Rationale of the study
Motivation is crucial for learners' success in acquiring a second or foreign language, as highlighted by numerous linguists Dornyei (2001) emphasizes that teachers play a vital role in motivating students, asserting that "teacher skills in motivating learners should be seen as central to teaching effectiveness."
Motivation plays a crucial role in the success of learners studying a second language, as highlighted in 1989 The level of motivation directly influences the amount of time a learner dedicates to mastering different aspects of the language.
The influence of the learner's ideal self on English learning among students at the Border Guard Academy requires thorough investigation to uncover its effects.
Aim of the study
This research investigates the impact of the learner's ideal self on English language success among students at the Border Guard Academy The findings aim to enhance teaching and learning strategies for both instructors and students, ultimately fostering improved English proficiency within the academy.
Objectives of the study
- To examine the kinds of motivation that affect the learners’ success in English learning of the learners at the Border Guard Academy
- To examine the extent of effect of learner ideal self on the success in English learning of the learners at the Border Guard Academy
To understand the elements that contribute to the ideal self of learners at the Border Guard Academy, it is essential to identify key factors that shape their development Additionally, implementing strategies to sustain and inspire this ideal self is crucial for fostering personal growth and motivation among students.
Research question
In order to achieve the aims and objectives mentioned above, I have designed the following research question:
- How does learner ideal self affect English studying process of learners at the Border Guard Academy?
Scope of the study
Motivation is a broad research area with various theories, particularly in the context of second and foreign language learning This study focuses on the concept of the learner's ideal self, a key aspect of the L2 Motivational Self System developed by Dörnyei (2005) Given the constraints of a minor thesis, the research specifically examines fresh students at the Border Guard Academy The findings offer valuable suggestions for enhancing the construction of the learner's ideal self in English language learning and teaching, aiming to improve overall English proficiency.
Methods of the study
The study employs a mixed-methods approach, utilizing both quantitative and qualitative techniques Quantitative methods gather data from a large participant pool, while qualitative methods provide deeper insights into the subject matter The research process begins with the collection of data through questionnaires and interviews conducted with new students Subsequently, the collected data is analyzed, presented, and discussed Ultimately, the study concludes with a comprehensive evaluation, including comments, recommendations, and conclusions drawn from the analysis of the questionnaires and interviews.
Significance of the study
Teachers are equipped with insights on motivation and the concept of the learner's ideal self As they teach English, they not only impart essential language skills but also employ strategies to foster student motivation, encouraging them to enhance their English learning experience.
The study's findings will enhance students' understanding of their ideal selves, motivating them to learn English not just as a requirement but as a gateway to new opportunities By envisioning their ideal selves, students are more likely to achieve success in mastering the English language.
This study holds significant implications not only for English language learning and teaching but also for individuals across various disciplines within the academy However, its success serves merely as a recommendation for researchers in other fields, emphasizing the necessity for extensive research to achieve accurate results.
The work is divided into 3 main parts as follows:
Part A: Introduction Part B: Development Chapter 1: Theoretical Background Chapter 2: Methodology
Chapter 3: Data Analysis and Findings Part C: Conclusion
THEORETICAL BACKGROUND
Learner ideal self
In all walks of life, the word ‘motivation’ seems to have been increasingly predominated For example, we always hear of the terms ‘a motivated workforce’,
The term "motivated students" or "motivated buyers and sellers" is widely used, yet a comprehensive understanding of its definition remains elusive Despite extensive efforts by numerous researchers to clarify this popular concept, a clear and detailed definition is still lacking.
1.1.1.1 Definitions of motivation First of all, according to folk motivation theory, or carrot-and-stick approach, individuals are motivated by either the prospect of a reward or the threat of punishment It is the simplicity of this concept that makes it easy to penetrate into the people’s consciousness On the other hand, it has failed to come up to people’s expectations for the complexities of human behaviours
The carrot-and-stick approach focuses solely on external stimuli, highlighting the need for a more comprehensive theory of motivation To address this gap, Deci and Ryan developed self-determination theory, which explores how individuals convert their desires into structured efforts This theory distinguishes between intrinsic motivation, driven by internal satisfaction, and extrinsic motivation, influenced by external rewards or punishments.
Engaging in activities for their inherent interest or enjoyment is a fundamental aspect of motivation (Ryan & Deci, 2000b, p.55), contrasting with less fulfilling motivations Additionally, it is essential to consider mastery and performance goal orientations, which encompass two distinct types of goal-setting approaches.
In mastery goals, individuals focus on skill acquisition and task mastery, prioritizing personal growth over enjoyment, while in performance goals, people engage in tasks to showcase their abilities and seek recognition from others.
Atkinson and his colleagues formulated the achievement and attribution theory, highlighting that motivation is driven by two key factors: the desire for success and the avoidance of failure Weiner's attributional theory posits that individuals interpret their success and failure experiences subjectively, and it is these personal interpretations, rather than actual outcomes, that shape future behaviors.
Self-efficacy, a concept introduced by Albert Bandura, is the belief in one's ability to achieve success in specific situations and is central to his social cognitive theory, which emphasizes the importance of observational learning and social experiences in personality development Individuals with high self-efficacy tend to view challenging tasks as opportunities to master rather than obstacles to avoid, although they may face failures due to inadequate preparation In contrast, those with low self-efficacy are often motivated to explore unfamiliar subjects Additionally, the concept of competence, as proposed by Elliot and Dweck, highlights that competence is a fundamental psychological need that significantly influences emotions, thoughts, and behaviors across different ages and cultures, driving individuals to seek experiences of competence while avoiding feelings of incompetence.
1.1.1.2 The motivation in second/ foreign language learning Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language (L2) learning Dửrnyei (1998) writes: ‘Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process; indeed, all the other factors involved in L2 acquisition presuppose motivation to some extent.’
Motivation has been a central topic in second language (L2) learning research for years Given the complexity of L2 motivation and the diverse motivational components involved, researchers have developed various theories and models that emphasize different facets of this construct.
Dürnyei outlines the historical evolution of L2 motivation theories in four key phases The first phase is the social psychological approach, pioneered by Gardner and his colleagues in Canada during the 1960s to 1980s The second phase, emerging in the 1990s, is characterized by a cognitive-situated perspective, often attributed to Crookes and Schmidt's work in 1991 The third phase, known as the process-oriented period, began at the end of the 1990s and was marked by significant contributions from Dürnyei and Ushioda.
The socio-dynamic period, which is the current phase of study, focuses on dynamic systems and contextual interactions, reflecting the latest developments in theories established by researchers in Europe since 2001 To fully understand these theories, it is essential to examine them in detail.
Gardner's social psychological approach to second language (L2) motivation has had a profound impact on motivational theory, significantly shaping our understanding of language learning As noted by Dürnyei (1994b), the Gardnerian approach marked a pivotal breakthrough that has influenced motivation theory for decades Central to his theory is the concept of motivation, which is essential for successful L2 acquisition.
Gardner’s work is best known for the identification of two motivational orientations: integrativeness / integrative motivation and instrumental orientation
Learning a second language can stem from a genuine interest in connecting with another cultural community, reflecting openness and respect for diverse ways of life This engagement can range from complete identification with the new community to a balanced integration within both the original and new groups (Gardner, 2001: 5) Conversely, some learners approach language acquisition with pragmatic goals, such as seeking career advancement or enhancing their social status.
Gardner’s theory has significantly influenced language learning by recognizing learners as social beings and highlighting the role of language in social identity (Ryan, 2009) However, it has sparked considerable debate, particularly regarding terminological inconsistencies identified by Dürnyei (2005), such as the ambiguous use of terms like "integrative" and "motivation." Critics argue that Gardner's generalizations do not apply universally, especially in multicultural contexts where language learning occurs without direct interaction with native speakers, as seen in countries like Hungary, China, and Japan Furthermore, the concept of instrumental orientation fails to encompass all utilitarian motivations identified in empirical studies, such as travel and cultural engagement (Dürnyei & Kormos, 2000; Dürnyei, 2002) Despite these criticisms, Gardner’s theory remains foundational in second and foreign language motivation research and has paved the way for Dürnyei's L2 Motivational Self System, which informs my current study.
1.1.1.2.2 The cognitive-situated period of L2 research
In the late 1980s and early 1990s, researchers aimed to expand the scope of L2 motivation studies, introducing alternative perspectives, notably the cognitive-situated approach identified by Dürnyei (2005) This period was marked by two key trends: aligning L2 motivation research with cognitive theories from mainstream motivational psychology and shifting focus from broad ethnolinguistic contexts to specific learning environments like classrooms However, Dürnyei noted a significant challenge in this approach: the difficulty of analyzing the dynamic nature of motivation, as traditional research methods often measure motivation at a single point in time, limiting insights into its complex fluctuations related to achievement and performance.
1.1.1.2.3 The process-oriented period of L2 research
By the turn of the 21 st century, the process-oriented approaches to the analysis of L2 motivation were proposed by Dửrnyei (e.g., 2001b), Ushioda (e.g.,
Success in English learning and criteria to measure English learners’
1.2.1 Success in general Business dictionary defines success as the achievement of an action within a specified period of time or within a specified parameter Success can also mean completing an objective or reaching a goal Success can be expanded to encompass an entire project or be restricted to a single component of a project or task It can be achieved within the workplace, or in an individual's personal life For example, if an individual's personal goal is to be accepted in a new career, success would occur after the individual has been officially accepted into his or her new place of employment
1.2.2 Success criteria in second/foreign language learning According to The National Standards for Foreign Language Learning of the United States of America, students studying a second/foreign language are necessary to meet the following demands
Applied learning enables students to showcase and enhance their grasp of fundamental knowledge and skills, transcending academic boundaries This interdisciplinary approach not only strengthens their understanding of various subjects but also equips them with essential skills that significantly impact their success in school, the workplace, and the community.
L2 learners must identify and analyze challenges while proposing evidence-based solutions Acquiring a foreign language equips individuals with essential skills to navigate survival situations, enhances technical abilities, and fosters effective interpersonal communication across diverse cultures.
Students must utilize their language skills and cultural knowledge to formulate a hypothesis, conduct tests, filter out irrelevant information, and ultimately reach conclusions.
It is necessary for the L2 learners to express and interpret information and ideas
In addition to mastering the four essential skills of oral and written communication, L2 learners must also be proficient in non-verbal language, cultural awareness, and international issues to effectively communicate across various contexts, including personal, academic, community, vocational, recreational, and professional settings It is crucial for them to learn the language for specific purposes to ensure they can articulate their ideas effectively in these areas Therefore, curricula should be designed to emphasize the simultaneous development of all four communication skills—listening, speaking, reading, and writing.
When it comes to using technology, it requires that the L2 learners use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results
Access to a diverse array of technology offers significant advantages for L2 learners, enabling them to utilize invaluable resources in their target language and interact directly with native speakers Additionally, modern technology allows learners to reinforce their knowledge both inside and outside the classroom, transforming their study experience into an exciting adventure.
L2 learners must demonstrate both individual learning capabilities and effective collaboration skills in group settings Group learning activities are essential for foreign language acquisition, as they facilitate real communication in the target language Through these collaborative efforts, L2 learners can actively participate in discussions and research projects, enhancing their language skills both in and out of the classroom.
Recognizing and applying connections of important information and ideas within and among learning areas are aslo requirements that the L2 learners have to meet when studying a foreign language
Students learning foreign languages establish four key connections during their studies Firstly, they transfer skills and knowledge from the foreign language to enhance their understanding of their native language Secondly, they create subject-matter connections that reinforce content and skills across various disciplines, including science and fine arts Thirdly, they investigate interdisciplinary themes and issues Lastly, students utilize the target language to connect with essential vocabulary and processes relevant in the global context.
Success in English learning at the Border Guard Academy is essential for cadets and officers training for roles in frontier areas While the academy adheres to the educational standards set by the Ministry of Education and the specific regulations of the Ministry of Defense, English is a mandatory subject, focusing primarily on basic communication skills necessary for interactions with foreigners at the border The integration of technology in English studies is encouraged to enhance learning A successful English learner at the academy aims for an IELTS score of 6 or 6.5, which is a prerequisite for studying abroad Ultimately, while communication skills are the primary focus, achieving proficiency in line with the National Standards for Foreign Language Learning in the United States can significantly enhance career advancement opportunities.
METHODOLOGY
Research setting of the study
2.1.1 An overview of the research site
The Border Guard Academy (BGA) is an army institution dedicated to training officers for service in frontier regions, featuring a faculty of 400 educators and approximately 2,000 students.
The academy, established in 2007, is dedicated to training students from bachelor's to doctoral levels, currently enrolling 300 students, including freshmen aged 18 to 45 Initially, Russian and Chinese were the primary foreign languages offered, but with the rise of English as the global lingua franca, it has now become a mandatory subject for all learners at the institution.
Out of 400 teachers at the academy, only 15 specialize in English, including 4 with master's degrees and another 4 pursuing their M.A Almost all English teachers are young and proactive, eager to adopt new teaching methods and stay updated with the latest developments in the English language Meanwhile, older teachers bring valuable experience and actively embrace changes in the evolving landscape of English education Collectively, these educators are not only skilled in teaching but also committed to continuous learning and innovation, earning high regard for their dedication and enthusiasm towards their students.
At the Border Guard Academy, students from diverse backgrounds and age groups, ranging from 18 to 45, come together, with varying levels of experience, to meet the English language requirement essential for their curriculum and professional duties Recently, there has been a growing emphasis on English due to its significance in both work and study, particularly for opportunities abroad Despite their commitment to improving their English skills, students face challenges related to limited resources and time constraints, given their military commitments.
2.1.4 The English teaching and learning in The Border Guard Academy
2.1.4.1 The syllabus of English teaching and learning The main syllabus applied in the BGA is New Headway with 3 levels: elementary, pre-intermediate and intermediate Although this book was written a long time ago, it still meets the current requirements of teaching and learning English It focuses on developing all four skills: reading, speaking, listening and writing At the level of bachelor, the students only complete the book elementary for a duration of 150 periods, each of which lasts 40 minutes and 60 periods of English for Specific Purposes (in the BGA, it is English for the Border Guards).The books pre-intermediate and intermediate are used for postgraduate students Besides that, other books like PET, TOEFL, and IELTS are also used as reference ones for exams In a word, our academy has made great efforts to put forward a satisfactory syllabus of English for the students However, mistakes are inevitable, especially for the textbook English for Specific Purposes because it was designed and written by the teachers of English in the academy, whose knowledge of border issues is insufficient
2.1.4.2 The English teaching and learning in the BGA
In the past, students studying English primarily focused on mastering grammatical rules through textbooks However, a shift has occurred, with both students and teachers embracing a more comprehensive approach that emphasizes the development of all four language skills: reading, speaking, listening, and writing This evolution places students at the center of the learning process, encouraging active participation and the use of English beyond the classroom Teachers now serve as facilitators, guiding and motivating students, which has made lessons more engaging and inclusive Despite this progress, some students, influenced by previous passive learning habits, struggle to adapt to the new methods Therefore, it is essential for teachers to ensure that all students have equal opportunities to engage in classroom activities.
Research methodology
The study involved a questionnaire survey of 100 fresh students from four distinct groups, representing typical characteristics of BGA students All participants graduated from high school and have served in the army for over a year Due to their lack of emphasis on English in high school, as it was not a subject for university entrance exams, their English proficiency appears to be uniform Additionally, 12 students were selected for interviews, randomly chosen from the questionnaire participants, including three of the top English performers in the BGA, who achieved IELTS scores ranging from 5.5 to 6.5.
A questionnaire is a research tool that collects information through a series of questions and prompts Since its invention by Sir Francis Galton, it has demonstrated significant advantages, such as cost-effectiveness and time efficiency Notably, questionnaires enable researchers to gather data from a large number of respondents, regardless of geographical barriers, by utilizing emails and other telecommunication methods.
While the study acknowledges potential drawbacks, particularly the inauthenticity of responses from less educated participants, these issues can be mitigated by the strict regulations within the army that ensure students provide thoughtful and honest answers Consequently, this research tool effectively gathered insights into students' attitudes towards learning English and revealed the presence of an ideal self among learners A set of questionnaires was distributed to students at the beginning of their English course to facilitate this analysis.
An interview is a dialogue between individuals where the interviewer poses questions to gather information from the interviewees This method has long been utilized in qualitative research, enabling researchers to gain a deeper understanding of research questions and explore additional insights related to questionnaire topics In my study, I aimed to identify the motivational factors influencing success in English learning, particularly focusing on the role of the learner's ideal self To achieve this, I employed interpretive traditional and narrative email interviews, drawing on the works of Clemente & Ramírez (2008), Holliday (2005), King & Horrocks (2010), Lamb (2009), Spolsky (2000), and Ushioda (2001, 2009).
12 students, 3 of whom got from 5.5 to 6.5 for IELTS, other 4 students have got good scores for the English exams and the others got the bad scores for the English
Narrative study has gained significant attention in applied linguistics, as highlighted by Pavlenko (2002), who emphasizes that learner narratives provide valuable insights into learners' motivations, investments, struggles, and experiences that shape their learning journeys Pavlenko advocates for narrative inquiry as a research method to explore social identity, recognizing its potential to uncover the complexities of individual learning experiences.
L2 learning stories serve as invaluable insights into the connection between language and identity during second language acquisition and socialization These personal narratives offer a unique perspective into the private and intimate experiences that are central to the second language socialization process.
In July 2014, questionnaires were distributed to BGA students who consented to participate in the research After one week, the collected data was compiled and organized into tables for analysis.
In August 2014, I conducted interviews with students who provided distinctive answers in their questionnaires, selecting participants for both email and in-person discussions Each personal interview lasted approximately seven minutes and took place outside the classroom, fostering a comfortable and enthusiastic atmosphere The interactions involved asking questions, sharing experiences, and listening to the students' stories about their English studies While some participants were fluent in English and responded accordingly, others were permitted to reply in Vietnamese, which was recorded for later analysis and evaluation.
The analysis relies entirely on data gathered from questionnaires and interviews, ensuring objectivity by minimizing the influence of personal opinions on the research outcomes and conclusions.
DATA ANALYSIS AND FINDINGS
Data analysis
The study of motivation has evolved through four primary phases, with a particular focus on the socio-dynamic period in this research Motivation is categorized into three key components: the ideal L2 self, the ought-to L2 self, and the L2 learning experience (Dürnyei, 2005).
The students’ reasons for studying English
A You think it is necessary for you in your job after you graduate from school
B You want to communicate with foreigners in English
C You are interested in English culture and people
D You want to go abroad to study further
E You want to get good marks and/ or positive
20% 25% 13% 39% 3% remarks for your English in or out of the class
F You want to live up to your parents’ expectations
G You are afraid of being looked down on for being bad at English
H English is a compulsory subject in the syllabus
Table 1: Students’ reasons for studying English
The findings from Table 1 highlight the significance of the 'L2 Motivational Self System' as proposed by Dürnyei (2005), particularly the ideal L2 self, which is intertwined with students' internalized instrumental motives for learning English Notably, 43% of students cited future job prospects, 41% mentioned communicating with foreigners, and 36% aimed for further studies abroad as key motivations Additionally, 45% valued their self-image through academic success, while interest in English culture accounted for only 28% The Ought-to L2 Self also played a crucial role, with 50% of students motivated by parental expectations and 42% by the desire to avoid negative outcomes Furthermore, the L2 Learning Experience emerged as the primary reason for studying English, with a remarkable 77% of students indicating this as their motivation Overall, while students considered their ideal L2 self in their reasons for studying English, the responses indicated that this consideration was below average.
In interviews with students, those who consistently achieved high scores in English (7 out of 12) attributed their motivation to their ideal self, aspiring to embody the proficiency they envisioned Interviewee 6 emphasized the necessity of certified English proficiency across various fields, while interviewee 3 highlighted English as both a valuable job tool and a gateway to global knowledge Conversely, students with average or low scores primarily focused on the ought-to self, studying English out of obligation, as it was a compulsory subject for graduation Interviewee 5 starkly expressed a lack of enthusiasm, stating a preference for walking the length of Vietnam over studying English, illustrating the disconnect between motivation and necessity among lower-scoring students.
In a survey of students, all three components of motivation were considered, revealing that while few held a high regard for their ideal learner self, those who actively engaged with this concept tended to achieve notable success in their English studies These findings highlight the significant influence of the learner ideal self on students' academic performance in English.
3.1.2 Factors affecting students’ motivation in English studying Factors affecting students’ motivation in
A your idea of what you would like to become (a good English speaker)
B Your idea of what you are afraid of becoming (a bad English speaker)
C Your idea of what you might become
D The attitude and teaching methods of the teacher
Table 2: Factors affecting students’ motivation in English studying
Learning experiences, including the teacher's attitude, teaching methods, self-confidence, and classroom atmosphere, significantly influence students' motivation to study English Additionally, the concept of the learner's ideal self, which reflects students' aspirations for their future selves, accounts for 74% of their motivation This highlights the crucial role that personal goals play in encouraging students to engage with the English language Conversely, only 40% of students feel compelled to study English due to fears of being perceived as poor learners.
The findings from the questionnaire and interviews highlight the crucial role of learners' ideal self as a motivator in English language studies Successful students at BGA identified their ideal self, driven by integrative and internalized instrumental motives—such as work, interest, and ambition—as their primary motivation for learning English In contrast, students who struggled with English tests lacked an ideal self, viewing the language as a burden rather than an asset One interviewee even expressed, "I will mainly work with ethnic people, so I see no point in learning English English is just a trouble." This stark contrast underscores the significance of an ideal self in achieving success in English studies.
3.1.3 Students’ interest in English lessons
According to the chart, almost half of the students expressed interest in studying English, while 39% were uncertain about their feelings towards the subject A small percentage showed disinterest, indicating that 46% of students were either interested or strongly interested in learning English This interest aligns closely with the previously analyzed ideal self, suggesting that the ideal self motivates students more effectively than the ought-to-self or their learning experiences, which tend to compel them to study English.
During the interviews, students expressed a strong interest in English lessons, viewing them as a source of satisfaction and an opportunity for personal growth.
In interviews, students expressed contrasting feelings towards learning English, with some, like Interviewee 1, showcasing a passion for the language, describing each lesson as a new adventure filled with discoveries In stark contrast, other students without an ideal self revealed their disappointment, perceiving English as a burdensome obligation rather than an enjoyable pursuit.
The concept of the learner's ideal self significantly influences students' interest in studying English Data indicates a strong correlation between the number of students who identify with their ideal self and their enthusiasm for English language learning.
3.1.4 The ways in which the students learn English
In an English lesson, you Strongly agree
B only do what the teacher requires
C ask the teacher to explain about what you don’t understand about the lesson
D You study beyond the syllabus and always discuss what you study with the teacher
E participate in the studying activities very enthusiastically
The data indicates that a significant majority of students engaged in active English learning, with 70% participating enthusiastically and seeking further clarification from the teacher Conversely, 63% of students expressed dissatisfaction with a lack of activity However, self-study was less favored, as over 50% of students adhered strictly to the teacher's requirements, while fewer than 50% pursued additional study beyond the syllabus These statistics reflect the influence of learners' ideal self, ought-to self, and learning experiences on their study methods Notably, it was primarily the ideal self that drove students to delve deeper into the subject.
Students with an ideal self actively utilize various methods to achieve their goals, demonstrating a strong commitment to their education They not only adhere to teachers' guidance but also dedicate significant time to self-study For instance, Interviewee 1 emphasizes the importance of engaging in all learning activities and leveraging online resources, stating, "I realize the enormous significance of the internet to my English study." In contrast, students lacking an ideal self primarily rely on classroom instruction, often struggling to grasp advanced concepts, which can lead to disengagement Interviewee 5 candidly shares his concerns about this issue.
“studying English in the class is enough Outside the class, I have many other things to do.”
In conclusion, students who embraced their ideal selves actively engaged in effective study methods, leading to promising results While many participated enthusiastically in English lesson activities due to their ought-to selves or L2 learning experiences, their positivity was largely confined to classroom settings It was the focus on their ideal selves that encouraged students to prioritize self-study, significantly contributing to their overall success.
3.1.5 The students’ attitude to English studying Students’attitude when reaching a goal in English studying Students’ attitude when getting good marks or remarks, or achieving a goal
A feeling stimulated and study better
B still feeling unsatisfied and trying more
C taking it for granted and feeling normal
D feeling overconfident and showing off
A significant majority of students reported feeling motivated and improving their English studies upon achieving their goals, with 68% expressing a desire to strive even harder despite their accomplishments While only a small fraction exhibited overconfidence, a moderate number perceived their success as normal This indicates that achieving goals plays a crucial role in enhancing students' English proficiency The predominance of positive attitudes over negative ones serves as a valuable insight for teachers, highlighting the importance of helping students develop their ideal selves By fostering this self-concept and motivating students to reach their aspirations, educators can significantly enhance their students' chances of success.
Students’attitude when failing to reach a goal in English studying
Students’ attitude when getting bad marks or remarks, or failing to achieve a goal
A feeling discouraged and wanting to give up
C feeling sad, but encouraging yourself to try
D taking it for granted and feeling normal
Table 5: Students’attitude when failing to reach a goal in English studying
A small percentage of students, at 13 percent, felt discouraged and considered quitting after receiving poor marks or failing to meet their goals, contrasting with those who, despite feeling sad, motivated themselves to improve Additionally, 27 percent of students experienced a loss of self-confidence, negatively affecting their progress A quarter of the students viewed their situation as normal, fostering a negative attitude towards studying English Fortunately, a greater number maintained a positive outlook, suggesting that their ideal self plays a crucial role in their determination to overcome challenges and achieve success Teachers should consider these factors to implement effective motivational strategies for their students.
Findings and discussions
an effective motivator if (1) the learner has a desired future self-image, (2) which is elaborate and vivid, (3) which is perceived as plausible and is in harmony” (Dửrnyei, 2009)
The survey revealed that the majority of students did not possess a strong sense of their ideal selves, highlighting the need to cultivate this concept to enhance their English learning This finding calls for careful consideration by schools, teachers, and students alike.
3.2.2 The effects of learner ideal self on the students’ attitude to English studying
This study highlights the positive impact of learners' ideal self on students' attitudes toward studying English, supported by data analysis in section 3.1.5 This finding aligns with perspectives from various researchers, although some attribute students' attitudes primarily to motivation For instance, Moiinvaziri (2008, p.126) emphasizes that the foundation of L2 motivation research is rooted in social psychology, as learning a new language is intrinsically linked to learners' social attitudes toward the associated speech community.
Motivation to learn a language is influenced by learners' attitudes towards others and their approach to the learning task (1972, p.3) Ellis (1997) highlights that individuals motivated to achieve both linguistic and non-linguistic goals tend to reach higher levels of L2 proficiency and develop more positive attitudes The interplay between attitude and motivation, particularly concerning the ideal self—the desired attributes of L2 learners—shows that when learners envision their ideal selves, they cultivate a positive attitude towards studying English This was evident in students who viewed English as a crucial tool for their careers, while others perceived it merely as a mandatory subject, leading to negative attitudes The correlation between students with an ideal self and their interest in English further supports the theory that the ideal self significantly influences learners' attitudes towards language study.
3.2.3 The effects of learner ideal self on the student’s investment in English studying
The study clearly indicates that students' attitudes, shaped by their ideal self, significantly influence the effort they invest in learning a second language (Spolsky, 1989, p 164) Those with a strong sense of their ideal self demonstrated a commitment to achieving their goals, while those lacking this motivation tended to adopt a passive approach to their studies, as illustrated in section 3.1.4.
Students are motivated to learn English to achieve their ideal selves, which includes excelling academically, pursuing higher education abroad, and expanding their knowledge, ultimately enhancing their cultural capital (Norton, 2000) They dedicate significant time to engaging with English programs and consistently practicing their skills, all while setting realistic goals Their initial successes serve as a foundation for further achievements, and they remain resilient in the face of failure Interviewee 7 exemplifies this determination; despite experiencing multiple setbacks, he persevered with the support of his teacher and a strong commitment to his aspirations After achieving his goal, he continued to seek knowledge, mirroring the dedication of other students like interviewees 1 and 3, who also aimed for a 6.5 IELTS score after initially scoring 6.0.
Students lacking an ideal self-image related to English demonstrated minimal investment in their studies, merely adhering to classroom procedures As the material became more complex, they struggled to keep pace with their teacher and peers, showing no intention of dedicating time to English outside of class This disengagement stemmed primarily from their skepticism regarding the significance of English for their career advancement or professional growth.
Only half of the students participating in the study had an ideal self that relied on English, aligning with the number of students dedicated to English studies These students not only focused on the teacher's methods during class but also made significant efforts to learn English independently This finding highlights the interactive relationship between an English learner's ideal self and their investment in learning the language, supporting Spolsky’s (1989) Language Values condition.
The social and individual values which underlie language choice also determine the value an individual assigns to the learning of a specific language (Spolsky, 1989, p 164)
3.2.4 The effects of learner ideal self on the students’ improvement in English studying
The study's findings indicate that the concept of the learner's ideal self significantly enhances English learning among BGA students This aligns with Spolsky's (1989) assertion about the social origins of motivation in second language acquisition.
Learning a language can be motivated by various practical reasons, with the significance of these reasons influencing the learner's effort and investment The social dimension plays a crucial role in shaping these motivations and costs, highlighting the impact of societal factors on the language learning process.
The narratives reveal that students proficient in English were significantly influenced by their ideal L2 self beliefs, recognizing the language's importance for career advancement, international communication, and knowledge acquisition Their aspiration for self-improvement drove their commitment to learning English, contributing to their success in contrast to others in the same environment However, the survey indicated that the number of students who embraced this ideal self belief was below average, explaining the substantial number of graduates who struggle to use English effectively in practical situations.
Teachers significantly influence the development of students' ideal selves, particularly in motivating them to learn English To effectively inspire students, educators should align their teaching methods with the concept of the ideal self, which embodies the qualities and attributes that second language learners aspire to achieve.
Recapitulation of the main ideas
Motivation plays a crucial role in foreign and second language acquisition, as highlighted by numerous researchers including Gardner, Brown, Crookes, Schmidt, Julkunen, Skehan, Dürnyei, and Ryan Among the various theories, Dürnyei's L2 Motivational Self System, introduced in 2005, marks a significant shift in L2 motivation research Through my teaching experience, I have observed that the concept of the "ideal self" proposed by Dürnyei significantly influences students' progress in learning English Consequently, I conducted this study to explore this concept further and identify effective strategies to enhance motivation among students at BGA, aiming to improve their English language skills.
The theoretical foundation of the research is crucial, focusing on general motivation theories and their specific application to second or foreign language acquisition, particularly in relation to the concept of the ideal self A detailed exploration of the ideal self is provided, along with a comprehensive definition of success, encompassing both general success and its specific implications for English language learning among students at BGA.
This study employed a mixed-methods approach, utilizing both quantitative and qualitative methodologies The quantitative aspect involved distributing questionnaires to participants in July, with responses collected after one week, followed by a prompt presentation of the findings in tables and charts for analysis In contrast, the qualitative component included face-to-face and email interviews, which were recorded for subsequent analysis.
The analysis reveals that the concept of the ideal self—representing the attributes learners aspire to possess—plays a crucial role in shaping students' attitudes and investment in English studies, significantly impacting their success However, only about half of the learners in the BGA exhibit an ideal self related to English, which contributes to widespread incompetence in the language The research indicates that a primary reason for many BGA students' struggles in English is their lack of an ideal self, leading to a perception of English merely as a mandatory subject rather than a meaningful pursuit This situation poses a challenge for the academy, teachers, and students alike To address this issue, it is essential for all parties to collaborate in fostering and sustaining learners' ideal selves in English education.
Implications
To effectively promote English teaching and learning, the academy should consider the significant role that learners' ideal self-image plays in their English language studies, as this can greatly impact their motivation and overall learning outcomes.
The academy should foster an environment that supports both teachers and students in integrating their work into the teaching and learning processes It is crucial for the academy to endorse suitable proposals from both groups For instance, beyond providing necessary facilities and materials for English, the academy should invest in English-speaking contests and real-life experiences at the border frontier These initiatives will enable students to develop their ideal self as proficient English users and establish realistic goals for studying the language, ultimately enhancing their English skills.
The academy should disseminate the findings of this research across various subjects to maximize its benefits Despite being conducted on a small scale, the results warrant discussion among teachers from different disciplines To facilitate this process, support from the academy is crucial.
In conclusion, it is the academy's duty to facilitate a pathway for students to develop their ideal selves, while consistently striving to minimize the gap between their current selves and their aspirations By doing so, students will undoubtedly achieve their goals.
3.2.2 Implications for the teachers of English at the Border Gard Academy
Recognizing the significance of the ideal self in enhancing English language learning for students at BGA, teachers should integrate this concept into their lecture strategies.
Teachers can inspire students by showcasing their own proficiency in English, sharing success stories of how English has helped them navigate complex situations, advance in their careers, and acquire vast knowledge This approach motivates students to develop a strong desire and determination to enhance their English skills Such inspiration is crucial for BGA students, many of whom remain uncertain about the importance of English in their lives.
Students should be encouraged to build self-confidence in their English studies, as many mistakenly believe that success is solely based on inherent aptitude This misconception undermines their self-belief and potential Teachers play a crucial role in providing opportunities for all students to express themselves, reinforcing the idea that they possess the qualities needed to become proficient English speakers By envisioning themselves as fluent communicators with foreign individuals, students can take pride in their abilities and foster a positive attitude toward learning English.
To enhance student engagement in English learning, teachers are encouraged to create real-life scenarios, such as showcasing films that depict border gate case-solving with fluent English-speaking border soldiers This approach not only motivates students to envision their ideal selves in English but also inspires them to pursue their ambitions of becoming proficient English-speaking border soldiers.
Teachers play a crucial role in motivating students to develop and sustain their ideal self in English learning By providing the right encouragement and fostering a vision of their ideal self, students are more likely to adopt positive attitudes towards their studies, ultimately resulting in improved academic performance.
3.2.3 Implications for the students at the Border Guard Academy
To succeed in studying English, students must cultivate their own ideal self, viewing English as more than just a compulsory subject By envisioning themselves as professionals, such as border officers with strong English skills, they will be motivated to improve and engage with the language This ideal self is realized through a positive attitude and a commitment to investing time and effort in their studies Without sufficient investment, the ideal self remains unattainable Therefore, combining a genuine interest in learning with dedicated study time is essential for achieving the best results Ultimately, recognizing the importance of their ideal self not only fosters success in English but also enhances their overall satisfaction and comfort in the learning process.
Limitations of the study
teachers and learners of English at the BGA However, because of the limited time and length constraint of a minor thesis, the study has the following limitations:
The study focused solely on first-year students, limiting the representativeness of the findings for the entire student body at the academy Additionally, the small sample size restricts the applicability of the results to all students within the BGA.
The article highlights that the motivational self system's components, including the ought-to self and learning experiences, were not thoroughly examined, leading to an unclear relationship between the ideal self and these elements A deeper understanding of these components could have fostered a more cohesive connection with the ideal self, ultimately enhancing student motivation to improve their English skills.
Last but not least, the study only focused on the students without much attention to the teachers, who play a very important part in motivating the students
If the study had aimed at both these subjects, it could have gained better insight 3.4 Suggestions for further research
With a view to contributing to pedagogical purposes, it is vital that an insight into the situation be taken into account Further studies, hence, could be conducted on the spot
In the first place, the same study on ideal self but on a large scale (with the greater number of participants) could be applied
Secondly, the other components of motivation self system may also be a topic of further investigation
The importance of teachers in motivating students to achieve significant progress in English language learning cannot be overstated It is essential to focus on their role to ensure they employ effective strategies that inspire and engage students in their studies.
Atkinson, J W & Birch, D (1978) Introduction to motivation (2nd ed.) New York: Van Nostrand
Bandura, A (1977) Social learning theory Englewood Cliffs, N.J.: Prentice-Hall
Bandura, A (1997) Self-efficacy: The exercise of control New York: W.H Freeman
Baumeister, R (1999) The nature and structure of the self: An overview In R F. Baumeister (Ed.), The self in social psychology (pp 1-20) Ann Arbor, MI: Psychology Press
Berkovits, S (2005) Guided Imagery: Successful Techniques to Improve School
Performance and Self-Esteem Duluth, MN: Whole Person Associates
Boyatzis, R E & Akrivou, K (2006) The ideal self as the driver of intentional change Journal of Management Development, 25(7), 624-642
Brown, H D (1990) M&Ms for language classrooms? Another look at motivation
In J E Alatis (ed.), Georgetown University round table on language and linguistics 1990,383-93
Carver, C., Reynolds, S L., & Scheier, M F (1994) The possible selves of optimists and pessimists Journal of Research in Personality, 28, 133-141
Clemente, M., Ramírez, E (2008) How teachers express their knowledge through narrative Teaching and Teacher Education, 24, 1244-1258
Coetzee-Van Rooy, S (2006) Integrativeness: Untenable for world Englishes learners? World Englishes
Crookes, G & Schmidt, R W (1991) Motivation: Reopening the research agenda Language Learning, 41, 469-512
Dửrnyei, Z (1994b) Understanding L2 motivation: On with the challenge
Dửrnyei, Z & Otto, I (1998) Motivation in action: A process model of L2 motivation
Working Papers in Applied Linguistics, Vol 4, 43-69
Dửrnyei, Z (2001) Teaching and researching motivation Harlow: Longman
Dửrnyei, Z & Csizộr, K (2002) Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey Applied Linguistics, 23, 421-62
Dửrnyei, Z (2005) The psychology of the language learner: Individual differences in second language acquisition Mahwah, NJ: Lawrence Erlbaum
Dornyei, Z (2009) The L2 motivational self system In Z Dornyei & E Ushioda (Eds.), Motivation, language identity and the L2 self (pp 9-42) Bristol, UK: Multilingual Matters
Dunkel, C., Kelts, D and Coon, B (2006) Possible selves as mechanisms of change in therapy In C Dunkel and J Kerpelman (eds) Possible Selves: Theory,
Research and Applications (pp 187_204) New York: Nova Science
Dweck, C S (2000) Self-theories: Their role in motivation, personality, and development Philadelphia, Pa ; Hove: Psychology Press
Elliot, A J & Dweck, C S (Eds.) (2007b) Handbook of competence and motivation New York: The Guilford Press
Higgins, E T (1987) Self-discrepancy: A theory relating self and affect
Gardner, R C & Lambert, W E (1959) Motivational variables in second-language acquisition Canadian Journal of Psychology, 13, 266-272
Gardner, R C & Lambert, W E (1972) Attitudes and motivation in second- language learning Rowley, Mass: Newbury House Publishers
Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold
Gardner, R.C (2001) Language Learning Motivation: the Student, the Teacher, and the Researcher Texas Papers in Foreign Language Education, 6, 1-18
Hock, M.F., Deshler, D.D and Schumaker, J.B (2006) Enhancing student motivation through the pursuit of possible selves In C Dunkel and J Kerpelman (eds) Possible Selves: Theory, Research and Application (pp 205_221) New York: Nova Science
Holliday, A R (2005) The struggle to teach English as an international language. Oxford, England: Oxford University Press
Julkunen, K (1989) Situation- and task-specific motivation in foreign-language learning and teaching Joensuu: University of Joensuu
King, N., & Horrocks, C (2010) Interviews in qualitative research Thousand Oaks, CA: Sage
Kosslyn, S.M., Cacioppo, J.T., Davidson, R.J., Hugdahl, K., Lovallo, W.R., Spiegel,
D and Rose, R (2002) Bridging psychology and biology: The analysis of individuals in groups American Psychologist 57 (5), 341_351
In a globalizing world, integrative motivation plays a crucial role in language learning, as explored by Lamb (2004) This concept is further illustrated through the experiences of two Indonesian school learners of English, highlighting the interplay between motivation, language identity, and the L2 self (Lamb, 2009) These studies underscore the significance of personal and cultural factors in shaping language acquisition and learner identity.
Le Van Canh Motivational and EFL students: a narrative inquiry of successful Vietnamese students
Markus, H & Nurius, P (1986) Possible selves American Psychologist, 41, 954-
Markus, H & Ruvolo, A (1989) Possible selves: Personalized representations of goals.In L A Pervin (Ed.), Goal concepts in personality and social psychology (pp 211-241) Hillsdale, NJ: Lawrence Erlbaum
Modell, A.H (2003) Imagination and the Meaningful Brain Cambridge, MA: MIT Press
Norman, C C & Aron, A (2003) Aspects of possible self that predict motivation to achieve or avoid it Journal of Experimental Social Psychology, 39, 500-507
Norton, B (2000) Identity and language learning: Gender, ethnicity and educational change Harlow, England: Pearson Education
Oyserman, D., Terry, K and Bybee, D (2002) A possible selves intervention to enhance school involvement Journal of Adolescence 25, 313_326
Pavlenko, A (2002) Narrative study: Whose story is it, anyway? TESOL Quarterly, 36(2), 213-218
Spolsky, B (2000) Anniversary article: Language motivation revisited Applied
Ryan, R M & Deci, E L (2000b) Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology
In his 2009 work, Ryan explores the concepts of self and identity in relation to L2 motivation among Japanese learners of English He emphasizes the significance of the "ideal L2 self" in motivating learners, highlighting how personal aspirations and cultural identity influence their language acquisition journey This research is featured in the book edited by Dürnyei and Ushioda, which delves into the interplay between motivation, language identity, and the L2 self, contributing valuable insights to the field of language education.
Sheldon, K.M and Lyubomirsky, S (2006) How to increase and sustain positive emotion: The effects of expressing gratitude and visualizing best possible selves Journal of Positive Psychology 1 (2), 73_82
Skehan, P (1989) Individual differences in second-language learning
Spolsky, B (1989) Conditions for second language learning Oxford: Oxford University Press
Ushioda, E (2001) Language learning at university: Exploring the role of motivational thinking In Z Dửrnyei & R Schmidt (Eds.), Motivation and second language learning (pp 91-124) Honolulu, HI: University of Hawaii Press
Ushioda, E., & and Dửrnyei, Z (2009) Motivation, language identities and the L2 self: A theoretical overview In Z Dửrnyei & E Ushioda (Eds.), Motivation, language identity and the L2 self (pp 1-8) Bristol, England: Multilingual Matters
Taylor, S.E., Pham, L.B., Rivkin, I.D and Armor, D.A (1998) Harnessing the imagination: Mental simulation, self-regulation, and coping American
Weiner, B (1985) An attributional theory of achievement motivation and emotion Psychological Review, 92, 548-573
Yashima, T (2000) Orientations and motivation in foreign language learning: A study of Japanese college students JACET Bulletin, 31, 121-133
Zentner, M and Renaud, O (2007) Origins of adolescents’ ideal self: An intergenerational perspective Journal of Personality and Social Psychology
A questionnaire for the fresh students in the Border Guard Academy Please tick (√) where appropriate or write in brief where necessary
(Đánh dấu √ vào hoăc viết trả lời ngắn gọn vào chỗ cần thiết )
Items Strongly agree (hoàn toàn đồng ý)
Strongly disagree (Hoàn toàn không đồng ý)
A You think it is necessary for you in your job after you graduate from school
(Bạn nghĩ rằng Tiếng Anh cần thiết cho công việc sau khi bạn ra trường)
B You want to communicate with foreigners in English
(Bạn muốn giao tiếp với người nước ngoài bằng tiếng Anh)
C You are interested in English culture and people
(Bạn quan tâm đến con người và văn hóa Anh)
D You want to go abroad to study further
(Bạn muốn ra nước ngoài để học thêm)
E English is a compulsory subject in the syllabus
(Tiếng Anh là môn học bắt buộc trong chương trình.)
F You want to live up to your parents’ expectations
(Bạn muốn đáp ứng mong muốn của bố mẹ)
G You are afraid of being looked down on for being bad at English (Bạn sợ mình bị coi thường vì kém tiếng Anh.)
H You want to get good marks and/ or positive remarks for your English in or out of the class (Bạn muốn được điểm tốt hoặc được nhận những lời khen ngợi cho tiếng Anh của bạn cả trong và ngoài lớp học)
2 You feel interested in studying English (Bạn cảm thấy hứng thú học tiếng Anh)
3 In an English lesson, you
(Trong lớp học tiếng Anh, bạn…)
A do nothing ( Không làm gì)
B only do what the teacher requires
(Chỉ làm những gì cô giáo yêu cầu)
C ask the teacher to explain to what you don’t understand about the lesson ( Yêu cầu giáo viên giảng những gì bạn không hiểu)
D You study beyond the syllabus and always discuss what you study with the teacher
(Bạn học thêm ngoài chương trình và luôn thảo luận với giáo viên những gì bạn học.)
E participate in the studying activities very enthusiastically
(Tham gia các hoạt động học tập một cách nhiệt tình )
4 Your motivation in studying English may be affected by
(Động lực học tiếng Anh của bạn có thể bị ảnh hưởng bởi…)
A the attitude and teaching methods of the teacher (Thái độ và phương pháp giảng dạy của giáo viên.)
B your idea of what you would like to become (a good English speaker) (Ý tưởng về bạn muốn trở thành người như thế nào, ví dụ như một người nói tiếng Anh tốt)
C Your idea of what you are afraid of becoming (a bad English speaker) ( ý nghĩ về việc bạn sợ trở thành người như thế nào, ví dụ như một người nói tiếng Anh kém)
D Your idea of what you might become ( ý nghĩ về việc bạn có thể trở thành người như thế nào)
E self-confidence (sự tự tin)
F the classroom atmosphere ( không khí lớp)
5 Your attitude when you get good marks or remarks, or achieve a goal ( Thái độ của bạn
A feeling stimulated and study better ( cảm thấy được khuyến khích và học tốt hơn)
B taking it for granted and feeling normal ( coi điều khi được điểm hoặc lời nhận xét tốt, hoặc đạt được một mục tiêu đó là hiển nhiên và cảm thấy bình thường)
C still feeling unsatisfied and trying more (vẫn cảm thấy chưa hài lòng và cố gắng hơn nữa)
D feeling overconfident and showing off (cảm thấy quá tự tin và khoe khoang)
6 Your attitude when getting bad marks or remarks, or failing to achieve a goal ( Thái độ của bạn khi bị điểm hoặc nhận xét kém, hoặc không thể đạt được
A feeling discouraged and wanting to give up
( cảm thấy chán nản và muốn từ bỏ)
B taking it for granted and feeling normal ( coi điều đó là hiển nhiên và cảm thấy bình thường)
C feeling sad, but encouraging yourself to try (cảm thấy buồn nhưng mục tiêu) vẫn tự động viên bản thân cố gắng)
D losing self- confidence (mất tự tin)
7 What are your scores in the English tests and exams at the Border Guard Academy?
(Điểm số của bạn trong các bài kiểm tra và thi Tiếng Anh tại học viện)
Average (5-6 marks) (Điểm trung bình)
Below average (Below 5) (Điểm dưới trung bình)
Thank you for your cooperation!
APPENDIX 2 Interview questions for the freshmen at the Border Guard Academy
1 Can you tell me the reasons why you study English?
Bạn có thể cho tôi biết lý do bạn học tiếng Anh?
2 If English were optional, would you choose it?
Nếu Tiếng Anh là môn tự chọn, bạn có chọn nó không?
3 How do you study English? ( You only attend class but do nothing; you try to follow the teacher in the class but do nothing at home; you enthusiastically participate in all learning and teaching activities and spend a lot of time practising English skills by yourself)
Học tiếng Anh hiệu quả đòi hỏi sự kết hợp giữa việc tham gia tích cực trong lớp học và luyện tập tại nhà Nếu bạn chỉ có mặt ở lớp mà không tham gia, hoặc chỉ lắng nghe mà không thực hành, tiến bộ sẽ rất hạn chế Ngược lại, nếu bạn tham gia hăng hái vào các hoạt động học tập trên lớp và dành thời gian tự luyện kỹ năng tiếng Anh tại nhà, bạn sẽ nhanh chóng cải thiện khả năng ngôn ngữ của mình.
4 How do you feel when you study English? ( You feel bored with English lessons; you feel interested in English lessons because of the teacher’s attitudes and teaching methods; You feel motivated by your gaining good goals in English studying; You feel stimulated by your good self image when you succeed; you feel it your duty to study it so you get ready;…)
Học tiếng Anh có thể mang lại nhiều cảm xúc khác nhau cho mỗi người Một số người cảm thấy chán nản vì khó khăn trong việc tiếp thu ngôn ngữ này, trong khi những người khác lại hứng thú nhờ vào thái độ và phương pháp giảng dạy của giáo viên Nhiều học viên cảm thấy được thúc đẩy khi đạt được những mục tiêu tốt trong quá trình học, hoặc khi hình dung về một phiên bản tốt đẹp hơn của bản thân khi thành công Đối với một số người, việc học tiếng Anh không chỉ là sở thích mà còn là trách nhiệm, và họ sẵn sàng nỗ lực để cải thiện kỹ năng của mình.
5 As for you, what is success in studying English? Who is considered to be successful in learning English?(a student gaining high scores in the exams; a student learning English well in the class but getting no high scores in the exams; a student communicating well in English but not doing the exams well; a student both studying and doing the exams well, …) Đối với bạn, thành công trong việc học tiếng Anh là gì? Ai được bạn coi là người thành công trong việc học tiếng Anh? ( một sinh trong lớp đạt điểm cao trong kỳ thi cuối kỳ môn Tiếng Anh; một sinh viên học giỏi trên lớp nhưng điểm ko cao; một sinh viên giao tiếp tốt bằng tiếng Anh nhưng làm bài thi không tốt; một sinh viên vừa học tốt vừa làm bài thi tốt,…)
6 What goals do you want to achieve when you study English?
(Bạn muốn đạt được mục tiêu gì khi học tiếng Anh?)
7 What are your scores for the tests and examinations of English at the Border Guard Academy?
(Điểm số cho các bài thi môn tiếng Anh của bạn tại Học viện Biên phòng là mấy điểm?)
8 Have you participated any international tests for English like Ielts or Toefl?Which score have you gained?
(Bạn đã tham gia kỳ thì Tiếng Anh quốc tế như Ielts hoặc Toefl chưa? Bạn đạt được bao nhiêu điểm?)
9 How do you feel when you achieve your goals when studying English?
( Bạn cảm thấy như thế nào khi bạn đạt được mục tiêu đưa ra khi học tiếng Anh?)
10 How do you feel when you fail to achieve your goals when studying English? (Bạn cảm thấy như thế nào khi không đạt được mục tiêu đề ra?)
Thank you for your cooperation!
English has emerged as a global language, making it essential for participation in international conferences where experts communicate My aspiration to attend these events drives my commitment to mastering English, as a significant portion of human knowledge is available in this language Additionally, proficiency in English enhances my ability to connect with people worldwide, which is crucial in my role as a border guard, where effective communication with foreigners is often necessary.