaire is easy to administer, enabling the researcher to survey a large number of respondents Third, in many cases the respondents can complete the questionnaire when it suits them These advantages have encouraged the use of questionnaires in this research, which made use of a relatively large number of participants 3.1.1.1 Student questionnaire (Appendix A1) The main objective of the student questionnaire was to measure student motivation in English learning and to determine the types of motivation they had In an attempt to triangulate the data on parental attitudes and involvement in their child’s English learning one section of the student questionnaire is devoted to eliciting learners’ perceptions of their parents’ role There are three sections in the student questionnaire 22 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Section A has five statements (from to 5) attempted at gauging students’ integrative motivation Students are required to state reasons for their studying English in an integrative way All five items were adapted from Clement et al., (1994) (as cited in Dornyei, 2001) Some of these items were once administered by Sung and Padilla (1998) and Liu (2007) with the same purpose to measure students’ integrative motivation Section B consists of nine statements (from to 14), which focus on the students’ InstO, instrumental reasons for learning English These include better job opportunities, traveling as well as motives like being respected The first four items were adapted from Gardner’s (1985) with some minor changes For example, “English”, the TL of this study replaced “French”, the TL, in Gardner’s (1985) study Items 10 to 12 are statements adapted from Clement et al’s (1994) (as cited in Dornyei, 2001) and item 13 from Dornyei’s (1990) (as cited in Dornyei, 2001) Item 14 (English is a compulsory subject at school) was added to the list as this was believed to be one popular reason for Vietnamese students to learn English Section C with 12 statements (from 15 to 26) elicits the students’ perceptions about the support they get from their parents Some statements were adapted from Gardner’s (1985), Sung and Padilla’s (1998) and Madileng’s (2007) studies, which are all aimed at exploring parents’ support from students’ perceptions Again, changes have been made to make the items more suitable for the purpose of the study and the research context For example, to elicit the students’ opinion of how their parents are involved in their language learning, the subject of each statement is “my parents” instead of “I” In addition, as mentioned in section B, “English”, which refers to the language that students are learning at school, replaced “French” in Gardner’s (1985) study The original item of Gardner’s (1985) “My parents feel that because we live in Canada, I should learn 23 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an French” was changed to the statement “My parents feel that because we live in the countryside, I not need to learn English” Other items were added considering the characteristics of DQH students For example, “My parents give me anything that I need to study English well” Finally, it is worth noting that the student questionnaire was translated into Vietnamese to ensure better comprehension 3.1.1.2 Parent questionnaire (Appendix B1) The purpose of this questionnaire was to specify the attitudes and involvement of parents in their children’s English learning The questionnaire was translated into Vietnamese too because virtually all the parents were observed to be unable to use English The parent questionnaire includes 12 questions, which were identical to those in Section C of the student questionnaire Question elicits information about parents’ feeling about their children’s need to learn English Questions 2, and seek information about parents’ encouragement in their children’s learning English, e.g ask them to watch English television programs and/or listen to English radio programs Question is to ask the parents if they believe English should spend more time studying English Questions and are to record parents’ beliefs in the importance of English in general and after graduation in particular Questions 6, 7, 11 are designed to collect information about how parents help their children English homework, whether they tell them to get help from the teacher if 24 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an they have problems with learning English and support everything for them to study English well Questions 10 and 12 are to discover the information about whether parents feel proud when their children study English well and to ask if they force their children to learn English Responses to items on both the student and parent questionnaires were recorded on fivepoint Likert scales ranging from “strongly agree” (5) to strongly disagree” (1) This five -point rating scale was administered in the present study because they are very popular with educational researchers and have been shown to work quite well (Johnson & Christensen, 2000) 3.2 Subjects 3.2.1 Student population The 10th graders were selected to be the research group for this study as their subject preferences were believed not to be affected by the pressure from the Graduation and University Admission exams as the 11 and 12 graders There are 28 classes with 1,257 students at DQH High School, in which grade 10 comprise 10 classes, each of which has approximately 49 students The total population of 10 th-grade students is 496, 249 of whom are girls The age ranges from 16 to 17 and all students have learned English for at least four years and finished the set of textbooks used for junior secondary school i.e., English 6, 7, and It was necessary to select a sample because the population of 496 students is too large for this study given the time constraints 25 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.2.1.1 Student sample 99 tenth graders (50 females and 49 males) were randomly selected (one in every five) to make a sample that is expected to represent the population of Grade 10 students at DQH High School Johnson and Christensen (2000) argue that a random selection would produce a sample that might be representative of the total population as each individual in a given population has an equal chance of being selected This, in many cases, is done by assigning a number or code to each person and then generating a sequence (Gillham, 2000) In this study, the class attendance lists were used and one student was chosen from a sequence of five students of the same gender 3.2.2 Parents There were 99 parents participating in the study, corresponding to 99 students Parents participating in this survey research were the ones whose children were studying at DQH Senior High School and took part in this survey It should be repeated that virtually all the parents have never learned EFL 3 Procedures The study was carried out as follows First, all the students selected as the subjects and their parents were coded using numbers to secure confidentiality All these numbers were then recorded onto the questionnaires Then copies of the student questionnaire were distributed Any queries were taken care of and the subjects were asked to return the handouts when they had finished In the next stage, the copies of parent questionnaire were then given to the students who would hand it on to their parents The parents were asked to complete the questionnaire in 26 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an a week’s time and students submitted their parents’ questionnaires to the teacher researcher at school Finally, the data collected was analyzed to generate the answer to the research questions All information gathered was kept completely confidential and used for the research purpose only 3.4 Data analysis Data analysis was divided into four stages Stage Information collected from questionnaires was collated and coded for analyzing Every student has his own code number and his parents also had the same code number For example, student one would have a code number 1.1 and his/her parents would own an exact code number 1.1; similarly, student two with a code number 1.2 and his/her parents with 1.2 Keep on coding to the last pair of parents and child who own the same code of 1.99 Stage In order to measure the central tendency that students and their parents have, the results of the survey were computed in terms of mean (M), standard deviation (SD), mode (Md), and range to examine the students’ level of motivation to learn English and their parents’ attitudes and involvement (Vogt, 1999 as cited in Creswell, 2005) The mean gives an average for all of the scores SD is a sort of average of the distance of all the numbers from the mean (Brown, 2001) In other words, SD is a measure of how widely values are dispersed from the average value (the mean) Because the values of SD show the dispersion of the answers, the higher the value of SD is, the bigger the dispersion is and 27 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the lower the less The smaller value of dispersion suggests the mean scores are considered to be reliable (Nachmias, 1996) The Md is the score that appears most frequently in a list of scores It is used when researchers want to know the most common score in an array of scores on a variable The maximum (Max) and minimum (Min) score for each item in this study is and respectively The neutral point is Max calculation helps in pointing out the largest value in a set of values while Min calculation is useful in providing the smallest set of values Apart from M, SD and Md for each statement, frequency and rate were also mentioned to produce more specific explaination As mentioned earlier, responses to items on both the student and parent questionnaires were recorded on five-point Likert scales ranging from “strongly agree” (5) to strongly disagree” (1) It is worth noting that, the items which expressed negative attitudes towards learning English, had values assigned to their alternatives reversed, namely, the response “strongly disagree” got a value of instead of 1, the choice “strongly agree” got a value of instead of 5, and so on Stage In this stage, the t-test was applied to assess whether there is any difference between the perceptions of students and parents The result of t-test was computed in terms of t Stage Finally, the correlation analysis was conducted to determined the relationships between the students’ English-learning motivation and their parents’ attitudes and involvement in their English learning The coefficient of correlation describes the strength of the relationship between two sets of interval-scale or ratio-scaled variables It is designated by r and is referred to as Pearson’s r It assumes any value between -1.00 to + 1.00 28 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an inclusive If r = there is no correlation If r = 30 or r = -.30, there is small or weak correlation If r = 75 or r = -.75, there is large or strong correlation A correlation of -1.00 or + 1.00 indicates perfect correlation (John & Christensen, 2000) CHAPTER 4: results AND DISCUSSIONS This chapter presents the results and the discussions of the data collected The chapter comprises the following sections: 1) the students’ integrative motivation in English learning; 2) the students’ instrumental motivation in English learning; 3) the level of parental attitudes and involvement in children’s English learning as peceived by the students; 4) the level of parental attitudes and involvement in children’s English learning; then 5) the possible connection between 1, 2, and Of all 99 copies of student questionnaire administered, all 99 were collected whereas of all 99 parent handouts distributed, only 92 were returned Therefore, seven pairs of parents and students were with held from the data pool 4.1 Students’ motivation in English learning 4.1.1 Students’ integrative motivation in English learning Table (p 30) demonstrates the students’ integrative motivation in English learning The overall level of integrative motivation in DQH students was not high The most compelling reason for those students to learn English is their desire for listening to English music (M = 4.18, SD = 0.90 and Md = 4) while the wish to live like English people seemed to be the least strong motive It can be argued that students in this study are all teenagers so they like music, singing songs as they help them relax after hardlearning hours Especially, listening to English songs may make them curious about the content of the songs, so if they want to understand the songs’ meanings, they have to learn English 29 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Responding to item 1- the desire to meet and speak with foreigners (M = 3.69; SD = 1.09)- the majority of the students would appreciate the chance to communicate with foreigners in English However, more than 18 % of students reported that they did not have a need to converse with foreigners, and that was not their reason for English learning This can be due to the fact that these students found it too difficult for them to meet and communicate with foreigners in such rural area as their hometown Table 1: STUDENTS’ INTEGRATIVE MOTIVATION N o Statements StrD D IN ENGLISH LEARNING (n = 92) N A Str A M SD M d Studying English can be (3%) (1%) important for me so that I can understand English music 42 37 4.19 0.8 4 English will allow me to (3.3 meet and %) converse with foreigners 13 3.78 1.0 2.88 1.2 14 (10% (46% (40 ) ) %) 40 22 (15% (14% (43% (24 ) ) ) %) English will 10 35 11 20 16 enable me to (11% (38% (12% (22% (17 get to know ) ) ) ) %) various All the data related to the students’ motivation is recorded in Tables 1, 2, and the parents’ attitudes and involvement in Table All the items are organized from the highest mean score to the lowest Therefore, the question numbers are not the same as in the questionnaires 30 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an cultures peoples and I would like to 20 42 28 go to an (22% (46% (30% (2%) English ) ) ) speaking country to live I would like to 33 27 25 live like the (36% (29% (27% (8%) way that ) ) ) English people live 2.13 0.7 2.06 0.9 (0% ) (0% ) Total mean = 15.05; SD = 2.99; Md = 15; Min = ; Max = 21 (StrD : Strongly Agree ; A: Agree; N: Neutral; D: Disagree; StrA: Strongly Disagree) In contrast to the high mean scores of items and 1, the respondents got quite low score in items 3, and As can be seen, 49% of the subjects disagreed with Item - the goal to explore different cultures and peoples in the world With M = 2.88, Md = 2, it is suggested that the majority of the respondents might not study English for that worldwide culture reason and the SD was 1.21 demonstrated a small dispersion between respondents’ answer All this could be explained by the fact that students in the countryside have no or little opportunities to meet foreigners or be immersed in books 31 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an about English-speaking cultures As a result, students here did not know much about foreign culture or they did not even think they would need to know it Item asked respondents whether they learned English just because they wanted to go to an English speaking country to live or not The mean score of 2.13 and SD of 0.77 demonstrated the fact that the majority of students in DQH Senior High school were not optimistic at all at the chance of going abroad Only two of the respondents said they were studying English because they wished to go abroad to live in future This suggests limited knowledge of the world culture and scanty travel opportunities for students in areas like Hung Yen All the data collected was strongly connected to the low positive response to item asking whether the subjects would like to live the way English people live or not This result showed that the respondents had not been aware of the fun and benefit associated with exploring foreign culture; neither had they shown any interest in English living style at all The mean score was 2.06 and SD score was 0.96 To conclude, as is shown in Table 1, the level of the integrative motivation was rather moderate (total mean = 15.05, SD = 2.99 and Md = 15) This might be due to the fact that students in rural areas have few opportunities to meet and converse with foreigners, or people who have traveled abroad The chances for them to be in contact with the target culture could be very scarce too In fact, the only chance for rural senior secondary school students to travel internationally is a full scholarship However as education advancement opportunities for teenagers in this area are rare, so are their dream to go It would be interesting to find any similar pattern of interest toward instrumental motivation in English learning presented in the following section 32 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.1.2 Students’ instrumental motivation in English learning Table below presents the students’ instrumental motivation in English learning The result generally shows that the vast majority of the respondents held a high level of instrumental motivation Instrumental orientation was believed to cause QDH students to learn English more than integrative orientation with the total mean scores of the former M = 34.94 and of the latter M = 15.05 Table 2: STUDENTS’ INSTRUMENTAL MOTIVATION IN EL (n=92) No Statements StrD D N A Str A M SD 11 I may need English later (for jobs, studies, (0%) traveling) 47 38 (5%) (3%) (51 %) (41 %) 4.3 62 English will someday be useful in getting a (1%) good job 10 35 40 (11% (38 ) %) (43 %) 0.8 (7%) 4.2 14 English is a compulsory subject (0%) 0 70 22 (0%) (76 %) (24 %) 0.4 (0%) 4.2 I will need English for my future career (3%) 42 36 (2%) (10% (46 ) %) (39 %) 4.1 92 English studying will make me a (1%) knowledgeable person 10 35 (11% (45 ) %) (38 %) 0.7 (5%) 4.1 11 26 3.9 0.8 6 10 I can broaden my outlook with English 41 50 33 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn M d C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an (3%) 12 English will enable me to know more about (3%) English world (2%) (12% (55 ) %) (28 %) 13 14 15 48 (14% (15% (52 ) ) %) Other people will 11 31 14 24 respect me more if I (12% (34% (15% (26 have knowledge of ) ) ) %) English 13 Learning English gives me a feeling of (8%) success 21 29 25 (22% (32% (27 ) ) %) (16 %) 12 (13 %) 10 (11 %) 3.6 0.9 4 3.1 1.2 2 3.0 1.0 Total mean = 34.94; SD = 4.27; Md = 34; Min = 22; Max = 44 With the mean score of 4.36, the item 11 - I may need English later - received the support of the overwhelming majority of respondents (92%) Items and 14 had the same mean score of 4.23 Responding to Item 8, one respondent in the total of 92 rated this question as strongly disagree; six disagreed and ten (11%) undecided 38% considered English important to get a good job In question 14, interestingly, no respondents expressed their disagreement with the statement “English is a compulsory subject” Virtually all the students confessed English was a must in school, so they had no choice but learned it The mean score of this item was 4.23, SD =0.42 and Md = Item 10 - the wish to broaden outlook- received 3.97 mean score with 0.86 SD and the Md was This suggests that a large number of students (83%) were aware of the 34 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an importance of English in improving their knowledge Only 11 students saw no connection between English learning and chances to broaden their outlook This is in the same line as the data initiated by item 12, English will enable me to know more about English world, with the mean score of 3.64, SD score 0.94 and Md score It can be seen that more than 70% of the respondents realized that English learning might enable them to know more about the English world For the statement 9, the wish to be respected and 13, learning English gives me a feeling of success, the mean scores were nearly equal, 3.13 and 3.01 respectively This further explains why the rating for integrative motivation is so low: these learners attach little importance to the language as well as the status associated with it To sum up, the instrumental orientation level of DQH students was generally higher than the integrative orientation The findings in this study are in line with other investigations, for example Liu’s (2007), which suggests a similar pattern of interest toward this world language among neighboring Asian countries In her study, Liu (2007) found the Chinese students were also more instrumentally than integratively motivated to learn English, as indicated by their mean scores presented in Table (see p 34) However, it should be noted that the level of interest displayed by the Chinese subject toward English is much better than that by the Vietnamese The common instrumental orientations found among these students were getting promoted in career development, getting a good job, searching for information on the Internet, being educated, knowing the world, studying and working abroad They were highly motivated by travel as well The differences may be accounted for by the fact that the latter were all students whose job prospects were strongly connected to proficiencies in English They were all from a harbor tourism city where there might be more viable opportunities to be in contact with 35 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an English speaking people and their parents could be in a stronger profile in terms of English background Table 3: MOTIVATION BY VIETNAMESE AND CHINESE STUDENTS M Integrative Orientation by 15.05 Vietnamese SD Md Range 2.99 15 9-21 =152 subjects (5items) Instrumental Orientation 34.94 4.27 34 22-44 >273 by Vietnamese subjects (9 items) Integrative Orientation by 32.67 Chinese subjects 4.54 35 14-48 485 27-76 by Chinese subjects (16 items) The average score of five items The average score of nine items The average score of 14 items The average score of 16 items 36 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.1.3 Parental attitudes and involvement as perceived by students Table (see p 35) summarizes the results from items 15 to 26 of the questionnaire relating to parental encouragement as perceived by the students As mentioned earlier in section 3.5, item 15 in student questionnaire and item in parent questionnaire which expressed negative attitudes towards learning English, had values assigned to their alternatives reversed, namely, the response StrD got a value of instead of 1, the response StrA got a value of instead of 5, and so on Table 4: PARENTAL ATTITUDES AND INVOLVEMENT AS PERCEIVED BY STUDENTS (n=92) N o Statements StrD D N A Str A 15 My parents say 58 25 that as we live in (63% (27 the countryside, ) %) we not need to study English 4.4 0.8 (6%) (3% (1% ) ) 26 My parents force me to learn (0%) English 11 35 42 (4% (12 ) %) (38 %) (46 %) 16 My parents encourage me to (0%) study English well 33 42 (8% (11 ) %) (35 %) (46 %) 18 My parents stress the importance (1%) English will have for me when I leave school 41 35 (5% (12 ) %) (44 %) (38 %) 19 My parents think 44 31 10 11 11 M SD 4.2 0.8 M d 4.1 91 4.1 0.8 4.0 0.8 37 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an English important is (12 (7% %) ) (48 %) (33 %) 25 My parents feel proud of me if I (1%) study English well 28 37 (8% (21 ) %) (30 %) (40 %) 21 My parents tell me to seek help (1%) from my teacher if I have problems with my English 45 25 (8% (15 ) %) (49 %) (27 %) 17 My parents believe that I (3%) should spend more time learning English 18 19 41 11 (20 %) (21 %) (44 %) (12 %) 23 My parents encourage me to (2%) watch English television programs 15 26 40 (16 %) (28 %) (44 %) (10 %) 22 My parents give me anything that (8%) I need to study English well 19 12 37 17 (21 %) (13 %) (40 %) (18 %) 24 My parents encourage me to (5%) listen to English radio programs 35 46 (38 %) (0%) (50 %) (0%) 19 14 4.0 1.0 0 3.9 0.9 3.4 1.0 4 3.4 0.9 3.4 1.2 3.1 1.1 (7% ) 38 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 20 My parents help 46 44 me with my (50% (48 English ) %) homework 1.5 61 (0%) (2% (0% ) ) Total mean = 44.03; SD = 6.50; Md = 47; Min = 23; Max = 56 Overall, most students felt positive about parents’ attitudes and involvement in their English studying although it should be noted that there was a difference between what they generally perceived about the role of English and what specific, encouraging things that they did Table indicates that items 15, 26, 16, 18, 19 and 25 had the highest mean scores over the rest The SD of 0.83 to 1.00 in range revealed that the dispersion of the responses was small and reliable Of the high mean score statements, item 15 had the highest mean score of 4.47, which indicated that the respondents felt their parents were aware of the importance of the language despite their residence area as countryside Responses to items 18 – my parents stress the importance English will have for me after leaving school and 19 – my parents think English is important indicates a similar line This awareness results in their encouragement, even the use of force exerted to their children They were also reported to show a sense of pride for their children’s achievement in the language The next five statements in the same question show slightly less enthusiastic responses: the mean score ranges from 3.93 for item 21 – my parents tell me to seek help from my teacher if I have problems with my English – to 3.14 for item 24 – my parents encourage me to listen to English radio programs Others concern the advice to devote more time to 39 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an learn English - item 17 (with 58% of positive choices), the need the parents feel for more stress on time to be spent watching television English programs (54%) and the willing support that they give (58%) It is, however, worth noting that in Madileng’s ( 2007), only 28.8% of parents were claimed to usually or always encouraged their children to ask for help from their teacher The stronger urge to seek help felt by the Vietnamese subjects may be connected to the last statement of the Table 4, which asked students if their parents helped them with their English homework This gained the smallest mean score as well as the smallest SD (0.61) Such low mean score pointed to the truth that the parents in this survey almost never help their children English homework As mentioned earlier, the parents in this survey hardly have any knowledge of the language; therefore, they are not capable at all of helping their children and felt the urgent need to press the children to ask for teaching staff’s help This finding was consistent with Madileng’s (2007) The majority of the students (76.9%) indicated that their parents never helped them with homework Only 9.6% of them said they always received help from their parents when doing homework In her study, parents are reported to be unable to use the TL She added that such parents might feel illequipped to help with TL homework Madileng (2007) explained when parents were not literate enough to speak, write and understand English, the learner’s acquisition of English would not receive the necessary support and reinforcement after school hours Unfortunately, this is the case for Vietnamese too In conclusion, the feeling the subjects save for their parents’ support in learning English is generally very positive, which reflects the Confucius influence on each Vietnamese: everything should be done for the sake of the children’s education This also illuminates 40 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the fact that parents are felt to be fair in their attitude towards English and other subjects deemed to be more important such as mathematics or literature The lack of knowledge for the language unfortunately leads to the inability to offer home assistance in completing English tasks, which could affect the children’s consolidation of the lesson learnt 4.2 Parental attitudes and involvement in children’s English learning as judged by parents Parental attitudes and involvement in children’s English learning were also measured by summing the scores from the twelve items in the questionnaire (items to 12) The higher the scores, the more positive attitudes and frequent involvement parents devoted to their children’s English learning The following section will report the findings from parents’ questionnaire in detail Table 5: PARENTAL ATTITUDES AND INVOLVEMENT IN CHILDREN’S ENGLISH LEARNING (n=92) N o Statements StrD D I think English is (2%) important I stress the importance (8%) English will have for my child when he/she leaves school N A StrA M SD Md 0 15 75 4.7 (0% (0% (16%) (82% ) ) ) 0.6 0 23 62 1.0 4.4 (0% (0 (25%) (67% ) %) ) 41 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an I think that 58 because we (63% 25 live in the ) (27 countryside, %) my child not need to study English 4.4 0.9 5 I believe that 21 61 4.3 my child (10% (1% (0% (23%) (66% should spend ) ) ) ) more time learning English 1.2 5 (0% (9%) ) (1%) 11 I give my child (8%) everything that he/she needs to study English well 0 36 49 4.3 (0% (0% (39%) (53% ) ) ) 1.0 36 47 5% 4.2 (0% (39%) (51% ) ) 02 12 51 29 4.0 (0% (55%) (32% ) ) 0.9 I tell my child 15 0 37 40 3.9 to seek help (17% (0% (0% (40%) (43% from the ) ) ) ) teacher if he/she has problems with his/her 1.3 I encourage my child to (5%) learn English well 12 I force my child to study (0%) English (13 %) 42 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an English 10 I feel proud of 24 0 40 28 3.5 my child if (26% (0% (0% (44%) (30% he/she studies ) ) ) ) English well 1.1 8 I encourage my child to (1%) watch English television programs 28 41 22 1.5 0% 3.5 (45%) (24% ) (30 %) I encourage my child to (3%) listen to English radio programs 31 40 18 1.0 (34 %) 3.3 (0% (43%) (20% ) ) I help my 90 child with (98 his/her %) English homework 0 (0 %) (0 %) (0%) 58 1.0 (2%) Total mean = 46.07; SD = 5.38; Md = 50; Min = 28; Max = 56 Table summarizes the results drawn from parents’ questionnaire Overall, the result in this part shows that most parents were concerned about their children’s English learning and constantly gave them support in their English studying They were the parents who paid due attention to their children’s studying in general and their English learning in particular Items 5, and had the highest mean scores: all retaining the mean score of 43 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an over 4.4 In contrast, item - helping the child to English homework - took the smallest mean score (M = 1.08), which in general replicate the findings in Table about the children’s perception of their parents’ support As can be seen in Table 5, the parents report to attach great importance to English despite the fact that they are not in direct contact with the language as in urban areas like Ha noi or Ho chi Minh city (items 5, and with the mean score in the range of 4.42 and 4.75) They believed more time budget should be spent on this subject (M = 4.34), tried to satisfy the needs connected to language learning (M = 4.30), urged them to study the language (M = 4.27), even made use of force (M = 4.05) In other words they said they had done everything they could to best facilitate the language learning There may be very good reasons behind this enthusiasm First, the parents might think that their children would need English to pass the National Graduation Exams as English are required as a compulsory subject Second, perhaps the parents may hope that their children might select English as the subject for university admission exam or the policy by Ministry of Education and Training may change and English could be included in the list of compulsory subjects for university entrance selection They could also be inspired by the media with positive news attached to professions connected to English such as journalists, teachers, office workers, tourist guides Items 7, I tell my child to seek help from the teacher if he/she has problems with his/her English, and item 10, I feel proud of my child if he/she studies English well demonstrate a significantly positive note too: 83% and 74% respectively Parents’ involvement can be illustrated in their effort in urging their children to watch English television programs and listen to those on radio to improve their children English competence As is shown in table 5, in cases of item , I encourage my child to watch 44 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an English television programs, with M = 3.52, SD = 1.56 and item 9, I encourage my child to listen to English radio programs, with M = 3.32, SD = 1.01, most parents have done the right thing However, it is worth noting that up to 30% of them never encouraged their children to so For the item 6, I help my child with his/her English homework, which takes the most modest mean score, two of the parents stated they ever helped their children with their English homework, while 98% definitely affirmed that they were not able to help their children with their English homework though they might wish to As commented above, a very similar pattern to that elicited by the students’ questionnaire is registered However, it should be acknowledged that the parents were more positive in evaluating their roles concerning the task of boosting the children’s motivation to English learning It is also interesting to direct attention to the fact that the number of students who clearly felt the pressure that the parents exerted on them with respect to leaning the language is slightly smaller than the number of parents who admitted forcing them to learn the subject In brief, parents’ attitudes and involvement in children’s English learning in the present study were encouraging Though parents were not able to help their children in English practice, they stimulated them by their verbal encouragement According to Madileng’s (2007) study, parents with poor educational background fail to provide help, monitor their homework or share them experiences in enjoying educative television and radio programs Moreover, virtually all the parents in this study were farmers with limited financial resources, which may restrain them from investing money into resources like books, magazines, newspapers, and other materials in English 45 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.3 Parental attitudes and involvement in children’s English learning perceived by students and parents Table 6: T-test value of mean scores of parents’ attitudes and involvement children’s English learning perceived by students and by their parents Group n Mean SD Students’ 92 44.03 6.50 in t perceptions 0.64 Parents’ 92 46.07 5.38 perceptions As shown in Table 6, the t-test was used to assess whether there was any difference between students’ perception and their parents’ judgement on parental attitudes and involvement in their English learning Although the means score for the students is slightly lower than their parents (students’ mean = 44.03; parents’ mean = 46.07), there is no significant difference (t = 0.64) This t-test result indicates that there is no statistical difference between the two means Interestingly, this finding was not the same as Sung and Padilla’s (1998) study, in which the t-value was so high with t = 9.67 Students in their study were reported to have downplayed parental involvement in their foreign language learning and revealed negative towards what they received from their parents’ attitudes 46 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.4 Correlation between students’ motivation and parental attitudes and involvement in children’s English learning Table 7: R- values of students’ motivation and PARENTAL ATTITUDES AND INVOLVEMENT Students’ motivation Integrative Instrumental Orientation Orientation Parental attitudes and involvement r = 054 r = 544 Parental attitudes and involvement – self- r = 007 r = 365 as perceived by students (n = 92) evaluating (n = 92)] As mentioned in section 3.4, data analysis, the correlation coefficient (r) was applied to assess whether there was any relationship between student integrative motivation, instrumental motivation and parental attitudes and involvement in their English studying Table reveals some interesting findings relating to the subjects motivation level and possible connection between this factor and parents’ support As confirmed in the previous sections, parents are affirmative in their roles toward enhancing the children’s learning and this is generally confirmed by the triangulation of data from the student questionnaire although the latter is less positive This, however, seems to have very little impact on the integrative motivation as displayed by the children (r = 054) and by parents’ judgement (r = 007) Despite the encouragement by the parents the subjects only connected English learning to their need to entertain with English songs and music The parents, perhaps, rarely mentioned the use of this global language in opportunities to 47 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an meet international people, get to know the beauty of other cultures, be immersed in an English culture or live a life of an English-speaking person This is by nature easy to comprehend: people in very closely-knit communities like rural area of Hung Yen may be terrified by the idea of leaving their own country, changing their identify or becoming an outsider in behaviors and attitudes There seems to be some stronger connection between parental attitudes and involvement perceived by students and that by parents with their instrumental motivation (r = 544, and 365 respectively) As can be seen in Table 2, the most positive responses are related to job and studies, in the same line as what is felt from the parents’ questionnaires The major findings from the study point to the sad fact that although the parents’ attitudes toward the language were strong and their pressure was clearly felt, they could not change the children’s motivation level to a more positive direction very effectively Direct involvements such as giving them a hand with English homework, sharing with them pieces music and songs, books, etc., which could help to enhance their motivation to a much higher level, unfortunately cannot be afforded by these parents of very limited academic background Mahlobo (1999) maintain that besides verbal encouragement, parents need to monitor whenever possible the learning process, provide and guide the children in selecting materials The parents’ socio-economic status clearly plays a role: as pointed out by Du Toit (1993) in Mahlobo (1999) the lack of facilities such as computers, magazines results in scarce exposure in English and in their intellectual matters 4.5 Summary It has been found that the motivation displayed by these 10 graders was generally low with instrumental one slightly higher than integrative It is also indicated that both parents and students themselves were generally content with the support given to English 48 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an However, it is felt that the connection between the parents’ healthy attitudes and enormous verbal support without direct involvement and guidance and supervision as a result of their poor background and limited financial resources cannot significantly booster the children’s motivation CHAPTER 5: RECOMMENDATIONS AND CONCLUSION 5.1 Recommendations 5.1.1 Parents As clearly discussed in the previous chapter, contrary to the high level of parent’s perceptions and involvements in the children’s English learning, the latter’s motivation was not satisfactory at all, especially integrative motivation While it is worth acknowledging that motivation does depend on many factors as reviewed in Chapter 2, the role of parents needs highlighting here and lessons drawn from this case must be learnt Many studies (Gardner, 1968; Wlodkowski & Jaynes, 1990, for example) have suggested that parents’ support for and interest in their children’s progress are clearly linked to children’s motivation In this study, surely these attitude factors are not sufficient Parents need to show support by specific factors that they more rarely as reported in the research To maneuver the language motivation to a new level, parents need to adopt an active role, which is exemplified by activities such as providing guidance, supervising homework, reinforcing their successes (Gardner, 1968) This, unfortunately, is only feasible with families in which parents are capable of communicating in English as in the case of many intellectual, middle-class families in urban areas like Ha noi and Hochiminh city 49 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an As for parents of similar profile as those in this study passive form of support must be maximized They can this by creating a supportive affective family climate (Eccles, Wigfield, & Schiefele, 1998) Specifically, parents could try harder in making exposure to English programs on TV and radio more accessible Instead of watching/listening to films, documentaries in Vietnamese together, perhaps parents should discuss and save TV time for their children viewing in English With help available from Vietnamese Television and Radio Broadcasting they can easily decide which programs are suitable for their children In fact cartoons and children’s programs such as Humphrey Bear, Play School could give enormous chance for reviewing grammatical and vocabulary items learned at school as well as learning something new in both language and culture terms Also in passive role parents should learn more about the world, especially Englishspeaking ones and be prepared to share their stories with the children These activities will help to familiarize the children more with the culture in target, shorten the gap they may feel between their home culture and foreign one In brief, parents should be aware of the fact that they can assist their children even when they not know the language Bandura (1997) found that “parents who doubt their efficacy to help their children learn, turn over their children’s education entirely to teachers”, while parents who are confident in their ability to help usually “guide their children’s learning and participate actively in the life of the school” Knowing what they could to help, even in very passive role, will bringing them closer to the children and make their support more viable 5.1.2 Teachers Given the important role of motivation as reviewed in Chapter (Brown, 2000; Ely, 1986; Gardner, 1985; Gardner & Lambert, 1972; Nunan, 2000; Nunan & Lamb, 1996 to 50 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an name just a few) the low levels of both integrative motivation and instrumental motivation with almost no or weak correlation with parental attitudes and involvement suggest that undertakings be made by the teachers In this part recommendations are specified in relation to the two motivation types in this research focus and in relation to the parents’ roles only First of all, to enhance the student’s integrative motivation teachers show active motivational socializing behavior by, for example, modeling in terms of effort expenditure and orientations of interest in the language The love saved for the language compounded by patience and perseverance in exposing the learners to cultural elements of the TL will eventually succeed in generating a much higher level of interest Activities organized in class could be culture exploring ones such as reading about English speaking communities, poster sessions, poetry reading, song learning, games, mini talkshows With respect to instrumental motivation, guest speaking sessions given by alumnae who are working in English-speaking environments or have been to countries where the language is spoken could help the course participants to understand how important English might be to their future jobs and study Videos showing English speaking Vietnamese at work in international offices, factories, etc could be inspirational too Another important task for teachers is to improve the attitudes of the parents and guide them toward to specific behaviors aimed at nurturing the interests for English Meetings with parents could be held where teachers can talk about how to maximize children’s motivation, what books/TV/radio programs they should be encouraged to watch, etc If regular meetings are not possible, communication through letters, handouts could be useful too though this may require more supervising 51 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 5.1.3 School Schools should be supportive to any attempts displayed by either teachers or parents to motivate the children to learn English Schools could have a program like the Enrichment Program, which has been introduced in rural schools in Malaysia (Hussin et al., 2000) and has being proved to be working well The Enrichment Program is believed to be interesting, useful for language learners and especially suitable for Vietnamese students This language enrichment program should not be seen as separate from the school cirriculum Instead, it needs to complement and strengthen the development of language proficiency of students in schools Therefore, what occurs in the language classrooms must be extended beyond the walls of the classroom so that a link is created between what is learned in the classrooms with what occurs outside of the classrooms A healthy balance should be created between the immediate needs of examinations and the longterm needs of communicative competence Within the enrichment program, various activities and tasks which require active participation of the learners should be prepared Some examples of such activities are as follows A school library of English materials collected by teachers, parents and students where students can go there to read foreign language books, magazines, newspapers, short story books, references in English, etc A specific day of week or month or time and space devoted to the use of the language such as an English zone, spelling bee competition, story-telling corner, read-to-me corner, drama competition, poetry reading at the general assembly, for example in a flag saluting period 52 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an An English speaking club where students can exchange their secrets or experience to learn English well, and then they can practice English in a natural and comfortable way These activities, if organized by schools, should be supported by parents, teachers and students Classroom or school environments should provide simple strategies to encourage the use of English such as murals, i.e., large paintings done on a wall, labels in and around the school, consistent exposure to English language competitions (choral speaking, scramble, ie., game in which words are built up on a board marked with squares, using letters printed on blocks of wood and English notice board) All these need to be given acknowledgement and recognition in the form of rewards and encouragement (e.g., prizes, public mention, etc.) to motivate and sustain interest in the use of English (Hussin et al., 2000) In brief, teaching EFL to students in rural areas remains a great challenge because performance in exams is usually considered more important than for other purposes It requires not only courageous, well-determined, and committed teachers but also creative and innovative teaching techniques DQH teachers are supposed to find practical ways to motivate students to learn and appreciate English language, and at the same time, sustain students’ interest and motivation in English learning process 5.2 Conclusion and further research This study attempted to investigate DQH tenth-grade students’ English learning orientations, and parental attitudes and involvement in students’ EFL as well as the reasons behind students’ different motivation and the parental attitudes and involvement The findings indicate that DQH students were moderately motivated to learn English and owned stronger instrumental motivation than intgrative motivation Maybe due to limited contact with English native speakers or the TL, English language was not their immediate 53 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an need This finding was different from Gardner’s (1985), but was similar to Gardner and Lambert’s (1972), Liu’s (2007), Man-Fat’s (2004) and Wong’s (2005) To have a brighter future (such as a better job) seemed to be a driving force for these students to learn English rather than to live like the British people To be true, the common instrumental orientations found among these students were: getting a good job in future, meeting the school requirement (a compulsory subject), being better educated It can be said that these students with high instrumental motivation were aware that English language learning can work as an instrument to bring them success in life Besides, results reveal that parents are affirmative in their influence on promoting the children’s learning although their children’s perception was different from parents’ self-evaluation The thesis has ended with certain recommendations related to arousing and sustaining student motivation in English learning and improve closer relationship among parentsschool-teachers-students The study as a whole can be valued beneficial for some reasons as follows First, it has presented the precious information about student motivation that teachers, parents and school should know and understand From the findings, parents would have a closer view at their children’s expectation and they can support their children more to meet their desire Second, the study has showed DQH English language teachers understand students’ orientation when they learn English, so it had pedagogical value in English language classroom Teachers here have to be more careful when designing lesson plans to encourage students develop both students’ integrative motivation and instrumental motivation 54 skkn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn