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
INTRODUCTION
Background of Study
The quality of university training is always a matter that attracts the attention of a large number of public and social opinions So far, a number of studies have been carried out to find out the root causes and factors affecting the quality of higher education Among these factors, learners’ individual differences can be mentioned
Basic education aims to equip learners with essential life skills, including effective communication, self-study, and critical thinking These skills are essential to address the needs of modern science and technology Communicating effectively in English is essential Therefore, students must develop proficiency in this area Limited opportunities to practice speaking using activities in textbooks, lack of exposure to English outside the classroom, exclusion of speaking in exams and the challenge of integrating speaking skills into lessons are all factors that contribute to the difficulties students encounter in developing their English-speaking ability (Samira, 2014)
According to Better Up, an online press, communication is essential for the workplace It fosters positive employee relationships, supports collaboration and
2 innovation, and ultimately contributes to an organization's success and growth Strong communication skills are an asset for both individual career development and the collective advancement of the organization The importance of effective communication must be balanced in both personal and professional contexts It's a skill that continues to be in high demand by employers and holds the key to successful relationships, leadership, and career advancement Accordingly, improving communication skills is a valuable endeavor for individuals and teams alike
The English Proficiency Index (EF EPI) is an annual report that provides insights into the English proficiency of adults in various countries According to the English Proficiency Index (EF EPI) of 2022 Vietnam's ranking at 60th out of 111 countries and being classified as having "Moderate Proficiency" indicates the country's overall English language skills among the adult population
According to the previous literature, learners’ success in language learning varies greatly due to various individual factors including language aptitude, learning styles, anxiety, personalities, learners’ beliefs, learning strategies and motivation (Davies & Elder, 2004) In psychology, motivation plays an important role, motivating people to perform behaviors and actions to achieve their goals People cannot achieve their goals without motivation (Cherry, 2023) So, what role does motivation play in learning? In essence, what is motivation? Are motives affecting learning outcomes?
For students, learning activities play a key role; learning motivation not only affects academic results but also affects professional activities and personality development of each individual According to Gardner (2017), improving motivation will help students develop their foreign language learning skills Besides, students' learning motivation also changes in the learning process, particularly from the pre-study to the post-study phase, depending on their perceptions (Medina,
2014) In addition, students' learning motivation is influenced by social culture (Nomura, 2019), not just by the students themselves
Studies should be carried out to provide insights into the relationship between motivation and oral proficiency in language learning It underscores the importance of addressing factors affecting students’ motivation Language teachers can benefit from considering these findings when designing their instructional approaches and supporting their students in achieving higher levels of oral proficiency (Smet, 2016) Because of the above-mentioned reasons, the study “The relationship between learning motivation and oral proficiency: A case study at Thu Dau Mot University” was carried out to examine the role of motivation in promoting EFL learners' oral proficiency.
Aims of the Study
There are three primary aims of the present study The first aim is to investigate the students’ learning motivation for studying English at Thu Dau Mot University The second one is to examine the correlation between the development of students’ oral proficiency and their motivation to see whether more motivated students will show more gains Finally, the present study aims to determine whether the students know what to do to improve their oral proficiency.
Research Questions
The present study is carried out to seek answers to the following research questions:
1 What types of motivation do the English-majored students have in learning English at Thu Dau Mot University?
2 To what degree does the students’ motivation impact their oral proficiency development?
3 What ways to improve oral proficiency do students suggest?
Significance of the Study
The study on the relationship between motivation and oral proficiency in language learning is significant for several reasons, theoretically and practically
In terms of theoretical contributions, the findings of the present study are significant in two ways They help readers understand more about language learning and validate the results from previous studies
First of all, the results of the present study can enhance our understanding of language learning It contributes to our understanding of how motivation impacts language learning outcomes, specifically in the context of oral proficiency Understanding this relationship can inform more effective language teaching strategies
Secondly, the findings of this study can validate the results from previous research By confirming the link between motivation and language proficiency, the study reinforces previous research findings in the field This validation enhances the reliability and credibility of existing knowledge
Because of the above-mentioned reasons, this study should be conducted Besides these theoretical contributions, this study also offers some practical contributions which are discussed in the next section
Beside theoretical contributions, this research paper offers some practical contributions Specifically, it aims to promote and improve foreign language teaching and learning methods of students of the foreign language department at Thu Dau Mot University
First, this study t has practical implications for language instruction because the findings provide practical insights for language teachers and educators They can use this information to adjust their teaching methods and create a more motivating and conducive learning environment for students to improve their speaking level
In addition, this article informs language learning policies that can be used to inform language learning policies and curriculum development Education agencies can consider the role of motivation in language learning when designing programs and setting educational goals
Finally, the findings of the present study can benefit English-majored students Speaking proficiency is very important in language learning because it directly affects the learner's ability to communicate effectively in real-life situations
It can lead to better employment prospects, academic success, and personal satisfaction for individuals Socially, it can enhance international relationships, trade, and cultural exchange When the students realize the importance of motivation in learning speaking skills, they can choose appropriate learning strategies to promote their motivation
In summary, the significance of the study lies in its contribution to the field of language learning, its practical implications for educators and learners, and its potential to inform policies and practices that promote better oral proficiency Ultimately, the study can help individuals become more effective and confident communicators in a second language, which has wide-ranging personal and societal advantages.
Thesis Outline
This thesis consists of five chapters, and here is a structured overview of the thesis: (1) Introduction, (2) Literature Review, (3) Methodology, (4) Findings and) Discussions, and (5) Conclusion
Chapter 1 (Introduction) presents the background of the study, aims and objectives of the study, research questions, significance of the study, and thesis outline The first section (Background to the study) offers a preliminary literature review to situate the current research within the broader field of study It will highlight the scholarly context from which the research emerges and identify existing gaps that the study aims to address In the second section, the study’s primary aims will be clearly outlined This will include what the research intends to achieve and the key questions it seeks to answer In the fourth section, the significance of the study will be argued, detailing how the study will contribute to the field, its implications for practitioners, and its relevance to any contemporary issues or debates The last of this chapter is the Thesis Outline This part will provide a brief overview of the thesis structure, summarizing each chapter's purpose and contents and giving the reader a roadmap of the study’s trajectory
Chapter 2 (Literature Review) has two main parts: Theoretical Framework and Previous Studies Each section would contribute to a comprehensive understanding of motivation's role in language learning, particularly in developing oral proficiency The first section, entitled Definitions of Motivation (2.1.1), presents various definitions of motivation from different academic sources It would set the foundation for understanding the term in the context of this study The next section is Types of Motivation (2.1.2) It would discuss different forms of motivation, for example, intrinsic versus extrinsic motivation or other categorizations like integrative and instrumental motivation, especially in language learning The third section is How Motivation is Characterized in the Present Study (2.1.3) This part will detail how the concept of motivation was approached in this specific study The last section is The Impact of Learner Motivation on the Development of Oral Proficiency (2.1.4), This section would be key to this study, discussing results from previous studies that are relevant to how motivation influences the development of
7 oral skills in language learning The second main part is Previous Studies (2.2) It would review literature relevant to the topic, including studies on motivation in language learning, the development of oral proficiency, and any research that connects these two areas
The next chapter, chapter 3 (Methodology), includes four parts: Participants (3.1), Research Instruments (3.2), Research Design (3.3), and Data Analysis Methods (3.4) They provide the reader with a clear understanding of how the study was conducted, ensuring the results are grounded in a sound methodological approach The first part, entitled Participants (3.1), describes the participants in the study It includes information about the number of participants, their demographic details (like age, gender, educational background), and other relevant characteristics The next part is Research Instruments (3.2), which details questionnaires used to gather data After that, Research Design (3.3) will outline the overall structure of this study It would cover the design of the study The last part is Data Analysis Methods (3.4), which describes how the collected data was analyzed
Chapter 4 (Findings and Discussion) is divided into two main sections: 4.1 Findings and 4.2 Discussion The Findings section will present the findings of the data analysis in a structured and logical manner, using appropriate statistical methods and analytical tools with three parts The first part is divided into five sections based on the content of the questionnaire, including integrativeness, instrumentality, nativelikeness orientation, lexicogrammatically orientation, and comprehensibility for vague and long-term future The second part is The Impact of Learner Motivation on the Development of Oral Proficiency, and the last part is The Students' Suggestions for Oral Proficiency Improvement These parts answer two research questions (2) To what degree does the students’ motivation impact their oral proficiency development? and (3) What ways to improve oral proficiency do students suggest?
The second section of chapter 4 is Discussions It first details the various motivational factors influencing ESL students' language learning journey This could include intrinsic motivation and extrinsic motivation (such as job requirements, academic needs, or societal pressures) The second part, The
Relationship Between Students' Motivation and Oral Proficiency, is a crucial section that will analyze the connection between the student's motivation and oral English proficiency The last part discusses students' suggestions for oral proficiency improvement
The last part of this study is Chapter 5 (Conclusion), this section is critical for summarizing this study, including Summary (5.1), Conclusion (5.2), and Limitations and Future Directions (5.3) Summary (5.1) is the section that provides a concise overview of the study's main findings and key points It highlights the most important results, the significance of this study, and how it contributes to the field
The following section, Conclusions (5.2), draws conclusions based on the findings of the study, answers the research question, and discusses what they achieved The last section, Limitations and Future Directions (5.3), acknowledges any limitations of this study, including limitations in the research design, data collection methods, sample size, or other factors that may have impacted the results
LITERATURE REVIEW
Theoretical Framework
Motivation is a complex concept, and different theorists have different interpretations Gardner (2010) has said there is no simple definition, but it can be a motivated individual who knows how to set a goal and perseveres to the fullest extent
There are many other explanations for motivation as well According to Cherry (2022), motivation is the process that initiates, guides, and maintains goal- oriented behaviors It involves the biological, emotional, social, and cognitive forces that activate behavior In everyday usage, the term "motivation" is frequently used to describe why a person does something It is the driving force behind human actions.
Based on those things, we can understand that motivation motivates an individual to perform specific actions and keep his behavior solid to achieve all the goals set The concept, moreover, is associated with will and interest In other words, motivation can be defined as the will to stimulate efforts to achieve specific goals Working in the learning context of the English language, the learning effectiveness of the English language is all the factors that motivate an individual to strive to achieve particular progress in the ability to use the English language.
A learner's sense of learning depends on many different factors and is also one of the ways to motivate learners to develop Motivation can consciously motivate someone Using principled methods makes it possible to create momentum and channel it in a positive direction For this reason, developing the capacity to motivate learners is an essential aspect of the language teacher's methodology.
In the past, there were many definitions of motivation to learn L2, and it is referred to as motivation as a dynamic process
Dornyei said that in the 1990s, a wave of motivational studies recognized the motivational impact of the main components of the classroom learning situation For some language learners, the initial motivation to learn a language does not come from internally or externally generated self-images Still, instead of successful engagement with the actual language learning process, 2005 Dornyei proposed three components that built the motivation for second language learners They are the ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience
“(1) Ideal L2 Self, which is the L2-specific facet of one’s ‘ideal self’: if the person we would like to become speaks an L2, the ‘ideal L2 self’ is a powerful motivator to learn the L2 because of the desire to reduce the discrepancy between our actual and ideal selves Traditional integrative and internalized instrumental motives would typically belong to this component (p.29)
(2) Ought-to L2 Self, which concerns the attributes that one believes one ought to possess to meet expectations and to avoid possible negative outcomes This dimension corresponds to Higgins’s ought self and thus to the more extrinsic (i.e less internalized) types of instrumental motives (p.29)
(3) L2 Learning Experience, which concerns situated, ‘executive’ motives related to the immediate learning environment and experience (e.g the impact of the teacher, the curriculum, the peer group, the experience of success) This component is conceptualized at a different level from the two self-guides, and future research will hopefully elaborate on the self-aspects of this bottom-up process (p.29)
Besides The L2 Motivational Self System, the writer mentions other conceptualizations of L2 motivation: Integrative Motivation, Instrumental Motivation, Intrinsic Motivation, and Extrinsic Motivation.
According to Rehman and Al Hosni (2014), integrative motivation is when people learn the target language to understand better and get to know the speakers of that language in their own culture And according to Alizadeh (2016), integrative motivation describes learners who want to integrate into the culture The two ways mentioned above can be understood simply as follows: Integrated motivation is an individual's self-motivation to learn another language to communicate, achieve cultural understanding, and even harmony in the environment life For example, when you live in a multiracial country, learning a second language is about getting along with others in your country.
In contrast, instrumental motivation is an individual being motivated to learn a second language to achieve career advancement because of job requirements, studying abroad or other things.
It may sound counterintuitive, but integrative and instrumental motivation are the two fundamental factors leading to success when learning another language Integrated motivation keeps an individual up to date and enhances language learning success On the other hand, instrumental motivation can help individuals demonstrate that they are successful in learning another language even if they have not had the opportunity to use it.
Considering the spatial correlation between aspects, motivation can be divided into two types: Intrinsic and extrinsic motivation.
Hayikaleng, Nair & Krishnasamy (2016) state that intrinsic motivation in language learning refers to motivation to be involved in an activity because the activity is enjoyable and exciting to take part in This means that learners find learning another language enjoyable on their own, and there is a lot of fun when they participate, motivating them to start learning another language.
Hayikaleng, Nair & Krishnasamy (2016) define extrinsic motivation as a performance which an individual performs to gain a reward such as good grades or to increase salary, or to avoid punishment External factors influence an individual's motivation to perform a particular job For example, companies often require their employees to have a certificate of specific English proficiency, such as IELTS or TOEIC Universities often need their postgraduate students to have a certificate of English at a specific level or another equivalent qualification as a condition for graduation.
2.1.3 How Motivation is Characterized in the Present Study
According to Saito, Dewaele, & Hanzawa (2017)., L2 learners are always influenced by external and internal realities to form learning motivation The learning motivation of English majors can vary from person to person When studying groups of Japanese EFL university students with different levels of motivation who improved their speaking level in one semester, Saito et al (2017) divided them into four groups Group one is the group that learns English with internal motivation, such as studying, working, making friends, broadening horizons, and culture Group two is people who want to interact with many international English-speaking cultures, different from their native English, which
13 are UK and US The third group is those who wish to study and live abroad The last group is those who wish to speak English like a native.
However, some of the general dynamics of L2 students may include:
1 Passion for languages: Students majoring in English often have a passion for languages and want to understand and use English fluently.
2 Study for a career: English majors may aim to become English teachers and interpreters or work in jobs related to the English language.
3 Utility/survival: Students can also learn to use English daily when traveling or communicating with foreigners.
4 Teachers: Teachers always inspire students and play an essential role in helping students love learning English more.
5 Learning mode: Learning mode can also motivate students If learning English through new online means, students will be more motivated to learn English
In the present study, we followed the way Saito characterized motivation There are five motivational factors, including (1) integrativeness, (2) instrumentality, (3) nativelikeness orientation, (4) lexicogrammatically orientation and (5) comprehensibility for a vague and long-term future
The first factor involves learning English to make friends with people from non-English speaking countries or British and American friends, studying abroad in the future, and expanding cultural horizons The second factor is the desire to work in an international environment, such as working abroad, including places that use English and do not use English, or working domestically but using English The third factor involves clear and similar pronunciation to a native speaker The fourth factor is the proficient use of grammar and diverse vocabulary The final factor is related to speaking natural English, regardless of accent, and the opportunity to access a better working environment The term vague was used here because it may not be clear which types of interlocutors (non-natives, natives) or contexts (English- speaking countries, international markets, Vietnam) are involved.
2.1.4 The Impact of Learner Motivation on the Development of Oral Proficiency
Previous Studies
Many studies by domestic and foreign scientists have shown factors that affect students' learning motivation.
(Lan, 2021) have summarized that many factors affect students' learning motivation Accordingly, dynamics is a multidimensional concept with rich manifestations, and many different criteria and approaches evaluate it Therefore, assessing factors that affect students' learning motivation is not easy.
Factors that influence students' motivation toward the learning process include environmental factors such as the cleanliness of the classroom, the teacher's behavior with learners, and the student's level of interest in a subject or specific course content (Johnson, 2008) Teachers can play an indispensable role in increasing the motivation of learners At the university level, if the lecturer is competent, has good pedagogical skills, and cares a lot about students, it will increase learning motivation (Williams & Williams, 2011) Lecturers can grow and develop learning motivation, helping students learn more effectively In addition, creating a favorable learning environment, setting clear learning goals, and the lecturer's enthusiasm in lectures can help students find joy and excitement in learning (Valerio, 2012) Besides, learners' active participation in the learning process through discussion, participation in learning activities, and learners' current educational needs also impact learning motivation (Wiseman and Hunt, 2013).
Research by Klein and colleagues (2006) and Williams and Williams (2011) shows that students' factors, such as having a clear learning goal orientation, will influence learning motivation Teaching methods and learning environments have a positive impact on learning motivation.
Martin (2013) has researched and applied motivation to classroom practice Accordingly, teachers are essential in promoting students' learning motivation and using theories to solve many problems in different contexts In addition to classroom activities, it has also been noted how the strategic strategies used to accommodate
20 students in fields influence their motivation to engage in intellectual activities outside their field of study
In different learning contexts, learning motivation has other relationships with learning In addition, learning motivation also plays a role in encouraging and improving learning outcomes To compare the parts of L2 learners studying abroad and domestic learners, (Hernandez, 2010) study was conducted to promote students' motivation to integrate and interact with their second language (L2) culture, as well as the need for future research is emphasized to gain a deeper understanding of L2 learning in study abroad contexts
This part's main idea is that numerous studies conducted by domestic and foreign researchers have identified various factors involving students' learning motivation Learning motivation is portrayed as complex and multidimensional, with diverse criteria and evaluation approaches Environmental factors, teacher-student interactions, individual interest in a subject, and the role of teachers, especially at the university level, are highlighted as significant influences on motivation Additionally, the role of students' factors, such as clear learning goals, and the positive contribution of teaching methods and learning environments to learning motivation are discussed The passage highlights the varying relationships of learning motivation in different contexts, specifically focusing on the motivation of L2 learners studying and the importance of further research to deepen the understanding of L2 learners
METHODOLOGY
Participants
The participating students were carefully recruited as study participants They are all first-year students (approximately = 18-19 years old) in the English language program, at Thu Dau Mot University, and took listening and speaking courses (e.g Essentials Listening and Speaking, Listening and speaking strategies, and Academic Listening and speaking) They have been studying English for many years in EFL classes (usually through grammar translation methods) since high school before going to college At the time of the project, they said they had never traveled to an English-speaking country for more than a month Data collection took place in the third semester of the school year As detailed in section 3, Outcomes, [1] participants enrolled in a number of different EFL classes (language-focused lessons in which students engage in listening and speaking activities) and spent a limited amount of time (approximately 10 minutes) practicing L2 English outside the classroom—a typical L2 learning environment in many EFL classrooms, globally (Muủoz, 2008)
Frequency Percent Valid Percent Cumulative Percent
The percentage of female students participating in the survey is larger than the percentage of male students participating in the survey because English-major students at Thu Dau University are mostly female students, and male students only make up a small percentage
Length of time students have been studying English
Frequency Percent Valid Percent Cumulative Percent
Table 2 shows the frequency and percentage of responses to a question about the length of time students have been studying English Out of 210 respondents, 40 (19%) said they have been studying English for 3 years, 44 (21%) said they have studied English for 7 years, and 126 (60%) said they have studied over 7 years
In the 4-year training program, English-majored students will experience 5 assessment modules on listening, speaking, reading, and writing skills Skill groups
23 are divided into 2 pairs: listening and speaking, reading, and writing The purposes of the courses are shown through each course's name, such as Essential Listening and Speaking, Listening and Speaking Strategies, Academic Listening and Speaking, Critical Listening and Speaking, and Listening and Speaking for Business Communication
In the first 2 semesters, students can access Essential Listening and Speaking and Listening and Speaking Strategies These are 2 basic modules on students' listening and speaking skills In the following semesters, the modules are upgraded with different curricula Each course consists of 8 lessons, focusing on listening and speaking skills with a critical thinking post approach Thought-provoking questions from each lesson encourage students to build their critical thinking skills, analyze, synthesize, apply knowledge, and develop their language skills around a topic by presenting and discussing them with ideas from today's world It allows students to give presentations on controversial topics and practice immediately on note-taking skills while listening to presentations, talks, and interviews for topics Regarding listening strategies, after the course, students are introduced to note-taking skills, time management and note-taking skills, time management, and active listening skills Regarding speaking strategy, students are exposed to pair conversations, group discussions, and academic presentation skills on a social issue Students will be tested at the course's end in a direct question-and-answer session with the examiner
In the 3rd semester, students approach the Academic English Listening and Speaking module This module consists of 7 units, preparing students for academic success, and 4 pages of reading and listening comprehension are provided with additional support in each lesson to help students improve their skills Students have a deeper understanding of the cytology topic and can easily do the exercises required More varied activities encourage students to use critical thinking skills, such as inferring or synthesizing information from different texts Videos in each
24 lesson add a new dimension to the course and provide an extra steppingstone for students to think critically Reportage videos using BBC or CBS sources provide real-world input on the lesson topic The note-taking skills section in each unit's listening and speaking sections helps students focus on practicing these essential skills Vocabulary in the 3000 Oxford Academic Words group is highlighted to help students focus on the most relevant words they need to learn After this course, students will be able to demonstrate B2 level speaking and listening skills; in particular, students will be able to understand the main ideas of complex listening texts on concrete and abstract topics, including specialized discussions, fluently and automatically, making it easier to interact regularly with native speakers, produces explicit, detailed talk on a wide variety of topics, and explains prefer a point of view on a particular issue
In the 4th semester, students can access a higher level of listening and speaking modules Specifically, the Critical Listening and Speaking module comprises seven lessons over 12 weeks [2] Diverse learning topics and teaching activities (psychology, international relations, sociology, marketing, culture, environment) improve students' listening and speaking skills but also encourage students to use critical thinking skills in inferring and synthesizing information from the lesson The course aims to help students develop listening skills such as reasoning, listening to details, recognizing explanatory phrases in sentences, listening to facts and numbers, recognizing "signature" phrases that help predict what the speaker is about to say, counterargument between facts and opinions; identify the speaker's attitude In addition, in this module, students also have the opportunity to develop other skills such as note-taking skills, vocabulary, grammar, pronunciation, and speaking skills Note-taking skills help students organize their notes in chronological order; arrange letters according to Venn diagrams; use existing knowledge to predict what is about to be heard, helping to organize notes properly; use T-charts to make notes about problems and solutions; arrange letters in
25 a well-organized outline; chronological notes of the steps of a process; Use the topic record to summarize the story, personal information Regarding speaking skills, after completing the module, students can use figurative language such as metaphors and comparisons to discuss preferences and alternatives; ask others to clarify the information they have just said; cite references when presenting academic issues; give advice, use informal and formal language; repeat the ideas of others in your own words
The highest level of all the listening and speaking modules is Listening and speaking for business communication This module helps students develop proficiency in speaking skills in five business areas: Online Meetings, Telephone Communication, Formal Meetings and Negotiations, and Interviewing For listening skills, students develop the skills of listening to get the main idea from the speaker, listening correctly to understand specialized words and phrases, perceiving structure and presentation and a variety of vocabulary, and understanding the impact of culture on the language used Upon completing the module, students can achieve a B1 speaking level in the business sector and a B1 level according to lifestyle criteria, practical advice and information, attitudes and behaviors, feelings, and inspirational and memorable experiences.
Research Instrument
Based on previous research, the context-specific nature of motivation among EFL undergraduates, five aspects of motivation were identified: (a) Integrativeness (Section 1–4), (b) Instrumentality (Section 5–7), (c) Nativelikeness Orientation (Section 8-9), (d) Lexicogrammatically Orientation (10-11), and Comprehensibility for vague and long-term future (12-13)
The questionnaire was tailored, consisting of 13 items that the participating EFL students rated on five-point scale assessment criteria: 1 = strongly disagree, 5 26 strongly agree All information in the questionnaire, including purposes and procedures, is used in English
The questionnaire was sent in Google form to collect the necessary data in this study To ensure fairness, the questionnaire was randomly distributed to the students And to facilitate the distribution of votes, the author uses the traditional method of distributing paper ballots and the second way is to use information technology, the ballots are sent via personal email of each student
The questionnaire was designed with three parts
Question 1 (Gender), participants provide their gender as Male or Female.
For Question 2 ("Age"), participants could specify whether you're looking for the participants' exact age Question 3, the participant showed the length of time they had learned English, this was a multiple-choice question with the answers from
In question 4, participants filled in the score grades of the subjects, respectively - Essential Listening and Speaking, Listening and Speaking Strategies, Academic Listening and Speaking.
Questions related to students' learning motivation or the reason for learning English Attitudes were measured based on five levels, from the lowest level being strongly disagreed to the highest level being strongly agreed In addition, the questions were also divided into small topic groups such as "Integrativeness, Instrumentality, Nativelikeness Orientation, Lexicogrammatically Orientation, Comprehensibility for vague and long-term future."
Part 3: Students' Suggestions for Oral Proficiency Improvement
The first question was the list of activities, and students had to choose what they thought they should do to improve their oral proficiency In these options the last option is "Others", in which participants should give an opinion different from the given opinion
In the next question, participants rated how often they engage in these activities The comments provided include similar comments from the previous question However, participants should rate from Never to Always to evaluate the actions students choose to take to learn English.
Research Design
In the current study, we examined the role of learner motivation in the development of L2 oral proficiency in EFL classrooms over one academic semester
Specifically, in the present study, we aimed to test how motivated students with a strong interest in improving speaking can improve L2 oral performance Saito et al (2017) created an appropriately designed questionnaire corresponding to the following three aspects—integrativeness, instrumentality, and metacognition to assess the motivation of L2 learners in Japanese universities Based on available questionnaires and document reviews focusing on motivational profiles of English majors at Thu Dau Mot University, we adapted Saito et al (2017)’s questionnaire to suit the characteristics of our students Keeping the exploratory nature of the research in mind, the following research questions were formulated
1 What motivation do the English-majored students have in learning English at Thu Dau Mot University?
2 To what degree does the students’ motivation impact their oral proficiency development?
3 What ways to improve oral proficiency do students suggest?
A total of 210 first-year English majors took the speaking test at the beginning (T1) and the end (T2) of a semester After taking the final exam, EFL students were surveyed about their language background and completed a motivational questionnaire The timeline of the study is summarized in Figure 1
Figure 1 Summary of research framework
In the questionnaire, beside answering questions related to students’ motivation, the students were asked to provide their final test scores for the two courses including Essential Listening and Speaking, and Listening and Speaking Strategies The first test was for the course Essential Listening and Speaking The second test was for the course Listening and Speaking Strategies
The two tests have the format of an IELTS oral test which consist of three main parts For the first part of the test, the students are interviewed Normally, they have to answer two to three questions For the second part of the test, they are asked to talk about a given topic For the last part, they need to answer some follow up questions that are related to the topic they have for part 2.
Data Analysis Methods
The data were organized and analyzed after all participants filled out the questionnaire Data were analyzed by using SPSS application software descriptive statistics [4] IBM® SPSS® Statistics 20 is a powerful statistical software platform
It offers a user-friendly interface and robust features that let your organization quickly extract actionable insights from your data Advanced statistical procedures help ensure high accuracy and quality decision-making All facets of the analytics lifecycle are included, from data preparation and management to analysis and reporting
For the benefit of this software, it is easy to use, integrated with open source, and comprehensive SPSS prepares and analyzes data through an intuitive user interface without having to write code using drag-and-drop Enhance SPSS syntax with R and Python using a library of extensions or by building your own It runs descriptive statistics and regression analyses, view patterns of missing data and summarize variable distributions with an integrated interface Most linguistic research uses descriptive SPSS to analyze and describe statistical data lists It helps researchers shorten the time and make it easier to complete the research paper SPSS software can also quickly produce analytical results, expressed in tables and various graphs, suitable for the research article (IBM SPSS Statistics, 2017)
FINDING AND DISCUSS
Findings
This chapter analyzes data collected from the questionnaire It has 210 students answer the questions, providing information and opinions about their motivation to learn speaking skills as well as their desire for opportunities to learn and develop skills The chapter structure is divided into three parts: the first part involves English-majored students' motivation for learning English at Thu Dau Mot University, the second part addresses the effects of students' motivation on their oral proficiency development, and the third part presents students' suggestions for oral proficiency improvement
4.1.1 English-majored students' motivation for learning English at Thu Dau Mot University
In the second part of the questionnaire, the students were surveyed about their level of satisfaction with the given statements involving their motivation for learning English There are 5 levels of satisfaction: Strongly disagree, Disagree, Neutral, Agree, Completely agree The results obtained are as follows:
Compiled data on students' motivation to learn oral proficiency
1 I study English because I want to make non-native speaking friends
2 I study English because I want to make British and
3 I study English because I want to study abroad in the future
4 I study English because I want to expand my cultural horizons by making English speaking friends and learning their cultures
5 I study English because I want to work abroad
(especially in the international market including non-English speaking countries)
6 I study English because I want to work abroad in
7 I study English because I want to work in an
English-speaking environment in Vietnam
8 I study English because I want to have accurate and clear pronunciation
9 I study English because I want to speak English without any accent like a native speaker
10 I study English because I want to use accurate and complex grammar
11 I study English because I want to use appropriate and rich vocabulary
V Comprehensibility for vague and long-term future
I want to speak comprehensible English regardless of accentedness
13 I want to study English because better English proficiency is crucial for my future job
As shown in table 3, integrativeness is one of the criteria used for assessing students’ motivation
When being asked whether the students are studying English because they want to make non-native speaking friends, 14.3% of the students strongly agreed, and 39.0% agreed with the presented statement Besides, 38.1% of the students chose neutral as their response, 7.6% of the students disagreed, and only 1.0% of the respondents strongly disagreed with the statement This breakdown clearly explains how the surveyed students' responses are distributed regarding their reasons for studying English in relation to making non-native-speaking friends
For the second statement, “I study English because I want to make British and American friends, " the data shows that 76 students, (accounted for 36.2%) agreed, while 17.1% strongly agreed with the statement The number of students who chose neutral with the statement is 84, accounting for 40% of the respondents 6,7% of the students disagreed and no one strongly disagreed with this statement Overall, approximately half of the students are motivated to study English to make British and American friends
The third statement related to Integrativeness is "I study English because I want to study abroad in the future" According to the given data, 17.1% of the respondents strongly agreed with the statement Besides that, 37.1% of the students agreed that they are studying English for studying abroad A total of 47.7% of students chose a neutral answer While only 13.3% of students disagreed and only 5.7% of the respondents strongly disagreed with the statement "I study English
34 because I want to study abroad in the future" These interpretations provide a comprehensive understanding of how students perceive the motivations for studying English related to studying abroad It is interesting to see the variation in responses between the two statements and the range of agreement and disagreement among the surveyed students
The fourth item related to integrativeness is studying English to expand cultural horizons and make English-speaking friends The majority of respondents agreed or strongly agreed with this statement, specifically 47.6% agreed, and 27.6% strongly agreed This shows a positive view of learning English to expand cultural horizons and make friends with English speakers 21% of neutrals suggested that some respondents may not have a strong opinion on the issue A smaller percentage (3.8% - combining strongly disagree and disagree) holds a negative stance
Most students learn English because they want to be exposed to new English environments Motivation to learn English, especially speaking skills, is shown by students agreeing with ideas such as talking with foreigners, getting acquainted with foreign cultures, and especially studying abroad
The next part of the table involved instrumentality The three items are about using English as a tool in life The number of people who agreed that English is a tool for working abroad accounted for 35.2% (equivalent to 74 responses), and the number of people who disagreed with that is 11.4% (equivalent to 24 responses) Meanwhile, the % of neutral people consider English as a tool for working abroad is 31.4% (66 responses) Finally, the number of people who completely agree with this is 17.1% (36 responses), and there are 4.8% or 10 people who disagree entirely that English is one of the necessary tools to work abroad outside
Statement II.6 has similar content to II.5; however, the two of them differ in that sentence II.6 states that English is a tool for working in a country that uses
English in communication, e.g., UK and USA while statement II.5 refers to working in non-English speaking countries outside Vietnam
These statistics indicate that most participants agreed (38.1%) with the statement, expressing their desire to study English to work abroad in English- speaking countries On the other hand, a smaller percentage disagreed (11.4%), while a considerable number remained neutral (29.5%) A significant portion strongly agreed (16.2%), while a minority strongly disagreed (4.8%) with the given statement The cumulative percentages represent the progressive sum of the valid responses at each stage
The last statement in section II involved working in an English-speaking environment in Vietnam The survey results showed that many participants agreed (37.1%) with the statement and expressed interest in learning English to work in an English-speaking environment in Vietnam Only a tiny majority disagreed (5.7%), while a significant number remained neutral (19.0%) A significant portion strongly agreed (34.3%), showing they are inclined to work in such an environment A few respondents strongly disagree (3.8%) with the statement about learning English to work in an English-speaking environment in Vietnam
To sum up, many students think that English is a tool for future work; the better the English, the better the workplace Furthermore, among these statements, the number of students who want to work in English in Vietnam is greater than that of students who wish to work abroad It can be seen that students need more confidence or are ready to work abroad
Regarding nativelikeness orientation, the students were asked whether they study English to have accurate and clear pronunciation or to sound like a native speaker Out of a total of 210 students surveyed, most people strongly agreed that they study English because they want to have accurate and clear pronunciation and speak English without any accent like a native speaker, the percentages shown are
37.1 and 36.2% respectively Besides, 39% agree that they study English because they want their pronunciation to be accurate and precise, while 26.7% agree that speaking English without any accent like a native speaker is what they want to achieve when learning English The number of people with neutral opinions on the above two statements is 16.2% and 22.9% The number of people expressing disagreement and strong disagreement with the first statement equals 3.8% Meanwhile, 10.5% of respondents disagreed, and only 3.8% strongly disagreed with the second statement
Like other L2 students, they hope to be able to speak English fluently Furthermore, many of them also wish to speak like a native speaker
Regarding Lexicogrammatically orientation, respondents were asked to give opinions about whether they study English to use accurate and complex grammar or to use appropriate and rich vocabulary
The data collected were expressed individually as 35.2% of the respondents agreed with the statement “I study English because I want to use accurate and complex grammar”, 2.9% of the respondents disagreed, 27.6% of the respondents chose neutral as their response, and 32.4% of the respondents strongly agreed In comparison, only 1.9 % of the respondents strongly disagreed with this statement
Discussion
This part discusses the results related to the research question and answers for them; it's presented in three parts The first part is English-majored students' motivation for learning English at Thu Dau Mot University The second part deals with the Impact of Learner Motivation on the Development of Oral Proficiency The third section discusses Students' Suggestions for Oral Proficiency Improvement
Previous studies have concluded about the influence of motivation on L2 learners Similar to the results of this study, age is not related to learning motivation, learners are the ones who decide the motivation that affects their learning (Chen,
2021) Meanwhile, L2 learners can improve their speaking ability through a short- term course abroad, which is a positive relationship between language and motivation (Hernandez, 2010)
4.2.1 English-majored students' motivation for learning English at Thu Dau Mot University
Identifying important motivational factors is indispensable to researching ESL (English as a Second Language) students' English learning motivation The first is integrative, the student's desire to become part of an English-speaking cultural community This is intrinsic motivation when students want to immerse themselves in the target culture The questions asked about ESL students' reasons for learning English Most respondents agreed that they learn English because they will be able to become part of the English-speaking community
Next is Instrumentality, which involves practical and tangible benefits from learning English, such as getting a better job, passing an exam, or travelling more easily ESL students' respondents agreed that they study English because they want
45 to work in an English-speaking environment, whether abroad or in Vietnam
The following factors are Nativelikeness orientation, which is related to the desire to speak English like a native speaker Because most ESL students think that their pronunciation is not good and their speaking tone is not like native speakers, they hope that after learning English, their accent will be more precise Their voices will be similar to native speakers
The fourth factor is Lexicogrammatically orientation This is the motivation to understand and use structural aspects of English, such as vocabulary and grammar Students realize that vocabulary and grammar are two critical components for English learners in addition to communication skills That is why the respondents strongly agreed to use accurate, complex grammar and appropriate and rich vocabulary
Finally, regarding the comprehension for a vague and long-term future, the motivation comes from the desire to be understood by others in different situations and to use English long-term Most respondents agreed that they want to speak comprehensible English regardless of accentedness, while 50% also strongly agreed that better English proficiency is crucial for their future job
4.2.2 The Impact of Learner Motivation on the Development of Oral Proficiency
To answer the second research question, the study focuses on the relationship between students' speaking scores and their learning motivation to evaluate the impact of motivation on speaking skill development By analyzing the average scores of the motivation factor over time, we conclude that students with higher motivation are likely to have positive academic outcomes and improve their second language speaking ability
Statistical data, including mean, standard deviation, and percentiles, are
46 provided to support analysis Results show an association between motivation and academic performance, with students with higher motivation likely to perform better in both social and career tasks
Through the survey results, the number of students increased after one semester so that students could determine their own abilities Most of the students surveyed determined that the ability to speak English greatly influences their future jobs similar to the study of Saito et al (2017), the fifth factor, Awareness of the vague and long-term future, is the motivation that affects students the most The remaining factors are also noticed by students, Integrativeness and Instrumentality, depending on the specific context that students may or may not need for their future jobs The two factors, Nativelikeness orientation and Lexicogrammatically orientation, are motivations that every L2 student needs to have
Detailed data tables on student motivation and learning outcomes support the conclusions This analysis demonstrates that student motivation and speaking scores are correlated, with highly motivated students likely to achieve high academic performance and improve their speaking skills
4.2.3 Students' Suggestions for Oral Proficiency Improvement
The relationship between students' motivation and oral proficiency in a language is a widely researched topic in second language acquisition (SLA) and language pedagogy
Assessment needs to be continuous to assess ESL students' motivation to learn a foreign language because motivation can change over time Checking at different stages in the learning process will be very useful In addition, inspection must ensure that the assessment tools used are culturally appropriate to the research subjects Besides, understanding the context is also essential It is important to remember that these dynamics can be influenced by many external factors such as socio-economic
47 situation, cultural context, surrounding environment, etc
First-year English majors at Thu Dau Mot University gave feedback on improving their oral proficiency Over 50% of respondents said that they should use traditional methods to practice, such as listening practice, watching videos in English, and discussing or practicing speaking with classmates Besides, several students apply more modern methods such as recording themselves, watching movies in English or practicing on mobile applications In addition, some students think that speaking English with foreigners or native speakers is a good way to practice their oral proficiency
A combination of traditional classroom activities, technology-assisted learning (like apps and videos), and real-life interactions are preferred by respondents Each method has advantages, and a comprehensive approach combining multiple methods can provide the most comprehensive language learning experience
Listening is essential for language acquisition, and most seem to understand its importance In addition to listening, watching videos provides visual and auditory stimulation, making learning engaging Active participation in class shows a high level of engagement and effectively improves students' speaking proficiency Peer- to-peer interaction provides a comfortable environment for practice and can be very beneficial By listening to their recordings, learners can identify areas that need improvement Mobile apps can give structured practice exercises and instant feedback, making them popular Films provide linguistic exposure and cultural context, making the learning experience richer Significantly few respondents preferred the method of Talking to foreigners in English It could be due to limited opportunities or a lack of confidence Interacting with native speakers provides authentic language exposure and can significantly improve speaking skills
The above factors are also methods that ESL students want to apply to develop
48 their speaking ability in the future Through the above arguments, there is generally a direct positive relationship between motivation and speaking ability More motivated students tend to achieve higher proficiency levels in speaking skills
CONCLUSION
Summary
This research article aims to identify motivation of English majors at Thu Dau Mot University and explores the relationship between their learning motivation and speaking proficiency It was conducted based on the theoretical basis of previous studies on a similar topic
This study focuses on answering three research questions The first goal is to understand the diverse factors that drive student engagement, including internal factors such as personal interests and enjoyment, as well as external factors such as creating internationalism relationships and better career opportunities Based on the analysis in Chapters 4 and 5, it can be confirmed that students are experts at Thu Dau Mot University as follows Students develop their speaking ability through practical methods and aim for an English-speaking working environment in the country Students want to access an international environment by connecting with foreigners, so English is a tool to achieve this goal
Another focus of the study was to determine how students' motivation affects their speaking development This question aims to establish the link between motivation and language proficiency, providing valuable insights for educators and to be incorporated into the design of learning programmes effective language Potential methods for this investigation include quantitative analysis, correlating students' self-reported motivation levels with their speaking proficiency scores and questionnaire Students want their English oral proficiency to be fluent, grammatically correct, and rich vocabulary Accent and pronunciation factors are
51 also important, but nowadays, many countries use English as their main language, so pronunciation without a native accent interests students
The third research question explored students' attitudes toward methods or strategies for improving speaking proficiency The purpose is to collect information that can assist educators in adapting language teaching methods Students are very excited about methods to improve their speaking level In particular, they are very interested in practising talking with friends and practising listening Although talking to people is a good method, students only have a few opportunities to interact with foreigners in the current learning environment
After analyzing the questionnaire to evaluate the problem, the research focuses on discussing main ideas such as the motivation to learn English of English majors at Thu Dau Mot University and the impact of motivation on the development of oral proficiency and suggestions of students on improving their oral proficiency Then, compare the results with previous research articles for new points or similarities The final part of the research paper will summarize the results and comment on missing results and future research directions.
Conclusions
Concluding the relationship between motivation and oral proficiency, specifically for freshmen students at a university, entails acknowledging the unique context and challenges this particular group faces and understanding the general dynamics of language acquisition
At the university level, freshmen students often navigate a new and challenging academic environment, and their motivation levels can significantly impact their ability to develop oral proficiency in a second language Highly motivated freshmen are likely to actively engage with language learning resources, participate in class,
52 seek out opportunities for conversation practice, and take advantage of language learning support services offered by the university
The transition to university can also influence students’ motivation levels For some, the increased autonomy and access to diverse learning resources can enhance motivation and lead to improvements in oral proficiency For others, the transition can be overwhelming, potentially leading to decreased motivation and slower progress in language acquisition
Research has shown that motivation is a key predictor of language learning success, and this is likely to be true for freshmen students at university as well Those with high levels of integrative motivation (a desire to learn the language to connect with the culture and people who speak it) or instrumental motivation (a desire to learn the language for practical benefits, such as career advancement) are likely to exhibit higher levels of oral proficiency
However, it is crucial to recognize that the relationship between motivation and oral proficiency is influenced by a variety of factors, including the students’ previous language learning experiences, their belief in their ability to learn the language (self-efficacy), the teaching methods employed by their instructors, and the overall language learning environment at the university
In conclusion, motivation plays a significant role in the development of oral proficiency among freshmen students at university While high levels of motivation are associated with better oral proficiency outcomes, it is important to consider the broader context, including the transition to university and the interplay of various individual and environmental factors Universities can support freshmen in developing both their motivation and their oral proficiency by creating a supportive language learning environment, providing access to resources, and employing effective, engaging teaching methods
Limitations and Future Directions
Overall, the study answered three research questions and highlighted the relationship between speaking ability and students' learning motivation at Thu Dau Mot University However, the article has some disadvantages as follows:
The first limitation is a survey of students majoring in English In future studies, the research population can be expanded to non-English majors.
Secondly, the questionnaire is mainly adapted from the Saito (2017) survey
In future studies, the author could read other materials and create her own questionnaire in the future.
In addition, the research questionnaire provided pre-existing suggestions The research results are students' choices based on existing opinions, hoping that more methods of collecting ideas can be applied in future studies Both open-ended question methods and direct student interview methods can be used.
Moreover, only 13 items related to motivation are used in the questionnaire which decreased its reliability In future studies, the author could include more items This can help the author gain more insights.
Besides, the research article only examined the students’ progress over one semester In similar future studies, obtaining data from a longer period may demonstrate the diversity in the information collected.
Furthermore, the research article needs to provide suggestions for schools and teachers The article only analyses and discusses students' learning motivation, so it suggests developing the learning environment and changing teachers' teaching methods.
Finally, this study was limited by the absence of qualitative methods Further research could yield fruitful findings if combining both quantitative and qualitative methods
I am Pham Nguyen Thanh Tu, a lecturer at Thu Dau Mot University I am studying for a master’s degree in English language at Thu Dau Mot University This survey questionnaire is designed to get data for my thesis entitled “The relationship between learning motivation and oral proficiency A case study at Thu Dau Mot University” The study aims to investigate the students’ learning motivation for studying English at Thu Dau Mot University and examine the correlation between the development of students’ oral proficiency and their motivation I would be most grateful if you could take some time to answer the following questions on the questionnaire Thank you very much for your help and cooperation
Your answers will only be used for research purposes, and your personal information will be kept confidential
Please put a tick (✓) in the box beside the option(s) you choose or fill in the blanks
3 How long have you been learning English?
4 Final scores of the following subjects:
Please indicate your level of agreement with the following statements by placing an (X) on the corresponding box
Disagree Disagree Neutral Agree Strongly agree
1 I study English because I want to make non-native speaking friends
2 I study English because I want to make British and
3 I study English because I want to study abroad in the future
4 I study English because I want to expand my cultural horizons by making English speaking friends and learning their cultures
5 I study English because I want to work abroad
(especially in the international market including non-English speaking countries)
6 I study English because I want to work abroad in
7 I study English because I want to work in an
English-speaking environment in Vietnam
8 I study English because I want to have accurate and clear pronunciation
9 I study English because I want to speak English without any accent like a native speaker
10 I study English because I want to use accurate and complex grammar
11 I study English because I want to use appropriate and rich vocabulary
V Comprehensibility for vague and long-term future
12 I study English because I want to speak comprehensible English regardless of accentedness
13 I want to study English because better English proficiency is crucial for my future job
III STUDENTS’ SUGGESTIONS FOR ORAL PROFICIENCY IMPROVEMENT
1 What do you think you should do to improve your oral proficiency?
(You can choose more than one answer)
1 Participate actively in classroom discussions
4 Talk to foreigners in English
5 Talk to native speakers of English
6 Practice speaking skills with your classmates
7 Practice speaking skills using mobile applications
2 What have you done so far to improve your oral proficiency?
Neve r Rarel y Sometime s Ofte n Alway s
1 Participate actively in classroom discussions
4 Talk to foreigners in English
5 Talk to native speakers of
6 Practice speaking skills with your classmates
7 Practice speaking skills using mobile applications
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