38 Trang 7 LIST OF FIGURES Trang 8 ABSTRACT Title: AN INVESTIGATION INTO FACTORS DEMOTIVATING ENGLISH-MAJORED STUDENTS IN EFL LEARNING AT BANKING ACADEMY Author: Nguyen Thi Dung, fin
INTRODUCTION
Introduction
Globalization has significantly amplified the influence of English worldwide, enhancing communication skills that foster social interactions and job opportunities (Pandey & Pandey, 2014) In Vietnam, English has become the dominant foreign language in university education (Van Canh & Barnard, 2009) However, unlike acquiring a mother tongue, learning English presents numerous challenges, leading to a lack of interest among students who view it as a mandatory subject Even motivated learners may become disheartened by the effort they invest without seeing satisfactory results This phenomenon, known as "demotivation," negatively impacts language learning by diminishing student engagement (Khusyabaroh et al., 2018) Consequently, addressing demotivation is crucial in effective language instruction and acquisition.
Aims of the study
This study investigates the internal and external demotivating factors affecting English-majored students at Banking Academy It also offers practical suggestions to help these students mitigate these challenges and enhance their English learning strategies.
Significance of the study
While numerous studies have explored the concept of motivation, research on demotivation in Vietnam remains scarce Most researchers concentrate on enhancing students' motivation levels, often overlooking the critical issue of demotivation Consequently, many students abandon their efforts to learn English, despite having several motivating factors at their disposal.
This study explores demotivating factors to enhance understanding of demotivation for both teachers and students By identifying these factors, English learners can limit their impact and develop strategies to maintain motivation Additionally, English teachers can gain insights into why students may lose interest, allowing them to implement more effective teaching methods This research serves as a foundational resource for future studies, contributing to a broader understanding of motivation and demotivation in education.
Scope and limitation of the study
English-majored students at Banking Academy are the primary subjects of this study due to their advanced knowledge of the English language and relevant experience Their insights into the challenges and issues faced during their English learning journey, along with the reasons for their lack of motivation, are invaluable These participants possess specialized knowledge that allows for a deeper exploration of the demotivating factors affecting English language learners.
The drawbacks of this study are its limited size, narrow scope which only focuses on students at Banking Academy Therefore, not all English learners would
3 benefit from it The study's referenced scope is on the campus of a Vietnamese university; hence it might not apply to situations in other nations.
Structure of the thesis
This graduation thesis is divided into five chapters, as follows:
• Chapter 1: Introduction The research and its objectives are introduced
• Chapter 2: Literature Review The fundamental concepts and earlier research on demotivating factors in learning English are discussed
• Chapter 3: Methodology Information about research site and participants, research instrument and the data collection and data analysis process are provided
• Chapter 4: Findings and Discussions This chapter describe the study’s findings and provides a discussion based on the gathered data
• Chapter 5: Conclusion and Recommendations This chapter provides a summary of the research findings, limitations of the research and recommendations for further studies
LITERATURE REVIEW
The concept of motivation and its benefits to language learning/ EFL
This section focuses on providing various definitions of motivation The advantages of motivation in language acquisition are also mentioned in this section
Alizadeh (2016) stated that motivation is the key to complete a task successfully especially in language acquisition
Motivation is a commonly discussed concept in education, yet its definition often confuses many individuals When it comes to learning English, understanding the various interpretations of motivation is essential for effective language acquisition.
Motivation, as defined by the Cambridge Dictionary, refers to the willingness to engage in an activity, influenced by various factors Dửrnyei (1998) describes it as a complex and multilayered construct that encompasses different aspects of this intricacy Researchers, including Gedera et al (2015) and Ryan & Deci (2000), agree that motivation drives students to take action Filgona et al (2020) further elaborate that motivation is the force behind a person's desire to learn, act, understand, believe, or acquire specific skills Therefore, motivation is a crucial element that inspires students to achieve their educational goals (Dửrnyei, 2001a).
Motivation plays a crucial role in language learning, serving as a driving force for students pursuing a second or foreign language As highlighted by Alizadeh (2016), motivation is often seen as a source of courage that empowers learners Gửmleksiz (2001) further emphasizes that motivation instills in students a strong desire to engage with and study a foreign language effectively.
2.1.2 Benefits of motivation to English learners
Motivation plays a crucial role in the learning process, as it enables students to enhance their performance by focusing their behaviors on specific goals, increasing their effort, and improving cognitive processing (Tohidi & Jabbari, 2012) Additionally, the selection and application of tools and techniques are influenced by motivation, driving purposeful behaviors that lead to successful outcomes (Bakhtiyarovna, 2021).
Gass and Selinker (2008) emphasized the crucial role of motivation in sustaining students' persistence in second language acquisition Similarly, H Liu (2015) found that motivated students tend to cultivate greater autonomy in their learning Liu's study revealed that these motivated participants felt a strong sense of responsibility for their own education and were driven to successfully complete independent learning tasks both in and out of the classroom.
Conceptualization of demotivation
Many students encounter obstacles in learning English, with a significant factor being a lack of motivation, which can impede their language acquisition progress (Riyanti, 2019) This decline in motivation is often referred to as demotivation (Khusyabaroh et al., 2018).
In the narrowest view, demotivation is the opposite of motivation; it occurs when learners lose interest in or cease participating in the learning process (Dửrnyei, 2001a)
As Meshkat and Hassani (2012) stated in their studies, a demotivated learner is one who, for whatever reason, has lost interest in what they are learning
Demotivation, as defined by Dürnyei (2001b), refers to specific external influences that diminish one's motivation to learn In their study on Iranian EFL learners, Soureshjani and Riahipour (2012) supported this definition, suggesting that demotivation is linked to particular external factors, in contrast to amotivation Ghadirzadeh et al also contributed to this understanding of demotivation.
(2012) came up with a similar definition, i.e., demotivation is a process that occurs internally in response to an external push and results in the decline or disappearance of motivation
Recent studies, including those by Sakai and Kikuchi (2009), Kikuchi (2015), and Akay (2017), challenge the traditional view of demotivation, suggesting it arises from a combination of internal and external factors Research indicates that both external influences and internal motivations play significant roles in the demotivation process, as evidenced by works from Çankaya (2018), Kikuchi (2015), Li and Zhou (2017), and Trang and Baldauf (2007).
This study defines demotivation as a negative process, both external and internal, that diminishes an individual's motivation concerning a specific behavioral intention or ongoing action (Dornyei & Ushioda, 2021, p.140) This definition integrates insights from both historical and modern research on the topic.
Research into demotivating factors in learning English at university level
2.3.1 Related research in international contexts
Demotivation has been highlighted in much research as a component that may impact language acquisition process
Sakai and Kikuchi (2009) examined the demotivating factors affecting Japanese high school students in English as a Foreign Language (EFL) classrooms Their research involved analyzing previous studies on demotivation among English learners and creating a survey with thirty-five 5-point Likert scale questions, distributed to 656 students The findings identified five key demotivating elements: (a) textbooks, (b) inadequate school equipment, (c) test results, (d) non-communicative teaching methods, and (e) the skills and teaching approaches of educators Notably, participants reported that inadequate school facilities were less demotivating compared to the other factors However, as the study focused on high school students, its relevance to tertiary-level students may differ, and given that it was conducted several years ago, its applicability may have diminished.
In their mixed-method study, Krishnan and Pathan (2013) investigated the factors contributing to demotivation among Pakistani undergraduates learning English as a second language at the University of Balochistan in Quetta Utilizing a questionnaire adapted from Sakai and Kikuchi (2009), they gathered quantitative data from 116 first-semester students, while also incorporating an open-ended question for qualitative insights The findings revealed several key demotivating factors, including grammar-based instruction, instructor behavior, course materials and lesson plans, the impact of poor test performance, the classroom environment, and a lack of confidence and motivation among students.
Grammar-focused teaching techniques emerged as the primary factor affecting motivation in English learning, followed by the classroom setting, course content, and learning materials Notably, the most significant demotivating factor identified in this study differs from those found in Sakai and Kikuchi's (2009) research, highlighting how contextual changes can influence research outcomes It's important to note that this study was conducted with non-English majors.
8 students which might be different from this study’s participants i.e., English-majored students
Li and Zhou (2017) carried out research to find out the demotivation factors of
A study conducted with 367 Chinese EFL students from non-key universities identified eight key demotivators affecting their English learning experience These demotivators were categorized into external factors, including the quality of teaching materials, processes, and content, the influence of significant others, and the teachers' abilities and attitudes.
The relationships between students and educators, along with the teaching environments and facilities, play a crucial role in the learning process Internal factors such as a lack of intrinsic interest, experiences of failure, lack of confidence, and unclear study goals can impact motivation However, it was found that external factors have a greater influence on individuals' demotivation to learn English than internal variables.
In a qualitative research, J Liu (2022) investigated the elements that demotivate
During the COVID-19 shutdown, English majors in Chinese universities faced significant challenges in distant education, with factors such as peer pressure, teacher-related variables, and technological issues negatively impacting their motivation The primary demotivator identified was a lack of self-determination, followed by unsuitable institutional management, excessive screen time, harmful peer influences, and suboptimal classroom interactions This study reinforced previous findings that both self-related and teacher-related factors influence student demotivation, albeit with varying degrees of impact.
2.3.2 Related research in Vietnamese context
In the context of Vietnam, demotivation in the English learning process gains interest by some researchers
Trang and Baldauf (2007) explored the issue of demotivation in English learning among 100 non-English major students at an economics university in Vietnam Participants were asked to reflect on their educational experiences and write a three-part essay, identifying fourteen factors related to their learning The study found that 64% of respondents attributed their loss of concentration to external influences, with teachers identified as the primary source of demotivation While the recall method employed provided valuable insights into the factors affecting motivation, it also posed reliability concerns due to its reliance on participants' memories.
Nguyen and Pham (2017) conducted a study involving 115 English-major students to identify demotivating factors in reading through a 38-item questionnaire The findings categorized these influences into four main areas: students, reading materials, teaching, and negative feedback from teachers, with the most significant factors being student-related issues and negative feedback However, the study's reliance solely on quantitative methods limits its depth, potentially overlooking new demotivating factors and failing to address broader demotivation in learning English beyond reading skills.
Tien (2019) researched factors that demotivate students in EFL learning at tertiary level The research involved 200 non-English majored students at a private
A study conducted across 10 institutions in Da Lat city gathered both qualitative and quantitative data, revealing that factors related to instructors, classroom environments, and students significantly impact learning outcomes By comparing their findings with other research, the authors gained deeper insights into the participants' experiences This research is particularly important for English teaching and learning in higher education, as it provides valuable implications to improve English education in Vietnamese universities.
Research gaps and research questions
This study addresses several gaps identified in prior research, which primarily focused on high school students (Sakai & Kikuchi, 2009; Krishnan & Pathan, 2013) In contrast, this thesis examines university students, recognizing that demotivating factors differ across educational levels due to variations in curricula and English learning requirements Furthermore, many of the previous studies were not conducted in Vietnam, raising concerns about their applicability to the current research context.
Research on the factors that demotivate English majors in Vietnam's tertiary EFL context is limited Notably, Trang and Baldauf's study from 2007 may no longer reflect current conditions, while Nguyen and Pham's 2017 research concentrated solely on English reading skills Additionally, most existing studies are based in Ho Chi Minh City universities, highlighting a significant gap in research specifically related to the Banking Academy.
This research aims to answer the three main research questions to fulfill its objectives
1 What are the main demotivating factors for English majored students at Banking Academy?
2 How do demotivating factors change when comparing academic year and gender?
3 How can we reduce the demotivating factors?
METHODOLOGY
Research site and research participants
This research was conducted at the Banking Academy, a prestigious institution offering diverse training programs in Banking, Finance, Accounting, and Business Administration The study focuses on the English for Banking and Finance program provided by the Faculty of Foreign Languages, which equips freshman and sophomore students with essential English language skills, including grammar, vocabulary, pronunciation, and writing These foundational courses enhance their English proficiency, preparing them for specialized English content in Banking and Finance during their third and fourth years The advanced courses emphasize critical terminologies and skills necessary for the industry, such as report writing and presentation skills.
90 students of Faculty of Foreign Languages voluntarily participated in the study They are a total of 8 first-year students, 16 second-year students, 56 third-year students, and 10 senior participants.
Research process and method of data collection
To achieve the study's objectives, a quantitative approach was employed, utilizing an open-ended question for data collection Given the research's scope and timeframe, questionnaires emerged as the optimal choice, offering a simple and cost-effective means of gathering information.
When compared to other methods, Google Forms offers a more accessible way to reach participants due to the widespread use of the internet This ease of access significantly enhances the likelihood of successful data collection.
The questionnaire utilized in this thesis consists of three sections: the first includes three demographic questions to assess participants' backgrounds, the second features 37 questions adapted from Li and Zhou (2017) focusing on demotivating factors, and the third comprises an open-ended question This structure is suitable for the study, as Li and Zhou's research is highly relevant to the thesis context Each question employs a 5-point Likert scale, ranging from 1 (Totally Disagree) to 5 (Totally Agree), and has been tailored to enhance its relevance to the specific situation of this study.
The data gathering process was carried out in two main phases:
The initial phase involved designing and finalizing the survey questionnaire, which took approximately three weeks to complete The questionnaire was created using Google Forms, and the author conducted several pilot tests before distributing it to ensure its effectiveness.
In the second phase of the study, responses were collected through a questionnaire distributed via Messenger, Facebook, and other social media platforms Participants completed the survey at their own convenience, allowing for a flexible response time.
1 week to get all of the potential responses
Data analysis
The collected data was digitized for easy use with SPSS 2020 and stored in an Excel file on Google Drive, a secure cloud computing platform offering ample storage Additionally, an offline copy of the data was saved in Microsoft Excel format, ensuring that the researcher can easily access and recover the data when needed.
The survey results were generated using figures derived from the information collected through a structured questionnaire, with questions coded prior to the application of SPSS software for analysis.
1 I feel afraid when teacher asks me something SC1
2 When compared to my classmates, I lost my confidence SC2
3 I always get the wrong answer SC3
4 Teacher and friends don’t like me in class SC4
5 I lack the confidence to speak in front of the class SC5
6 I am discouraged from studying English because of my weak language skills
7 My family repeatedly tell me how meaningful English is, which frustrates me
8 The curriculum only teaches boring grammar G1
9 The program teaches the grammar that is too difficult for me G2
10 The program pays too much attention to the grammar G3
Effect of low-test score
11 The test result is lower than I expected TS1
12 I've tried everything to learn English, but it just doesn't make sense TS2
13 When my English grades are made public, it upsets me TS3
14 My classmates scored higher than I did TS4
15 The teacher is very strict T1
16 The teacher is very boring T2
17 In class, teachers have limited connection with learners T3
18 My teacher criticized me in class, for I did poorly in the study T4
19 Teachers are unprepared for their classes T5
20 With a huge class, teachers are unable to consider the needs of every student
Course contents and teaching materials
21 Teaching contents are not relevant to our lives CM1
22 Exercises are too hard CM2
23 In our class, multimedia materials are rarely used CM3
24 In the learning process, I am not provided with the necessary materials
25 My enthusiasm in studying English was diminished by the overcrowding in the classroom
26 The class's outdated equipment is not helpful for studying English C2
27 The break time is too short C3
28 My English study goal is easily affected by extracurricular activities SG1
29 My English goals are easily affected by other people SG2
30 I lack the motivation to learn English properly since my study objectives are unclear
32 I study English because it's a requirement, not because I'm really interested in it
33 I find studying English very stressful I3
34 It bothers me that people with low English skills are still successful O1
35 My parents never applaud me when I succeed O2
36 In colleges, simple and basic English is all we ever learn O3
37 Because learning English won't benefit me much in terms of my future job, I don't want to study it
The analysis of the data was conducted using SPSS software to assess the reliability and validity of each component Following the examination of descriptive statistics, the researcher performed Exploratory Factor Analysis (EFA) to identify the primary demotivating factors in learning English To compare the average values across different groups, the one-way ANOVA method was employed.
The reliability and validity of each component
The Cronbach's Alpha reliability test aims to identify and eliminate observable variables that obscure the true nature of a construct or complicate the testing process When evaluating Cronbach's Alpha, it is essential to consider three key indicators: the overall Cronbach's Alpha value, the Cronbach's Alpha if Item Deleted (CAID), and the Corrected Item-Total Correlation (CITC).
Nunnally (1978) and Hair et al (2016) recommended that a decent scale that makes sure a study’s unidirectionality and reliability should reach Cronbach's Alpha threshold of 0.6 or higher
The table below show the reliability score of each factor in the current research:
Factors Cronbach’s Alpha Number of questions
Effect of low-test score 0.659 4
Course contents and teaching materials 0.646 4
The mean value of a variable indicates its average range, allowing researchers to assess the level of agreement among survey respondents regarding specific questions or statements By calculating the range based on distance values, researchers can achieve a balanced understanding of the variations within the data.
Divide the 5-level Likert scale into equal parts, each corresponding to a different measure's value:
The table below shows the applied scale of different ranges
Table 3.3 The Scale of Different Ranges
Disagree Neutral Agree Strongly Agree
One-way ANOVA test consists of two steps
Step 1: Levene test, if the sig in the Test of Homogeneity of Variances table is greater than 0.05, the sig in the ANOVA table will be used, otherwise, the Robust Test table will be used
Step 2: Test the mean difference by comparing the selected sig with 0.05 If sig
< 0.05, the mean of the two groups is different If sig > 0.05, the mean of the two groups is not different
To identify additional demotivating factors affecting students' English learning, an open-ended question was posed to participants Out of 90 students, 54 provided responses, which were then compiled and analyzed The researcher summarized these answers, removing duplicates, and highlighted new demotivating elements that emerged from the feedback.
FINDINGS AND DISCUSSIONS
Findings
This section aims to analyze the components illustrated in the generated figure, focusing on identifying key variables that lead to student demotivation Subsequently, the researcher examines the differences in these demotivating factors by utilizing the provided demographic data.
The participant's demographic background about their academic year was compiled from their responses in the first section of the questionnaire and is shown in the following figure
Figure 4.1 Demographic Result on Academic year
In the poll results illustrated in Figure 4.1, K23 students represented over half of the total participants, while K24 students made up 17.8% and K22 students accounted for 11.1% Additionally, only 8.9% of respondents were from the K25 cohort.
The participant's demographic background information about their gender, which was gleaned from their responses to the first portion of the questionnaire, is summarized in the figure below:
According to Figure 4.2, the poll had a much larger proportion of female than male respondents with 71.10 percent being female and 28.90 percent being male
4.1.2 Significant level of each demotivating factor
This section presents the Mean and Standard Deviation results for each demotivating factor, highlighting how the Mean index facilitates data distribution analysis It provides insights into the average responses of survey participants, indicating whether the majority's opinions align with the researcher's findings.
Figure 4.2 Demographic Result on Gender
The study reveals that a Mean index exceeding 3.40 indicates agreement among participants regarding a specific demotivating factor For instance, the Mean index for Lack of Self-Confidence (F_SC) is 3.60, signifying that students surveyed acknowledge lack of self-confidence as a significant demotivating factor in their academic experience.
The table below shows the summary of descriptive statistic of demotivating factors:
Table 4.1 The Summary of Descriptive Statistics
N Minimum Maximum Mean Std Deviation
The most significant column in the table is the mean value of the variables, with most mean levels ranging from 2.61 to 3.40 This suggests that survey respondents generally hold a neutral stance regarding the factors affecting their English learning, indicating that they do not strongly oppose the presence of demotivating elements, such as lack of self-confidence and grammar-based challenges.
23 teaching), F_TS (Effect of low-test Score), F_CM (Course content and teaching materials), F_SG (Unclear study goal), and F_I (Lack of internal interest)
The study revealed that participants rated the Classroom environment (F_C) as the most significant factor affecting their motivation, with a mean score of 3.91, followed by Others (F_O) at 3.77, indicating agreement on these aspects as demotivating influences in their learning process In contrast, Teacher's behaviors (F_T) received the lowest mean score of 2.41, suggesting that most participants disagreed with the notion that teachers' behaviors contribute to a lack of motivation in English acquisition.
Significant level of Lack of self-confidence
The findings for the Lack of self-confidence variables are presented in this section The range of mean scores, from 2.11 to 3.17, is shown in Table 4.2
Table 4.2 Descriptive Statistics for Lack of self-confidence
Code Questions Mean Std Deviation
SC1 I feel afraid when teacher asks me something 3.17 1.124
SC2 When compared to my classmates, I lost my confidence 3.12 1.244
SC3 I always get the wrong answer 2.57 995
SC4 Teacher and friends don’t like me in class 2.11 1.126 SC5 I lack the confidence to speak in front of the class 3.21 1.268
SC6 I am discouraged from studying English because of my weak language skills 2.84 1.306
SC7 My family repeatedly tell me how meaningful
English is, which frustrates me 2.90 1.316
Table 4.2 reveals that most participants maintained a neutral viewpoint, with a lack of self-confidence (SC5) emerging as the most significant demotivating factor in students' English acquisition, scoring a mean of 3.21 This was closely followed by feelings of fear when called upon by teachers (SC1) and a perceived loss of confidence compared to classmates (SC2) These findings indicate that many students experience anxiety and fear of judgment, particularly when making mistakes or expressing their opinions in class Conversely, the mean score for the statement "Teacher and friends don’t like me in class" (SC4) was 2.11, suggesting that teachers and peers do not exhibit negative attitudes toward participants, which implies they do not contribute to demotivation in the English learning process.
Significant level of Grammar-based teaching
The results of demotivating factors caused by Grammar-based teaching are described in this section Table 4.3 shows the mean score level, which spans from 2.73 to 3.07
Table 4.3 Descriptive Statistics for Grammar-based teaching
Code Questions Mean Std Deviation
G1 The curriculum only teaches boring grammar 3.07 1.110
G2 The program teaches the grammar that is too difficult for me 2.73 1.159
G3 The program pays too much attention to the grammar 3.07 1.188
According to the findings, grammar-based teaching is a significant demotivating factor for students, with a mean score of 3.07 indicating that the curriculum focuses excessively on dull grammar instruction While the perception of grammar difficulty received a lower score of 2.73, it highlights a lack of engagement rather than true challenge Most students express frustration not due to difficulty, but rather due to the monotonous nature of grammar lessons, leading to decreased motivation when the curriculum prioritizes grammar over creativity and engagement.
Significant level of Effect of low-test score
In this section, demotivating effects brought on by Effect of low-test score are addressed The average score level, which ranges from 2.83 to 3.23, is displayed in Table 4.4
Table 4.4 Descriptive Statistics for Effect of low-test score
Code Questions Mean Std Deviation
TS1 The test result is lower than I expected 3.23 1.152
TS2 I've tried everything to learn English, but it just doesn't make sense 2.89 1.185
TS3 When my English grades are made public, it upsets me 3.16 1.226
TS4 My classmates scored higher than I did 3.22 1.079
Table 4.4 reveals that the statement "The test result is lower than I expected" (TS1) had the highest mean score of 3.23, indicating significant concern among students In contrast, "My classmates scored higher than I did" (TS4) ranked second with a score just below 0.01, while "I've tried everything to learn English, but it just doesn't make sense" (TS2) received the lowest score of 2.83, highlighting its minimal impact Low test scores can severely affect English learning by diminishing students' confidence and motivation, making it difficult for them to continue developing their skills This situation may lead to negative self-perception and a belief that they cannot master the language (TS2), along with disappointment and frustration that further reduces their desire to learn (TS1).
Significant level of Teachers’ behaviors
This section addresses the demotivating consequences caused by Teachers’ behaviors Table 4.5 shows the average score level, which runs from 1.94 to 2.83
Table 4.5 Descriptive Statistics for Teachers’ behaviors
Code Questions Mean Std Deviation
T1 The teacher is very strict 2.77 1.102
T2 The teacher is very boring 2.83 1.144
T3 In class, teachers have limited connection with learners 2.66 1.219
T4 My teacher criticized me in class, for I did poorly in the study 2.17 1.094
T5 Teachers are unprepared for their classes 2.11 1.194 Valid N
T6 With a huge class, teachers are unable to consider the needs of every student 1.94 1.042
The statistics on teacher behaviors indicate a predominantly neutral stance, with low scores suggesting potential demotivation among participants Notably, most respondents expressed disagreement with the statements regarding teacher conduct The statement "The teacher is very boring" (T2) received the highest mean score of 2.83, while "The teacher is very strict" (T1) ranked second.
2.77 Teachers that lack enthusiasm will make learners feel fatigued, and subsequently, studying will become more difficult If instructors are too harsh on students, this may cause students to become disinterested in studying English and fear of making errors
Large class sizes can lead to students losing interest in learning, as teachers struggle to address individual needs A significant finding is that the mean score for student care from teachers is remarkably low at 1.94, indicating that students feel they are not receiving sufficient attention However, this lack of care does not appear to be a major demotivating factor for their learning experience.
Significant level of Course contents and teaching materials
The demotivating factors of Course contents and teaching materials are covered in this section The average score level is displayed in Table 4.6 and ranges from 2.62 to 3.06
Table 4.6 Descriptive Statistics for Course contents and teaching materials
Code Questions Mean Std Deviation
CM1 Teaching contents are not relevant to our lives 2.62 1.087
CM2 Exercises are too hard 3.06 976
CM3 In our class, multimedia materials are rarely used 2.68 1.004
CM4 In the learning process, I am not provided with the necessary materials (Wi-Fi, CDs, audio) 2.73 1.234 Valid N
Table 4.6 indicates that course contents and teaching materials can act as demotivating factors in English acquisition The difficulty of exercises (CM2) ranks highest, suggesting that challenging tasks contribute significantly to student demotivation Conversely, the relevance of teaching materials to students' lives (CM1) scores the lowest, highlighting their practicality and applicability Additionally, the mean scores for the infrequent use of multimedia materials (CM3) and the lack of essential resources (Wi-Fi, CDs, audio) (CM4) suggest that multimedia has a minimal impact on Banking Academy students' English learning experience.
Significant level of Class environment
The demotivating factor of the Class environment are examined in this section This factor has the highest score level ranging from 3.76 to 4.02 and is displayed in Table 4.7
Table 4.7 Descriptive Statistics for Class environment
Code Questions Mean Std Deviation
C1 My enthusiasm in studying English was diminished by the overcrowding in the classroom 3.97 785
C2 The class's outdated equipment is not helpful for studying English 3.76 891
C3 The break time is too short 4.02 971
The overall mean score for the three items related to Class environment is notably high, suggesting it significantly influences students' demotivation in English acquisition Among these factors, "The break time is too short" (C3) received the highest mean score of 4.02, indicating that insufficient breaks can lead to students feeling grumpy, tired, and stressed during extended learning sessions.
Significant level of Unclear study goal
This section examines the demotivating factors of Unclear study goal Table 4.8 shows the high score level, which spans from 3.03 to 3.56
Table 4.8 Descriptive Statistics for Unclear study goal
Code Questions Mean Std Deviation
SG1 My English study goal is easily affected by extracurricular activities 3.03 1.156
SG2 My English goals are easily affected by other people 3.07 1.252
SG3 I lack the motivation to learn English properly since my study objectives are unclear 3.56 1.133 Valid N
For the Unclear study goal factor, I lack the motivation to learn English properly since my study objectives are unclear (SG3) has the highest mean score of
3.56 The two variables My English study goal is easily affected by extracurricular activities (SG1) and My English goals are easily affected by other people (SG2) which have the mean scores of 3.03 and 3.07 respectively show the neutral attitude This demotivating factor can come from students’ uncertainty of their study Having a clear goal helps students measure their progress and adjust their study plans accordingly
Significant level of Lack of internal interest
The demotivating factors of Lack of internal interest are examined in this section The mean score level ranging from 2.41 to 2.94 is displayed in Table 4.9
Table 4.9 Descriptive Statistics for Lack of internal interest
Code Questions Mean Std Deviation
I2 I study English because it's a requirement, not because I'm really interested in it 2.64 1.221
I3 I find studying English very stressful 2.94 1.105
Discussion: How demotivating factors affect English-majored students in
Grammar-based teaching significantly demotivates English-majored students, as it often emphasizes tedious grammar instruction and overfocuses on grammar, leading to fatigue and challenges in the learning process This aligns with findings from Krishnan and Pathan (2013), who noted that first-semester college students found mandatory grammar memorization demotivating due to excessive exam pressure and limited opportunities for practical English communication Similarly, research by Sakai and Kikuchi (2009) highlighted grammar-based instruction as a demotivating factor for junior high school students in Japan, a conclusion further supported by Meshkat and Hassani (2012).
A significant factor affecting students in their English learning journey is a lack of self-confidence This observation aligns with the research conducted by Li and Zhou, highlighting the crucial role self-assurance plays in language acquisition.
(2017) Students who struggle with learning English may not succeed, which might undermine their belief in their ability to do so and lead to demotivation (Li & Zhou,
The current study identifies the attitude of teachers as a significant source of student demotivation, aligning with previous research that highlights the instructor's role in influencing students' success Findings from earlier studies, such as those by Sakai & Kikuchi (2009) and Trang & Baldauf (2007), indicate that teachers are a primary factor in students' reluctance to learn English However, this thesis presents a slightly different perspective within the context of Vietnam, as noted by Trang and Baldauf.
Since 2007, teachers' behaviors have remained a crucial factor in motivating English language learners; however, they are not the most influential element This shift indicates that modern learners exhibit greater initiative and reduced dependence on their instructors compared to those in 2007.
The findings of this thesis indicate that the classroom environment ranks as the fourth most significant demotivating factor affecting students' English learning Supporting this notion, Krishnan and Pathan (2013) identified the classroom environment as the second leading cause of demotivation in English acquisition However, this thesis suggests that while the classroom environment does contribute to students' demotivation, its impact is relatively minor compared to other factors.
The current study revealed that students do not view unclear study goals as a major demotivator, contradicting Li and Zhou's (2017) findings, which emphasized the necessity for teachers to foster students' understanding of the benefits of engaging in extracurricular activities for English learning, highlighting that unclear study goals significantly hinder motivation.
Course contents and teaching materials
The current study reveals that students do not perceive course content and teaching materials as significant demotivators This finding is closely related to the skills and behaviors of instructors; when teachers fail to effectively utilize these resources, students struggle to grasp the lessons This aligns with the earlier research conducted by Li and Zhou.
Effect of low-test score and Lack of internal interest
The current study found that students did not consider Lack of internal interest and Effect of low-test score to be significant demotivators These two findings endorse
Meshkat and Hassani (2012)’s conclusions In term of Lack of internal interest, this study agrees with the results of Sakai and Kikuchi (2009)
The study in this thesis also revealed that male and female students had statistically distinct judgments of Teachers' behaviors, which is supports the finding of
Meshkat and Hassani (2012) revealed significant statistical differences among students concerning learning materials, teacher competence, teaching styles, and common demotivators in English learning This study offers a distinct perspective compared to earlier research in this area.
SUMMARY OF FINDINGS, CONCLUSIONS AND
Summary of findings
This study explored the demotivating factors affecting English-majored students' learning experiences at the Banking Academy of Vietnam Utilizing a quantitative research design, data were gathered from a sample of 90 students through a structured questionnaire The analysis employed both descriptive and inferential statistics to identify key insights into the challenges faced by these learners.
Research indicates that grammar-based teaching is the primary demotivating factor for English majors in their language learning journey Students express that this approach often feels repetitive, lacks real-life applicability, induces anxiety, and fails to cater to their unique learning needs and styles.
A major demotivating factor highlighted in the study is a lack of self-confidence, which can stem from insufficient prior exposure, negative attitudes or mindsets, critical feedback, or cultural and social influences.
Teachers' behaviors significantly impact the motivation of English-majored students in their language learning journey Factors such as a lack of enthusiasm in teaching, an unapproachable demeanor, mismatched teaching styles, and unclear instructions can hinder students' engagement and success.
The study identifies several demotivating factors affecting English majors, including the impact of low test scores, inadequate course content and teaching materials, an unsupportive class environment, unclear study goals, and a lack of intrinsic motivation.
The study revealed that demotivating factors vary significantly based on demographic factors like gender and academic year Male students reported higher levels of demotivation compared to female students, likely due to gender-related social norms and expectations Additionally, students in different academic years experienced varying degrees of demotivation, with K23 expressing more feelings of discouragement than their peers This highlights the necessity for targeted interventions to support these specific groups of students.
Recommendations
Grammar-based teaching often serves as a demotivating factor in language acquisition due to its excessive focus on grammar rules While grammar is essential for mastering English, students require engaging and alternative methods to learn it effectively without losing interest or motivation.
Teachers should adopt the communicative language teaching (CLT) approach, focusing on real-life language use through conversations, debates, and discussions This method prioritizes communication rather than strict grammar rules, enabling learners to enhance their language skills in a more effective and meaningful way (Almuhammadi, 2020).
Second, teachers should provide students with more opportunities for practice and feedback To enhance students' confidence and proficiency in using grammar
To enhance their understanding of English structures, teachers must provide students with ample opportunities for practice in real-life contexts Additionally, offering constructive feedback—whether through written comments, oral discussions, or peer assessments—is essential for fostering language development.
Integrating technology into grammar instruction can enhance engagement and interactivity for students English teachers should utilize online grammar tools and software to develop interactive exercises and activities (Klapproth et al., 2020) Furthermore, incorporating multimedia resources such as videos, podcasts, and games can transform grammar lessons into enjoyable and stimulating experiences for learners.
Lack of self-confidence and Effect of low-test score
The research indicates that low self-confidence and poor test scores significantly contribute to student demotivation Additionally, there is a strong correlation between low test scores and diminished self-confidence, as receiving a low score can lead to increased anxiety and feelings of self-deprecation among students.
English teachers can foster a supportive classroom environment that encourages risk-taking and embraces mistakes without judgment By promoting a growth mindset and recognizing students' efforts, teachers can enhance language learning Additionally, encouraging mutual support among students is essential for their collective language development.
To enhance students' confidence and motivation, educators should assist them in establishing achievable goals while supplying essential resources, strategies, and support Additionally, teachers can give constructive feedback on students' progress, design appropriately challenging activities, and create opportunities for students to demonstrate their language skills effectively.
English teachers can enhance student learning by encouraging self-reflection and self-evaluation, allowing students to pinpoint areas for improvement and create effective strategies for development By providing tools such as rubrics and checklists, teachers can guide students in assessing their own language skills, fostering a more personalized and effective learning experience.
English teachers must offer tailored support to students struggling with language learning by providing extra resources, one-on-one tutoring, and personalized feedback This individualized approach helps students overcome challenges and enhances their confidence in mastering the language.
Regular training for English teachers on effective teaching strategies and classroom management is crucial, as it enhances their awareness of classroom behaviors and their influence on student motivation Such training equips educators with innovative techniques to foster student engagement and cultivate a positive classroom atmosphere.
Institutions should promote student feedback on teachers' behaviors and teaching methods to help educators pinpoint areas for improvement and adapt their styles to better serve students' needs Utilizing anonymous feedback forms or similar tools can facilitate direct communication between students and teachers, fostering a more effective learning environment.
Educational institutions must foster open communication between teachers and students, encouraging students to ask questions and share their thoughts Additionally, teachers should offer consistent feedback on students' language skills and progress, which plays a crucial role in maintaining their motivation and engagement in the learning process.
Institutions must ensure English teachers are held accountable for their conduct and teaching strategies through consistent evaluations and constructive feedback Implementing consequences for actions that hinder student learning is essential This accountability fosters a positive and engaging educational environment, ultimately enhancing the overall student experience.
Course contents and teaching materials
Course content and teaching materials significantly influence student motivation, primarily through the difficulty level of exercises, the use of multimedia, and the relevance of the teaching content To enhance motivation, it is essential to tackle these factors effectively.
Institutions must offer continuous feedback and support to students about their course progress, which includes personalized tutoring and assistance Additionally, facilitating opportunities for peer feedback and review is essential for enhancing the learning experience.
Conclusion
This study identifies key demotivating factors for English majors, including a grammar-focused teaching approach, low self-confidence, and negative teacher behaviors, which significantly hinder motivation and language proficiency To improve learning outcomes, it is recommended that English teachers adopt a student-centered approach and foster a positive classroom environment The findings serve as a guide for educational institutions to allocate resources effectively and support initiatives that enhance English language proficiency By addressing these challenges, educators can significantly boost student motivation and overall language learning success in English-major programs.
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Nguyen Thi Dung, a final year student at the Banking Academy's Faculty of Foreign Languages, is conducting her graduation thesis on the factors that lead to demotivation in learning English To enhance her research, she seeks insights into how these demotivating factors impact students at the Banking Academy The survey includes demographic questions, 37 statements, and an open-ended question Participants' responses will be invaluable to her study, and all information will remain confidential and used solely for research purposes.
Thank you very much for your help
Please indicate your level of agreement with 37 statements below on a scale of 1 to
1 I feel afraid when teacher asks me something
2 When compared to my classmates, I lost my confidence
3 I always get the wrong answer
4 Teacher and friends don’t like me in class
5 I lack the confidence to speak in front of the class
6 I was discouraged from studying English because of my weak language skills
7 My parents and families repeatedly tell me how meaningful English is, which frustrates me
8 The curriculum only teaches boring grammar
9 The program teaches the grammar that is too difficult for me
10 The program pays too much attention to the grammar
Effect of low-test score 1
11 The test result was lower than I expected
12 I've tried everything to learn English, but it just doesn't make sense
13 When my English grades are made public, it upsets me
14 My classmates scored higher than I did
15 The teacher is very strict
16 The teacher is very boring
17 In class, teachers have limited connection with learners
18 My teacher criticized me in class, for I did poorly in the study
19 Teachers are unprepared for their classes
Course contents and teaching materials 1
21 Teaching contents are not relevant to our lives
23 In our class, multimedia materials are rarely used
24 In the learning process, I am not provided with the necessary materials (wifi, CDs, audio, )
25 My enthusiasm in studying English was diminished by the overcrowding in the classroom
26 The class's outdated equipment is not helpful for studying English
27 The break time is too short
28 My English study goal is easily affected by extracurricular activities
29 My English goals is easily affected by other people
30 I lack the motivation to learn English properly since my study objectives are unclear
32 I study English because it's a requirement, not because I'm really interested in it
33 I find studying English to be very stressful
34 It bothers me that people with low English skills are nevertheless successful
35 My parents never applaud me when I succeed
36 In colleges, simple and basic English is all we ever learn
37 Because learning English won't benefit me much in terms of my future job, I don't want to study it
Part III: Open-ended question
Are there any other demotivation factors that you are facing besides the above factors?
I would like to thank you for taking the time to answer my survey questions
Wishing you and your family good health and success
If you have any problem, please contact through email: nguyen.t.dung2601@gmail.com