Phạm Thị Tố Loan Trang 3 i Abstracts The purpose of this study is to examine the factors affecting students’ motivation in learning English at Thuongmai university, then put forth some
Rationale
Research highlights that various factors influence English language learning, with motivation identified as a key element, accounting for 33% of the acquisition process (Guanjie, 1996) Other significant factors include aptitude (33%), intelligence (20%), and additional elements (14%) Unmotivated students often display disengagement and distraction, while motivated learners exhibit determination and persistence, leading to better performance Despite the importance of motivation, students at Thuongmai University demonstrate a lack of interest in English, resulting in low engagement during lessons, as many are preoccupied with chatting, messaging, or browsing the internet This lack of motivation correlates with their poor English proficiency, hindering their ability to communicate effectively in professional settings Therefore, it is crucial to enhance language competency at the university level by increasing student motivation This study aims to explore the significance of motivation in language learning and propose solutions to inspire students at Thuongmai University, ultimately helping them develop the skills necessary to thrive in a global job market.
Aims of the study
The main aims of the study are as follows:
- explore the factors affecting students’ motivation in learning English
- propose some recommendations to enhance students’ motivation in learning English.
The research questions of the study
In order to achieve the aforementioned aims, the study seeks to answer the following questions:
1 What are the factors affecting students’ motivation to learn English?
2 What are the solutions to enhance their motivation in learning English?
Scope of the study
The study focuses on identifying solutions to enhance English competence for Thuongmai non-English majors It was carried out in the second semester of 2016-
Significance of the study
Design of the study
The study is organized as follows:
INTRODUCTION specifies the background of the study which covers a wide range of information such as rationale, aims, research questions, scope, significance, and design of the study
Chapter 1 provides an overview of literature on motivation in language learning
Chapter 2 discusses the research methods of the study
Chapter 3 deals with the findings and discussion of the study
CONCLUSION summarizes the main issues of the study, accompanied by limitations and suggestions for further study Additionally, some possible implications for language teaching and learning are presented
LITERATURE REVIEW
Motivation and language learning
In second language acquisition, research has extensively examined the types and factors influencing motivation Gardner (1985) explored how learners' attitudes toward the target language community affect their motivation, distinguishing between integrative motivation—where individuals learn a language for greater integration within that community—and instrumental motivation, which focuses on the benefits derived from language learning The 1990s marked a shift towards cognitive theories (Dornyei, 2009), introducing concepts such as intrinsic and extrinsic motivation, self-efficacy, and context-specific motives related to the learning environment The latest phase of motivation research emphasizes a process-oriented approach, highlighting the dynamic nature of motivation and its complex processes, from intention formation to goal realization (Dornyei, 1994).
Research in motivation and language learning by Dornyei (1994) and Williams
1.1.2 Theories on motivation and conceptual framework of the study
Socio-educational model of second language acquisition
Here is a rewritten paragraph that captures the essence of the original text, optimized for SEO:"The socio-educational model highlights the significance of student characteristics in second language learning, with motivation playing a pivotal role According to Gardner (2006), a motivated learner exhibits key motivational features, including effort, desire to learn, and positive attitudes towards language acquisition Notably, effort is deemed the most crucial aspect in determining learner success and predicting language proficiency, as without it, learning outcomes are likely to be limited, leading to low achievement."
The social psychological theory highlights the significance of language learners' attitudes and feelings towards the target language and its communities, while the cognitive perspective prioritizes cognition and mental processes In this context, the learning environment and the needs of students and teachers take precedence over social and community factors However, this shift does not disregard social and psychological insights; rather, it aims to expand upon earlier theories by integrating additional cognitive viewpoints.
Dornyei (1994) proposed motivation on three different levels as follows:
- Language level: considers the language and the community as well as the instrumental and integrative motivations proposed by Gardner
- Learner level: includes the learner’s personal traits and cognitive processes
- Learning situation level: focuses on three specific learning levels in the classroom
Adoption of a dynamic conception of the notion of motivation has been induced by both the situated and process-oriented conceptualisations of motivation As Dửrnyei
RESEARCH METHODOLOGY
The context of the study
Methodology
The study seeks to find the answer for the following questions:
1 What are the factors affecting students’ motivation to learn English?
2 What are the solutions to enhance their motivation in learning English?
To fulfill the research aims, survey questionnaires and interview were carried out to collect the data
The participants of the study included 108 second year students from two classes
(86 female and 22 male students) at Thuongmai University who were studying English 3 in the second semester, 2016-2017 academic year
To gauge students' motivation towards English learning, a mixed-methods approach was adopted, combining a questionnaire with in-depth interviews The questionnaire comprised 12 questions, assessing students' attitudes towards learning English, classroom activities, teaching methods, praise and rewards, classroom atmosphere, and cooperative learning Although multiple factors were identified in the theoretical background, the study focused on five key areas due to time constraints A 5-point Likert Scale, ranging from "Strongly agree" to "Strongly disagree", was employed to collect data and elicit nuanced responses from the students.
Out of 108 students, eight were chosen for in-depth face-to-face interviews to gather detailed insights These interviews aimed to explore and clarify the identified issues All discussions were audio recorded and transcribed for subsequent analysis.
A total of 108 students participated in the initial questionnaire, which consisted of two main parts: assessing their attitude towards English learning and evaluating factors that promote motivation To gather more in-depth information and potential solutions to boost student motivation, 8 students were selected for further interviews, with pseudonyms assigned to maintain their anonymity - Hang, Hoa, Lien, Linh, Nga, Tuan, Hung, and Phuong.
To ensure students feel comfortable and articulate in expressing their thoughts, all questionnaires and interviews were conducted in Vietnamese The findings from this data will be detailed and analyzed in the following chapter.
FINDINGS AND DISCUSSION
Findings
3.1.1 Students’ attitude towards learning English
“I like learning English very much because I have the intention to study Master abroad after graduate from university” said Tuan
Linh stated that: “I want to work for foreign company so English is a key factor to get a good job in such company”
Hoa confessed that she wanted to learn English only to pass the exams at university so that she can complete the learning curriculum
For some individuals, learning Chinese is preferred over English due to its perceived ease of acquisition One learner expressed a neutral attitude towards English, citing that Chinese is easier to learn, whereas English is more challenging This sentiment is shared by some of their friends, who allocate more time to learning and practicing Chinese compared to English.
24 teachers to instill students’ love for English which is the ground for later motivation and achievement
To what extend do you agree with the following statements?
2 I expect teachers to use games in the lesson to stimulate students’ engagement in the lessons
3 I like teachers to use images and videos to illustrate the lessons
Table 3.1: Motivators relating to classroom activities
A significant 88% of students expressed their support for incorporating games into classroom activities to enhance engagement, while 82% favored the use of images and videos by teachers to effectively illustrate lessons.
Hung expressed his preference for game-based learning, stating that his limited English proficiency and shyness in speaking in front of the class made traditional lessons challenging He found that incorporating games into lessons allowed him to participate more naturally and learn with enjoyment By doing so, he was able to overcome his initial hesitation and engage more freely in the learning process This approach enabled him to build confidence and develop his language skills in a more relaxed and interactive environment.
Additionally, most of students valued the need to introduce images and videos into the lesson to attract their attention and give them the opportunity to gain a deeper
The following excerpt illustrated Phuong’s concern for visual aids:
“I think visual aids are very important especially when there are abstract issues in the lesson However, I realize that teachers still pay less attention to visual aids and
I hope teachers introduce more images and videos so that we can have a clear and thorough understandings.”
To what extend do you agree with the following statements?
4 Teachers should use a variety of activities and teaching methods to avoid boredom
5 I like teachers focus on student-centered learning, creating many opportunities for students to practice and communicate in English
6 Teachers should explain clearly and care more about each student
Table 3.2: Motivators relating to teaching methods
I appreciate when teachers share stories at the start of lessons, as it sets a positive tone for the class Following the storytelling, engaging in games, exercises, and answering questions enhances our learning experience I enjoy a variety of activities during lessons; relying on just one type can lead to boredom and disengagement.
Data from interview with Hoa revealed that she also felt motivated to learn if teacher used different activities in English class She reported:
To what extend do you agree with the following statements?
7 I like teachers to give encouragement in order to increase students’ confidence and reduce
8 Teachers should give students praise gifts and praise for the well-done job
Table 3.3: Motivators relating to praise and rewards
Encouragement, praise, and rewards play a crucial role in motivating students to learn English A significant 82% of students reported that encouragement enhances their confidence and reduces anxiety during English lessons Additionally, 92% of students expressed appreciation for the gifts and praise received from teachers for their achievements.
In another excerpt, Phuong stated that:
Discussion
Another factor relates to praise and gifts for students’ achievement in learning
Compliments and thoughtful gifts from teachers can significantly motivate students To encourage this, educators should consider giving small, inexpensive items such as old dictionaries, notebooks, pens, books, or candy to inspire and engage their students effectively.
Teachers should recognize the significant impact of compliments in enhancing student motivation, as they can inspire learners to strive for their goals Unfortunately, compliments are often underutilized in the classroom To maximize their effectiveness, it's crucial to provide specific feedback rather than generic praise For instance, instead of simply saying "Good job," a more effective approach would be to elaborate with details, such as, "Good job! You speak very fluently and accurately, and your pronunciation is quite good."
To effectively facilitate group work activities, teachers should anticipate potential difficulties and prepare a list of scaffolding vocabulary, expressions, and ideas to support students By doing so, students will feel more at ease and be more motivated to complete the task Additionally, teachers should be proactive in providing assistance, circulating around the class to offer help as needed, rather than simply observing from a distance.
33 are cared for, the class size must be reduced to the maximum of 30 students This size can ensure that teachers have control and pay attention to students’ needs
1 Implications to enhance students’ motivation at Thuongmai University a Implications for teachers
Effective English language instruction relies heavily on teacher enthusiasm and engagement, yet many educators fail to convey their passion in the classroom, leading to a lack of motivation among students Insufficient lesson planning and a lack of interactive activities result in an uninteresting learning environment, causing students to lose focus and become disengaged Furthermore, the repetition of traditional teaching methods, such as questioning and board work, can lead to monotony and decreased student participation Additionally, large class sizes hinder teachers from providing individualized attention, neglecting students' unique needs and further diminishing their motivation to learn.
For the above mentioned problems, the following implications are made for teachers to boost students’ motivation in learning English:
Students prefer English classes that incorporate games and diverse activities, prompting teachers to adopt various strategies to enhance engagement and participation Utilizing tools such as games, storytelling, flashcards, role play, and interactive questions can significantly boost student involvement in lessons.
35 and answer, quizzes etc are among the effective activities that can be applied in class to arouse students’ motivation
Thirdly, students enormously value the teachers’ care to individual’s needs
To effectively facilitate group work in English lessons, teachers must be proactive in circulating around the class, providing prompts, responding to queries, and offering suggestions when needed Regular updates on content knowledge and teaching skills through professional development programs, such as workshops, training courses, and conferences on English language teaching, are also crucial Additionally, staying informed about current issues across various fields, including education, economics, politics, and culture, is essential for teachers to expand their knowledge and prepare engaging lessons By being enthusiastic and knowledgeable, teachers can inspire students' motivation and foster a love for learning English.
Suggestions for further research
The authors express a desire to conduct further research on student motivation, specifically exploring the connection between motivation and academic achievement, as well as the dynamics between intrinsic and extrinsic motivation among students.
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APPENDIX Appendix 1 - Questionnaire – Vietnamese version
Phần 1: Bạn có đồng ý với những nhận định sau đây về động lực học tiếng Anh không?
1 Tôi thích và có hứng thú học tiếng Anh 9% 58% 27% 6% 0
Hoạt động học trên lớp
2 Tôi thích giáo viên sử dụng các trò chơi trong các bài học để tạo hứng thú cho học sinh
3 Tôi muốn giáo viên đưa vào bài giảng các hình ảnh và video liên quan đến bài học
Phương pháp giảng dạy của giáo viên
4 Giáo viên nên thường xuyên thay đổi các hoạt động và các phương pháp dạy để tránh gây nhàm chán
5 Tôi muốn giáo viên coi người học là trung tâm, tạo nhiều cơ hội cho người học thực hành, giao tiếp nhiều bằng tiếng Anh
6 Giáo viên cần giảng dạy dễ hiểu và quan tâm nhiều đến sinh viên
Các hình thức khen thưởng khích lệ
7 Tôi thích giáo viên luôn khích lệ, động viên chúng tôi nhằm nâng cao sự tự tin và giảm bớt căng thẳng trong giờ học
8 Giáo viên nên đưa ra các phần thưởng khi sinh viên đạt thành tích
9 Tôi thích các giờ học tiếng Anh thú vị và sôi nổi 50% 47% 3% 0 0
10 Tôi thích không khí lớp học thoải mái và dễ 50% 47% 3% 0 0
44 chịu, không áp lực căng thẳng
Hình thức làm việc theo cặp, nhóm
1111 Tôi thích làm việc theo cặp, nhóm nhằm giao tiếp, trao đổi kiến thức, và học hỏi lẫn nhau
12 Giáo viên cần làm rõ yêu cầu, nhiệm vụ của nhóm và đưa ra các quy định cũng như chỉ dẫn cần thiết để nhóm làm việc hiệu quả
To what extend do you agree with the following statements?
1 I like English and feel motivated to learn
2 I expect teachers to use games in the lesson to stimulate students’ engagement in the lessons
3 I like teachers to use images and videos to illustrate the lessons
4 Teachers should use a variety of activities and teaching methods to avoid boredom
5 I like teachers focus on student-centered learning, creating many opportunities for students to practice and communicate in English
6 Teachers should explain clearly and care more about each student
7 I like teachers to give encouragement in order to increase students’ confidence and reduce anxiety in the lesson
8 Teachers should give students gifts and praise for the well-done job
9 I like exciting and interesting English lessons 50% 47% 3% 0 0
10 I want to learn best when classroom atmosphere is relaxing and comfortable and free from pressure and tension
1111 I like to work in pairs and groups in order to communicate, exchange ideas and learn from each other
1212 Teachers should explain the requirements and specific tasks and give necessary support so that the group can work effectively