44 Trang 5 STATEMENT OF AUTHORSHIP Student full name: Phạm Nguyễn Thanh Tú Student ID:1928220201017 Title of paper: The relationship between learning motivation and oral proficiency: A
ỦY BAN NHÂN DÂN TỈNH BÌNH DƯƠNG TRƯỜNG ĐẠI HỌC THỦ DẦU MỘT PHẠM NGUYỄN THANH TÚ THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND ORAL PROFICIENCY: A CASE STUDY AT THU DAU MOT UNIVERSITY CHUYÊN NGÀNH NGÔN NGỮ ANH MÃ SỐ 8220201 LUẬN VĂN THẠC SĨ BÌNH DƯƠNG – 2023 UỶ BAN NHÂN DÂN TỈNH BÌNH DƯƠNG TRƯỜNG ĐẠI HỌC THỦ DẦU MỘT PHẠM NGUYỄN THANH TÚ THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND ORAL PROFICIENCY: A CASE STUDY AT THU DAU MOT UNIVERSITY CHUYÊN NGÀNH NGÔN NGỮ ANH MÃ SỐ 8220201 LUẬN VĂN THẠC SĨ NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN NGỌC MAI BÌNH DƯƠNG – 2023 TABLE OF CONTENTS Statement of Authorship i Acknowledgment ii Abstract iii List of Abbreviations v List of Tables vi List of Figure vii CHAPTER 1: INTRODUCTION 1.1 Background of Study 1.2 Aims of the Study 1.3 Research Questions 1.4 Significance of the Study 1.4.1 Theoretical Contributions 1.4.2 Practical Contributions 1.5 Thesis Outline CHAPTER 2: LITERATURE REVIEW 10 2.1 Theoretical Framework 10 2.1.1 Definitions of Motivation 10 2.1.2 Types of Motivation 2.1.3 How Motivation is Characterized in the Present Study 12 2.1.4 The Impact of Learner Motivation on the Development of Oral Proficiency 14 2.1.4.1 Factors Affecting Students’ Motivation 14 2.1.4.2 How Motivation Affects the Development of Oral Proficiency15 2.2 Previous Studies 19 CHAPTER 3: METHODOLOGY 21 3.1 Participants 21 i 3.2 Research Instrument 25 3.3 Research Design 27 3.4 Data Analysis Methods 28 CHAPTER 4: FINDING AND DISCUSS 30 4.1 Findings 30 4.1.1 English-majored students' motivation for learning English at Thu Dau Mot University 30 4.1.1.1 Integrativeness 33 4.1.1.2 Instrumentality 34 4.1.1.3 Nativelikeness Orientation 35 4.1.1.4 Lexicogrammatical Orientation 36 4.1.1.5 Comprehensibility for vague and Long-term Future 37 4.1.2 The Impact of Learner Motivation on the Development of Oral Proficiency 37 4.1.3 Students' Suggestions for Oral Proficiency Improvement 39 4.2 Discussion 44 4.2.1 English-majored Students' Motivation for Learning English at Thu Dau Mot University 44 4.2.2 The Impact of Learner Motivation on the Development of Oral Proficiency 45 4.2.3 Students' Suggestions for Oral Proficiency Improvement 46 CHAPTER 5: CONCLUSION 50 5.1 Summary 50 5.2 Conclusions 51 5.3 Limitations and Future Directions 53 APPENDICES REFERENCES ii STATEMENT OF AUTHORSHIP Student full name: Phạm Nguyễn Thanh Tú Student ID:1928220201017 Title of paper: The relationship between learning motivation and oral proficiency: A case study at Thu Dau Mot University I hereby confirm that I am the sole author of the paper presented Where the work of others has been consulted, this is duly acknowledged in the paper’s bibliography I have also not consulted any other unnamed online sources All verbatim or referential use of the sources named in the bibliography has been specifically indicated in the text Binh Duong, November 15th Signature i ACKNOWLEDGEMENTS First, I would like to thank the lecturers of the Department of Foreign Languages at Thu Dau Mot University, who provided me with helpful information during my study process I would also like to thank the Institute of Graduate Studies for creating conditions for me to study and supporting me to complete my study program In particular, I would like to thank Dr Tran Ngoc Mai, my supervisor, who guided me to complete the report and supported me in every aspect She took the time to work with me and give me sound advice I want to send my family a special thank you for their boundless love for me They have given me guidance and inspiration to help me overcome obstacles in life I sincerely thank my friends for sharing and soothing my emotions when worried about my study Finally, I would also like to thank the students majoring in English Language for participating in the survey and helping me get information to conduct the research Best regards, Pham Nguyen Thanh Tu ii ABSTRACT Learning motivation plays an important role in student learning Students' motivation to learn English affects their skills, learning attitudes, and future work performance The current study was conducted at Thu Dau Mot University to examine the relationship between students' motivation and the improvement of their Englishspeaking skills To achieve the research aims, quantitative research methods were employed 210 English-majored students participated in the study Research data was collected from questionnaires to investigate students' learning motivation, presented in five parts: integrativeness, instrumentality, native-like orientation, lexicogrammatical orientation, and comprehensibility for vague and long-term future The questionnaire was also designed to elicit students' suggestions for oral proficiency improvement Moreover, the study also examined the correlation between students’ motivation and their oral test scores In the questionnaire, beside answering questions related to students’ motivation, the students were asked to provide their final test scores for the two tests The first test is for the course Essential Listening and Speaking The second test is for the course Listening and Speaking Strategies.Among the five types of motivation, research data shows that the motivation for learning English of students or participants belongs to Nativelikeness orientation and Comprehensibility for vague and long-term future Students expect them to speak understandable English regardless of accent, which is also important for future jobs The study's results showed that learning motivation greatly affects students' oral proficiency development Answering the research questions determined that English speaking skills improve, and that motivation plays a role in this development From studying how motivation affects speaking ability, the present study can establish the link between motivation and language ability The ultimate aim is to collect information about students' attitudes towards speaking improvement strategies to assist teachers in adjusting their language teaching iii methods In the survey, students had suggestions for improving their speaking skills Students desire to practice speaking using traditional methods, so improvements in facilities and curriculum are necessary From the data obtained, the study discussed and emphasized the importance of classroom environment and teaching practices in motivating students These findings are relevant to educators and policymakers in language education, highlighting the important role of motivational aspects in foreign language speaking ability iv LIST OF ABBREVIATIONS EFL: English as a Foreign Language L2: Second Language ESL: English as a Second Language v LIST OF TABLES Table 1: Gender of participants 22 Table 2: Length of time students have been studying English 22 Table 3: Compiled data on students' motivation to learn oral proficiency 30 Table 4: Subject score statistics 38 Table 5: What students should to improve their oral proficiency 39 Table 6: What students have done to improve their oral proficiency so far 42 vi