Rationale for the study
Out-of-class study time is crucial for students' language learning, yet research in English Language Teaching (ELT) often overlooks this area, focusing predominantly on in-class strategies This gap highlights the need for a deeper understanding of the time students dedicate to out-of-class learning and the strategies they employ As noted by Pearson (2004), out-of-class activities are vital for real-life application, promoting authentic language use and learner autonomy At Yen Dinh 3 High School, the relationship between motivation and learning strategies remains unexamined, hindering the development of effective teaching methods This research aims to identify suitable teaching strategies and enhance student motivation for improved learning outcomes, particularly outside the classroom.
Research aims and objectives
This study investigates how students' motivation for language learning influences their selection of learning strategies, with a particular focus on out-of-class learning methods.
- To investigate the students‟ motivation in learning English as a school subject;
- To explore their choice of learning strategies, especially out-of-class learning strategies;
- To gain understanding about the influence of motivation on out-of-class learning strategies choice.
Research questions
The study focuses on the following research questions:
1) What is the students‟ language learning motivation?
2) How do they learn English outside class?
3) What is the relationship between students‟ motivation and their out - of class - learning strategies?
Scope of the research
This study examines the various dimensions of student motivation, including intrinsic, extrinsic, integrative, instrumental, and amotivation, alongside their selection of out-of-class learning strategies It also explores the relationship between these motivational factors and the chosen learning approaches.
Significance of the research
The research findings provide valuable insights for teachers to identify various types of student motivation, while also highlighting the significance of motivation and effective learning strategies in mastering a foreign language Additionally, this study aims to equip educators with appropriate teaching methods that can enhance student engagement and improve English language learning outcomes.
Organization of the thesis
The thesis is organized as follows:
Part A - Introduction: Provides the rationale of the study, aims, objectives, research questions, scope and significance of the study
Part B of the article focuses on development and is divided into three chapters Chapter I presents a literature review that succinctly outlines the theoretical foundations of motivation and language learning strategies It also explores the significance of out-of-class language learning and examines previous research that highlights the connection between motivation and out-of-class learning strategies.
Chapter II – Methodology: focuses on research setting, research design, research methods and introduces the participants, instruments and procedure of data collection and process
Chapter III – Findings and discussion: presents the results of the study and some discussion
Part C – Conclusion: summarizes the main points of the study, compares the results with previous research in the field, points out the limitations and suggests further study
REVIEW OF THE LITERATURE
Motivation
Despite extensive research on motivation, defining it precisely remains a challenge for scholars Dürnyei (1998: 117) noted the surprising lack of consensus in the literature regarding the exact meaning of this concept, highlighting its complexity in both educational and research contexts.
On examining research studies conducted in relation to motivation, it was found that the concept of motivation was defined in different ways Keller
Motivation is defined as the intrinsic drive that encourages students to learn, as noted by 1983 In the context of second language learning, Gardner (1985) emphasizes that motivation serves as a key factor in achieving success Schunk (1990) describes motivation as the inclination towards goal-oriented behavior and maintaining that effort, while Brown (1994) highlights it as the extent to which individuals make choices regarding their goals and the effort they invest in pursuing them.
Motivation is widely recognized by researchers as essential for student learning, yet it remains a complex concept that requires insights from various disciplines to fully understand its diverse aspects.
This article reviews four key theories of motivation: Gardner's motivation theory, Self-determination theory, Goal theories, and Attribution theory Additionally, it critically examines Dörnyei's motivational self-system, a widely recognized model in language learning motivation.
In the early sixties to the eighties, Robert Gardner, a Canadian social psychologist, developed the influential Socioeducational Model of language learning motivation Gardner defined motivation as a combination of effort, desire to achieve language learning goals, and positive attitudes towards the language His model highlights two key components of motivation: attitudes towards the learning situation and integrativeness.
Gardner's (1985) motivation theory prominently features the integrative aspect, which is crucial to understanding language learning This concept is represented in three distinct forms: integrative orientation, integrativeness, and the integrative motive, highlighting its significance in the field of motivation research (Dürnyei).
An "integrative" orientation in language learning reflects a positive emotional connection to the language group and a desire to engage with and emulate its members This orientation fosters openness and respect for diverse cultures, potentially leading to a deep identification with the community According to Gardner (2005), individuals whose ethnic identity is central to them tend to exhibit lower integrativeness, while those less attached to their ethnicity and interested in other cultures show higher integrativeness Additionally, a learner's attitudes towards their school environment, including reactions to textbooks and evaluations of teachers and courses, significantly impact their motivation to learn.
Figure 1- A simple representation of the socioeducational model
Adopted from Gardner (2001) The dotted square represents the borders of the integrative motivation
Deci and Ryan's self-determination theory (1985) is a pivotal concept in motivational psychology, emphasizing the importance of choice and autonomy in personal actions This theory suggests that self-determination enables individuals to make choices and maintain control over their actions, which is crucial for student engagement and motivation To foster self-determination, educators should provide challenging opportunities, constructive feedback, and cultivate positive relationships with students These strategies enhance students' interest, competence, and intrinsic motivation to learn Conversely, students lacking self-determination may feel their success is beyond their control, leading to diminished motivation and a state of "helpless learning." This can create a detrimental cycle of low achievement and disengagement from educational pursuits.
The theory of motivation differentiates between intrinsic and extrinsic factors Intrinsic motivation arises from internal rewards like joy and curiosity, while extrinsic motivation is driven by external rewards such as grades or praise Self-determination theory emphasizes the importance of autonomy in fostering intrinsic motivation, suggesting that language teachers should prioritize creating environments that enable students to motivate themselves, rather than solely focusing on how to motivate them externally (Deci & Ryan, 1985).
Figure 2: Orientation subtypes along the Self- determination continuum -
The Attribution Theory of student motivation, influential in the 1980s, was developed by psychologist Fritz Heider and further refined by Bernard Weiner in 1972 This theory explores how individuals interpret the causes of their successes and failures, impacting their emotions and motivations Key factors influencing attribution include ability, effort, task difficulty, and luck Attributions are categorized along three causal dimensions: locus of control (internal vs external), stability (whether causes change over time), and the impact of these beliefs on student motivation and performance.
(3) controllability causes one can control such as skills vs causes one cannot control such as luck, others‟ action, etc.)
Success is often attributed to personal skill, while rivals' achievements are frequently credited to external factors like luck Conversely, individuals tend to blame situational factors for their own failures, avoiding self-blame However, when others fail, we are more inclined to attribute their shortcomings to internal personality traits.
Bernard Weiner's theory emphasizes that the reasons we attribute to our past successes and failures significantly influence our motivation In educational settings, students often link their achievements or setbacks to various factors such as ability, effort, luck, task difficulty, mood, family background, and support or opposition from others These factors can be categorized along a continuum of internal versus external attributions, depending on whether individuals perceive themselves or external circumstances as the driving forces behind their outcomes Given the high incidence of language learning failures globally, understanding these attribution processes is crucial for enhancing motivation in language education (Dürnyei, 2003).
Individuals create explanatory attributions to make sense of their experiences and understand the reasons behind their failures When they seek positive feedback from these setbacks, it often serves as motivation for improved performance For instance, a student who fails a test might attribute their failure to inadequate studying, using feelings of shame as motivation to prepare more diligently for the next exam Conversely, a student who blames the teacher for their poor performance adopts an interpersonal perspective, channeling their disappointment into seeking alternative study resources for future tests.
Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state Often, this end state is a reward in itself
Two influential theories in motivation research are the Goal Setting theory and the Goal Orientation theory Developed by Locke and Latham in 1990, the Goal Setting theory focuses on the workplace and identifies two aspects of goals: internal and external It highlights three key characteristics that differentiate goals: difficulty, specificity, and commitment Additionally, Tremblay and Gardner (1995) introduced "goal salience" as a crucial element in motivation, defined as a combination of the specificity of a learner's goals and the frequency of goal-setting strategies employed (Dửrnyei, 2003).
Dürnyei (2005) developed the L2 motivational self-system, which integrates concepts from Noels (2003) and Ushioda (2001) regarding second language (L2) motivation This system consists of three key components: the ideal L2 self, the ought-to L2 self, and the L2 learning experience The ideal L2 self represents an individual's envisioned future self as a proficient L2 speaker, fostering motivation by encouraging the present self to pursue this ideal, thus enhancing both integrative and internalized instrumental motivation In contrast, the ought-to L2 self encompasses the perceived obligations and expectations one feels to meet, which is linked to extrinsic motivation Lastly, the L2 learning experience addresses the contextual and environmental factors influencing language learning, alongside personal subjective experiences.
Learning strategy
The term "strategy" originates from the ancient Greek word "strategia," which referred to the steps or actions taken to achieve victory in war While its militaristic connotation has diminished over time, the essence of control and goal-oriented planning persists in the contemporary understanding of the term.
Language learning strategies are defined variably by researchers, as noted by Oxford & Crookall (1989) Wenden & Rubin (1987) describe these strategies in terms of language learning behaviors, cognitive theories, and affective factors like motivation and attitude, suggesting that these perspectives can enhance language acquisition O'Malley, Chamot, and their colleagues (1985, 1990) categorized these strategies into metacognitive, cognitive, and social-affective, emphasizing the importance of planning, monitoring comprehension, and evaluating learning outcomes Rubin (1987) further defined language learning strategies as those that contribute to the development of a learner's language system, directly influencing learning Oxford (1990) expanded this definition to include cognitive, emotional, and social dimensions, highlighting their role in improving learners' proficiency and self-confidence.
1.2.2 Oxford’s language learning strategy inventory
According to Oxford (1990), learning strategies are essential operations utilized by learners to facilitate the acquisition, storage, retrieval, and application of information To enhance learning effectiveness, learners can implement specific strategies categorized as direct or indirect Direct strategies, which include memory, cognitive, and compensation techniques, enable learners to store and retrieve information, as well as produce language to bridge gaps in their knowledge In contrast, indirect strategies—comprising metacognitive, affective, and social approaches—support language learning without direct engagement Each strategy serves distinct functions in the learning process, as outlined by Oxford.
- Memory strategies help learner link one second/ foreign language learning item or concept with another but do not necessarily involve deep understanding
Cognitive strategies empower learners to directly engage with language material by employing techniques such as reasoning, analysis, note-taking, summarizing, and synthesizing These methods help in outlining and reorganizing information, ultimately leading to the development of stronger knowledge structures (schemas) Additionally, practicing in naturalistic settings and formal exercises enhances proficiency in language structures and sounds.
Compensation strategies, such as inferring meaning from context in listening and reading, utilizing synonyms, and paraphrasing to fill in gaps during speaking and writing, are essential for learners to overcome knowledge deficits Additionally, incorporating gestures and pause fillers in spoken communication further enhances the ability to convey ideas despite missing vocabulary.
Metacognitive strategies play a crucial role in managing the overall learning process by helping individuals identify their unique learning style preferences and needs These strategies include planning for language tasks, gathering and organizing materials, creating a conducive study environment, and developing a structured schedule Additionally, they involve monitoring mistakes and evaluating the success of tasks, which enhances the effectiveness of any learning experience.
- Affective strategies: include identifying one‟s own mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self- talk
Social strategies, such as asking questions for verification, seeking clarification on confusing points, requesting assistance with language tasks, engaging in conversations with native speakers, and exploring cultural and social norms, empower learners to collaborate effectively and gain a deeper understanding of both the target culture and language.
Rebecca Oxford's Strategy Inventory for Language Learning (SILL) is a highly influential tool in the field of language learning strategies, providing the most comprehensive hierarchy of learning strategies available.
Out-of-class learning strategies
Out-of-class language learning strategies have garnered significant interest, with researchers like Pickard (1996) emphasizing their importance Studies by Naiman (1978), Oxford (1990), and Rubin (1975) have developed useful typologies of these strategies, highlighting the voluntary activities that learners engage in outside the classroom According to Pickard (1996), these strategies include student-initiated activities such as listening to the radio and reading newspapers, which play a crucial role in language acquisition.
Rubin (1975) identified seven key traits of effective language learners, highlighting the importance of out-of-class strategies These strategies include actively seeking opportunities to practice the language, such as engaging with native speakers and attending cultural events like cinema screenings.
Out-of-class learning in language acquisition encompasses various forms of education occurring beyond traditional classroom settings This includes self-instruction, naturalistic learning, and self-directed naturalistic learning, as defined by Benson (2001).
Benson (2001:62) divides out-of-class learning into three categories:
Self-instruction empowers learners to take charge of their language improvement by strategically planning their studies By actively seeking out resources, such as self-study grammar books, individuals can enhance their grammatical skills and overall proficiency in the target language This deliberate approach fosters autonomy and effective learning strategies, leading to significant progress in language acquisition.
- Naturalistic language learning, where they learn mainly unintentionally through communication and interaction with the target language group, for example when engaged in discussions with English speaking classmates or colleagues
Self-directed naturalistic language learning involves learners actively engaging in environments that foster language acquisition, even if their primary focus isn't explicitly on learning the language For instance, a learner might subscribe to an English newspaper to enhance their vocabulary, yet primarily read it for current events without engaging in targeted learning exercises.
Benson (2001) referred to the dearth of research on out-of-class language learning, and its importance to the theory and practice of autonomy
Macaro (2001) proposed some activities which students would use into the habits of looking for the foreign language outside the classroom:
To enhance language proficiency, learners should actively engage in speaking the foreign language outside the classroom This practice not only increases their exposure to the language through reading and listening but also provides valuable opportunities to converse and apply their skills in real-world settings.
To enhance language learning beyond the classroom, students can engage in various social activities with friends These include writing a letter filled with ten intentional mistakes for peers to identify, recording dialogues collaboratively, practicing scenes together, and deciphering foreign language texts as a team Such interactive experiences foster language skills in a fun and engaging manner.
Allowing students to take notes at their discretion enhances their ability to retain information and encourages them to engage with new and intriguing concepts related to their existing knowledge.
We have compiled a selection of materials aimed at training learners in effective strategy usage These resources are specifically designed to scaffold the strategies being taught, enhancing the learning experience.
1.1.4 The role of out-of-class learning in foreign language teaching
The importance of out-of-class learning is underscored by Rubin's 1975 study on Good Language Learners (GLLs), who actively seek opportunities to use the language, such as conversing with native speakers and attending films Stern (1992) further emphasizes that GLLs employ social learning strategies, which involve engaging with the target language and its community Nunan's research on successful language learners from diverse backgrounds reveals that a strong commitment to practicing language skills outside the classroom significantly contributes to second language development (Nunan, 1991).
Ellis (1994) concluded that learners get the most benefit from formal language instruction when it is coupled with opportunities for natural exposure to the language
Many educators often assign additional homework or tests to promote out-of-class study, yet they frequently overlook the impact of students' motivation in learning a second language on their study strategies outside the classroom.
&Yoshida, 2013) This fact neccesiates the research on the topic
1.1.5 Previous studies on the relationship between motivation and out- of - class learning strategies
Research indicates a strong correlation between learners' motivation and their use of learning strategies, with each influencing the other (Oxford, 1990; Pintrich, 1999; Oxford & Nyikos, 1989) Since the 1990s, interest in understanding how motivation impacts strategy application has significantly increased.
Research has consistently shown a strong correlation between learners' motivation and their use of language learning strategies For instance, a study by (1990) revealed that highly motivated learners tend to employ more strategies compared to their less motivated peers According to Oxford and Nyikos, the degree of motivation significantly influences the timing and manner in which students utilize these strategies (Scarcella & Oxford, 1992) Additionally, Pintrich and Garcia (1995) found that motivated students are more likely to adopt a variety of learning strategies, particularly cognitive strategies like elaboration and organization Pintrich (1999) further emphasized that different motivational beliefs impact the use of self-regulated strategies, including cognitive, meta-cognitive, and resource-management strategies Furthermore, the interplay between strategy use and learners' motivation has also been highlighted, with Oxford and Nyikos (1989) underscoring the reciprocal relationship between these two factors.
“not only does high motivation lead to significant use of language learning strategies, but high strategy use probably leads to high motivation as well”
Research indicates that motivation and metacognition significantly impact learner behavior outside the classroom (Pickard 1995, Wenden 2001, Lamb 2002) These two factors are crucial for fostering learner autonomy, influencing both the activities learners select and their reasons for choosing them, as well as the knowledge they gain from these experiences.
Schmidt (2001) proposed that the acquisition of a second language may not always correlate positively with learners' strategies, as successful learners often utilize effective strategies while less successful ones are still exploring their options Sato et al (2008) found that teachers who offer diverse learning strategies and materials can enhance learner motivation and engagement Pearson (2004) highlighted that intrinsically motivated students tend to invest more effort in using the language outside of class; however, he cautioned against oversimplifying this idea, as out-of-class learning behaviors vary significantly among individuals.
METHODOLOGY
The research setting
The study was conducted at Yen Dinh 3 High School in Thanh Hoa province, situated in a rural area where English is a mandatory subject Students dedicate approximately 135 minutes to English studies each week, utilizing textbooks from a seven-year program series published by the Education Publisher.
Many students struggle with low motivation to learn English due to limited opportunities for real-world usage Additionally, they often rely on a narrow range of learning strategies, particularly those that extend beyond the classroom environment.
Research design
The survey research method is applied Questionnaire was delivered to students to find out students‟ motivation and out - of - class learning strategies
The study involved 90 students from the 10th grade at Yen Dinh 3 High School, representing a significant sample from a total of 360 students With over four years of intermittent English learning, participants exhibited varying levels of proficiency, with some demonstrating high motivation and skill in the language This raises the question of whether their motivation contributes to their proficiency, potentially linked to effective out-of-class learning strategies The aim of this study is to explore this relationship.
This study utilized a survey questionnaire divided into three parts to gather data on students' motivations and strategies for learning English Part I includes both close and open-ended questions addressing personal information, reasons for learning English, and out-of-class learning activities, aiming to identify students' motivations and their extracurricular efforts in language acquisition Parts II and III focus on the frequency of language learning strategy use and motivation levels, employing the Attitude/Motivation Test Battery (AMTB) and the Strategy Inventory for Language Learning (SILL) The SILL, a widely recognized tool, utilizes a 5-point Likert scale to assess learners' strategy use, while the AMTB employs a 6-point Likert scale to evaluate students' motivational attitudes.
The total number of the questions in the questionnaires in part II and III is
The study includes 25 questions, with 15 focused on motivation and 10 on out-of-class learning strategies, tailored to match the students' abilities and learning contexts To ensure the reliability and validity of the data, the original statements in the questionnaires remain unchanged A bilingual version of the questionnaires is utilized, featuring English as the primary language and Vietnamese as the secondary language to eliminate any ambiguity.
The data for this study was analyzed using IBM SPSS Statistics 20, a widely adopted software program for social science and statistical data processing SPSS, or the Statistical Package for Social Science, is recognized globally by researchers for its effectiveness in handling complex data analysis tasks.
The survey method is adopted because of its following advantages:
• Can be developed in less time (compared to other data-collection methods)
Capable of collecting data from a large number of respondents
Numerous questions can be asked about a subject, giving extensive flexibility in data analysis
With survey software, advanced statistical techniques can be utilized to analyze survey data to determine validity, reliability, and statistical significance, including the ability to analyze multiple variables
A broad range of data can be collected (e.g., attitudes, opinions, beliefs, values, behavior, factual)
Standardized surveys are relatively free from several types of errors
Data Collection Procedure
- Before being handed out the survey questionnaires, the students were explained what to do to complete the paper correctly Then they were allowed to finish it individually within 30 minutes
The data then were collected to be processed
The article presents various types of student motivation and out-of-class learning strategies, illustrated through tables and charts Additionally, it examines the relationship between students' motivation and their learning strategies using the Statistical Package for Social Science (SPSS) computer program.
FINDINGS AND DISCUSSION
Reasons for learning English
Table 1: Reasons for learning English
I like it My parents want me to
Percentages and totals are based on respondents
A recent survey revealed the primary motivations for students learning English, as shown in Table 1 The overwhelming majority, 77.8%, indicated that they were studying English to prepare for exams Interest in the language was the second most common reason, cited by 34.4% of respondents Additionally, 14.4% of students reported that their parents encouraged them to learn English A small percentage, 3.3%, mentioned other motivations, primarily focusing on aspirations to travel, secure better job opportunities, or enhance communication skills.
A significant 83 percent of students learned English due to external factors, highlighting the crucial role of extrinsic motivation in fostering language acquisition.
The students’ main types of language learning strategies and activities
Table 2: Summary of descriptic statistic for language learning strategy use
Strategy use Mean Std Deviation
The analysis presented in Table 2 indicates that the mean scores for various strategies range from 2.70 to 3.20, all exceeding the average on a five-point scale Among these, metacognitive strategies are the most commonly utilized, with a mean of 3.20, closely followed by affective strategies at 3.20 Memory strategies rank third with a mean of 3.05, while social, cognitive, and compensation strategies have means of 2.82, 2.79, and 2.70, respectively Notably, compensation strategies are the least frequently employed, suggesting that students often do not attempt to infer missing words or use gestures to convey forgotten terms.
The findings indicate that students show a preference for indirect learning strategies, particularly metacognitive and affective approaches, which recorded the highest mean scores In contrast, direct strategies, specifically cognitive and compensation types, were less favored, reflected in their lower mean scores Overall, students did not consistently adopt any specific learning strategy, as all mean values clustered around the average point (M= 2.5) Consequently, it is advisable to encourage students to flexibly utilize a variety of learning strategies to achieve optimal outcomes.
3.2.2 Out – of – class learning activities Table 3: Out – of – class learning activities
N Percent Listen to English songs
Play games in English Read books in English Chat with foreigners on line
The findings from the second section of Part I of the survey reveal insights into how students engage in learning English outside the classroom Notably, students typically utilized multiple activities rather than relying on just one method, resulting in a cumulative total of responses that highlights their diverse approaches to language acquisition.
A significant disparity exists in the choices made by students regarding their preferred methods of learning English Notably, "Listening to English songs" emerges as the top choice, with 76.1% of students favoring this approach over other extracurricular activities This highlights a strong preference for learning English through music.
Playing games in English is a popular activity, though it ranks lower than reading books in English, which represents 40.9 percent of cases This highlights the significant preference for reading as a means of engaging with the language.
„chatting with foreigners on line‟ Apart from the above mentioned activities, a small number of students (3.4%) learned English through other activities
According to the survey, activities such as watching English films and communicating with foreigners in English are popular among students However, only 1.5% of students reported reading English newspapers to enhance their language skills, placing this activity at the bottom of the list For further details on these activities, please refer to Table 3 above.
Students’ motivation types
The survey explored various types of student motivation, including intrinsic, extrinsic, integrative, instrumental, and amotivation A detailed analysis of the obtained figures reveals clear insights into these motivational categories.
Table 4 reveals the hierarchy of motivation types among students, with instrumental motivation leading at a high mean value of 5.13, indicating the importance of English for future careers Extrinsic motivation follows closely, just 0.01 points lower, suggesting strong support from parents and relatives for learning English Integrative motivation ranks third at 4.61, reflecting students' desire to communicate effectively and engage with the English-speaking community Despite recognizing the significance of English, intrinsic motivation is lower at 4.37, indicating that internal factors may not be sufficient for effective learning However, students generally show interest in learning English, as evidenced by the low amotivation mean of 2.37 Figure 3 illustrates students' positive attitudes toward learning English, with 77.8% expressing varying degrees of agreement with the statement "Learning English is really great," further highlighting their intrinsic motivation in acquiring the language.
Figure 3: Students’ attitude towards the interest of learning English
The relationship between students’motivation and their out-of-class
The tables below display results derived from correlation analyses conducted using SPSS, highlighting the relationship between various motivation types and learning strategies These findings aim to offer a comprehensive overview of the survey results.
Table 5: Correlations between motivation types and out-of-class learning strategies
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
The Pearson bivariate correlation analysis was conducted to examine the relationship between motivation and the strategies selected in the survey, with the findings summarized in Table 5.
Amotivation is negatively correlated with various learning strategies, indicating that as student motivation decreases, the use of these strategies also declines The correlation coefficients for metacognitive (r = -.467), memory (r = -.440), affective (r = -.436), cognitive (r = -.376), compensation (r = -.019), and social (r = -.008) strategies all fall below zero, suggesting a clear inverse relationship This suggests that demotivated students tend to employ fewer effective learning strategies.
Intrinsic motivation shows a strong positive correlation with various learning strategies, including metacognitive (r = 539**), memory (r = 510**), cognitive (r = 489**), affective (r = 373**), and social strategies (r = 337**), while exhibiting a negligible negative correlation with compensation strategies (r = - 057) Conversely, extrinsic motivation correlates positively with social (r = 209*), metacognitive (r = 179), cognitive (r = 177), memory (r = 130), and affective strategies (r = 047), but has a minimal negative correlation with compensation strategies (r = -.033) To enhance learning strategies, it is essential to encourage students to develop a greater interest in learning English.
The data reveals a positive correlation between integrative motivation and various learning strategies among students Specifically, metacognitive strategies showed the strongest correlation (r = 287**), followed by affective (r = 246*), cognitive (r = 245*), and social strategies (r = 213*) In contrast, memory (r = 100) and compensation strategies (r = 003) exhibited weaker correlations These findings indicate that students who are more motivated to connect with the English-speaking community tend to adopt a wider range of effective language learning strategies.
Instrumental motivation shows a mixed correlation with learning strategies, exhibiting a positive relationship with memory (r = 281**), metacognitive (r = 140), and affective (r = 097) strategies In contrast, social (r = -.006), cognitive, and compensation strategies (both r = -.53) demonstrate negative correlations This indicates that students motivated by instrumental factors tend to focus on specific learning strategies rather than employing a comprehensive range.
Compensation strategy has negative correlation with all kinds of motivation except for integrative (with r = 003) The results mean that a great number of motivated students did not use compensation strategies
In addition,Table 6 shows the Pearson bivariate correlations between motivation and out-of-class learning strategies The motivation mean is computed from the motivation variables in Table 5, excluding amotivation
Motivated students predominantly utilize metacognitive strategies, showing a strong correlation (r = 364**), followed by memory strategies (r = 323**) The correlation between motivation and cognitive strategies ranks third, while compensation strategies exhibit a negative correlation with motivation (r = -.045) Additionally, social and affective strategies display similar correlations with motivation, recorded at r = 242* and r = 241*, respectively.
Table 6: Correlations between motivation and out-of-class learning strategies
Major findings of the study
This study investigates the types of motivation and learning strategies employed by students, with a particular emphasis on out-of-class strategies and their interrelationship Survey data reveals that students engage in various extracurricular activities to enhance their English language skills and demonstrate a strong motivation to learn the language The findings effectively address the research questions based on thorough data analysis.
Students exhibited a strong motivation to learn English, with all motivation types scoring above average on a six-point scale, while amotivation levels remained low Instrumental motivation was the most significant factor, indicating that students recognized the importance of English for passing exams and securing future employment Over three-quarters of respondents cited "for exams" as their primary reason for learning English, highlighting a greater inclination towards extrinsic rather than intrinsic motivation.
Students predominantly employed indirect learning strategies over direct ones, with metacognitive strategies being the most utilized, followed by affective strategies, while compensation strategies were the least favored Outside the classroom, students engaged in activities such as listening to English songs, playing games in English, and reading English books to enhance their language skills Although some students also interacted with foreigners, sent emails, or watched films, these activities were chosen by less than 10% of the participants, indicating a preference for receptive skills over productive skills in their learning approach.
The research question "What is the relationship between motivation and out-of-class learning strategies?" reveals that students employ fewer strategies when they are less motivated, aligning with previous studies by Oxford (1990) and Pintrich and Garcia (1991) Both positive and negative correlations exist between motivation and learning strategies, with intrinsic motivation showing a stronger connection to cognitive, metacognitive, social, affective, and memory strategies compared to extrinsic motivation While integrative motivation does not yield the highest correlation coefficients, it uniquely demonstrates a positive correlation with all learning strategies Interestingly, the data indicates a negative correlation between compensation strategies and all types of motivation, except for integrative motivation.
Motivated students predominantly utilize memory and metacognitive strategies, while compensation strategies are often overlooked This suggests that these students may be unaware of the gap between their existing knowledge and their learning goals, potentially hindering the effectiveness of their out-of-class learning experiences Further research is essential to explore this issue.
Conclusions
The findings in the above provide valuable information to answer the research questions raised in the first part of this study
The findings reveal that students exhibit varying degrees of motivation to learn English, with a predominant trend of instrumental motivation driving their language learning efforts.
To address the question of how students learn English outside the classroom, survey data reveals that they favor indirect learning strategies Engaging in activities such as listening to English songs and playing games in English significantly enhances their language acquisition Thus, it is evident that out-of-class learning strategies play a crucial role in students' overall English learning experience.
The relationship between students' motivation and their out-of-class learning strategies is significant, revealing a correlation between the two Findings indicate that more motivated students tend to employ a greater variety of metacognitive strategies Additionally, those with intrinsic motivation dedicate more time to learning English outside the classroom.
Implications
The study indicates that while students exhibit higher levels of extrinsic motivation, their intrinsic motivation shows a stronger correlation with the adoption of effective learning strategies To enhance students' intrinsic motivation for learning English, it is essential for teachers and parents to inspire and engage them When students develop a genuine interest in learning English, they are more likely to implement diverse learning strategies Conversely, students who feel demotivated tend to use fewer strategies in their language learning process.
Motivated students often prefer metacognitive strategies to enhance their learning, making it essential for educators to guide them in planning, monitoring, and evaluating their out-of-class activities Teachers should focus on helping students develop critical thinking skills, as well as employing effective memory strategies to improve their English learning outside the classroom By encouraging the use of memory enhancement techniques, students can optimize their language acquisition process.
Learning should extend beyond the classroom and textbooks, allowing students to acquire knowledge in diverse contexts Many students enhance their English skills through out-of-class activities like listening to music, playing games, and reading books Therefore, teachers should incorporate engaging materials into their curriculum and extra lessons Utilizing information technology can further improve teaching effectiveness By providing a variety of motivating activities, students can access authentic English sources Ultimately, teachers should support both in-class and out-of-class learning, fostering self-directed learning among students.
Limitations of the study
Despite the writer's efforts to complete this study aimed at enhancing English learning for her students, several limitations persist The research primarily surveys tenth-grade students, making its findings potentially inapplicable to higher grade levels, as students' motivation and strategies may shift with the approach of national examinations and changing exam requirements Additionally, the Strategy Inventory for Language Learning (SILL) is not specifically designed for evaluating out-of-class learning, necessitating the use of supplementary research methods like diaries and interviews Furthermore, the study presents inconclusive results due to negative correlations observed between intrinsic, extrinsic, and instrumental motivation with compensation strategies, as well as between instrumental motivation and social and cognitive strategies These findings call for logical and scientific interpretation, yet the writer's limited expertise has hindered the formulation of satisfactory conclusions.
Suggestions for further study
To enhance the scope of this research, alternative data collection methods such as interviews and observations can provide more comprehensive insights Additionally, exploring the connection between motivation and language learning in non-classroom settings can be facilitated through innovative computer-assisted language learning tools Implementing action research that incorporates out-of-class learning activities into teaching plans allows educators to evaluate the impact of these strategies on students' English proficiency and the evolving relationship between motivation and learning strategies Further investigation is warranted into the effectiveness of students' out-of-class learning strategies on their overall English proficiency.
This study aims to enhance teachers' and students' understanding of motivation and out-of-class learning strategies, which are crucial for effective foreign language acquisition By grasping the relationship between these factors, educators and learners can discover more efficient and effective methods for teaching and learning English.
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Survey questionnaires – Bảng câu hỏi khảo sát
This survey seeks to gather insights into the motivation and learning strategies employed by grade ten students at Yendinh 3 High School in their English studies Your participation is essential in helping us complete this research.
Mục đích của khảo sát này là tìm hiểu động lực và chiến lược học tập tiếng Anh của học sinh khối 10 tại trường THPT Yên Định 3 Các em vui lòng hoàn thành khảo sát theo hướng dẫn dưới đây.
I General information (Please fill in the blanks or circle the options)
Phần thông tin cá nhân (Các em hãy điền vào chỗ trống hoặc khoanh vào các phương án )
-What is your main goal for learning English (you can choose more than one)
Mục đích chính em học tiếng Anh là gì ( em có thể chọn nhiều hơn một phương án)
B I like it – Em yêu thích tiếng Anh
C My parents want me to do so – Bố mẹ em muốn em học tiếng Anh
Các lý do khác (nêu cụ thể)………
- Tick the activities you often do to learn English outside classroom Đánh dấu tick (√) vào các hoạt động em thường làm để học tiếng Anh ngoài giờ học
Tôi nghe các bài hát tiếng Anh
I listen to radio programs in English Tôi nghe các chương trình tiếng Anh trên đài phát thanh
Tôi đọc báo tiếng Anh
Tôi đọc sách tiếng Anh
I chat with foreigners on line in English Tôi trò chuyện trên mạng với các bạn nước ngoài bằng tiếng Anh
I play games in English Tôi chơi games bằng tiếng Anh
Other activites (If there is any, please specify)
Các hoạt động khác ( Nếu có vui lòng nêu cụ thể)
Bảng câu hỏi về động lực học tập
Following are a number of statements with which some people agree and others disagree Please circle one alternative (in corresponding number 1, 2, 3,
Rate each statement from 4 to 6 based on your level of agreement or disagreement Your choice will reflect your personal feelings informed by your knowledge and experiences Remember, there are no right or wrong answers.
Dưới đây là một số câu mà một số người đồng ý và một số khác không đồng ý Bạn hãy khoanh vào phương án trả lời tương ứng với các con số.
Dưới đây là những câu mà bạn cần đánh giá mức độ đồng ý hoặc không đồng ý của mình Bạn hãy chọn phương án phù hợp dựa trên sự hiểu biết và suy nghĩ cá nhân Lưu ý rằng không có câu trả lời nào là sai hay đúng trong trường hợp này.
Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree
Hoàn toàn Không Có chút Hơi Khá Hoàn toàn không đồng ý đồng ý lắm không đồng ý đồng ý đồng ý đồng ý
1 Learning English is really great
Học tiếng Anh thực sự rất tuyệt
2 My English class is really a waste of time
Giờ học tiếng Anh thực sự là lãng phí thời gian
3 Studying English is important because I will need it for my career
Học tiếng Anh quan trọng vì tôi cần dùng nó trong nghề nghiệp của mình sau này
4 Knowing English isn‟t really an important goal in my life
Biết tiếng Anh thực sự không phải là mục tiêu quan trọng trong cuộc đời tôi
5 My parents and relatives feel that it is very important for me to learn English
Bố mẹ và người thân cảm thấy rằng học tiếng Anh là quan trọng với tôi
6 I feel confident when asked to speak in my English class
Tôi cảm thấy tự tin khi được yêu cầu nói trong giờ tiếng Anh
7 Studying English is important because it will allow me to meet and talk with more and varied people
Học tiếng Anh quan trọng vì nó sẽ giúp tôi gặp gỡ và nói chuyện với nhiều người khác nhau
8 I think my English class is boring Tôi nghĩ giờ tiếng Anh chán ngắt
9 Studying English is important because it will make me more educated
Học tiếng anh quan trọng vì nó giúp tôi được giáo dục nhiều hơn
10 I wish I could have many native English speaking friends
Tôi ước tôi có nhiều người bạn là người nói tiếng Anh bản xứ
11 I put off my English homework as much as possible
Tôi trì hoãn việc làm bài tập tiếng Anh về nhà càng lâu càng tốt
12 I plan to learn as much English as possible
Tôi dự định học tiếng Anh càng nhiều càng tốt
13 I would feel uncomfortable speaking English anywhere outside the classroom
Tôi cảm thấy không thoải mái khi nói tiếng anh bất kì nơi nào ngoài lớp học
14 I wish I were fluent in English Tôi ước tôi thông thạo tiếng Anh
15 When I leave school, I will give up the study of English because I am not interested in it Khi học xong phổ thông tôi sẽ từ bỏ tiếng Anh vì tôi không thích nó
III Questionnaire on language learning strategies
Bảng câu hỏi về các chiến lược học tập
This form of the Strategy Inventory for Language Learning (SILL) is for students of English as a second or foreign language
Hình thức khảo sát chiến lược học ngôn ngữ ngữ này ( viết tắt là SILL) dành cho người học tiếng Anh như ngôn ngữ 2 hoặc ngoại ngữ
In this exercise, you will encounter various statements related to learning English Please take the time to read each statement carefully As you do so, circle the response that best reflects your level of agreement, using the scale of 1 to 5 This activity aims to help you assess how true each statement is for you personally.
1.Never or almost never true of me
Hoàn toàn hoặc gần như hoàn toàn không đúng với tôi
2.Usually not true of me Thường là không đúng với tôi 3.Somewhat true of me Hơi đúng với tôi
4.Usually true of me Thường đúng với tôi 5.Always or almost always true of me
Luôn luôn hoặc gần như luôn luôn đúng với tôi
1 I connect the sound of a new English word and an image or picture of the word to help me remember the word
Tôi liên hệ âm của từ mới tiếng anh với một hình ảnh hoặc bức tranh nào đó của từ mới để giúp tôi nhớ từ
2 I practice English with other students
Tôi thực hành tiếng Anh với các học sinh khác
Tôi ôn tập các bài thường xuyên
4 I watch English language TV shows spoken in English or go to movies spoken in English
Tôi xem các chương trình truyền hình bằng tiếng Anh hoặc xem phim tiếng Anh
5 I write notes, messages, letters, or reports in English
Tôi ghi chép, viết tin nhắn, thư hoặc các bài tường thuật bằng tiếng Anh
6 When I can‟t think of a word during a conversation in English, I use gestures
Khi tôi không nghĩ ra từ trong khi giao tiếp, tôi dùng cử chỉ
7 I look for opportunities to read as much as possible in English
Tôi tìm kiếm cơ hội đọc tiếng Anh càng nhiều càng tốt
8 I try to find as many ways as I can to use my English
Tôi cố gắng tìm nhiều cách có thể để sử dụng tiếng Anh