The impacts of classroom environment on second language students motivation an expectancy value perspective

INTRODUCTION

Statement of the problem

In the past decades, English language learning motivation has been a crucial factor that educators, instructors, and scholars around the globe have been concerned about Motivation is considered a very important factor in order to successfully learn a second language since it has a direct influence on students’ academic performances

"How can I inspire my students?" is a thought that every educator has had As a result, how to inspire a language learner is one of the most challenging components of teaching, and finding out how to motivate students is the key The majority of students want to study English because they feel that doing so will be beneficial to them in some ways For instance, they want to increase their income so that they can satisfy specific educational requirements, go on trips outside of the country, or meet more people by improving their English skills Students are doomed to fail both their attempts to study and their dreams of doing so if they lack significant drive It requires much of their effort and time so as to acquire a second language successfully, and motivation is one of the factors that enables students to achieve that goal

Nevertheless, the acquisition of a second language (L2) via classroom teaching is arduous Before achieving an acceptable degree of L2 communicative competence, second-language students must often study the L2 for several years Students have to juggle competing demands on their time and attention from their personal and academic life at the same time When college students have to learn time management techniques and take into account the possible financial cost of L2 study, these demands are compounded However, as people age, their language learning motivation decreases (Spratt et al., 2011).Students’ intrinsic desire dwindles as they go through school, especially in junior high (Ahmed et al., 2013 ) In addition to this, students’ ability to learn will deteriorate due to the negative impacts of the learning environment where they have to compete with each other They also have to devote their time and effort to the learning process and the assessments that are generated regularly, as well as the comparisons among their friends in society (Archambault et al., 2010), especially whenever they are constantly exposed to testing Thus, it has been becoming more challenging for the teachers to sustain the students’ motivation to learn

In order to figure out effective ways to motivate our students, the key consideration that must be made is to fully understand what actual learning motivation is As a challenging human construct, motivation has long presented challenges to those who have tried to comprehend and explain it (Anjomshoa & Sadighi, 2015) Howard Gardner, a trailblazing researcher in the area of educational psychology, once said, “Motivation is the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language” (Gardner, 1985) Evidence suggests that motivation plays a key role in achieving linguistic outcomes, which traditionally include the language's knowledge structure including vocabulary, grammar, and pronunciation as well as its four fundamental skills which are listening, understanding, reading, and writing (Gardner,

1985) As students are motivated, we see evidence of their better learning performance and outcomes The role of motivation as one of the most crucial components of learning English may be considered as a "instrument" employed by English language learners given the increasing significance of English as a foreign or second language in today's world Researchers have offered actual evidence that focusing on learners' motivation is an effective method for enhancing their language skills

Among these factors, the classroom environment was the factor that was picked up to examine in order to see whether it has any impact on students’ language learning motivation This is because the classroom is the place where teachers and students spend the majority of their time (Scrivener, 2012) To be more specific, it was estimated that students spend a great deal of time in their classroom, with around 20,000 hours in their classroom by the time they graduate (Fraser, 2001) As a result, teachers and educators should focus on developing the learning environment In addition, to establish ideal circumstances for learning to occur is the teacher’s job (Scrivener, 2012, p 28) Furthermore, a favourable learning environment should be created in order to increase students' willingness to learn a language (Dornyei and Ottó, 1998) Despite the fact that several research have been undertaken on the relationship between learning environments and student learning outcomes (Fraser, 2007; Ulfa et al.,2021; Gogh et al., 1995); or their willingness to communicate (Khajavy et al., 2018; Khajavy, 2016; Peng & Woodrow, 2010), studies on the relationship between English learning environments and students’ motivation remain in their infancy, especially in the context of Vietnam’s tertiary education As a result, the purpose of this research is to determine the impact of the classroom environment on students' willingness to learn a language In this study, the construct of motivation was operationalized based on the expectancy-value theory of achievement motivation.The particular reason this theory of achievement motivation was selected was that it is a widely-adopted approach for investigating language learning motivation in the field of educational psychology and has been found to contribute significantly to a rich understanding of student motivation in the classroom However, it is relatively under-researched in the field of second language teaching (Loh, 2019) Moreover, studies that employ this theory in the context of Vietnam remain limited, particularly studies conducted at the tertiary education level It goes without saying that additional significant contributions to the field are needed to examine how the classroom learning environment affects students’ second language learning motivation in Vietnam

The significance of the study

In short, owing to several issues surrounding English language learning motivation and the classroom environment, there are three major reasons for the current study First, the Vietnamese EFL students’ motivation to learn English as a second language varies Vietnamese students are under a lot of pressure on a regular basis because they have been influenced by the belief that they should have better academic achievement when they are in formal education in order to be acknowledged and valued by society, which leads to both physical and psychological exhaustion and negatively impacts their learning motivation Nguyen (2016) stressed that Confucian principles have had an impact on the Vietnamese educational system, and people who obtain a high level of education appear to be more respected and valued As a matter of fact, high scores in examinations or performing well at school to meet their parents’ expectations is the cause of their stress, which reduces their learning motivation What is more, by the time they are studying at high school, students are familiar with the competitive learning environment, which means that they have to compete with the other students and study on their own Later, when they enter university, they still keep learning in a passive way and find it difficult to have motivation to continue learning English Besides, the rapport between teachers and students in high school is not close enough, so the students might think that they do not have a strong connection with their teachers to ask whenever they want to know more about something At the same time, it looks as if most of the tasks are not engaging enough to motivate students to learn English They usually find those tasks irrelevant and useless in the future As a result, discovering which factors of the classroom environment keep the students interested and motivated is necessarily salient Next, even though there have been multiple studies which have been carried out around the globe in order to identify the correlation between the classroom environment and students learning motivation, the study about the impact of the classroom environment and students’ learning motivation based on the perspective of expectancy-value belief in the context of Vietnam universities is scarce For these reasons, the current study tries to examine the impact of the classroom environment on EFL students’ motivation under the theoretical concepts of expectancy value theory in the context of Vietnamese tertiary education The findings of this research can be utilized to help teachers, educators, and policy makers develop a more engaging and interesting classroom environment, which in turns affects students’ learning motivation leading to their success in their learning outcomes.

Purpose statement

This study will be conducted with an eye to investigating how the classroom environment impacts students’ expectancy value beliefs for learning English as a foreign language (EFL) among (EFL) students at a university in Vietnam The results of the study could be used to inform teachers, course designers, and policymakers about the classroom environment variables that promote students’ motivation and how to foster those variables in the language classroom.

Research Questions

The following research question is created for the aim of this study to guide the research design, data collecting, and analysis:

How does the L2 classroom environment affect EFL students’ expectancy-value beliefs?

Definition of terms

Motivation is defined in countless ways In terms of cognitive definition, the process of initiating and maintaining goal-directed activity is called motivation (Schunk et al., 2008) It is the willingness to do something (Vanpatten & Benati,

2015) and in the field of English language learning, it is described as the willingness to learn a second language Gardner (1985) emphasized that motivation is the attempt, desire, and attitudes devoted to learning a second language From a similar point of view, motivation is considered the extent to which people are determined to achieve their goals (Brown, 2000)

The classroom environment is defined as everything that is present in the classroom that influences the motivation of each individual (Khajavy et al., 2018) Additionally, it was categorized into three components namely teacher support, students’ cohesiveness, and task orientation (Fraser, 2002; Moo, 1979) Teacher support is defined as the help, trust, or friendship that students receive from their teacher while learning in the classroom (Dorman et al., 2006) They described student cohesiveness as the degree to which students know, aid, and support one another Task orientation is defined as the achievement of completing tasks and resolving problems (Dorman et al., 2006) Expectancy for success is considered to be the personal beliefs about their success when they perform a given task (Nagle, 2021) The task value is one's personal motivation for completing a specific assignment (Wigfield & Eccles, 2000)

For logistical reasons, this study was conducted at a university in Vietnam, where the researcher has a strong connection with a sample of 185 EFL students across different academic disciplines such as audit and accounting, information technology, and business administration At this university, English is a required subject for students majoring in other disciplines rather than English The student’s English proficiency level is restricted to elementary and they are studying the General English program, which has been designed and developed by the university

Data in this study were collected using a questionnaire that examined the impacts of classroom environment factors on students’ expectancy-value belief In order to provide a more in-depth understanding of the quantitative data, interviews were conducted with 9 interviewees All of the interview was recorded and transcribed for accurate data interpretation Multiple regression was used to analyse the data in this current study There were two major stages for using multiple regression First, it examines the correlation between multiple independent variables and a single variable Secondly, it allows researchers to look at how well a set of predictor variables may predict the dependent variable (Lodico et al., 2010)

This thesis focuses on examining the impacts of the classroom environment on students' motivation in terms of expectancy value theory, and it is categorized into

5 chapters The foundation of this study, the practical research topic, the purpose statement, the definitions of words, and the scope of this study were all presented in the first chapter

The second chapter addresses the motivational theoretical framework by synthesising and evaluating prior studies on the effect of the classroom environment on students' expectancy-value beliefs Additionally, primary theories regarding language learning motivation, expectancy value theory, and the classroom environment and its subcomponents which are related to this research were clearly presented

In Chapter 3, the technique utilised to address the study's research questions is discussed, along with details on the research sites, participants, instruments used, their reliability and validity, and the process for combining quantitative and qualitative data analysis After that, major findings and discussion are described in the fourth chapter Finally, chapter 5 summarizes the limitations, the conclusion, as well as the pedagogical implications for future research and exploration

All of the essential theories of motivation in second language learning, the expectancy value theory, the classroom learning environment, including its subcomponents and past studies related to the aims of the study are discussed in the next chapter of the thesis, presumably to contribute to the basic basis for the investigation.

Thesis layout

This thesis focuses on examining the impacts of the classroom environment on students' motivation in terms of expectancy value theory, and it is categorized into

5 chapters The foundation of this study, the practical research topic, the purpose statement, the definitions of words, and the scope of this study were all presented in the first chapter

The second chapter addresses the motivational theoretical framework by synthesising and evaluating prior studies on the effect of the classroom environment on students' expectancy-value beliefs Additionally, primary theories regarding language learning motivation, expectancy value theory, and the classroom environment and its subcomponents which are related to this research were clearly presented

In Chapter 3, the technique utilised to address the study's research questions is discussed, along with details on the research sites, participants, instruments used, their reliability and validity, and the process for combining quantitative and qualitative data analysis After that, major findings and discussion are described in the fourth chapter Finally, chapter 5 summarizes the limitations, the conclusion, as well as the pedagogical implications for future research and exploration

All of the essential theories of motivation in second language learning, the expectancy value theory, the classroom learning environment, including its subcomponents and past studies related to the aims of the study are discussed in the next chapter of the thesis, presumably to contribute to the basic basis for the investigation.

LITERATURE REVIEW

Motivation in second language learning

2.1.1 Why motivation is important for L2 learning

It is salient that motivation is the crucial factor that leads to success for most aspects of learning (Clement et al., 1994; Dornyei, 2001; Gardner & Lambert, 1972; Noel, 2001) In our everyday lives, we will not be likely to make effort to do something without motivation, and it is similar when it comes to learning English as a second language A desire to learn a second language may be sparked by a number of factors For young learners, motivation is something like their natural curiosity about everything around them, which includes learning a second language, whilst adult learners choose an English class or selecting one subject to study over another ones for a specific reason Some students are motivated to learn because they believe it will benefit them in some way in the real world For instance, they want to take up English to study so that they can watch American TV or read instruction manuals written in that language This desire to attain a certain objective is the foundation of motivation, and if it is strong enough, it leads to a decision to act As a result, it is necessary for teachers to improve their understanding of what motivation is, where it originates from, and how to maintain it

Motivation is almost always on the top of the teachers’ list if they are asked about the factor that has the most powerful impact on second language learning (Crookes, 1999) Crookes believed that learning tends to occur when we have the desire to learn, in other words, when we have the motivation Thornbury (2007) stressed that in the eye of a teacher, those students who are actively engaged in the class and having an enthusiasm in the subject matter or studying extensively are considered motivated students Schunk (2012) posits that motivation is strongly connected to learning and they can impact each other because what and how students learn are primarily affected by their motivation Masgoret and Gardner

(2003) conducted a meta-analysis of 75 studies on the role of motivation in second language learning and they found that motivation was a significant predictor of second language proficiency, even after controlling for other factors such as aptitude and language exposure Students are more motivated to learn when they are aware that they are becoming more skilled Although students found it easy to be extrinsically motivated, it might be hard to sustain their motivation (Harmer, 2001)

As a result, one of the primary roles of a teacher should be to assist our students to maintain their motivation

Nevertheless, Crookes (1999) also argued that the definition of motivation has been interpreted by different researchers, and the term is used differently in different situations by different people The next part will discuss several definitions of motivation in second language learning

There are various definitions of motivation that were offered by previous researchers in the field even though it is a complex human construct that has long been difficult to understand and explain (Anjomshoa & Sadighi, 2015) In terms of cognitive definition, according to Schunk et al (2008), the process of establishing and maintaining goal-directed behaviour is known as motivation It assumes that students establish objectives and utilize cognitive strategies (like planning and monitoring) and actions (like perseverance and effort) to achieve those goals Gardner

(1985) and Vanpatten and Benati (2015) described motivation in the field of language learning as the willingness of learning a second language Gardner described motivation as the attempt to learn a language and the willingness to achieve the purpose with positive attitudes toward learning the language (Gardner, 1985) Brown

(2007) described motivation as the need of each individual to be acknowledged and valued The desire for ego development is one of the main drivers, according to Brown (Brown, 2007) According to Williams and Burden (1997), motivation is a

"state of cognitive arousal" that leads to a choice to act, which is followed by continued intellectual and/or physical effort in order to accomplish a previously stated objective.They hold the belief that the value a person places on the outcome they hope to achieve will determine how strong that motivation will be Whilst adults seem to have specific or ambiguous goals to achieve, children's aspirations may still be incredibly potent This is identical to the idea of the expectancy value theory discussed in the next part

The work of Canadian scholars Lambert and Gardner is linked to the terms integrative motivation and instrumental motivation (Gardner,1991) While integrative motivation is the learner's desire to learn the language in order to become a contributing part of the language's community, the urge to learn a language for financial or educational gain, such as to develop in your career or pursue further education, is known as instrumental motivation In addition, acccording to their findings, integrative motivation was more relevant than the other two However, more recent studies of English language learners in many contexts have shown the contrary (Warden & Hsui, 2000) This is largely due to the shifting nature of English's function in the world that was previously described, as well as the fact that modern learners use English for a range of practical reasons rather than to integrate into a specific English-speaking group

Gardner and MacIntyre (1991) found that learning was promoted by both integrative and instrumental motivation This means that learning is facilitated when the students have both integrative and instrumental motivation Other findings suggested that when there was a possibility to benefit from learning, instrumentally motivated students studied longer than non-instrumentally motivated students; however, this difference disappeared when the incentive was removed Both students who were integratively and instrumentally driven spent longer considering the right solution than students who were not as motivated, indicating that both factors had an energizing impact

Motivation is also categorized into two different types, which are intrinsic and extrinsic motivation Ur (2012) described extrinsic motivation as the consequences of failure and the perceived advantages of success in learning It is identical to the instrumental motivation defined above An illustration of this is the students’ willingness to pass exams or to achieve higher grades at school Similarly, according to Harmer (2001), extrinsic motivation emerges from a number of external sources, such as the need to pass a test, the expectation of financial reward, or the possibility of future travel

Contrarily, intrinsic motivation originates from inside the person A person may be inspired to study because they like the learning process or because they want to feel better about themselves (Harmer, 2001) This means that if a person finds it motivating to learn a second language without any external motivating sources, they are intrinsically motivated to learn They just simply learn a second language because they fancy doing it and it keeps them motivated and involved in doing so Ur (2012) said that intrinsic motivation is related with the action of language acquisition itself: whether it is seen as exciting or dull, personally satisfying or irritating Thus, if students find the second learning second language process engaging and immersing enough, it leads to their emotional satisfaction, which directly and intrinsically motivates them to keep learning

The majority of scholars and methodologists now agree that intrinsic motivation outperforms its extrinsic equivalent In particular, Deci, Koestner, and Ryan (1999) conducted a meta-analysis of 128 studies that examined the effects of extrinsic rewards on intrinsic motivation They found that extrinsic rewards can undermine intrinsic motivation, especially when the rewards are perceived as controlling or coercive First, extrinsic rewards can diminish a person's sense of autonomy When individuals feel compelled to do something, they are less likely to appreciate it Second, extrinsic rewards can cause individuals to focus on the outcome of the activity rather than the activity itself When individuals are outcome-focused, they are less likely to be intrinsically motivated Third, extrinsic rewards can make individuals feel incompetent When people are rewarded for performing an action, they may assume that they can only perform the action if they are rewarded Ryan and Deci (2000) argue that extrinsic motivation is less effective at promoting long- term engagement and performance in comparison with intrinsic motivation They also contend that extrinsic motivation is not always negative In fact, extrinsic motivation can be advantageous if it is employed in a manner that encourages intrinsic motivation For instance, when extrinsic rewards are used to provide feedback or to aid in the acquisition of new skills, they can increase intrinsic motivation

The likelihood of success will be significantly increased if the students grow to enjoy the learning process, even when the initial motivation for enrolling in a course is extrinsic, like learning a new language (Harmer, 2001) That said, how to get students involved and interested in the learning process requires greater effort from teachers It is significant for teachers to understand the importance of motivating students so that they could work out ways to sustain their students’ motivation

Among the many theories of motivation, the expectancy-value theory describes the connection between a person's expectation of success in a task or the accomplishment of a goal and the value of achieving those things The following section discusses the historical foundations of the expectancy-value theory due to its relevance to this research.

Expectancy value theory

The central theme of this section is to present the theoretical framework of expectancy-value theory that was proposed by Eccles and Wigfield (2000) and extracted originally from the model of achievement motivation espoused by Eccles and Wigfield Because of its complexity, only major features of the expectancy theory which are germane to this study will be discussed here

2.2.1 Theoretical framework of expectancy-value theory

Expectancy-value theory (EVT) of achievement motivation was first proposed by Atkinson (1957) It is a well-established theory of motivation that has been used to explain a wide range of achievement-related behaviours, including academic choices, effort, and persistence (Eccles et al., 1983) According to EVT, students' desire to participate in an activity is determined by their success expectations and the value they place on the activity Schunk (2012) described the primary concept of this is that the students’ expectancy of achieving a specific goal has an impact on their behavior, depending on how much they value that outcome

EVT has been further developed by a number of researchers (Eccles, 1984; Wigfield & Eccles, 2000) Eccles's research has shown that EVT can be used to explain a variety of motivational outcomes, including academic achievement, job performance, and sports participation Particularly, Eccles and Wigfield (2020) posits that students’ expectancy on their learning was strongly influenced by their specific academic studies as well as achievements that they valued According to this theory, people assess the possibility of different outcomes Motivation is highest when someone is challenged, but also feels as if the challenge is attainable When a person feels they have the ability to succeed at a task and that the activity is important to them, they are more likely to be driven to accomplish it Conversely, if an individual believes that they are not capable of succeeding at a task, or that the task is not important to them, they are less likely to be motivated to complete the task.They are not inspired to try the impossible, thus they avoid pursuing objectives that are thought to be unreachable Even a favorable outcome anticipation will not result in action unless the outcome is valued People are motivated to act when they see an appealing conclusion and believe it is reachable Atkinson (1957) said that achievement behaviors are a source of conflict between approach (hope for success) and avoidance (fear of failure) tendencies Actions that are taken to reach a goal can either succeed or fail As a result, it is essential to note that merely having a high expectation of success does not ensure achieving behavior since the intensity of the motivation to avoid failure must also be addressed

According to this theory, two primary factors comprises motivation: expectancy for success and subjective task values (Wigfield & Eccels, 2002) On the one hand, the expectancy-value belief is interpreted as a person's expectation of how well they will perform or as their confidence in their ability to finish a task properly

It was also conceptualized as a personal hope about their achievement on different learning tasks in particular circumstances both in the current situation or in the future (Wigfield & Eccels, 2002) An alternative definition of expectancy for success is that it is considered to be the personal beliefs about their performances when they’re given a task (Nagle, 2021)

On the other hand, task value belief refers to a person's perception that a task is significant or noteworthy Wigfield and Eccles (2000) defined subjective task values as the subjective factors that have an influence on the possibility of a person’s engagement in a certain task The term "value" refers to the significance that an individual places on a task or the reasons they believe they should participate in the activity The whole worth of every effort is determined by four different aspects: intrinsic value, attainment value, utility value and cost belief

As illustrated in figure 2.1, the subjective task value is divided into three smaller components The first sub-component of task values is the intrinsic value The term "intrinsic value" is used to describe the pleasure one feels while doing a task simply because of the work itself, in other words, it is the joyfulness of an individual when he/she performs the task This concept is similar to the concept of intrinsic motivation, which is described previously in section 2.1.3.2 The second sub- component is the utility value, which represents the fitness of the task into their future plans such as their career aspirations For instance, the students take part in an English class because they need to reach their career goal Attainment value is the third sub- component, which is conceptualized as the significance of completing well in a task, which is connected to students' personal objectives such as mastery and performance goals (Eccles & Wigfield, 2002) It is the significance of doing well on a task, such as when the activity provides valuable information about oneself, presents a challenge, or gives a chance to satisfy achievement or social demands Finally, there is a cost belief component, which is defined as the perceived disadvantages of doing the activity (Wigfield & Eccles, 1992) There may be related expenses (e.g., academic, social) when individuals are occupied with one activity

Expectancy-value theory has been used to explain a variety of motivational phenomena, including academic achievement, job performance, and decision- making The theory has also been used to develop interventions to improve motivation Therefore, teachers can use expectancy-value theory to help students develop more positive beliefs about their ability to succeed in school, and to help students see the value of learning

The next part will discuss the relationship between this theory and second language learning and teaching In addition, previous research related to expectancy- value theory in the field of second language teaching and learning are also highlighted

2.2.2 Previous studies related to expectancy-value theory in the field

EVT has been applied to a variety of domains, including second language learning For instance, it can be used to explain why some learners are more successful than others in second language learning Learners who have high expectancies of success and who place a high value on learning a second language are more likely to be motivated to study and to persist in their studies This can lead to higher levels of achievement EVT can also be used to inform the design of second language instruction For example, teachers can use EVT to create tasks that are challenging but achievable, and to emphasize the value of second language learning

Studies have shown that expectancy for success and value are both important predictors of second language achievement For example, one study found that learners who had higher expectancies of success were more likely to persist in their second language studies (Pintrich, 2000) Another study found that learners who placed a high value on learning a second language tended to achieve greater levels of proficiency (Dửrnyei, 2001)

There is firm evidence that expectancy and value beliefs have a strong impact on students’ learning related outcomes and researchers in this field hold the belief that students’ expectancy for success and subjective task values have a direct impact on their achievement decisions, effort, persistence, and performance For example,

Wigfield et al (1997) conducted a study with a sample of 10th graders to explore the association between expectancy-value beliefs and achievement in mathematics and English The researchers discovered that both expectancy beliefs and task values were associated to achievement, with task values having a stronger relationship than expectancy beliefs Similarly, Spinath et al (2004) found that expectancy beliefs and task values were both positively associated with achievement, with task values having a stronger association than expectancy beliefs Another study by Wigfield and Eccles

(1998) revealed that expectancy-value beliefs were a strong predictor of academic achievement Students who believe that they are capable of succeeding in a particular subject and who value that subject are more likely to achieve at a higher level Wigfield and Eccles (2000) continued to conduct another study and the findings suggested that expectancy-value beliefs and subjective task values were both important determinants of not only academic achievement but also engagement in extracurricular activities Additionally, Meece et al (1990) conducted a mate- analysis of 108 studies and found that expectancy-value beliefs were significantly related to academic outcomes, such as grades, standardized test scores, and course enrolment The researchers concluded that expectancy-value beliefs are an important predictor of academic achievement with students who have higher expectancy beliefs for a particular subject area typically performing better in that subject They also found that students with higher value beliefs had a higher tendency to be engaged in their schoolwork Additionally, a study by Eren and Rakıcıoğlu-Sửylemez (2020) revealed a positive and significant correlation between all facets of engagement between English as a Foreign Language (EFL) students and the value component of expectancy-value theory The finding is supported by a study by Hoi (2022) indicating that students who believe they are capable of achieving in the language learning task and that the activity is valuable are more likely to be involved Value beliefs were found to be related to academic achievement, but the relationship is not as strong as the relationship between expectancy beliefs and achievement Spinath et al (2004) did a meta-analysis of 75 longitudinal studies that include over 100,000 participants to investigate the relationship between expectancy-value beliefs and achievement The results of the meta-analysis showed that expectancy-value beliefs were significant predictors of achievement, even after controlling for prior achievement The researchers concluded that expectancy-value beliefs are important factors in determining academic success

The findings of these research suggest that expectancy value belief is a significant predictor of academic achievement In addition, there are also studies pointing to the relationship between expectancy value belief and other important L2 learning outcomes

English classroom environment

By the time they graduate from college, students have devoted the majority of their time in their classes for around 20,000 hours (Fraser 2001), so what happens in those classrooms, as well as how the students react to and perceive their educational experiences, is crucial Even though academic success and other desired learning outcomes are often used in scientific research and evaluation of education, these measurements do not give a full picture of how education works

This section is composed of three major parts The first part will present background information regarding the learning environment, and its subcomponents The next section will give a brief explanation of how the operationalized definition of classroom environment was used in this study Finally, past studies on the influences of the classroom environment on students’ expectancy-value beliefs will be discussed briefly

There are countless definitions of classroom environment For example, it is defined as everything that is present in the classroom influencing the engagement of each individual (Khajavy et al., 2017) Wu, Tennyson, and Hsia (2010) said that a classroom's environment is made up of the physical and social parts that the teacher sets up and helps run The term "classroom environment" refers to "the atmosphere, ambience, tone, or climate that pervades the specific educational context" (Dorman, Fisher & Waldrip, 2006, p 78) In the current study, it is operationalized as “student cohesiveness, teacher support, and task orientation, according to Moos (1979) and Fraser (2002) Teacher support is when a teacher helps, befriends, trusts, or shows interest in a student Student cohesiveness is how well students know, help, and assist each other Task orientation is how important it is to finish activities and stay on topic (Dorman, 2003) and how useful activities are seen to be Peng and Woodrow (2010) also chose these three aspects to quantify the classroom environment in their study due to their importance in a language class (Clement, Dornyei, & Noels, 1994; Williams & Burden, 1997) This study put an emphasis on three sub-components of the classroom environment that may have impacts on students’ learning motivation: teacher support, student cohesiveness, and task orientation

Aldridge, (1999); Dincer et al (2019); Mercer (2019); Wang & Eccles (2013) stressed that the extent to which students participate in learning activities is determined by the match between these contextual affordances and the perceived fulfillment of their basic psychological needs Subsequently, the classroom environment is one of the factors that affects the learning process of language learners We can not underestimate the significance of suitable conditions and environments for learning to occur (Crookes, 1999)

2.3.2 Background information related to classroom environment

As a necessary part of human growth, the environment is a strong predictor of how people act (Lu & Yang, 2008) This fits with Lewin's theory from 1936, which says that a person's behavior is determined by how they interact with their environment Similarly, Murray (1938) proposed a needs-press model to similarly describe person and environment Personal needs are motivating personality traits that lead to particular aims, while environmental press supports or hinders their development In the field of education, due to the significant amount of time that the students spend at schools or at other educational institutions Rutter (1979) They are the places that provide the environment for the students’ development Addtionally, according to Lu and Yang (2008), the main objective of school education is to provide a great learning environment that is supportive of students' growth This is similar to

Dewey’s (2013) ideas in Democracy and Education that schools influence students' intellectual and moral development The previous information indicated that the learning environment is vital to student learning Likewise, it is the most important part of the learning process because affects how the class goes and how students think, feel, and act in class (Li, Huang, & Li, 2021) The quality of the classroom learning environment (CLE) has a big effect on how well students learn and grow (Lu & Yang, 2008) So, the learning environment in the classroom is an important factor that needs to be taken into account and improved with care by both teachers and researchers This is to show how important it is to look at how the classroom environment affects students' learning processes

Furthermore, teachers and instructors can assist our learners to foster their intelligent behavior by giving them the types of learning environments that activate them to identify the way to learn and to become integrated individuals In focusing on the reason why classroom environment has impacts on students' motivation, we need to examine our students’ motivation level, and measure the classroom environment Students are the best participants to make judgments on the classroom environment, and the obvious reason for this is that they have been encountering various learning environments as well as having adequate time in their class to form an impression (Fraser, 2011)

As clearly pointed out, a pleasant environment and a relaxed atmosphere are at the top of the list in order to engage learners There are several factors that will work better in particular situations when compared to others For instance, some classes could enjoy playing games and competing with each other, whereas others might have bad reactions to them Or, when working with young learners, it is a good idea for the teacher to praise them more often and give them helpful feedback (Spratt,

2011) Subsequently, the teacher can decide whether to select suitable strategies to engage their learners in their own learning and teaching context In focusing on the most efficient ways to motivate second language learners, some researchers immersed themselves in the process of generating motivational methods and techniques to apply in the classroom (Oxford & Shearin, 1994)

2.3.3 Past studies related to classroom environment

In the past, the most frequent method of evaluating the educational environment was via the students’ and teachers' perceptions, which resulted in insights into the learning environment through the eyes of the participants rather than an external observer (Brophy & Good 1986) Students’ perceptions on classroom learning environment, dependent on Moos’s (1979) three different elements has been under investigation by researchers in education The personal relationship domain looks at the nature and strength of personal relationships in the classroom It also looks at how people are involved in the environment and support each other, including teacher support, student cohesiveness, and involvement (Velayutham & Aldridge, 2012)

Many studies have been done to find out the relationship between classroom environment and engagement To be specific, Hoi (2022) conducted a study with 413 first-year students of English in Vietnam, he argues that classroom environment and expectancy value beliefs can synergistically shape student engagement His study revealed that students who perceived the classroom environment to be supportive and challenging were more likely to have a high expectancy-value belief and to be engaged in the EFL learning process He concluded that by creating a supportive and challenging classroom environment, teachers can promote student expectancy value belief Likewise, Aldrige and Fraser (2008) investigated the classroom environment of 120 primary and secondary schools in Taiwan and Australia using a combination of quantitative and qualitative methods The results showed that there were significant differences in the classroom environment of the two countries To be more specific, this study found that the classroom environment had a significant impact on student achievement Students in classrooms with a positive learning environment performed better on standardized tests than students in classrooms with negative learning environment Cai et al (2015) did research on 2280 elementary and secondary students from grade 5 to grade 9 to examine the students’ perceptions of their classroom learning environments They found that the majority of students possess specific expectations, receive regular feedback, and understand the necessity of completing the assignment, which are useful for obtaining success in learning

There is a strong connection between the classroom learning environment factors namely, teacher support, students cohesiveness and task orientation on the student’s expectancy-value beliefs In terms of teacher support, Wang and Pape

(2007) did research with 115 middle school students in the America to investigate the relationship between teacher support and expectancy for success in foreign language classes They found that teacher support was positively related to expectancy for success in foreign language classes In a similar fashion, Klassen and Chiu (2010) conducted a study with 487 high school students in Canada to examine the relationship between teacher support and their academic expectancy for success They discovered that teacher support was associated to academic expectancy for success in language classes in a positive way Moreover, Klassen and Tze (2014) conducted a study with 1,953 high school students in Canada to examine the relationship between teacher support and academic expectancy for success across multiple subjects, including language classes The result stated that teacher support was significantly correlated to academic expectancy for success in all subjects, including language classes Hiver and Dornyei (2017) examined the relationship between the support from the teacher and expectancy for success of 240 university students in language classes in the United Kingdom and the findings showed that teacher support was positively related to expectancy for success in language classes, and that this relationship was mediated by students’ self-efficacy beliefs

Regardless of the students cohesiveness, it was proven to have a significant correlation with the students expectancy-value belief in a language classroom For instance, Masgoret and Gardner’s (2003) meta-analysis found that group cohesiveness was positively related to students’ expectancy value beliefs in second language learning Specifically, students who felt a sense of a group cohesion were more likely to believe that they could succeed in learning a second language and that it was valuable to do so Liu and Jackson (2008) conducted a study with Chinese EFL learners and found that students’ perceived group cohesiveness was significantly related to their expectancy value beliefs in English learning Similarly, Kang and Lee’s (2019) longitudinal study revealed that group cohesion was positively related to students’ expectancy value beliefs and motivation in English learning over time Wang and Li’s (2019) study found that group cohesion was positively related to students’ expectancy value beliefs and English learning achievement, and negatively related to English learning anxiety In addition, Peng (2009) also found that language learners who are part of a cohesive group may be more motivated to study and complete learning tasks This suggests that when students feel a sense of group cohesion, they are more likely to believe that they can succeed in the language classroom, be motivated to learn and experience less anxiety Previous research also revealed that students were more confident and had a higher value attachment to the classroom environment where they were guided clearly by the teachers and encouraged by or received assistance from their friends (Assor et al., 2002; Eccles, Wigfield, & Schiefele, 1998; Wang & Eccles, 2013) Similarly, Wang et al (2020) reported that the instruction quality and the social assistance provided by teachers as well as their peers in the classroom shaped the students’ expectancy value beliefs Patrick et al (2007), for example, described that "when students perceive emotional support from their instructor, intellectual support from their classmates, and teacher encouragement to talk about their work in class, they are more likely to use self- regulation tools and take part in task-related conversation"

Several empirical studies have been conducted to examine the relationship between task orientation and the students’ expectancy-value belief Zhou et al (2008) conducted a study with 293 Chinese secondary school students to investigate this relationship The results of the study showed that task orientation was positively related to expectancy-value beliefs in English learning In other words, students who were more task – oriented were also more likely to believe that they could be successful in English learning and they perceived English learning was valuable to them They also found that task orientation was significantly corelated to English achievement Similarly, Lamb’s (2017) provided a review on motivation and second language acquisition and notes that task orientation is a primary factor of motivation that influences expectancy value beliefs This suggests that task orientation may play a role in shaping students’ expectancy value beliefs in a variety of language learning contexts Moreover, Kubanyiova (2007) stated that students are more engaged when they are given interesting and helpful activities, and assignments that are meaningful, relevant, and of a fair difficulty level can improve performance quality The activities in which we require students to participate will enable them to remain engaged in the topic if they involve the students, stimulate their curiosity, and encourage their involvement (Harmer, 2008) Therefore, we need to choose an adequate degree of difficulty for the tasks at hand so that they are neither too challenging nor overly simple Aubrey et al (2020) and Ruan et al (2015) also found that when the students succeeded in finishing challenging tasks that were suitable for their level, and joined in an anxiety-free environment and safe collaborative learning, they were be more confident in their second language ability Phung (2017) pointed out that if the topics were familiar and relevant to the students’ personal lives, they had a tendency to value learning activities The students perceived learning activities as boring when the textbooks were overfocused, the given tasks were too difficult, the instructions and guidance from teachers were ambiguous, and their friends acted negatively in the classroom (Nakamura, Darasawang, & Reinders, 2021)

Research question and hypothesis

The questions outlined below serve as a guide for the study:

How does the L2 classroom environment affect EFL students’ expectancy-value belief?

This model, which includes all components of the classroom environment and the expectation-value belief, will be used to look into the research question Figure 2.2 is a graphical illustration of the study’s theoretical model based on the comprehensive review of the relevant literature in section 2.1, 2.2, 2.3

The Theoretical Model of Classroom Environment and Students’ Expectancy Value Beliefs

The researcher proposes a research model to clarify the influence of the learning environment in class L2 on the expectancy-value belief of non-English major students as follows:

Some research gaps that can be filled in the present study are suggested by the literature review above The first one is that most of the previous studies were conducted to examine the expectancy value beliefs with the students willingness to communicate and academic achievements; however, little is known about the correlation between classroom environment, in terms of teacher support, student cohesiveness and task orientation, and expectancy value belief, especially in the Vietnamese tertiary context In a similar fashion, limited studies have been carried out to examine the English classroom learning environment at tertiary level in Vietnam although there were several studies conducted in not only Asian regions such as Singapore (Chionh & Fraser, 2009; Lim & Fraser, 2018), China (Bi, 2015; Liu & Fraser, 2013), Korea (Baek & Choi, 2002), India (Koul & Fisher, 2005) but also in Australia (Aldrige et al., 1999; Dorman, 2003; Dorman, 2008; Fraser et al., 2010; Velayutham & Aldrige, 2013) and America (Allen & Fraser, 2007; Cohn & Fraser, 2016; den Broke et al., 2006; Helding & Fraser, 2013; Martin-Dunlop & Fraser, 2008; Ogbuehi & Fraser, 2007; Wolf & Fraser, 2008) Secondly, previous research has postulated the importance of examining students' expectancy belief, which is a factor that directly affects students’ learning outcomes Students’ motivation varies due to several domains, and the classroom environment is one of the crucial factors that impact it Hence, it is critical to explore how the L2 classroom environment affects L2 students’ expectancy value beliefs Third, previous research

Ultility value put an emphasis on examining the students’ expectancy-value beliefs in science subjects such as Maths, and engineering Eventually, there was little research to examine this in the context of English language learning As a consequence, all of the gaps will be examined in this study in the Vietnamese context.

Summary of the chapter

This chapter presents the theoretical background which highlights the general pictures of factors of classroom learning environment and expectancy-value belief in the field of ELT Additionally, previous related studies that examined the relationship between classroom environment and students’ expectancy-value belief was clearly indicated This plays an important role to figure out research gaps to situate this current study The next chapter provides a more in-depth for the method used to collect both of the quantitative and qualitative data to unearth the answer for the hypotheses and research questions that were stated in chapter 2 It also presents the design for this research, instruments used for data collection as well as data analysis for this study.

METHODOLOGY

Research design

For the purpose of this study, the researcher employed an explanatory sequential mixed-methods design, which was to identify the impact of the classroom environment, in terms of teacher support, student cohesiveness, and task orientation on students’ learning motivation from the perspective of the expectancy-value theory This means that both qualitative and quantitative data were collected in order to work out the answer to the research questions in this study There are two major stages in this method First, the quantitative data are gathered Then, the qualitative data are gathered to help explain the quantitative results (Cresswell, 2012) Fraenkel and Wallen (2008) believed that the rationale for choosing this type of research design is that it will provide more complete insight into the research problem, support for justifying it, as well as discovering the relationship between variables in depth when compared to a single method (Fraenkel & Wallen, 2008, p 557) Lodico et al (2010) emphasized that the results of the study will be understood in more depth with the help of the qualitative data Also, this kind of research gives quantitative data the most weight, and each type of data is collected and analyzed in order (Cresswell,

On the one hand, the questionnaire data was utilized to evaluate the effect of the classroom environment, namely the teacher’s support, students cohesiveness, and task orientation, on students’ expectancy-value belief Moreover, it examined which factors of the classroom environment among the three have a stronger influence on the students’ expectancy-value belief The data collected from the interview, on the other hand, provided more in-depth information about this impact In the sections that follow, why these instruments were chosen will be further discussed.

Research site and participants

This study was conducted at a university in Ho Chi Minh City, Vietnam The research was done at one of a campus of this university, where a lot of students from different departments go to school There is a wide range of learning options, including both on-campus and online classes Aside from the Faculty of Foreign Languages, this university offers nine non-English main faculties that cover a wide range of subjects like economics, finance, engineering, and law Along with other core topics, completion of English is required

Moreover, for the general information of non-majored students in the English program, they are classified into two major types of classes Before they can start learning at the school, all students who are not majored in English study must take a placement test So, they will be put in the level of English class that is right for them, which could be Basic English or Advanced English To graduate, they have to meet a number of requirements For the English study requirement, they have to finish all of the Advanced English courses, which range from level 1 to level 4 Alternatively, they can decide to get the B1 level of English in CEFR or TOEIC 550 in two skills: reading and listening

Undergraduate students at university follow the Common European Framework of Reference (CEFR) levels of competency, which are the global standard for measuring how well a language is learned (Nguyen, 2014) To get level 3, students must be fluent in reading, writing, listening, and speaking English In other words, students are expected to understand both the language that is used and the main ideas without any preparation At level 3, students can also make simple sentences and write short phrases that relate to their own thoughts or experiences

Students who don't major in English have to finish levels 4 and 3 of advanced English to meet university requirements

This study was done at a university, where the researcher works as an English teacher Thanks to the connection with the university, convenience sampling was used to choose the participants for this study, which means that they choose to participate in the study on a convenient basis This method was thought to be the most "common non-probability sampling method" in L2 research (Dornyei et al.,

2009) Given (2008) also argued that "individuals who are the readiest, willing, and able to participate in the study are the ones who are selected to participate." As long as the participants in the target group meet certain practical criteria, like

“geographical proximity," being available at a certain time, or being easy to reach, they should be chosen (Dornyei et al., 2009) Moreover, they must also have some important qualities connected to the investigation's objective

As a result, the participants for this study were the students who are studying at this university and whose major is not English, in other words, students from other majors, such as business administration, auditing, and information technology Their characteristics showed a resemblance To be more specific, their current level of English proficiency remained identical because all of them had to take the placement test for English before being assigned to study in the English courses that were suitable for their level

3.2.2.1 Participants for the pilot study

Students took part in a two-stage pilot study of the questionnaire in June 2022 For the first phase of the pilot, the researcher's supervisor and two colleagues who were very good at English helped edit the content of the questionnaire In the second step, the researcher picked up one class, which consisted of 40 students from different disciplines that he was currently teaching for piloting the questionnaire

3.2.2.2 Participants for the main study

According to Dửrnyei, there is no one-size-fits-all formula for determining the appropriate number of samples to use, and the optimal sample size will be dependent on different factors (Dửrnyei et al., 2009) The number of independent variables included in the study design must also be taken into account and the sample size is determined by the number of variables in the study For instance, a sample of 30 people would only allow one or two independent variables With 50 people in the sample, two to three independent variables might be present The sample size varies based on the statistical analysis and the design of the study as well (Dửrnyei et al.,

2009) Multiple regression analysis will be used to examine the data in this study; as a matter of fact, the sample size in this study will follow Green (1991) who suggested a formula to figure out the sample size for multiple regression analysis: N > 50 + 8k, where N is the sample size and k is the number of predictor variables This formula will be used to improve the power of data analysis As there are three predictor variables in each of the hypothesized models, the sample size for this study would be expected to be at least 74 (50 + 8 * 3) However, the larger the sample size, the more reliable the statistical analysis Attempts will be made to recruit as many participants as possible

The exact proportion of the participants was clearly stated in the next section (3.3.2.2.1) Demographic information, such as the gender of the participants, will also be indicated

As was mentioned in the last section, the goal of this study was to get at least

74 responses for statistical analysis So, when this research was being done, the researcher got 331 responses from non-English major students However, only 185 of those responses were eligible for the study In the data analysis section in chapter

4, the information from 185 students will be analyzed and shown in a clearer way

In explanatory research, the quantitative data is followed by the qualitative data with an eye to provide more insight to the quantitative data According to Guest et al (2006), the number of participants needed will vary depending on the research question, the population being studied, and the resources available However, a good rule of thumb is to interview at least 10-15 participants This will give the researcher enough data to start to see patterns and trends, and to develop a deeper understanding of the topic that is studied.

With the purpose of have more insight into the quantitative data, after getting the first set of quantitative data, the researcher interviewed 9 students out of the 185 randomly by holding online meetings via MS Team The researcher used a set of questions (see Appendix C and D) to interview the students, which allowed him to have a better understanding of the questionnaire findings The interview sessions were recorded and transcribed for later analysis.

Instruments

As a way to find out what students think, a questionnaire with closed-ended questions has been chosen In this study, a motivational questionnaire was used based on Nagle's (2021), which aims to measure the students’ expectancy-value belief by measuring the expectancy for success (items 1, 2, 3), attainment value (items 1, 2, 3), intrinsic value (items 1, 2, 3), utility value (items 1, 2, 3)

Nagle's questionnaire was modified in two ways in relation to this research

To begin, the researcher used 12 of the 22 questions from the original questionnaire Items 13, 14, 15, 16, 17, 18, 19, 20, 21, and 22 were deleted due to their inconsistency with the objectives of the current study, i.e., a lack of relationship to the influence

Eliminated Iitems from the Expectancy Value Belief Questionnaire Adapted from Nagle (2021)

Item 13: When I think about the hard work needed to be successful in

Spanish, I am not sure that studying

Spanish is going to be worth it in the end

These items were not suitable for this study because they weren’t examined to answer the research question

Item 14: Learning Spanish will require more effort than I am willing to put in

Item 15: For me, learning Spanish may not be worth the effort

Item 16: I like the atmosphere of my

These items were not involved in the expectancy-value belief It was related to L2 learning experience

Item 17:I like my professor’s teaching style

Item 18: My professor gives informative feedback on my Spanish skills

Item 19: I would start a conversation in Spanish with my classmates about my weekend plans

These items were not involved in the expectancy-value belief It was related to willingness to communicate in class

Item 20: I would talk to a friend during class in Spanish about my day

Item 21: I would speak to my professor in Spanish about my homework

Item 22: If I were confused about a task

I would ask for clarification in Spanish

The second modification was to change the way the questions were worded to make them suitable for the purpose of this study Specifically, the word “Spanish” was changed into “English” For instance:

1) Original item: “I am certain that I can master the content in the Spanish course

Revised item: “I am certain that I can master the content in the English course

2) Original item: “I enjoy learning Spanish”

Revised item: “I enjoy learning English”

On the other hand, students’ perception about classroom environment was examined by a questionnaire adapted from the final form of WIHIC, which was widely adapted to measure access to the classroom environment by Fraser in 1996 (Fraser et al,1996) The final version of WIHIC is a 56-item, five-point frequency scale questionnaire that aims to measure students’ perspectives of the classroom environment Three out of the seven dimensions of the classroom learning environment that were utilized in this study were teacher support (items 9, 10, 11, 12,

13, 14, 15, 16), student cohesiveness (1, 2, 3, 4, 5, 6, 7, 8), and task orientation (items

33, 34, 35, 36, 37, 38, 39, and, 40) The WIHIC has been utilized in various studies in different nations

The development of the questionnaire was monitored carefully and thoroughly The search for the appropriate questionnaire for this research started in April and lasted until May 2022 The researcher apparently struggled greatly with selecting the right questionnaire, classifying it, and modifying it After several changes, the researcher created the questionnaire's final English edition The researcher sent three extra copies of the questionnaire to two English-speaking friends via email and one to his supervisor to get feedback on how it was written and what it meant After that, in order to facilitate students’ response to the questionnaire, all of the items in the revised questionnaire were translated into Vietnamese If the remarks regarding certain wobbly terms in the sentences made sense, the researcher went back and modified them One month later, in June 2022, the final Vietnamese version was made, when the questionnaire piloting phases took place The researcher then used Google Forms to generate the online questionnaire When the participants filled out a questionnaire, they were also asked to provide some demographic information, such as their genders, grades, and majors The questionnaire was delivered during class time and took the students around 10–15 minutes to complete it In detail, section 3.3.1.2 will discuss the questionnaire-piloting phase The following part will discuss the questionnaire's layout

There were five major sections in the questionnaire The first section gave the participants brief information about the purpose of this study including the instructions to complete the questionnaire Next, demographic information was given so that participants could give general information about their major, gender, and year of study The gender question was developed for later analysis, if needed Years of study were also checked to see if they had completed their studies at the university That is to say, if they are no longer studying at university, their response won’t be valid for this study The next two sections of the questionnaire elicited their perception about the classroom environment and their expectancy value belief Finally, the final part was about thanking and getting the consent of the participants

Creswell (2012) states that a questionnaire pilot test allows researchers to make modifications to an instrument based on feedback from a small group of participants The participants will identify problems such as poorly-worded questions, unclear responses, or the time required to complete the questionnaire.The first was the selection of two colleagues of the researchers who are quite proficient in English in order to improve the quality of the English version of the questionnaire as well as assisting the researcher to translate the questionnaire into Vietnamese The aim of this activity was first to ensure that the respondents understood each item and to avoid ambiguity in the questionnaire Secondly, it is to guarantee that all of the participants understand the questionnaire to provide exact responses due to the fact that English is not their first language and they are students who are not major in English Following the revision of the questionnaire, the second piloting was conducted with a class of 40 students who shared similar features to the target group The second piloting's goals were to provide preliminary evidence for the reliability of the questionnaire, and for the researcher to make adequate modifications before officially deliver the questionnaire to the main participants of the study

The researcher's friend, the research assistant, interviewed them one-on-one to eliminate the researcher's impact as their language instructor This lets the interviewee(s) offer comments, more precise responses, and more advanced questions (Creswell,2012) The research assistant then clarified their responses and used them for analysis Recorded responses were analysed subsequently Creswell

(2012) stated that a "good interview procedure" involves studying how to give instructions, ensuring confidentiality, using the interview guide to ask precise questions, finishing the interview in a timely manner, being polite and respectful to the interviewee(s), and not objecting to individual opinions Before administering the Vietnamese questionnaire, the researcher urged participants to listen carefully and explained the study's importance The quiz instructed participants to raise their hands if they didn't understand anything The researcher set the timer to determine piloting duration Participants averaged 15 minutes to complete theirs It was suitable and adequate compared to other frequent study questionnaire lengths that don't overload participants' concentration Cape and Phillips (2015) found that humans focused on anything and performed well within 20 minutes Thus, the questionnaire's length seemed suitable for the formal investigation The research assistant asked pilot test participants to identify questionnaire issues including poorly worded questions and illogical responses after they finished the questionnaire Before implementation, the questionnaire was adjusted after piloting The second piloting tested students’ survey completion time To make appropriate modifications, the researcher examined students’ potential misunderstandings or ambiguities

In summary, the two stages of questionnaire piloting were accomplished effectively and corporately owing to the enthusiastic and dedicated assistance of all participants Some questions in the questionnaire were changed in response to participant feedback After that, the final version of the questionnaire was officially distributed Appendix A and B will alternately display the English and Vietnamese versions

The ultimate goal of the interview is to provide further insights into questionnaire responses (Creswell, 2012) Through interviews, respondents can show what they know and what they think about a certain topic The researcher chose semi- structured interviews from among the many interview types The interview questions were aimed at providing a more in-depth look at the research question It was also used to confirm and evaluate what the students thought about how the classroom environment affected their expectations of value This interview technique is a sort of qualitative research that combines a pre-planned series of thought-provoking questions or topics with the interviewer's ability to probe specific themes or extra comments Respondents are not constrained to a predefined set of responses, but are free to argue and raise issues about the subject of the research As a result, using semi- structured interviews provides insight into the study issue to be investigated; yet, the researchers have significant flexibility and independence in acquiring information from interviews These considerations influenced the decision to conduct semi- structured interviews for this investigation Semi-structured interviews were conducted after the participants completed the survey questionnaire A list of interview questions has been developed to answer the research questions, though the questions may be altered based on various interviewees or the sequence in which they are asked (Saunders et al., 2016)

The interview questions related to participants’ perceptions about the effect of the three classroom environment variables : teacher support (items 1, 4, 7, and 10), student cohesiveness (items 2, 5, 8, and 11), and task orientation (items 3, 6, 9 and 12).Apart from the list of interview questions, Section 3.6.2 will describe the data collection technique for the interview.

Reliability and validity

3.4.1 Reliability and validity of the questionnaire

Cronbach's alpha is used to reflect the internal reliability of the questionnaire in order to evaluate the quality of the measuring instrument employed in the study Cronbach's alpha reflects how closely the objects are connected This tool is thought to be useful for test topics that allow for a variety of replies, such as a five-point agreement scale Cronbach's alpha is thought to be the best way for calculating the correlation of each test item, whereas low correlated items are removed (Tavakol & Dennick, 2011)

The allowable range of alpha values is 0.7 to 0.95 So, the researcher used Cronbach's alpha to figure out how consistent and reliable the answers to the questionnaire were on the inside In the framework of the research, the Cronbach's alpha test was administered independently for the three scales of teacher support, student cohesiveness, and task orientation and for the four scales of expectancy for sucess,intrinsic value, attainment value, and utility value The aggregate Cronbach's Alpha value was also calculated for all of these scales

The reliability and validity of the instrument used in this study are ensured by adapting the popular questionnaire, expectancy-value belief, from Nagle in 2021 (Nagle, 2021), as well as the WIHIC (What is Happening in This Class?) (Frasel et al., 1996), which is the reliable instrument to investigate the students’ perceptions on the classroom learning environment around the globe nowadays

3.4.2 Reliability and validity of the interview

Gray (2004) said that standardized questions and the interview process had to be consistent in order to make interviews more reliable This means that each interviewee would be asked the same questions in the same way and with the same tone of voice as the other answered This is because the same kind of question would be asked and a consistent answer would be written down to make sure that the process would give reliable and accurate data Therefore, research assistants were trained to follow the protocol precisely during all interviews This move demonstrated fairness to all responses Also, it was thought that it was important to ask the right questions, repeat questions, take "no" for an answer without getting angry, and ask follow-up questions in a non-directive way (Gray, 2004) Being polite and respectful to the interviewee(s) is also vitally important (Creswell, 2012) So, the research assistants went into the interview with an open mind and asked questions without bias The researcher didn't try to guide the people who took part in the study Instead, he let the interviewer be silent some of the time during the interview to make the respondent feel at ease He also used terms with neutral meanings and gave each person time to answer

The validity of an interview in mix-method research can be established through a number of strategies For instance, Creswell and Clark (2011) suggest that researchers employ multiple data collection techniques, including triangulation, member verification, and peer debriefing, to ensure the validity of their findings Tashakkori and Teddlie (2003) also discuss the significance of reflexivity in mixed- method research, suggesting that researchers should be conscious of their own biases and assumptions when accumulating and analysing data In this study, all of the participants were interviewed by the research assistant to avoid the bias and influences of the researchers as their teacher to ensure the validity of their answers

In addition to these primary concepts, there are specific methods for ensuring the validity of interview data in mixed-methods research For instance, Morse (1994) suggests that researchers use a semi-structured interview format, which enables them to ask follow-up questions and elicit additional information Patton (2002) also suggests that interview data be recorded using a variety of methods, including audiotape, videotape, and written notes These approaches can be employed to confirm the accuracy of the interview data and ensure that it is not lost or distorted This study utilized a semi-structured interview to allow the interviewer to ask more questions and elicit more information from the participants, and all of the interview sections were recorded to ensure the accuracy interpretation and later analysis.

Data collection procedure

The quantitative data was collected via the online questionnaire, which was a Google form For those classes that were taught by the researcher, the research assistant was the one who carried out the data collection procedure by coming to those classes at break time and explaining the purpose of filling out the questionnaire as well as the study After that, he delivered the questionnaire to the students by sending the link for an online questionnaire for them to access This is done so that the researcher, who was also their teacher in class, doesn't sway their answers and to make sure that their answers are accurate At the same time, the researcher asked some of his colleagues who also taught the general English program at HCMOU to help him collect data by giving the questionnaire to their students to fill out It took the students around 15 to 20 minutes to finish the questionnaire In total, there were

331 respondents However, after eliminating ineligible respondents, there were 185 responses left

Nine students were asked to come in for an interview so that the quantitative data could be better understood For ethical reasons, eleven students who took part in this study were interviewed by the researcher's partner, who is also a research assistant This will keep the researcher's effects to a minimum The interviews were organized at a time and place convenient for all interviewees, and they were done online through Microsoft Team, and recorded as well as transcribed then This provided the researcher with accessibility and recorded data for later analysis All interviews were conducted in Vietnamese to facilitate interviewee’s responses (see

Appendix E to M) Prior to data collection, participants were informed of the study purpose, data collection procedure, and their rights when participating in the study.

Data analysis

After gathering the information for this study, the researchers continued to look at both of them in different ways In this part, it will be discussed how the study questions were answered by using and reporting various analytical processes, starting with the analysis of quantitative data with multiple regression analysis and qualitative data with content analysis

Multiple regression analysis is a correlation-based statistical method used to create and estimate a prediction equation that best accounts for the relationship between a single criterion variable (or dependent variable) and multiple predictor variables (independent variables) (Ho, 2014) The results were interpreted based on the most important information given by the values of the unstandardized regression coefficient (B), the standardized regression coefficient (β) the multiple correlation coefficient (R), R square (R2), adjusted R square (adj R2), and the statistical significance F-change test The standardised regression weight (β value) indicates the relative contribution of the independent variables to the dependent variable The higher the β value, the stronger the effect of an independent variable on the dependent variable The extent to which the independent variables collectively explain/predict the dependent variable is indicated by the square multiple correlation (R 2 value) The higher the R 2 value, the more variance in the dependent variables explained by the independent variables For all statistical analyses in this study, the p < 05 value is set as the cut-off value for determining statistical significance in accordance with current practice in L2 education research

In the regression model, the weight of each predictor variable is shown by the regression values B that are not standardized It shows how much the value of the criterion variable is expected to change if the value of one of the predictors changes by one unit while the value of the other predictors stays the same The standardized regression coefficient is understood the same way as the unstandardized regression coefficient, but it is found when all variables are "standardized" so that each has a standard deviation of 1 and a mean of 0 (O'Rourke et al., 2005)

In order to examine the impacts of the classroom environment variables on the students' expectancy-value belief variables, multiple regression analysis was conducted It is a way to use statistics to find out how much different independent variables affect a single dependent variable at the same time (Lodico et al., 2010) In this study, multiple regression analysis was used to find out the extent to which teacher support, student cohesiveness, and task orientations affected each component of students' expectancy value beliefs (the dependent variable)

There are two major stages for using multiple regression It first examines the correlation between multiple independent variables and a single dependent variable Secondly, it allows researchers to look at how well a set of predictor variables may predict the dependent variable (Lodico et al., 2010)

In this study, nine students were interviewed using the questions which were thoroughly translated into Vietnamese (See Appendix D) to ensure that there was no confusion about the content of the questions as well as the answers between the interviewers and the interviewees Moreover, in order to eliminate the influence of the researcher, as their language teacher, on their responses, they were interviewed by the research assistant, who was a friend of the researcher, and they were in a one- on-one interview with the research assistant This allows interviewee(s) to give comments, more specific answers, as well as give questions which go beyond the preliminary questions (Creswell, 2012) By doing this, the research assistant might ask further questions or have a more in-depth discussion to clarify their responses and use them for later analysis The responses from the interviewee(s) were recorded

Creswell (2012) stressed a “good interview procedure” involves several stages starting from studying how to deliver instructions in an interview, ensuring the interview's confidentiality, using the interview guide to ask precise questions, finishing the interview in a timely fashion, being polite and respectful to the interviewee(s) and not objecting bringing individual opinions into the interview As a matter of fact, the research assistant followed this procedure to conduct interview in order to ensure the consistency, reliability and validity of the interview First, the interviewer greeted the participant and provided instructions before asking the questions He also asked the permission of the participant for recording the interview session and informed the reasons for conducting this interview Then, he asked the interviewee the precise questions to elicit their opinion During the interview, the interviewer asked further questions related to the topic of discussion such as “Why do you think that teacher support affects your expectancy of success?” or “Can you clarify your answer?” Whenever the interviewer collected all of responses needed for the study, he finished the interview within the time allocated by saying thank you for their participation in this research

Before the data analysis was conducted, the recorded interviews were accurately transcribed The interview transcripts were read and reread several times by the researcher Then they will be analysed thematically, following Braun and Clarke (2006) guidelines, to provide an in-depth explanation for the quantitative result, which will be further discussed in chapter 4 See the interview transcripts in Appendices.

Summary of the chapter

The goal of Chapter 3 was to justify the research method that would be used in the study It did this by showing the research design, talking about the research sites and participants, and explaining how the data would be collected and analyzed

Also, it was clear that the instruments were reliable and accurate The study's data will be looked at in the next chapter The collected data will be looked at and talked about in the next chapter

Chapter three described the methodologies that were used to empirically examine the study propositions This chapter presents the data analysis and its interpretation To be more specific, there are three major sections The first part of this chapter presents the questionnaire findings The second part presents the qualitative findings This will be followed by discussion of the findings The acquired data was analysed statistically using the SPSS 26 software to provide an answer for the quantitative data Descriptive statistics was clearly stated to calculate the mean, frequency, and standard deviation of the data collected In addition, the qualitative data from the interview were also examined and presented

This section will present the results on impact of classroom learning environment factors on the students’ expectancy-value beliefs components of EFL classes The collected data and information are examined in tandem to provide an answer for the research question raised in the current research:

How does the L2 classroom environment affect EFL students’ expectancy-value belief?

Inherent in this question is the assumption that factors of classroom learning environment, namely teacher support, students’ cohesiveness and task orientation positively predict students’ expectancy-value belief, in terms of expectancy for success, intrinsic value, utility value and attainment value Questionnaire and interviews were utilized to discover the stated research question

There was a total of 185 students in this study The participants completed a questionnaire, including a measure of classroom environment, and a measure of expectancy-value beliefs

To provide an answer for the research question in this study, descriptive data on participants' perception of the impact of classroom environment on expectancy value-belief were acquired, including the Mean (M) and Standard Deviation (SD)

The researcher included eight survey questions to elicit the perceptions of non- English majors students on teacher support in English classes

Descriptive Statistics of Teacher Support

Item N Min Max Mean Std

The teacher takes a personal interest in me

The teacher goes out of his/her way to help me

The teacher considers my feelings

The teacher helps me when

The teacher talks with me

The teacher is interested in my problems

The teacher moves around the class to talk with me

The teacher’s questions help me to understand

To get an overview of the difference in frequency of the scales used to measure teacher support in the classroom, the researcher plotted the results as follows:

Figure 4.1 shows that EFL students at this univeristy often or almost always receive support from their teachers The average score on the Teacher support factor scale ranges from 4.94 points to 5.34 points

Accordingly, the support that students think they almost always receive from the teacher (Mean is in the range of 5.21≤ X ≤ 6.00) are: (1) Teachers help students

The teacher takes a personal interest in me.

The teacher goes out of his/her way to help me.

The teacher considers my feelings.

The teacher helps me when

The teacher talks with me.

The teacher is interested in my problems.

The teacher moves around the class to talk with me.

The teacher’s questions help me to understand.

Teacher support when they have difficulties at work (Mean = 5.41, STD = 0.663); (2) The teacher considers their feelings (Mean = 5.35, STD = 0.650); (3) The teacher takes a personal interest in their (Mean = 5.34, STD = 0.757); (4) The teacher talks with the student (Mean = 5.31, STD = 0.705) and finally (6) The teacher goes out of his/her way to help their (Mean = 5.21, STD = 0.774)

The researcher included eight survey questions to elicit the perceptions of non- English majors students on the collaboration in the English classes Below are the survey results collected from 185 students:

Descriptive Statistics of Student Cohesiveness

Item N Min Max Mean Std

I make friendships among students in this class

I know other students in this class

I am friendly to members of this class

Item N Min Max Mean Std

Members of the class are my friends

I work well with other class members

I help other class members who are having trouble with their work

Students in this class like me

In this class, I get help from other students

To get an overview of the difference in frequency of the scales used to measure student engagement in the classroom, the researcher plotted the results as follows:

I make friendships among students in this class.

I know other students in this class.

I am friendly to members of this class.

Members of the class are my friends.

I work well with other class members.

I help other class members who are having trouble with their work.

Students in this class like me.

In this class, I get help from other students.

Figure 4.2 shows that EFL students often or almost always try to integrate themselves into the class through cohesive efforts with individuals and groups in the classroom The average score on the Student cohesiveness scale ranges from 4.92 points to 5.39 points

Some interactive activities and collaboration are almost always done by students, including (1) Students making friends with members of the class (Mean 5.39, STD = 0.715); (2) Students being friendly with the students in their class (Mean

= 5.29, STD = 0.737); (3) Students make friendships among students in their class (Mean = 5.26, STD = 0.721)

Some remaining engagement activities that are regularly performed by EFL students are students knowing all the other students in their class, students doing a good job, or helping other members in their classroom In addition, the students who participated in the survey also reported that they often receive help from other class members and feel loved in their English class (Mean = 4.98 , STD = 1.032)

The researcher included eight survey questions to elicit the perceptions of EFL students of the tasks in the English classroom Below are the survey results collected from 185 students:

Descriptive Statistics of the Task Orientation Factor

Item N Min Max Mean Std

Getting a certain amount of work done is important to me

I do as much as I set out to do

I know the goals for this class

I am ready to start this class on time

I know what I am trying to accomplish in this class

I pay attention during this class

I try to understand the work in this class

I know how much work I have to do

To get an overview of the difference in frequency of the scales used to measure student task orientation in the classroom, the researcher presents the results in the form of a graph as follows:

Figure 4.3 shows that students have a lower frequency of students' perception of task orientation than the teacher support and students’ cohesiveness in the classroom However, they are also often or almost always aware of task orientation in the classroom The average score of the Task orientation scales ranges from 4.90 points to 5.27 points

Accordingly, there are only 03 scales with cognitive frequency at the level that almost always includes students trying to understand the work in the English class (Mean = 5.27, STD = 0.717), followed by the perception of how important it is to them to complete a certain amount of work (Mean = 5.22, STD = 0.727) and finally, the student's effort to do as much work as they set out to (Mean) = 5.20, STD = 0.674)

The reliability of the questionnaire

Below are the results of testing the reliability of the scale of the factors in the research model:

Getting a certain amount of work done is important to me.

I do as much as I set out to do.

I know the goals for this class.

I am ready to start this class ontime.

I am trying to accomplish in this class.

I pay attention during this class.

I try to understand the work in this class.

I know how much work I have to do.

Test of Scale Reliability by Cronbach's Alpha Coefficient

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted Expectations of success Cronbach’s Alpha = 782

Intrinsic/Interest Value Cronbach’s Alpha = 747

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

In summary, Cronbach's Alpha test findings demonstrate that the size of the components in the study model with a Cronbach's Alpha coefficient greater than 0.7

As a result, the scale is believed to meet reliability standards

4.1.2 The impact of classroom environment on students’ expectancy for success

FINDINGS AND DISCUSSION

Questionnaire findings

This section will present the results on impact of classroom learning environment factors on the students’ expectancy-value beliefs components of EFL classes The collected data and information are examined in tandem to provide an answer for the research question raised in the current research:

How does the L2 classroom environment affect EFL students’ expectancy-value belief?

Inherent in this question is the assumption that factors of classroom learning environment, namely teacher support, students’ cohesiveness and task orientation positively predict students’ expectancy-value belief, in terms of expectancy for success, intrinsic value, utility value and attainment value Questionnaire and interviews were utilized to discover the stated research question

There was a total of 185 students in this study The participants completed a questionnaire, including a measure of classroom environment, and a measure of expectancy-value beliefs

To provide an answer for the research question in this study, descriptive data on participants' perception of the impact of classroom environment on expectancy value-belief were acquired, including the Mean (M) and Standard Deviation (SD)

The researcher included eight survey questions to elicit the perceptions of non- English majors students on teacher support in English classes

Descriptive Statistics of Teacher Support

Item N Min Max Mean Std

The teacher takes a personal interest in me

The teacher goes out of his/her way to help me

The teacher considers my feelings

The teacher helps me when

The teacher talks with me

The teacher is interested in my problems

The teacher moves around the class to talk with me

The teacher’s questions help me to understand

To get an overview of the difference in frequency of the scales used to measure teacher support in the classroom, the researcher plotted the results as follows:

Figure 4.1 shows that EFL students at this univeristy often or almost always receive support from their teachers The average score on the Teacher support factor scale ranges from 4.94 points to 5.34 points

Accordingly, the support that students think they almost always receive from the teacher (Mean is in the range of 5.21≤ X ≤ 6.00) are: (1) Teachers help students

The teacher takes a personal interest in me.

The teacher goes out of his/her way to help me.

The teacher considers my feelings.

The teacher helps me when

The teacher talks with me.

The teacher is interested in my problems.

The teacher moves around the class to talk with me.

The teacher’s questions help me to understand.

Teacher support when they have difficulties at work (Mean = 5.41, STD = 0.663); (2) The teacher considers their feelings (Mean = 5.35, STD = 0.650); (3) The teacher takes a personal interest in their (Mean = 5.34, STD = 0.757); (4) The teacher talks with the student (Mean = 5.31, STD = 0.705) and finally (6) The teacher goes out of his/her way to help their (Mean = 5.21, STD = 0.774)

The researcher included eight survey questions to elicit the perceptions of non- English majors students on the collaboration in the English classes Below are the survey results collected from 185 students:

Descriptive Statistics of Student Cohesiveness

Item N Min Max Mean Std

I make friendships among students in this class

I know other students in this class

I am friendly to members of this class

Item N Min Max Mean Std

Members of the class are my friends

I work well with other class members

I help other class members who are having trouble with their work

Students in this class like me

In this class, I get help from other students

To get an overview of the difference in frequency of the scales used to measure student engagement in the classroom, the researcher plotted the results as follows:

I make friendships among students in this class.

I know other students in this class.

I am friendly to members of this class.

Members of the class are my friends.

I work well with other class members.

I help other class members who are having trouble with their work.

Students in this class like me.

In this class, I get help from other students.

Figure 4.2 shows that EFL students often or almost always try to integrate themselves into the class through cohesive efforts with individuals and groups in the classroom The average score on the Student cohesiveness scale ranges from 4.92 points to 5.39 points

Some interactive activities and collaboration are almost always done by students, including (1) Students making friends with members of the class (Mean 5.39, STD = 0.715); (2) Students being friendly with the students in their class (Mean

= 5.29, STD = 0.737); (3) Students make friendships among students in their class (Mean = 5.26, STD = 0.721)

Some remaining engagement activities that are regularly performed by EFL students are students knowing all the other students in their class, students doing a good job, or helping other members in their classroom In addition, the students who participated in the survey also reported that they often receive help from other class members and feel loved in their English class (Mean = 4.98 , STD = 1.032)

The researcher included eight survey questions to elicit the perceptions of EFL students of the tasks in the English classroom Below are the survey results collected from 185 students:

Descriptive Statistics of the Task Orientation Factor

Item N Min Max Mean Std

Getting a certain amount of work done is important to me

I do as much as I set out to do

I know the goals for this class

I am ready to start this class on time

I know what I am trying to accomplish in this class

I pay attention during this class

I try to understand the work in this class

I know how much work I have to do

To get an overview of the difference in frequency of the scales used to measure student task orientation in the classroom, the researcher presents the results in the form of a graph as follows:

Figure 4.3 shows that students have a lower frequency of students' perception of task orientation than the teacher support and students’ cohesiveness in the classroom However, they are also often or almost always aware of task orientation in the classroom The average score of the Task orientation scales ranges from 4.90 points to 5.27 points

Accordingly, there are only 03 scales with cognitive frequency at the level that almost always includes students trying to understand the work in the English class (Mean = 5.27, STD = 0.717), followed by the perception of how important it is to them to complete a certain amount of work (Mean = 5.22, STD = 0.727) and finally, the student's effort to do as much work as they set out to (Mean) = 5.20, STD = 0.674)

The reliability of the questionnaire

Below are the results of testing the reliability of the scale of the factors in the research model:

Getting a certain amount of work done is important to me.

I do as much as I set out to do.

I know the goals for this class.

I am ready to start this class ontime.

I am trying to accomplish in this class.

I pay attention during this class.

I try to understand the work in this class.

I know how much work I have to do.

Test of Scale Reliability by Cronbach's Alpha Coefficient

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted Expectations of success Cronbach’s Alpha = 782

Intrinsic/Interest Value Cronbach’s Alpha = 747

Scale Mean if Item Deleted

Scale Variance if Item Deleted

Cronbach's Alpha if Item Deleted

In summary, Cronbach's Alpha test findings demonstrate that the size of the components in the study model with a Cronbach's Alpha coefficient greater than 0.7

As a result, the scale is believed to meet reliability standards

4.1.2 The impact of classroom environment on students’ expectancy for success

To assess the impact of 3 components of the classroom learning environment on the expectation-value belief of EFL students, the researcher performed 04 multiple regression analyses with independent variables being (1) teacher support,

(2) students cohesiveness, (3) task orientation and with (4) dependent variables being respectively (1) Expectancy for success; (2) Attainment Value; (3) Intrinsic/Interest Value; (4) Utility Value Below are the results of the regression models of dependent variables

The outcomes of assessing the applicability of the study model on the role of classroom environment components on the students expectancy for success are shown in Table 4.5 for an F value of 63.943 with a Sig value < 0.01 at a 99% confidence level Therefore, it may be said that the research model is appropriate for use in practise, and there is a linear correlation between the dependent variable (Expectancy for success) and the independent variables in the research model:

ANOVA a Results of the Research Model on the Influence of the Learning

Environment on the Expectancy for Success

Total 64.431 184 a Dependent Variable: EFS b Predictors: (Constant), TO, SC, TS

Interview findings

This section clearly presents the findings of the interviews conducted with 9 participants All of them were EFL stuydents studying at a university in Vietnam The interviews were conducted using a semi-structured format, and the participants were asked a variety of queries about their perspectives on the influence of those factors from the classroom environment on their expectancy-value belief In addition, the findings of the interview provided further explanation to the quantitative data in section 4.1 The participants’ perspectives on the impact of classroom environment namely teacher support, students cohesiveness and task orientation on their expectancy-value belief were elicited and grouped into three sub-themes

It is obvious from the quantitative data that the teacher support is the factor that impact the students’ expectancy for success the most in the language classroom That is to say, the more support from the teacher, the more belief in success in studying English from the students Seven out of nine participants (except S04 and S08) thinks that the support from the teachers will help them to have the belief in their success in English To be more specific, when being asked about the impact of the teacher support in the classroom, S02 said that:

“I think this is the most important factor of the classroom environment If the students don’t get the assistance from the teacher, they are not going to understand the lesson or have no idea about the knowledge That is the reason why, I believe this is the most salient factor in a lesson among three factors.”

“I believe that the teacher support impacts our belief of success a lot Making a concerted effort is not enough because we need to absorb the knowledge from the other sources The knowledge from the teacher is more valuable and easier to understand Moreover, the support from the teacher is direct to what we need so we just need to listen carefully and take primary notes After that we review them.”

Or when S05 was asked about the interest in students’ learning problems of the teacher, she said:

“Every teacher has interests in our difficulties First, they are interested in them because they want to help us to overcome the problems that we are encountering Second of all, they raise the belief that they will be the one who helps us to overcome the difficulties.”

Apart from the intrinsic value, teacher support has been proven from the quantitative result in section 4.1 to have a strongest effect on the students’ attainment value, and utility value In particular, S04 stated that:

“I partly agree that teacher is the one who provides knowledge for students and this is an important factor But to be successful in learning English is dependent on the learners themselves If they attempt to study more, they will be successful in learning English.”

Or S08 shared the same idea with S04 when being asked about the impact of the teacher support in the classroom Specifically, S08 said that:

“I partly agree that teacher support will be the most important factor because teacher is the one who shares the knowledge about English for students Besides, the success of learning English will be dependent on the effort of the learners If they attempt to study more, they will be successful in learning English.”

“The majority of the time, I see that the teachers just stand in front of the board and don’t move around He/she only moves around to observe when there are group activities Regardless the communication between the teacher and students, I choose hardly When I study in a class, I hardly see that teachers have a conversation with students, instead they just ask the questions so I have no idea whether is it because of the students who have low motivation in learning English in that class.”

Regardless of the impact of teacher support on expectancy-value belief factors, 7/9 students considered teacher support has an impact on their expectancy-value belief In contrast, 2/9 students believed that there are other factors such as the collaboration between students in the classroom and the effort of the learners themselves That is to say, the qualitative results are consistent with the quantitative findings in section 4.1

Coupled with the quantitative data, the findings from the interviews revealed that students’ cohesiveness had a positive relationship with the expectancy-value belief Particularly, it had a positive correlation with the expectancy for success, attainment value, and intrinsic value apart from utility value Especially, when students are asked about the impact of students cohesiveness on their expectancy- value belief, all of the students stated that the collaboration and cohesiveness among classmates were vitally important, which influenced their motivation in studying English

“When I was distracted and out of focus, I could ask my friend to know what the teacher is talking about, and they were always willing to give me a hand.”

“I believe this factor will influence from 50% -60% on my motivation to learn English because we work in groups to improve our skills but if they are not in the mood for practicing together, then I feel demotivated as well.”

S05 also shared the same ideas that:

“I believe that even though we are strangers, we always support each other when we encounter difficulties For example, once I don’t understand something about the lesson, my friends will help me to get it and together finish the given tasks from the teachers

“Students cohesiveness is similar to the support from the teacher because it is also an important part in learning English If the students help each other in the class and together overcome problems in learning English, I believe it will be easier for us in the journey of learning English.”

All of the participants also reported that they are always willing to give their friend a hand and receive the assistance from their classmates as well when they struggle in the classroom As proof, S02 stated that:

“I am willing to explain for my friends if they ask me something If they need my assistance, I’m happy to help them.”

Discussion of the findings

Research question: How does the L2 classroom environment affect EFL students’ expectancy-value belief?

According to the quantitative data and the qualitative data analysis in section 4.1 and 4.2, this research question was answered Three factors of classroom learning environment has proven to influence the students’ expectancy-value belief

Based on the results of the regression model analysis of factors of the classroom environment affecting the components of the expectancy-value belief, the results were summarized as in the table 4.17 below:

H1a: Teacher support has a positive impact on students' expectancy for success

H1b: Teacher support has a positive impact on students' attainment value

H1c: Teacher support has a positive impact on students' intrinsic value

H1d: Teacher support has a positive impact on students' utility value

H2a: Students cohesiveness has a positive impact on students' expectancy for success

H2b: Students cohesiveness has a positive impact on students' attainment value

H2c: Students cohesiveness has a positive impact on students' intrinsic value

H2d: Students cohesiveness has a positive impact on students' utility value

H3a: Task orientation has a positive impact on students' expectancy of success

H3b: Task orientation has a positive impact on students' attainment value

H3c: Task orientation has a positive impact on students' intrinsic value

H3d: Task orientation has a positive impact on students' utility value

Teacher support was proven to be the strongest predictor that impacted the students’ expectancy-value belief To be more specific, it was the strongest predictor that affected the expectancy for success (β =0.511), attainment value (β =0.476), and utility value (β =0.433) This means that students who believe their teachers as being supportive are more likely to expect to succeed and value their academic achievement As a matter of fact, teachers are advisable to put an emphasis on creating supportive classroom environments, which includes providing their students with mental support, academic assistance, and opportunities to develop their self- efficacy

As previous studies findings that investigated the relationship between teacher support and expectancy-value belief, it was proven to have an impact on students expectancy for success (Dornyei, 2017; Klassen & Chiu, 2010; Klassen & Tze, 2004; Wang & Pape, 2007), attainment value (Chen & Elliot, 2010; Jang, Reeve, & Deci, 2010; Liem & Martin, 2015; Wentzel, 2002), and utility value (Hulleman et al., 2008; Klassen & Tze, 2014; Pekrun, Elliot, & Maier, 2009; Urdan & Turner, 2005) However, the result from the quantitative data showed a contradiction to previous studies about the relationship between teacher support and the students’ intrinsic value (Chen et al., 2015; Jang, Reeve, & Deci, 2010; Liem & Martin, 2015; Wentzel,

1998) It can be affirmed by the qualitative data due to the fact that this group of students perceived teacher support not as the most critical factor that influence their intrinsic value compared to students cohesiveness and task orientation For instance, when being asked about the factors among the three influencing their intrinsic value, S01 said that the support from the teacher only had modest effect on their intrinsic value S08 also only partly agree that the support from the teacher influenced their intrinsic value because the learners believed that interest in English came from their early exposure to English content In addition, there are also some comments that they need to receive the attention and support of teachers A student interviewed shared, “Most of the time when I go to school, most of the teachers just stand on the podium to talk Only when doing group exercises do teachers move around the class to observe Moreover, teachers often chat with me in the class she chooses rarely When I went to school, I found that teachers rarely interacted with students Most of them just asked questions, so I do not know why I went to classes where they were not excited So when the teacher asks a question, and classmates do not answer it, the teacher also answers by himself.”

Future research could explore the particular mechanisms through which teacher support influences expectancy for success, attainment value and utility value For instance, it is advisable that teacher support helps students to develop their self- efficacy, which in turns leads to higher expectancy for success, attainment value, and utility value It suggests that teacher support should be a priority in schools and that teachers should be provided with resources and training they need to create supportive classroom environment for their students

For the second components of classroom environment, Students cohesiveness was proven to have a significance correlation with students’ expectancy for success, intrinsic value, and attainment value whilst it had no impact on the utility value Particularly, it was proven to be the strongest variable that influenced the intrinsic value (β =0.562) whilst it had the weakest impact on expectancy for success (β

=0.172) This result suggests that the more connections and cohesiveness the students have in the classroom; the more interests they will gain in learning English which in turn impacts their learning outcomes Hence, it’s the teacher job to provide more group work and pair work in the classroom for them to connect and increase their cohesiveness in the classroom

The results of this study are consistent with previous research that found a positive relationship between them (Johnson & Johnson, 2003; Lou et al., 1996; McMillan & Chavis, 1986; Rovai & Wighting, 2005) Specifically, students who felt a sense of positive interdependence and worked collaboratively with their peers had higher levels of expectancy for success compared to those who did not In a similar fashion, the result is consistent with previous studies that examined the relationship between Students cohesiveness and intrinsic value (Chen et al., 2015; Jang et al., 2010; Liem & Martin, 2015; Wentzel, 1998) and attainment value (Chen et al., 2015; Hagger et al., 2003; McMillan & Chavis, 1986; Wentzel, 1998) In other words, it suggested that creating a sense of cohesiveness or communitive in the classroom can positively impact students’ intrinsic value and attainment value in academic pursuits The interview results also recorded the positive attitude of the interviewees towards bonding activities in their English class In addition, the interviewees also said that they are often more motivated to learn when they feel they are part of a class group, receive help from class members, and fun learning atmosphere

However, the quantitative data in this study showed the inconsistent agreement with previous studies when it comes to the relationship between Students cohesiveness and the utility value This can be explained by several factors, such as the influence of difference factors on each construct, the different ways in which these constructs impact students’ academic motivation and achievement, and the potential differences in measures used to assess these constructs (Eccles & Wigfield, 2002; Wentzel, 1998) These constructs may operate differently in terms of their impact on students’ academic motivation and achievement For example, previous research has found that cohesiveness is positively related to students’ intrinsic value, which is the enjoyment and interest that students derive from academic tasks (Wentzel, 1998) In contrast, utility value is related to students’ perception of the importance of an academic task for their future goals or career aspirations (Eccles & Wigfield, 2002) Therefore, it is possible that cohesiveness may be more strongly related to intrinsic value, while utility value may be more strongly related to other factors For instance, teacher support and task orientation were proven to impact positively on the utility value of the students according the quantitative data in this study Therefore, even if students feel a strong sense of cohesiveness within their classroom, this may not necessarily increase their perception of the utility value of that task This result is supported by the semi-structured interviews

Finally, the findings revealed that task orientation is positively related to students’ expectancy for success, intrinsic value, and utility value which are consistent with previous research in this area (Dweck & Leggett, 1988; Elliot & Dweck, 1988; Kubanyiova, 2007; Lamb’s, 2007; Zhou et al., 2008) Specifically, it had been proven to be the second strongest factor that impacted the students’ expectancy for success (β =0.428) That is to say, students who adopt a task orientation are more likely to believe that they can succeed, find academic tasks enjoyable and interesting, and the relevance of academic tasks to their future goals or career aspirations However, there was no correlation between task orientation and attainment value based on the quantitative data analyzed in section 4.1 This is also consistent to previous studies that attainment value is influenced by other factors beyond task orientation, such as Students cohesiveness, teacher support or the importance of academic tasks for future goals or career aspirations (Eccles & Wigfield, 2002) This result is also supported by either the quantitative and the qualitative data in this current study To be more specific, Teacher support and Students cohesiveness were proven to have a significant impact on the attainment value of the students rather than the task orientation Moreover, task orientation is related to other forms of value For example, previous studies found that task orientation is positively related to intrinsic value and utility value (Eccles & Wigfield, 2002; Elliot & Dweck, 1988) Therefore, it is possible that task orientation is strongly related to these forms of value rather than to attainment value and the findings of this study also supported this.

Summary of chapter 4

This chapter summarized the key findings including the data analysis and discussion of the questionnaire and the semi-structured interview This chapter also includes descriptive statistics and any significant relationships or trends were identified in the data It also provided a discussion from the quantitative data with further explanations from the qualitative data.

CONCLUSIONS AND IMPLICATIONS

Major conclusions and implications of the study

This study was guided to answer the following research question:

How does the L2 classroom environment affect EFL students’ expectancy-value belief?

The findings of the study revealed that all of the three factors of classroom environment namely teacher support, students cohesiveness and task orientation impacted the EFL students’ expectancy-value belief and each factor had different degree of influence on the expectancy-value belief

In terms of teacher support, it had a positive impact on students’ expectancy for success, attainment values and utility values, which is consistent with previous research on the role of teacher support in student motivation It can help students feel valued, capable, and connected to school and in turn can lead to increased motivation and engagement in learning However, whilst previous study research has suggested that teacher support can impact intrinsic value, it is possible that other factors such as student cohesiveness and task orientation play a larger role in shaping intrinsic value than teacher support alone That is to say, this group of participants did not perceived the impact of teacher support much as compared to student cohesiveness and task orientation Particularly from the interview, some students said that they thought the teacher support only accounted for 30% compared to other factors

Students cohesiveness is the second factor of classroom environment that was found to have a positive relationship with the students expectancy-value belief To be more specific, it was proven to have a significant correlation with the students’ expectancy for success, attainment value, and intrinsic value apart from intrinsic value This result was consistent with previous study that examine this correlation The qualitative data from the semi-structured interview also supported this finding Particularly, this group of students perceived the cohesiveness between students in the classroom is vitally necessary, which impacted their expectancy for success, intrinsic value, and attainment value apart from utility value This can be explained by the importance of students cohesiveness on their utility value as compared to teacher support and task orientation

The final component of classroom learning environment, considered as task orientation, was also found to have a positive impact on three factors of the expectancy-value belief apart from attainment value, which is also consistent as previous studies as this construct reflects students’ beliefs about their ability to succeed in academic tasks Students who were more task-oriented were more likely to believe that they could succeed in learning English, and that they believed that learning English would be beneficial to them in the future The qualitative data also revealed the reasons why task orientation didn’t influence the students attainment value This is because even though they perceived that to be successful in learning English is vitally important, they held the belief that it was just a part of their lives therefore they had the other aspects to develop such that their soft skills.

Pedagogical implications

Teacher support plays a key role in supporting students’ motivation by providing them with emotional support, challenging them academically, and helping them connect with the learning process It can also help students believe in their own abilities The more support from the teacher, the more confidence the students gain, which can make it more likely that students will succeed in learning English

Teachers can do this by providing individual attention to students, check their work regularly and offer them extra help when they needed in the classroom Moreover, to help them develop a stronger belief in their ability to succeed, teachers can provide them challenging but achievable tasks, give them positive feedback, and provide adequate support to help them overcome challenges

Secondly, about the attainment value, teacher support can help students see the importance of doing well in the English classroom This can lead to increased motivation and effort, as students are more likely to value their learning if they believe it is important

Thirdly, teacher support can helps students see the relevance of English tasks to their future goals by assisting them set realistic goals and working with them to develop a plan for achieving their goals in learning English as students are more likely to see the value in what they are learning if they believe it will help them achieve their goals Additionally, teachers can help students see how the skills they are learning in the English classroom will be valuable in their future careers When they see the usefulness of learning, they are more likely to be motivated to learn

By doing so, teachers can help students develop positive expectancy-value beliefs, which can lead to improved academic achievement Teachers can also help students develop positive expectancy-value beliefs by providing them with opportunities to succeed, helping them set realistic goals, and connect them with the learning process by making lessons relevant to their interests, using engaging activities and help them see the value in what they are learning The finding highlights the importance of teacher support in promoting positive academic learning outcomes Teachers and educators should prioritize creating supportive classroom environment that foster the relationships between teachers and students

Students cohesiveness was also found to have a positive relationship with the students’ expectancy for success To put it another way, teachers should create a positive classroom environment so that students have stronger belief that they will be more successful and when they feel so, they are more willing to participate and work with other students, which in turn affects their learning outcomes as well as their motivation Moreover, because it was found to have a positive correlation with their intrinsic value, it is advisable for teachers to create more opportunities for the students to work in groups or in pairs to enhance their cohesiveness in the classroom by creating challenging tasks but achievable with adequate support from the teachers Teachers should spend a considerable amount of time creating or adapting those tasks which are relevant to the students future career and requires much of their collaboration with their classmates in the classroom Teachers and instructors can combine these three factors in the classroom to enhance the students expectancy- value belief, which will be in turn affect their academic learning outcomes

Based on the findings of this study, task orientation impacts students intrinsic value and utility value highlights the importance of creating a classroom environment that emphasizes the relevance and importance of academic task in English classrooms By promoting task orientation in the English classrooms, teachers and instructors will be able to enhance their motivation, engagement and academic performance (Dweck & Legget, 1988; Elliot & Church, 1997) Combining these three factors of classroom learning environment, teachers could enhance positive relationships between students and teachers, and provide opportunities for student collaboration and peer support.

Limitations and suggestions for future research

There are some limitations to the current study that should be addressed even though it has reached its research aims

Firstly, the sample size of this current study was relatively small – 185 EFL students, which limits the generalizability of the findings Whilst concerted efforts were made to recruit a diverse group of participants, the sample may not be representative of the larger populations of students Future research could consider recruiting a larger sample of participants to increase the generalizability of this findings to detect significant effects of classroom environments factors on students’ expectancy-value belief

Secondly, whilst this current study focused on investigating the relationship between teacher support, students’ cohesiveness, and task orientation as predictors of expectancy value belief, there may be other factors that are important as well To be more specific, all of the three factors were proven to have an positive impact on the students expectancy for success but had difference impacts on the subject task value components For instance, teacher support had no impact on students intrinsic value Moreover, students cohesiveness had no positive effect on the utility value and there was no positive correlation between task orientation and attainment values Eventually, future research should consider other predictors that might influence students expectancy-value beliefs

Thirdly, this study used a self-report questionnaire adapted from reliable research conducted by Nagle (2019) to examine the impacts the classroom environment factors While self-report measures are often used in educational research, they are susceptible to response bias and may not correctly reflect participants' real behaviours and views Future research should take it in to consideration to use additional measures such as direct observations or behavioral measures to provide a more comprehensive assessment of these constructs

Fourth, although this study examined the teacher support in the English classrooms, the perspective from teachers were not elicited and explored As a result, future research could elicit the perspectives from teachers to provide a more in-depth understanding of the relationship between these factors

Finally, because this study was conducted in a specific educational setting and classroom environment, it may not be generalizable to other scenarios Hence, future research should also consider replicating this study in different populations and contexts

In general, despite these limitations, this study highlights the importance of classroom environment in promoting students’ expectancy-value belief By addressing these limitations, further research could be done to build on these findings and provide a more comprehensive understanding of the factors that impact the expectancy-value belief of students, which in turn affects their academic motivation and achievement

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The impacts of classroom environment on students’ expectancy-value beliefs questionnaire (English version) THE IMPACTS OF CLASSROOM ENVIRONMENT ON STUDENTS’

Instructions: We are inquiring you to complete this questionnaire because we are conducting a study of the impacts of the classroom environment on students’ expectancy-value beliefs That is to say, to know how you are motivated in the English language classroom by examining three variables: teacher support, students’ cohesiveness, and task orientation The information that you provide will help us ameliorate the English language classroom environment to make it more interesting and motivating for future students In this part, you are being asked to finish this questionnaire because you are currently studying in a General English language course at HCMOU

On this questionnaire, you will find a number of statements that may or may not apply to you Please provide an honest rating of your agreement using the scale provided Occasionally, you might be asked to respond to items that seem similar to one another We will also ask you to provide some background information on yourself Your data will be confidentially stored for this study’s later analysis, and it will not be shared with anyone Your answers will be very helpful to us as we finish this research and try to make English classes at our university better places to learn Thank you for your contribution

Items, which were randomized and presented in a unique order to participants using Qualtrics:

SECTION 1: Expectancy-value beliefs subscales

1 I am certain that I can master the content in the English course I am taking this semester

2 I will be able to master the content in even the most challenging English course if I try

3 I am certain that I can earn a good grade in my English course

1 Being someone who is good at learning English is important to me

2 Being good at learning English is an important part of who I am

3 Being involved in English-related activities is a key part of who I am

2 Learning English is exciting to me

3 I would like to take more English courses

1 Learning English is valuable because it will help me in the future (like when I get a job, go to graduate school, etc.)

2 English will be useful for me later in life

3 English is practical for me to know

Scale participants used to evaluate their agreement with each item:

1 The teacher takes a personal interest in me

2 The teacher goes out of his/her way to help me

3 The teacher considers my feelings

4 The teacher helps me when I have trouble with work

5 The teacher talks with me

6 The teacher is interested in my problems

7 The teacher moves around the class to talk with me

8 The teacher’s questions help me to understand

1 I make friendships among students in this class

2 I know other students in this class

3 I am friendly to members of this class

4 Members of the class are my friends

5 I work well with other class members

6 I help other class members who are having trouble with their work

7 Students in this class like me

8 In this class, I get help from other students

1 Getting a certain amount of work done is important to me

2 I do as much as I set out to do

3 I know the goals for this class

4 I am ready to start this class ontime

5 I know what I am trying to accomplish in this class

6 I pay attention during this class

7 I try to understand the work in this class

8 I know how much work I have to do

Scale participants used to evaluate their agreement with each item:

Seldom Sometimes Often Almost always

The impacts of classroom environment on students’ expectancy-value beliefs questionnaire (Vietnamese version) KHẢO SÁT VỀ SỰ ẢNH HƯỞNG CỦA MÔI TRƯỜNG LỚP HỌC ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH THÔNG QUA GIÁ TRỊ CỦA SỰ KÌ VỌNG Hướng dẫn:

Thân chào các Anh/Chị

Chúng tôi xin mời các Anh/Chị, hiện đang là sinh viên đang theo học chương trình tiếng Anh không chuyên tại ĐH Mở Tp.HCM tham gia làm khảo sát này để chúng tôi có thể thực hiện nghiên cứu đề tài về “Sự ảnh hưởng của môi trường lớp học đến động lực học tiếng Anh thông qua giá trị của sự kì vọng” Nghiên cứu này nhằm xác định các yếu tố của môi trường lớp học bao gồm: Sự hỗ trợ từ giảng viên, sự gắn kết của học viên, và định hướng về bài làm lên động lực học tiếng Anh thông qua giá trị của sự kì vọng

Thông tin và sự đóng góp của Anh/Chị sẽ giúp chúng tôi cải thiện sự môi trường học tiếng Anh và làm cho nó trở nên thú vị hơn để tạo sự hứng thú cho người học trong tương lai Các Anh/Chị vui lòng thực hiện khảo sát này một cách khách quan nhất có thể để kết quả nghiên cứu của chúng tôi có giá trị cao Ở phần cuối của phiếu khảo sát, các Anh/Chị vui lòng cung cấp thêm một số thông tin tổng quát về các anh chị như “Hiện nay các Anh/Chị đang là sinh viên năm mấy? Chuyên ngành gì?

Mọi thông tin và câu trả lời của các Anh/Chị được cung cấp trong phiếu khảo sát này sẽ được hoàn toàn bảo mật và phục vụ cho mục đích nghiên cứu và sẽ không được chia sẻ với ai và với bất kì hình thức nào

Sự đóng góp của các Anh/Chị sẽ có ý nghĩa rất to lớn cho sự thành công của nghiên cứu này

Thay mặt nhóm nghiên cứu, xin chân thành cảm ơn các Anh/Chị

Phần 1: Khảo sát về giá trị của sự kì vọng

Sự kì vọng về thành công

1 Tôi tự tin rằng tôi có thể lĩnh hội được nội dung ở khóa học tiếng Anh mà tôi đang học tại học kì này

2 Nếu tôi nỗ lực, tôi sẽ có thể làm chủ được các nội dung, thậm chí trong các khóa học tiếng Anh với mức độ thử thách cao

3 Tôi tin chắc chắn rằng tôi sẽ đạt được điểm cao trong các khóa học tiếng Anh

4 Đối với tôi, việc trở thành một người thành thạo tiếng Anh là rất quan trọng

5 Thành thạo tiếng Anh là một phần quan trọng hình thành nên con người tôi

6 Tham gia vào các hoạt động có liên quan đến tiếng Anh trở thành một phần quan trọng hình thành nên con người tôi

7 Tôi rất thích học tiếng Anh

8 Đối với tối, học tiếng Anh rất thú vị

9 Tôi mong muốn được tham gia vào các khóa học tiếng Anh khác

10 Học tiếng Anh rất có giá trị vì nó sẽ giúp tôi rất nhiều trong tương lai (Ví dụ như có một công việc tốt, hoặc tiếp tục học cao học v…v)

11 Tiếng Anh sẽ rất hữu ích cho cuộc sống của tôi sau này

12 Việc học và hiểu biết tiếng Anh là rất thực tế

Phần 2: Khảo sát về các yếu tố trong môi trường lớp học

Sự hỗ trợ của giáo viên

1 Giáo viên có sự ưa thích riêng dành cho tôi

2 Giáo viên luôn nỗ lực tìm cách để giúp đỡ tôi trong lớp học

3 Giáo viên quan tâm đến cảm xúc của tôi

4 Giáo viên luôn giúp đỡ tôi mỗi khi tôi gặp khó khăn

5 Giáo viên trò chuyện với tôi trong lớp học

6 Giáo viên rất hứng thú về các khó khăn của tôi

7 Giáo viên thường di chuyển xung quanh lớp học để nói chuyện với tôi

8 Những câu hỏi mà giáo viên đặt ra giúp tôi hiểu bài hơn

Sự kết nối giữa những người học trong lớp

1.Tôi kết bạn với những bạn học cùng lớp

2.Tôi quen biết các bạn khác học cùng lớp

3.Tôi thân thiện với các bạn khác trong lớp

4.Các bạn khác trong lớp đều là bạn của tôi

5.Tôi hợp tác để làm việc rất hiệu quả cùng các bạn trong lớp

6 Khi các bạn trong lớp gặp khó khăn, tôi giúp đỡ họ

7.Các bạn trong lớp học này rất thích tôi

8.Tôi nhận được sự giúp đỡ của các bạn khác trong lớp học này

Các hoạt động mang tính định hướng

1.Việc hoàn thành các công việc được giao trong lớp rất quan trọng đối với tôi 2.Khi tôi dự định làm gì, tôi cố gắng hết sức để hoàn thành nó

3.Tôi biết rõ mục tiêu học tập khi tham gia lớp học này

4.Tôi luôn sẵn sàng bắt đầu buổi học đúng giờ

5.Tôi biết những thứ tôi đang cố gắng hoàn thành trong lớp học này

6.Tôi tập trung trong lớp học

7 Tôi cố gắng hiểu những công việc cần hoàn thành trong lớp học này

8.Tôi biết phải hoàn thành bao nhiêu công việc trong lớp học này

XIN CHÂN THÀNH CẢM ƠN SỰ HỢP TÁC CỦA CÁC ANH/CHỊ

Questions for interviewing about the impacts of classroom environment on students ‘expectancy-value beliefs (English version) QUESTIONS FOR INTERVIEWING ABOUT THE IMPACTS OF CLASSROOM ENVIRONMENT ON STUDENTS’EXPECTANCY-VALUE

1 Does the support from the teacher impact your expectancy for success? How does it influence your expectancy for success?

2 Does the relationship between you and other students in this class impact expectancy for success? How does it influence your expectancy for success?

3.Does the orientation of the task impact your expectancy for success? How does it influence your expectancy for success?

4.Does the support from the teacher impact your interest in learning English? In what ways?

5 Does the connection between you and other students in this class impact your interest in learning English? In what ways?

6 Does the orientation of the task impact your interest in learning English? In what ways?

7 Does the support from the teacher impact your beliefs about the importance of learning English? How?

8.Does the relationship between you and other students in this class impact your beliefs about the importance of learning English? How?

9 Does the orientation of the task impact your beliefs about the importance of learning English? How?

10.Does the support from the teacher impact your selection for the task which is helpful for your career in the future?

11.Does the connection between you and other students in this class impact your selection for the task which is helpful for your career in the future?

12 Does the orientation of the task impact your selection for the task which is helpful for your career in the future?

Questions for interviewing about the impacts of classroom environment on students ‘expectancy-value beliefs (Vietnamese version)

CÂU HỎI PHỎNG VẤN VỀ SỰ ẢNH HƯỞNG CỦA CÁC YẾU TỐ TRONG MÔI TRƯỜNG LỚP HỌC ĐẾN ĐỘNG LỰC HỌC CỦA NGƯỜI HỌC

THÔNG QUA GIÁ TRỊ CỦA SỰ KÌ VỌNG

1 Sự giúp đỡ của giáo viên trong lớp học có ảnh hưởng đến sự kì vọng về sự thành công của mình khi học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

2 Mối quan hệ giữa các Anh/Chị và các Anh/Chị sinh viên, học viên khác trong lớp có ảnh hướng đến sự kì vọng về sự thành công của mình khi học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

3.Việc định hướng các công việc cần làm trong lớp có ảnh hưởng đến sự kì vọng về sự thành công của mình khi học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

4.Sự giúp đỡ của giáo viên trong lớp học có ảnh hưởng đến sự hứng thú học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

5 Mối quan hệ giữa các Anh/Chị và các Anh/Chị sinh viên, học viên khác trong lớp có ảnh hưởng đến sự hứng thú học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

6 Việc định hướng các công việc cần làm trong lớp có ảnh hưởng đến sự hứng thú học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

7 Sự giúp đỡ của giáo viên có ảnh hướng đến sự tin tưởng về tầm quan trọng của việc học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

8.Mối quan hệ giữa các Anh/Chị và các Anh/Chị sinh viên, học viên khác có ảnh hưởng đến sự tin tưởng về tầm quan trọng của việc học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?

9 Việc định hướng các công việc cần làm trong lớp có ảnh hưởng đến sự tin tưởng về tầm quan trọng của việc học tiếng Anh của các Anh/Chị không? Nó ảnh hưởng như thế nào?