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MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443011 H GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443011 SUPERVISOR Dong Hoang Minh, MA Hanoi-2023 DECLARATIONS I hereby state that I: Nguyen Thi Thu Phuong, 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Supervisor Student (Signature) (Signature) Dong Hoang Minh Nguyen Thi Thu Phuong April 4" , 2023 il ACKNOWLEDGEMENTS First of all, I would like to express my sincere gratitude and respect to my supervisor, Mr Dong Hoang Minh, MA, for his constructive guidance, continued support, and invaluable scientific advice throughout the conduct of this research Thanks to his kindness and encouragement, I was able to overcome all my academic and non-academic challenges My special thanks go to all the lecturers and staff of the Faculty of Legal English, Hanoi Law University, for their invaluable knowledge, guidance and support throughout my four years of study in the university I would also like to thank our Legal English students in Course 46 for their tremendous assistance in collecting the data to complete this research Finally, my genuine thanks go to my family and friends for their support and strong encouragement to me during the study ill ABSTRACT The purpose of this study is to explore the factors motivating English major students at Hanoi Law University in writing lessons, and to examine the extent these factors have on their writing performance The study employs both quantitative and qualitative methods to achieve its goals The study participants were 100 sophomores (K46) majoring in Legal English at Hanoi Law University During the research process, the participants were given a survey questionnaire which included statements related to the factors that motivate them to learn writing lessons Five students were then randomly selected from the participants to conduct interviews, which provided the researcher with qualitative data The data collected from these two methods were analyzed to identify the factors that motivate students in writing lessons The research results indicate that students are motivated to learn to write by factors related to students, teachers, learning environment, and course books and content These factors are of great significance to both students and teachers in terms of teaching and learning writing lessons IV TABLE OF CONTENTS (W/1.5,1 -x5yaidaaẳiiiiaiaiiiiiiaiẳẳáaẳiaẳaäaáồaẳáaáẳẳaảồáồ4Ả 1 ))7600.9 V00090S ) 17 - il JAC INGIYY Li DG IEILEGIN Uc nung anes snsans ana sora ac tin et css ee ane US 38i801-180 ill ˆ) S5) (00 IV TABLE OF CONTIENTS G H H H n.H.H.n n.H H.H - V LIST OF FIGURES AND TABLES .-. .G.1 1.2 ss.e.se.e.ss.k.s Vill INTRODUCTIƠN H H H H H.H H.H H -e - | 1 Rationale for the Study -.- 11.1.1.1 H H .g.h-ế 1 Be (ÊUIIITS COL BIN SUMO ccs saree asenes khinh 200003 006) see 308009 ANT CIR A RN SA 4 3 Research Questions ccccccccccsssneececeessneeceseesneeeeeeseenaeeeeeeeeeeeeeeeeeaaes 3 4 Scope 007/200 ÖỀÖ.ẦỀ 3 5 Significance of the s(udy - - Gv re, 4 6 Organization Of the sfudy c.1 111.12.22.11.11.11 9.11.1 1x.1 1xx-r-e, 4 CHAPTER 1: LITERATURE REVIEWW .Q H.H.nH.H.HH.H.HH.k.rH.e.y 6 1.1 Mofivafion ch HH nh nu tt 6 1.1.1 Definitions of motivation in the Context of Writing skills 6 1.1.2 Different types OfHHOẨÏV(IẨÏOHH G G .v n.g v.eẶ, 8 1.1.3 The roles ofmotivation in learning WFHHHE .«.s.5.5.: 11 1.2 Factors promoting students’ motivation in writing lessons 12 Te 2als LÀÌ NHEGHÍN”, [EU cosas issn Lưng sasan.chstea G3014 203 ASAT Aiea ARATE AaB AD 12 T.2.2 Teachers’ fACtors nan eố.ố Ắ.Ắ ằ 15 1.2.3 Learning EHVITOHIHCHÍ t r .u 17 1.2.4 Course books and COHGHÍ .SG.G 3.0.33.88.8.3.11.85 11.11.5Ỏ11.1 51Ỏ11.sÀe 18 1.3 Previous research regarding factors motivating English major Students in Writing ÏesSOIS .Ặ.G Q.1.1 H S n.g n g-ư - 19 I Bì) 21 CHAPTER 2: METHODOLOCY -.- G cee.se.eee.te.eee.ee.eee.ae.eee.ne.een.ae.es 23 2.1 Participants of the sfud\y -.- -.- S.1.1.S.* vn * n H H g-r-ry 23 Latcds SMCS” PRET THỈNH s cass swears senate s aot k 0H04 sh Aa 8 0601200808134 Sa 23 2.1.2 Students’ English proficiency levels .5.s c.ss.+.+s.c.cc.s.es.e.ee.s 24 2.2 Data collecfion . -. S H T.H T.H H H 24 AIKPan OL, ) 1ann.ố.ốố.ốốằẮẮẮẮ.Ắ 25 Q.D.2 INCL VICW occ ốốố.ốố.ố.ố 26 Ecsta MOAN, COASTS ceases tham zs cmc was 180101 UR A RST TS 8 OS 26 "ˆ hi) 0 pe CHAPTER 3: RESULTS AND DISCUSSION 28 3.1 Results of questionnaire and interview ccccccccceesseeeeeeeeees 28 SLT Students’ fACtOVS cccccccccccccccccescccceeseeseeseesesseeseesssseeeseesssnaeeeeeneaaas 28 $.1.2 Teachers’ Í([CÍOFS - HH vn a3 co ba dxÐffPTH EÌMUIPITNIHHDHÍ ccc: css acces ssa asc a sve Ama KIÊN Ah 210608 LI8 35 3.1.4 Course Books and COHÍ€HHÍ .c 1 .v.Àn v.n 37 students at Hanoi Law University in writing lessons 39 B.2.1 StUAONIS’ fACIOTS ẽnẽne.e 39 3.2.2 Teachers’ Í([CÍOF - - Gv vn 40 3.2.3 Learning ENvirOnimen ni 41 3.2.4 Course Dooks ANd COHÍCHÍ v .n 42 3.3 SUImIAFV .- 119 1 1n TH HH kh 43 CHAPTER 4: RECOMMENDATIONS che 44 4.1 Recommendations for English major students in writing lessons 44 4.2 Recommendations for English teachers to teach better in writing U01 5 45 4.3 h) 10/0) 47 GON CILUSIOIIN :aeenssmsei can nha sais HH G2210531GẦN NGIR.5080161-300188 RAED RAI SOLES 2 SRE 01800 128 48 1 Summary of the main findings .-.- -.-.5 1.S +s.si.s.se.e.er.re.e.re.e 48 2 ImplcafÏ0IS -.- -. 1.n H.T H.H H .H - 49 3 Limitations and suggestions for further research .- 50 REFERENCES0000000 51 PLP HGINI LỆ LƯI, «ccc cos coosr wn eh ttc Ce SE an cn ti 58 Vil LIST OF FIGURES AND TABLES Figure 1 Gender ratio of K46 English majors at Hanoi Law University Figure 2 English proficiency levels of K46 English majors at Hanoi Law University Table 1 Factors motivating English-majored students concerning themselves Table 2 Factors motivating English-majored students concerning teachers Table 3 Factors motivating English-majored students concerning learning environment Table 4 Factors motivating English-majored students concerning course books and content Vill INTRODUCTION 1 Rationale for the study English is an international language that is receiving great attention in the world in the context of globalization today When learning English, you need to hone the four skills of reading, listening, writing, and speaking When learning a language, writing is usually the last skill to learn and also the most difficult skill for learners Learning to write is the most vital skill for students in obtaining a language that helps students activate their thinking and communicate effectively Grabe and Kaplan (1996) said that writing is a vital and viable means of self-expression, communication, and information Walsh (2010) also thinks that writing is an important skill because it is a skill that is widely used in university and work environments If a student does not know how to express their ideas in writing, they will not be able to communicate well with professors, employers, friends, or anyone else Therefore, students need to learn writing lessons According to Rhalmi (2021), “A writing lesson involves training learners to develop writing skills” Understanding the importance of writing skills, almost all universities and colleges teach English writing as a compulsory subject for graduation In particular, Hanoi Law University is one of the universities that has been teaching writing lessons for students majoring in legal English However, students often find writing lessons challenging because it requires more concentration, cognition, and attention Grami (2010) argued that writing is a difficult skill to learn or teach because it is not a simple cognitive activity Rather, it is thought to be a complex mental product that requires “careful thought, discipline, and concentration” On the other hand, Setyowati, Sukmawan, and Latief (2017) found that students were not interested in writing lessons One of the most important reasons is that teachers often just “give and collect” without paying much attention to
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