Aims of the study
This study aims to explore the factors influencing learning goals and motivation among second-year students studying English at the Military Academy of Logistics The primary objective is to identify the relationship between students' learning goals and their motivation levels, providing insights into how these elements interact in an academic setting.
Research questions
To achieve these aims, the study sets out to answer the following research questions:
1 What are the students’ learning goals regarding English learning?
2 To what extent are their learning goals related to their motivation in learning English?
Significance of the study
The study explores the learning goals and motivation of second-year students at the Military Academy of Logistics, providing valuable insights for English teachers at the institution It identifies key factors influencing these learning goals and motivation, while also examining the relationship between them Ultimately, this research aims to enhance students' English learning experiences and assist teachers in improving their instructional methods.
Scope of the study
The Military Academy of Logistics offers three training levels: College, Junior College, and Vocational Training This study specifically focuses on second-year students at the College level.
Researchers have extensively explored the relationship between learning goals, motivation, and their impact on second language acquisition This multifaceted topic encompasses various aspects, making it a significant area of study However, due to time constraints within the scope of an M.A minor thesis, a focused analysis is necessary.
This article examines the learning goals and motivation of second-year students in English, highlighting the key factors that influence their educational experience The choice to focus on second-year students is significant, as this is when they begin their formal English studies in school Understanding their motivation is crucial for enhancing their learning outcomes.
I also intend to focus on the intrinsic and extrinsic motivation.
Design of the study
The thesis consists of three parts: the introduction, the development, and the conclusion
Part One – Introduction: provides rationales, aims of the study, research questions, significance, and the scope of the study and its design
Part Two – Development: is organized around three chapters as follows:
Chapter 1: Literature review: conceptualizes the framework of the study through the discussion of the issues and ideas on theories of learning goals and motivation, and the relationship between them
Chapter 2: Methodology: presents the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis
Chapter 3: Findings and Discussions: consists of a comprehensive analysis of the data and a discussion on the findings of this study
Part Three – Conclusion: offers a summary of the findings, recommendations, limitation, and future directions for further study.
LITERATURE REVIEW
Definition of learning goals and motivation
Goal Theory, developed by Dweck in 1986, is a social-cognitive framework that focuses on achievement motivation, particularly in the context of academic motivation Emerging as a significant theoretical perspective in the late 1980s, Goal Theory distinguishes itself from other motivational theories by exploring the underlying reasons students pursue their academic tasks, rather than merely their beliefs about success and failure.
According to Miyamoto and Nasu (1995), individual behaviors are considered rational and economic, aimed at achieving specific goals This perspective allows for the application of Goal Theory to predict students' learning behaviors and outcomes based on their personal objectives (Dweck, 1986).
Latham and Locke (2006) define a goal as a desired level of performance proficiency to be achieved within a specific timeframe, emphasizing that goal setting creates constructive discontent with current performance They argue that specific and challenging goals lead to superior performance compared to vague objectives like "doing your best." When faced with a goal, individuals leverage their knowledge and skills, engage in deliberate planning, and develop task strategies that direct their attention and effort toward activities relevant to the goal (Latham & Locke, 2002).
According to Harmer (1991, p.3), second language learning goals can be categorized into two types: short-term goals, which involve immediate achievements such as passing exams or obtaining high grades, and long-term goals, which reflect aspirations for future opportunities, such as securing better job prospects or effectively communicating in the target language.
In a pioneering study on the relationship between personality and goal-setting, Campbell (1982) proposed that personality traits influence various elements of goal-setting behavior, including the likelihood of establishing goals and the specific nature of those goals.
(3) the stability of set goals over time; (4) the typical specificity of goals set; and (5) the typical difficulty of goals set
Motivation, derived from the Latin word "movere," refers to the driving forces behind human actions Since the early 20th century, it has emerged as a prominent area of research in psychology and education, capturing the interest of many scholars Theories of motivation aim to address the complex question of why individuals behave in certain ways, highlighting that there is no simple or direct answer to this phenomenon.
According to Gardner (1985), motivation in language learning encompasses effort, desire, and affect, where effort involves the time and drive dedicated to studying, desire reflects the learner's aspiration for proficiency, and affect pertains to emotional responses towards language learning Crookes and Schmidt (1991) further elaborate on motivation by distinguishing between internal factors, such as interest, perceived relevance, and expectations of success, and external factors, which include the commitment to learn and active engagement in the learning process Ultimately, effective language learning hinges on students' enjoyment of activities and their willingness to exert effort.
Motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes towards the second language community (Lightbrown & Spada, 1999) When learners recognize the necessity of using the second language in various social contexts or to achieve professional goals, they are more likely to appreciate its communicative value and strive for proficiency Additionally, positive attitudes towards the speakers of the language foster a desire for increased interaction with them.
Malone (1981) emphasizes that motivation is influenced by the challenge level of tasks assigned by teachers He argues that activities must align with students' varying abilities; tasks that are either too easy or overly difficult can lead to decreased motivation Conversely, when students encounter appropriately challenging activities, their interest increases, fostering more effective learning outcomes.
Another concept of motivation stated by Dornyei (2001, p 61) is that motivation as
The acquisition of a second language is significantly influenced by the learner's willingness to engage with and adopt elements of the target culture According to the author, motivation in language learning encompasses two key dimensions: direction and magnitude, which play crucial roles in shaping learners' behaviors and attitudes towards the language.
Different approaches to motivation offer unique perspectives on L2 and foreign language learning However, researchers commonly identify three essential components of motivation: the conscious decision aimed at achieving language learning goals.
(2) the effort expanded to achieve that goal, and (3) the sustenance of the goal/effort
1.1.3 Adopting the Common European Framework (CEFR) at Military Academy of Logistics
The CEFR for languages was developed by the Council of Europe over more than
20 years before being officially launched during the European Year of Languages in
2001 Since then the CEFR has grown in popularity both in Europe and across the world
The CEFR framework serves as a benchmark for assessing communicative language skills across reading, writing, speaking, and listening It categorizes language proficiency into three main levels: basic users (Level A), independent users (Level B), and proficient users (Level C).
Military Academy of Logistics (MAL) has set Level B1 as English language proficiency target for the students from the second year to the pre-graduation time since 2013
Table 1 and Table 2 show the framework at Level B1 which students have to achieve
Table 1: Common Reference Levels: self-assessment grid (Level B1)
I can grasp the key ideas of clear standard speech on familiar topics related to work, school, and leisure Additionally, I can comprehend the main points of various radio and TV programs discussing current affairs or subjects of personal and professional interest, provided the delivery is slow and clear.
I can understand texts that consist mainly of high frequency everyday or job related language I can understand the description of events, feelings and wishes in personal letter
I am capable of handling various situations while traveling in a region where the language is spoken I can engage in spontaneous conversations on familiar topics, including personal interests and everyday matters such as family, hobbies, work, travel, and current events.
I have the ability to articulate my experiences, dreams, hopes, and ambitions in a straightforward manner I can provide concise reasons and background information while explaining my current opinions and plans Additionally, I can effectively narrate stories or summarize the plots of books and films, sharing my personal reactions to them.
I can write simple connected text on topics which are familiar or of personal interest I can write personal letters describing experiences and impressions
Table 2: Common Reference Levels: Qualitative aspects of spoken language use
Motivational theory
The cognitive-situated theories of motivation, while distinct from earlier models, do not dismiss the foundational social psychological work Instead, these newer perspectives on motivation, particularly in real-world settings like classrooms, can be effectively studied alongside traditional models (Dürnyei, 2005).
Intrinsic motivation stems from autonomy and competence, where individuals engage in activities for their inherent enjoyment and satisfaction For instance, a person may find joy in learning a language, driven by the pleasure of mastering new concepts (competence) and the intrinsic interest in the language itself.
Intrinsic motivation is the drive that originates from within an individual, rather than from external rewards like money or grades This type of motivation stems from the enjoyment of the task itself or the fulfillment derived from completing it For instance, an intrinsically motivated student may desire a good grade on an assignment, but if the task lacks interest, the prospect of a high score is insufficient to sustain their effort and engagement.
Furthermore, Dornyei (2001) subdivides intrinsic motivation into three subtypes:
Intrinsic motivation encompasses various dimensions that drive individuals to engage in activities for personal satisfaction Firstly, the motivation to know involves the joy of exploring and understanding new concepts, satisfying curiosity, and discovering the world Secondly, intrinsic motivation toward achievement reflects the fulfillment derived from overcoming challenges and striving to surpass one’s own limits, focusing on goal realization and task mastery Lastly, the motivation to experience stimulation is characterized by the desire to partake in activities that elicit enjoyable sensations, highlighting the pleasure derived from the activity itself.
Extrinsic motivation stands in contrast to intrinsic motivation, as it focuses on external rewards rather than personal satisfaction While intrinsic motivation aims for long-lasting positive learning effects, extrinsic motivation drives students to perform behaviors for external outcomes According to Dornyei (2001, p.27), extrinsic motivation is characterized by actions taken as a means to an end, influenced by external environmental factors that shape student behavior.
Extrinsically motivated individuals engage in tasks with minimal interest primarily for the anticipated rewards they may receive, ranging from simple incentives like a smiley face to significant achievements such as fame or fortune For instance, a student may find an assignment tedious or uninteresting, yet the prospect of earning a good grade can drive them to invest effort and complete the task successfully.
Self-determination theory highlights the varying degrees of extrinsic motivation, illustrating that it can range from external compliance to personal endorsement For example, a student who completes homework solely to avoid parental punishment is driven by extrinsic motivation, while another student who values the work for its relevance to their career demonstrates a more autonomous form of motivation The key distinction lies in the sense of choice and personal investment, with the latter reflecting a deeper engagement compared to mere adherence to external pressures.
Extrinsic motivation, as outlined by Dornyei (2001), is categorized into four subtypes First, external regulation is the least self-determined form, driven by external factors like rewards or threats; for instance, a student may learn English due to parental pressure or teacher encouragement Second, interjected regulation involves adhering to externally imposed norms to avoid feelings of guilt; a student might complete homework to prevent guilt Third, identified regulation occurs when a student values and identifies with an activity, such as learning English to enjoy English songs or films Lastly, integrated regulation represents behavior that aligns with an individual's values and identity; for example, a student may pursue English proficiency as part of embracing an educated, cosmopolitan culture in their country.
Intrinsic and extrinsic motivation are clearly observable in foreign language classrooms, transcending cultural beliefs and attitudes of both learners and teachers (Brown, 2000) Furthermore, while the distinction between intrinsic and extrinsic motivation resembles the integrative and instrumental distinction, it is not identical (Schmidt, 1996).
This study aims to explore the intrinsic and extrinsic motivations of second-year students at MAL, considering the constraints of an M.A minor thesis.
The relationship between learning goals and motivation
Eccles (1983) defined expectancies for success as children's beliefs about their performance on future tasks, whether in the short or long term Ability beliefs refer to an individual's perception of their current competence in a specific activity While ability beliefs concentrate on present capabilities, expectancies for success are oriented toward future outcomes, highlighting a clear distinction between the two concepts.
Expectancies, which emphasize future success, differ from ability beliefs that concentrate on current capabilities (Wigfield & Eccles, 2002) Subjective task values pertain to the inherent quality of a task that impacts an individual's likelihood of selecting it (Eccles, 2005) Both expectancies and values are shaped by personal goals and self-schema, including short- and long-term objectives, self-concept, ability beliefs, and perceptions of task difficulty Additionally, an individual's emotional responses play a role in shaping these values More broadly, factors such as past performance, innate aptitude, and the expectations and behaviors of socializers also affect one's goals, self-schema, and emotional reactions.
Achievement goals refer to competence-oriented objectives that individuals pursue in evaluative contexts Initially, two primary types of achievement goals were identified, focusing on personal competence: mastery goals and performance goals (Dweck & Leggett, 1988).
Mastery goals emphasize perceived competence based on absolute evaluative standards and a focus on task mastery When individuals are task-involved, their primary objective is to learn and master the task for its own sake, driven by intrinsic interest and self-referenced evaluations This orientation relies on comparing performance against task requirements and personal past achievements, highlighting effort and improvement Dweck (1989) notes that those with a mastery goal orientation are more inclined to embrace challenging situations, irrespective of their perceived abilities or expectations of success Even in the face of failure, they view such experiences as opportunities for personal growth, interpreting failure as valuable feedback that indicates the need for more effort and creativity to achieve mastery (Bandura & Dweck, 1985; Elliot & Dweck, 1988).
Performance goals emphasize demonstrating competence and how abilities are evaluated in comparison to peers In contrast to students with a mastery goal orientation, those with a performance goal orientation are more prone to withdraw from challenging tasks when they perceive a higher likelihood of failure Consequently, students' confidence in a specific task is influenced by their assessment of their current abilities to succeed.
Individuals with a strong performance goal orientation often shy away from challenging situations, opting for easier tasks that ensure success and minimize the risk of being judged as incompetent (Elliot & Dweck, 1988) This tendency leads them to avoid learning opportunities that could involve mistakes and negative perceptions from others (Dweck, 1989) Furthermore, when faced with task failure, these individuals typically react with negative emotions and attribute their abilities unfavorably (Bandura & Dweck).
1985, Leggett & Dweck, 1986), and low levels of task persistence (Farr et al., 1993)
Students with a mastery goal orientation prioritize learning over external validation, often embracing challenging tasks despite their lower ability levels, as they are willing to confront their ignorance to gain new skills and knowledge In contrast, those with a performance goal orientation require a perception of high ability and a strong likelihood of success before engaging in challenging tasks, often selecting easier tasks that guarantee positive evaluations rather than focusing on genuine learning (Bandura & Dweck, 1985).
Goal orientations significantly influence achievement outcomes, with task orientation generally seen as more adaptive than ego orientation Task-oriented individuals tend to choose challenging tasks, employ effective study strategies, and maintain positive attitudes and emotions towards learning In contrast, ego-oriented individuals often select easier tasks, use trivial learning strategies, and may withdraw or escape when faced with difficulties However, when high perceived competence is paired with strong task orientation, ego orientation can contribute to positive achievement outcomes.
Self-determination theory (SDT) highlights the difference between autonomous motivation, characterized by a sense of volition and choice, and controlled motivation, which involves acting under pressure Autonomy is exemplified by intrinsic motivation, where individuals engage in activities for their inherent interest, such as learning for fun In contrast, controlled motivation is often induced by extrinsic rewards, leading to a sense of obligation (Deci, 1971) SDT posits that these motivations differ in their regulatory processes and experiences, with behaviors ranging from fully autonomous to controlled Both autonomous and controlled motivations are intentional, while a-motivation represents a lack of intention and drive.
Self-Determination Theory (SDT) differentiates between a-motivation, characterized by a lack of intention to act, and motivation, which involves intentionality Within the realm of motivation, SDT further categorizes it into autonomous motivation and controlled motivation Autonomous motivation encompasses both intrinsic motivation and well-internalized extrinsic motivation, indicating that individuals are driven by their genuine interest in an activity or by values that they have personally integrated, leading to a more self-directed engagement.
Controlled motivation encompasses external regulation and introjected extrinsic motivation, representing the influence of external factors on an individual's drive This type of motivation indicates how much a person feels pressured or enticed by external rewards or internalized expectations.
Autonomous motivation, controlled motivation, and a-motivation reflect an individual's relationship with various activities and are influenced by both social environment factors and personal causality orientations The extent of a person's autonomous motivation at work is linked to the level of autonomy support in their workplace and their intrinsic motivation orientation Conversely, controlled motivation is associated with the presence of control within the work environment and the individual’s controlled orientation Additionally, a-motivation arises from a lack of motivating factors in the work context and an impersonal orientation Understanding these motivational concepts can enhance workplace engagement and productivity.
According to Ford (1992), behavior is influenced by multiple goals, which can vary in complexity High-level goals, such as becoming bilingual, are supported by lower-level goals, like excelling in a class, and are often paired with specific action steps, such as studying to achieve a high grade on a Spanish test These goals can encompass various aspects, including achievement, security, and socialization, with the most motivating activities arising from the pursuit of multiple interconnected goals.
Since mastering a language is not a goal to be achieved within a short time, Dửrnyei
In 1994, it was suggested that planners establish proximal sub-goals that can be accomplished in a short timeframe These sub-goals serve a crucial motivational role by offering learners feedback on their progress Achieving these goals can significantly enhance self-efficacy and boost motivation.
Students who experience a sense of self-determination and focus on their tasks are more likely to exhibit higher intrinsic motivation levels (Ryan & Connell, 1998) Furthermore, Brunel (2001) highlights that goal orientation is associated not only with intrinsic motivation but also with the highest form of extrinsic motivation, known as identified regulation.
METHODOLOGY
In this chapter, the context and the subject of the study, the data collection instruments, the data collection procedure, and the data analysis procedures will be presented
The Military Academy of Logistics (MAL) in Long Bien District, Hanoi, Vietnam, is renowned for its comprehensive training in army ordnance, operating across two campuses in Son Tay and Long Bien MAL offers both Civil and Military training, with the latter encompassing various majors such as Ordnance, Finance, Petrol, and Construction Each year, approximately 500 male students aged 18 to 23 enroll in Military training, all of whom must pass entrance exams in Math, Physics, and Chemistry, indicating a basic proficiency in English However, many students struggle with English, exhibiting limited skills across all four language areas.
At MAL, English is a key subject within the Faculty of Basic Society After completing a year of training at Son Tay, students return to the Long Bien campus to continue their studies, which include English Over two and a half years, students must complete 32 credits in English, totaling 540 periods, to qualify for the graduation examination By the end of their fourth year, they are expected to achieve an A1 level according to the CEFR.
The English Department at MAL offers high-quality language learning resources, including CD players, tape players, and reference books In 2015, the department established 10 multimedia classrooms equipped with computers, screens, and projectors, accommodating an average of 30 to 35 students per class—an ideal size for effective language instruction The department employs 20 English teachers, all graduates from various Vietnamese universities with a focus on English, most holding M.A degrees However, none have studied abroad While the teachers are young, enthusiastic, and dynamic, some lack teaching experience, leading to challenges in classroom management and pedagogical situations.
A study involving 120 male second-year students at MAL, aged 18 to 20, revealed a diverse range of English proficiency levels due to their varied educational backgrounds from rural and mountainous regions to urban areas in Vietnam Although they have studied English for seven to eight years, many are at an Elementary level or below, largely due to a year-long break from English training at Son Tay, which resulted in knowledge retention issues Additionally, the students faced challenges adapting to MAL's teaching methods, which emphasize the four key skills of listening, speaking, reading, and writing, contributing to their poor English performance at the start of the second semester.
Many individuals primarily communicate in Vietnamese, limiting their opportunities to practice English Their time at school, coupled with restricted access to the internet and a lack of English clubs or centers, hinders their ability to enhance their English skills Consequently, they only have limited exposure to the language during classroom interactions with teachers and peers.
This study employs a mixed method design that includes both qualitative and quantitative research methods so as to get a more detailed and comprehensive picture about what is investigated
In my research, qualitative data was collected through interviews, while quantitative data was obtained via questionnaires To ensure clarity and comprehension, both the interviews and questionnaires were conducted in Vietnamese.
The questionnaire consists of two parts with ended questions:
Part I: Types of learning goals and motivation
The questionnaire designed to explore students' learning goals in English consists of five questions, utilizing the NCSSFL-ACTFL Can-Do Statement framework developed by Jacqueline Bott VanHouten and Elvira Swender.
The motivation questionnaire comprises two components: intrinsic and extrinsic motivation, utilizing a five-point Likert scale for its 10 statements This study adopts the Intrinsic-Extrinsic Motivational Questionnaire by Schmidt et al (1996), as it aligns well with the participants involved However, due to the constraints of a minor M.A thesis, I have selected 12 items that effectively represent both intrinsic and extrinsic motivational factors, instead of the full 20 items proposed by Schmidt et al (1996).
Part II: The relationship between learning goals and motivation: consists of four questions to find out the way how learning goals relate to the student‟s motivation
In this study, interviews were conducted the week following the administration of questionnaires to 120 randomly selected students to gather more in-depth data The primary aim of these interviews was to gain deeper insights into the research questions and to discuss issues raised in the questionnaires Each interview, lasting approximately 10 minutes, involved the researcher clarifying questions and answers, and informal discussions occasionally occurred during breaks To facilitate natural and genuine expression, the interviews were primarily conducted in Vietnamese, with basic questions prepared in advance (see Appendix 3) With the interviewees' consent, sessions were recorded and notes were taken, and all interview data were analyzed interpretatively.
The questionnaire underwent an initial pilot with 50 students to assess its validity and reliability After re-editing, it was administered to 70 students, and ultimately distributed to 120 students during the second term of the 2015-2016 school year Students were given 20 minutes to complete the questionnaire, during which the purpose and significance of the study were explained, and any questions were addressed Remarkably, all 120 questionnaires were returned.
Interviews were conducted to gather in-depth insights into students' learning goals, motivation, and the negative factors influencing them at MAL After analyzing the questionnaires, 15 students were randomly selected for face-to-face interviews, which were either noted or tape-recorded These interviews provided essential information regarding the factors impacting learning goals and motivation at MAL.
After all the questionnaires were returned, I collected them to check, sort, and number carefully The results of the recording process were then input into my computer for analyzing
I conducted a comprehensive analysis using both qualitative and quantitative methods The quantitative approach revealed the students' learning goals and types of motivation, along with their interrelationships Meanwhile, qualitative interviews provided deeper insights into the reasons behind the students' specific learning goals and motivational types.
To maintain data consistency, I conducted the analysis of questionnaire and interview responses independently, except for the initial recording of participants' answers.
This chapter thoroughly outlines the study's context, subject, data collection instruments, and analysis procedures The next chapter will focus on the findings and discussions derived from this research.
FINDINGS AND DISCUSSIONS
This chapter focuses on students' learning goals and their intrinsic and extrinsic motivations, exploring the relationship between these elements The findings are based on data collected from questionnaires and interviews, providing a comprehensive analysis that enhances understanding of these topics Ultimately, this groundwork will facilitate a discussion and inform further recommendations in the subsequent sections of the study.
3.1 Learning goals and motivation of the second-year students
Question 1 aims at finding out the students‟ level of English at MAL It is students‟ grades in the examination when they start studying the second year The form and level of the test is based on CEFR level with total mark of 100
Chart 1: Students’ level of English
The chart reveals that nearly 80% of the students who only get 0-44 marks in the test have low level of English ability and 12.5% of them achieve CEFR level A2
Chart 1: Students' level of English
A recent analysis reveals that only 8.3% of students achieved scores above 45-69, indicating a significant struggle with English proficiency During interviews, many students candidly acknowledged their difficulties, expressing that they feel they are extremely poor in the subject.
“I only get 21 marks in the test I cannot hear any information in Listening part.” (Student 12)
“When I learnt at high school, I used to be fairly good at learning English; however, after a long time I do not use it so I forget so much.” (Student 2)
In order to measure students‟ learning goals at MAL, the goals to four skills of learning English considered include presentational speaking, presentational writing, interpretive listening, and interpretive reading
Question 2 measures the student‟s goals toward learning Speaking skill
1 I can introduce myself to someone 20.7
2 I can ask and talk about friends, classmates, and teachers 19.2
3 I can talk about my favorite music, movies, and sports 22.8
4 I can talk about jobs and career plans 37.2
Table 3: Student’s goals toward learning Speaking skill
The data indicates that discussing jobs and career plans is the primary focus of speaking learning, comprising 37.2% of student goals Additionally, 22.8% of students aim to converse about music, movies, and sports Among the 120 students surveyed, 5 selected the "Others" category, with 2 interview participants expressing their motivation to improve English speaking for higher aspirations.
“After graduation, I want to have opportunities to study abroad; therefore, I want to speak English fluently.” (Student 1)
“I have liked speaking English since I was small so that I really hope I can speak
English naturally as the natives” (Student 7)
Approximately 20.7% of students feel confident in introducing themselves, while 19.2% are comfortable asking about and discussing their friends, classmates, and teachers Their aim is to effectively convey personal information and engage in familiar topics using diverse vocabulary, phrases, and memorized expressions.
Question 3 measures the student‟s goals toward learning Writing skill
1 I can write lists and memorized phrases on familiar topics 19.1
2 I can write short messages and notes on familiar topics related to everyday life
3 I can write on a wide variety of familiar topics using connected sentences
4 I can write on topics related to school, work, and community in a generally organized way
Table 4: Student’s goals toward learning writing skill
The findings from question 3 indicate that second-year students at MAL primarily aim to write short messages and notes on familiar everyday topics, accounting for 40.9% of their goals, while 30.5% focus on composing connected sentences across a variety of familiar subjects In contrast, 19.1% of the students set a lower objective of writing lists and memorized phrases One student expressed their perspective on the goals for writing skills during the discussion.
"Student 3 expressed a desire to improve their writing skills, stating that their limited vocabulary and grammar hinder their ability to compose original content They hope to convey simple information, akin to what they might relay in a phone message or during a classroom activity."
A notable 9.5% of participants express a strong desire to improve their English writing skills, aiming to write coherently on subjects related to school, work, and community This ambition is particularly evident among students who have performed well in examinations, as their solid English foundation enables them to set more ambitious goals compared to their peers.
Question 4 measures the student‟s goals toward learning Listening skill
1 I can recognize some familiar words and phrases when I hear them spoken
2 I can often understand words, phrases, and simple sentences related to everyday life
3 I can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies
4 I can usually understand a few details of what I overhear in conversations
Table 4: Student’s goals toward learning listening skill
Over half of students aim to grasp the main ideas in messages and presentations across various everyday topics and personal interests They particularly desire to comprehend short YouTube clips and identify the services promoted in TV advertisements.
A significant 22.4% of participants express a desire to frequently comprehend words, phrases, and simple sentences relevant to daily life, highlighting the importance of practical language understanding.
“I hope to be able to recognize the names of some parts of the body in a health or fitness class.” (Student 12)
“Because I like science, my goal is to recognize the names of the planets in a online science class which I am taking part in.” (Student 9)
Among students, 15.8% report being able to recognize familiar words and phrases when heard, while only 11.5% aim to understand specific details from conversations they overhear.
Question 5 measures the student‟s goals toward learning Reading skill
1 I can understand some learned or memorized words and phrases when I read
2 I can sometimes understand the main idea of what I have read 50.4
3 I can understand the main idea of texts related to everyday life and personal interests or studies
4 I can easily understand the main idea in messages and presentations on a variety of topics related to everyday life
Table 5: Student’s goals toward learning reading skill
The data reveals that a significant number of students set low reading goals, with only 3.2% expressing confidence in their ability to grasp the main ideas from diverse messages and presentations Additionally, just 15.9% of students aim for elementary-level reading comprehension, indicating a widespread struggle to understand key concepts related to their interests and studies.
After collecting all the questionnaires, the participants' responses were analyzed using Excel 2007 The DCOUNT function was employed to tally the frequency of responses for each answer choice: 1- Strongly Disagree (SD), 2- Disagree (D), 3- Undecided (U), 4- Agree (A), and 5- Strongly Agree (SA) across all items in the questionnaire.
I utilized the SUM and AVERAGE functions to determine the total and average number of participants selecting the options Strongly Disagree (SD), Disagree (D), Agree (A), and Strongly Agree (SA) Subsequently, I compared the totals for the SD and D responses against those for the SA and A responses.
Table 6 and Chart 2 show that students in this study have a strong extrinsic motivation in learning English
No % No % No % No % No %
Table 6: The frequency distribution of items measuring extrinsic motivation (n 0)
Chart 2: Frequency distribution of items measuring extrinsic motivation
A significant majority of students, 73.7%, express agreement with factors related to extrinsic motivation for learning English Notably, 89.2% believe that mastering English is essential for securing a good job in the future, while 89.1% acknowledge it as a compulsory subject at MAL Additionally, 82.5% assert that English proficiency is vital for all individuals in Vietnam However, 61.7% indicate that passing examinations at MAL is their primary motivation for learning English, and 45.8% highlight the importance of English for communicating with foreigners.