Luận văn thạc sĩ Luật học: Mối quan hệ giữa động cơ học tập và tính tự chủ của người học ở sinh viên năm thứ nhất chuyên ngành tiếng Anh pháp luật tại Đại học Luật Hà Nội

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND LEARNER AUTONOMY AMONG FIRST-YEAR LEGAL ENGLISH MAJORS AT HANO

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

THE RELATIONSHIP BETWEEN LEARNING

MOTIVATION AND LEARNER AUTONOMY AMONG FIRST-YEAR LEGAL ENGLISH MAJORS AT HANOI

LAW UNIVERSITY.

GRADUATION PAPER

Hanoi — 2023

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

NGUYEN THI LINH CHI

443001

THE RELATIONSHIP BETWEEN LEARNING

MOTIVATION AND LEARNER AUTONOMY AMONG FIRST-YEAR LEGAL ENGLISH MAJORS AT HANOI

LAW UNIVERSITY

SUPERVISOR Dong Hoang Minh, MA.

Hanoi — 2023

I hereby state that I: Nguyen Thi Linh Chi — Class 4430, being a candidatefor the degree of Bachelor of Arts accept the requirements of the Universityrelating to the retention and use of bachelor’s Graduation Paper deposited inthe 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, inaccordance with the normal conditions established by the librarian for the care,loan or reproduction of the paper

April 4th, 2023

Supervisor’s confirmation Student’s signature

Dong Hoang Minh, M.A Nguyen Thi Linh Chi

I sincerely respect all the distinguished faculty members of theDepartment of Legal Studies for their invaluable assistance during my formaleducation at Hanoi Law University.

I would like to offer sincere thanks to Legal English-majored studentsfrom course 47 for their active participation in the data collection process

I am immensely grateful to my dear family and close friends for their wiseadvice and thoughtful listening during this journey

Without the unconditional, explicit, and unrestricted support of thesepeople, my dissertation would not have been completed

The traditional teacher-centered approach to English teaching 1n Vietnamhas recently given way to a more student-centered approach Educators aregrappling with how to motivate students and raise awareness of autonomouslearning This study aims to explore the relationship between learning motivationand learning autonomy of first-year Legal English Majors at Hanoi LawUniversity This study used a mixture of both quantitative and qualitativeresearch methods to measure and analyze the hypothesized relationships betweenthe study variables The study was conducted in collaboration with 89questionnaire respondents, along with 9 interviews from students majoring inlegal English at HLU (course 47) This study employs statistical, correlation andregression analysis The findings indicate that first-year English students have arelatively high level of motivation and autonomy in their English learning.Furthermore, there is a significant positive correlation between the initiative andmotivation of learners to study English In summary, the study enlightens therelationship between motivation and self-control in English learning of first-yearstudents majoring in legal English

TABLE OF CONTENTS

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CHAPTER 3: RESULTS AND DISCUSSION SG SSSĂĂ S111 s°, 2

3.1 Results and discussion of the questIO'iaITe - -5:+c+c++cvzxsrzrertsrsrrresrees 22

3.1.1 Learning motivation associated with English language learning of first-year1/21 5252 sa ÃTẤ:TẤ ỔÍ Ÿ£z‡11 22

3.1.2 The autonomy in learning English of first-year Legal English students atHanoi Law Un versity TT 31

3.1.3 The Relationship Between Learning Motivation and Learner AutonomyAmong First-year Legal English Majors at Hanoi Law UnIversIty 383.2 Results of the Inf€TVIGW St tt nh HH1 46

3.2.1 The English learning motivation of first-year Legal English Majors at Hanoi000i i30 017 463.2.2 The autonomy in learning English of first-year Legal English Majors atHanoi Law n1V€TSIẨ St tt th HH 1 1 HH hờ 48

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4.2 Recommendations for teachers in inspiring students’ learning motivation 56

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LIST OF TABLES

Table 1 Variables and Distributions of Questionnaire Ïtems - 5552 +5<<+++<<s52 18

Table 2 Motivation to learn English from the Intrinsic Interest of first-year Legal English J0 S0 22

Table 3 Motivation to learn English from the Immediate Achievement of first-year Legal English stud€TIS - - c1 1122111311191 1 911111111 11 911 H11 HH HH TH Hy 24

Table 4 Motivation to learn English from the Learning Situation .- -««+-«+<s<++ a

Table 5 Motivation to learn English from Going abroad .eceecceeeseeeneeeeeeceneeeeeeeeteeeeaeens 26

Table 6 Motivation to learn English from Social ResponsIbiÏIfy - -5<+<<<<++<-x+<x 27

Table 7 Motivation to learn English from Individual DevelopmenI -.‹- ‹+s-+ 5+ 28

Table 8 Motivation to learn English from Information Media .-‹ «++++<<52 29

Table 9 Descriptive Statistics for Learning MOfIVAfIOTS s5 1x12 Essseeesersere 31

Table 10 Autonomy in Identifying teachers’ ØOaÌS - c6 + 1321 1* 1£ Sky set 32

Table 11 Autonomy in Setting appropriate objectives and plans . -«++++<+s2 33

Table 12 Autonomy in Selecting and implementing learning strategies .- - 34

Table 13 Autonomy in Monitoring the strategies uS€C 6 5 + 3£ *vEsseseeeseesers 35

Table 14 Autonomy in Evaluating the learning process .eeeceeseeeceeseeeseeeseeneeeeeneeenenaes 36

Table 15 Autonomy in Evaluating the learning pFOC€SS - s5 55 + ssksesseesers 38

Table 16 Correlation between learning motivation and learner autonomy - - 39

Table 17 Pearson correlation between motivation and autonomy subscales 40

Table 18 Regression Analysis of the Effect of Learning Motivation on Learner Autonomy 42

Table 19 Regression Analysis of the influence of learning autonomy with learning ITOfIVAfIOTI - - c GcGG G1000 29111010 61 1 1 c9 59 62g 44

LIST OF ABBREVIATIONS

EFL : English as a Foreign Language

HLUU : Hanoi Law University

SPSS _ : Statistical Package for the Social Sciences

The principal objective of this section is to form the basis of the researchpaper with a detailed explanation of its rationale, aims, research questions,scope, significance, and organization

1 Rationale of the study

There is no doubt that motivation is a principal factor in languageacquisition for language learners According to Gardner (1985), motivation is

a key factor in successfully acquiring a language He defines motivation as

"the combination of effort plus desire to achieve the goal of learning languageplus favorable attitudes toward learning the language." Motivation is the onlyfactor that has a direct impact on students’s academic success, while all otherfactors have an indirect impact on academic success because they affectmotivation Specifically, students' learning motivation reflects their level oforientation, concentration, and effort in the process of learning the subject'scontent (Nguyen Dinh Tho et al., 2013)

Consequently, we can assess learners’ ability to succeed and their lifepurpose based on learning motivation during their time at the institution As aresult, different learning motivations cause learners to approach learningactivities differently and have different abilities; in other words, there is asignificant difference in learning ability between people who have a clearmotivation to learn and those who do not know their learning motivation Iflearners have the right learning motivation, they will be more active in theirlearning, test more honestly, and pay more attention to study and self-studyskills, cultivating the skills required for their future In other words,motivation to study is critical in orienting and stimulating learners' learningactivities

Similarly, learner autonomy has emerged as a critical component ofeducation as Holec (1981) defines learner autonomy as follows: “to takecharge of one’s own learning is to have, and to hold, the responsibility for all

the decisions concerning the objectives" These days, the teaching method inuniversities is "guided self-study" The lecturer is only the person who guidesand supports the students, and they play a central role in their learning Theteacher is the one who poses the problem and uses the suggestive method forthe students to approach and find a way to solve that problem Especially inthe context of the Covid-19 pandemic, where school systems around theworld are being replaced by online learning, students’ self-study ability isextremely important, directly affecting student learning outcomes.

Thus, both theory and practice show that self-learning and motivation play

a very important role in human cognitive activities For university training,self-study and self-research activities of students are considered inevitableand regular work; moreover, it is also a mandatory requirement and isrepresented by a certain proportion of time in the structure of the courseduration when applying for credit-based training However, at present, theself-study and self-research activities of Vietnamese students, includingstudents at Hanoi Law University, have not been given due attention and theresults achieved are very modest, not meeting the credit-based trainingrequirement of the university This situation is caused by many reasons, butfirst and foremost, students' self-study ability is still limited, and studentshave not given themselves proper motivation to study Therefore, improvingstudents' learning autonomy capacity and giving students motivation to study

is an urgent requirement for higher education in our country today in generaland for Hanoi Law University in particular

2 Aims of the study

The primary objective of this research is to investigate the motivation topromote the learning process and the learning autonomy of first-year Englishmajors at Hanoi Law University, with the goal of drawing a correlationbetween learners' motivation and learning autonomy when learning English

3 Research quesfions

The study was designed to address the following three specific questions:

1 To what extent are first-year students majoring in Legal English motivated

4 Scope of the study

The study mainly focused on determining the level of academic autonomyand motivation of freshmen majoring in Legal English The research subject

is a Class of first - year students majoring in Legal English (class 47) Theselected target samples are those who have been studying for the first-yearcredits of Legal English Furthermore, the students are taking a number ofsubjects in listening, speaking, reading, and writing skills and have begun toapproach basic legal English As a result, first-year Legal English students aredeemed appropriate for the scope of the study

5 Significance of the study

In recent years, universities have increasingly promoted a mechanism forlearning in which students are active researchers and lecturers serve asthe instructor-guides on how to study As a result, this method of learningnecessitates a high level of self-discipline in students’ learning If they are notpersistent and active enough in learning, they will have a hard timeunderstanding the lessons in class This research is meaningful because itattempts to provide an overall picture of the subject's self-control and learningmotivation, as well as to determine the relationship between these two factors.For this reason, it helps students recognize their abilities and findthe motivation to work harder in their studies In addition, teachers canunderstand their role in students' careers and come up with a teaching method

that sparks students' interest in learning Moreover, this is also the foundationfor the government to consider and develop effective education policies andstrategies for a better education system.

6 Organization of the study

The research is divided into three sections: introduction, development, andconclusion

The Introduction includes the Rationale, Aims, Research questions,

Scope,Significance, and Organization of the study

The Development is separated into four chapters as demonstrated below:

Chapter l is Literature Review which lays out the theoretical

background for the research and reviews some of the previous studies

Chapter 2 is Methodology which supplies the data collection

instruments, procedures of data collection, and data analysis

Chapter 3 is Results and Discussion which indicates the study's analyticalfindings and a meticulous clarification of the data gathered

Chapter 4 is Recommendations that offer sound advice based on thestudy's key findings

The Conclusion provides a summary of the study, implications of thestudy, limitations and suggestions for further research

CHAPTER 1: LITERATURE REVIEW

1.1 Learning motivation

1.1.1 Definition of learning motivation

Motivation is defined in various ways by different researchers Gardnerand his colleagues (Gardner and Lambert, 1972; Gardner and MacIntyre,1992) socio-psychological approach dominated the field of motivation inlanguage learning for several years This is an approach that links motivationwith second language learners' attitudes and asserts that learners who arecurious about interacting with speakers of the target language are more likely

to succeed in acquiring the second language (L2) than others More recentstudies have focused on cognitive theories of motivation in general learning.Dornyei's research in 1998 focuses on individuals' thoughts and beliefs thatare translated into action rather than inner forces such as instinct, volition,will, and physical energy According to a study on the learning motivation ofVietnamese students, learning motivation is regarded as a" spiritual strength"resulting from the need to successfully complete learning and training tasks Itencourages student participation in the learning and research processes,assisting students in overcoming obstacles and achieving the best possibleresults within their abilities The results that students achieve must beconsistent with social and ethical standards and be recognized

Although different researchers define motivation in various ways, theyall seem to agree that motivation is responsible for determining humanbehavior by energizing and directing it Motivation, in general, is the drivingforce in any situation that leads to action Most scholars appear to agree thatmotivation is one of the most important factors influencing the rate andsuccess of second or foreign language learning Many academics emphasizethe significance of motivation in learning because it influences what, when,and how we learn (Pintrich & Schunk, 2002) According to Brown (2000),

linking a language learner's success to proper motivation is a simple claim insecond language learning.

From the above analysis to my way of thinking, students’ learningmotivation is the driving force that motivates students to study on the basis ofthe need to perfect their knowledge, the desire to master and master theknowledge they are learning, along with that is mastering the profession you

are pursuing

1.1.2 The importance of learning motivation to learners

Numerous studies have shown that motivation plays a significant role

in the success or failure of language learning According to Spolsky (1990),motivated students learn faster than their unmotivated counterparts In a givenLearning Situation, less motivated students are more likely to lose focus,misbehave, and cause disciplinary problems Conversely, highly motivatedstudents are more likely to actively participate and pay closer attention tospecific learning tasks or activities

In the literature, motivation, along with engagement, is regarded ascritical for improved learning outcomes for all students (Woolfolk &Margetts, 2007) Student engagement in learning is regarded as both aprerequisite and a required component Student engagement in learning is ameans to an end of students achieving good academic results (Ryan & Deci,2009) This is significant because genuine engagement can lead to improvedacademic performance throughout a student's academic career (Zyngier,2008) If educators want to understand and solve young students’ problems, aswell as make schools more engaging places, they must first listen to whatstudents have to say about their classes and teachers (Mitra & Serriere, 2012).1.1.3 Factors influencing learning motivation

Several studies have presented and analyzed the factors influencingwork motivation The majority of these perspectives agree that the mostcommon factors are teacher factors, learner factors, and material factors

(Gardner and Lamber, 1959; Brown, and Douglas, 2001) The perspectives ofHarmer, 1991 and Dornyei, 2003 on factors that positively and negativelyaffect intrinsic and extrinsic motivation are the most effective among theseresearchers As a result, the following factors can influence intrinsicmotivation:

The first factor is the attitude of students

According to Harmer (1983), the most significant factor that affects extrinsicmotivation is a student's attitude toward the language This attitude can beinfluenced by those around the student who has a positive or negative attitudetowards the culture or target language community, as well as by the student'sprior experiences

The second factor is the physical conditions of the classroom

Harmer (1991) considered some factors that can jeopardize a student'slinguistic motivation The physical condition means the classroomatmosphere For example, an overcrowded classroom with too many studentswill easily cause noise during class time; students will easily neglect theirstudies because they think that the class is crowded, and teachers will not callthem In addition, poor lighting conditions, an unpleasant and smellyclassroom also easily make students lose motivation or reduce motivation

The third factor is the teaching methodology

As Harmer (1991) said: “If the students lose the confidence in the teachingmethod of teachers, they will become demotivated.” The method of teaching,which refers to how students are taught by teachers, must have an impact ontheir motivation When students become dissatisfied with the teachers'methods, their motivation would likely be lost or gradually decreased, andvice versa

The fourth factor that affects the motivation of students in languagelearning is the teachers

Teachers are regarded as the most powerful motivator, but they can also play

a significant role in demotivating students (Harmer, 1983) Dennis Girard(1970) proposed the following qualities for a teacher to have in order toprovide students with intrinsic motivation:

First and foremost, the teacher must make his classes interesting

Second, the teacher must be fair, treat his students equally, and understandand act on his students' concerns and aspirations to the greatest extentpossible

Third, the teacher must serve as a good role model for the target language

user.

Last, the teacher must be a skilled technician

The final factor influencing students' motivation in language learning issuccess in learning

The appropriate level of challenge designed by the teachers is referred to as asuccess If the difficulty of the work or learning activity is too high or toolow, students may become demotivated in their learning According toHarmer (1991), providing high-challenge activities may have a negative effect

on motivation Students can also be demotivated by a lack of challenge.Furthermore, according to Krashen's affective filter hypothesis, emotionalstates such as tiredness, depression, boredom, and so on can obstruct students'learning processes

1.2 Learner autonomy

1.2.1 Definition of learner autonomy

The concept of learner autonomy has drawn on a number of theories.However, Holec's definition is perhaps the most frequently cited HenriHolec's (1981) definition of learning autonomy as "the capacity for takingcharge of one's own learning" is widely accepted as the field's foundational

definition To be in charge of one's own learning means to have and bearresponsibility for all decisions pertaining to all aspects of that learning:

e Determining the objectives

e Defining the contents and progressions

e Selecting methods and techniques to be used

It is widely accepted that autonomy and autonomous learning shouldnot be confused with self-instruction, self-access, self-study, self-education,out-of-class learning, or distance learning These terms generally refer todifferent methods and degrees of self-learning Autonomy, on the other hand,pertains to the abilities and attitudes necessary for controlling one's ownlearning

The point is that learning on your own is not the same as having theability to learn on your own Furthermore, while autonomous learners may bebetter than others at learning on their own (hence the connection), they are notrequired to learn on their own In recent years, for example, there has been anincrease in research on autonomy in the classroom and "teacher autonomy."The terms ‘independent learning' and self-directed learning’ also refer to ways

to learn by yourself However, these terms are frequently used as synonymsfor autonomy When you come across any of these terms, make sure youunderstand what the writer means

1.2.2 The role of learner autonomy in learning

"It is much more important to let the students know about their ownlearning style if they are to take responsibility for their learning process," PingWang (2011, p.275) contends The active participation of learners' currentautonomy is regarded as a critical foundation for its long-term success.According to Baume (1992), one of the most important goals in highereducation is for students majoring in foreign languages to engage inautonomous learning and take responsibility for their academic progress

Students are expected to be able to relate their acquired knowledge tothe real world when implementing autonomy in their studies In this way,learning becomes a way of life rather than a method of memory Autonomouslearners understand the purpose of their education process, accept fullresponsibility for organizing and carrying out activities, and criticallyexamine their learning on a regular basis Learner autonomy entails beingaware, having the ability to reflect, and being willing to participate actively inself-management and interactions.

The teacher's goal is to create and maintain a learning environment inwhich students can be independent and grow as autonomous individuals.Students are more likely to make decisions and seek assistance when theeducational environment is accessible Learners must also be taught how tofind information and resources outside of the classroom in order to improvetheir ability to distinguish between what is and is not relevant

1.2.3 The way to foster autonomous learning

Fostering learner autonomy means helping learners become more sufficient by training them to effectively use language learning strategies intheir process This way, they take responsibility for controlling, evaluating,and monitoring their language learning According to Benson (2011), thereare six approaches to developing autonomy: resource-based, technology-based, learner-based, classroom-based, curriculum-based, and teacher-basedapproaches

self-Resource-based approach

The resource-based approach focuses on learners' independentinteraction with learning materials These learning materials give learnerscontrol over how much and how they use the materials (Edge & Wharton,

1998, p.295 - 310) Self-access (Benson, 2001, p 113) and distance learningare two key concepts in this approach As the attention in language learning

learning has emerged as a complement to the more traditional face-to-facelearning model, with self-access centers now operating in many parts of theworld" (Morrison, 2008, p 123).

Technology-based Approach

This method includes techniques such as computer-assisted languagelearning (CALL), computer-mediated communication (CMC), and others.Dang and Robertson (2010) investigated the relationship and impact ofcomputer technology on learner autonomy in a Vietnamese context in theirresearch Learner Autonomy was examined in this study through the lens ofsociocultural perspectives, which emphasizes interactions between studentsand their surroundings The researchers discovered a strong link betweenCMC (computer-mediated communication) and learner Autonomy Thestudy's findings suggested that EFL educators should use students' social e-habits for educational purposes, and confirmed that this approach, forVietnamese learners, may be a viable option to use in order for students tobecome autonomous

Learner-Based Approach

The learner-centered approach focuses on the direct production ofbehavioral and psychological changes in learners, allowing them to exertgreater control over their learning This approach is primarily concerned withlearner development and training in skills and strategies, with developinglearners' metacognitive knowledge being an example According to Benson(2001), "the primary goal of all approaches 1s to help learners become 'better'language learners" (p 142)

Classroom-Based Approach

Experts who support the classroom-based approach argue thatautonomy is best fostered when students collaborate with their peers andteachers in a classroom setting The classroom-based approach to learnerautonomy focuses on the changes that occur in the relationships between

learners and teachers in the classroom (Benson, 2001, p 151) Because theclassroom-based approach is concerned with providing learners withopportunities to develop and foster autonomy, it results in learners havingcontrol over classroom activities as well as the ability to evaluate theirlearning outcomes To successfully promote learner autonomy in a classroom-based approach, teachers must be aware of and prepared to commit to atraining to help learners, especially when learners need to learn some types ofassessment (e.g., self-assessment and peer assessment).

Curriculum-Based Approach

The curriculum-based approach emphasizes learner control over theentire curriculum In other words, "the learner participates in the decision-making process and works with other learners and the teacher to decide whatwill be done in the language class and how it will be done" in this approach(Skehan, 1998, p 262) When students monitor the curriculum, they mustconsider their preferences for concepts such as "learning approaches, attitudestoward learning, learning styles, strategies used in learning, learningactivities, patterns of interaction, learner control over their own learning, whatconstitutes effective learning, and the nature of learning" (Brown, 1995, p.187)

Teacher-Based Approach

The teacher-centered approach emphasizes the role of teachers andprofessional development for teachers in fostering autonomy in their students.Teacher autonomy is important for learner autonomy because it allowsteachers to assist students in assessing their needs, setting goals, evaluatingthemselves, and other tasks necessary for independent language learning

1.3 Some previous research on the relationship between learningmotivation and learner autonomy.

1.3.1 Research in our country

Studies in Vietnam have focused on separately exploring the learningmotivation or autonomy of learners Previous research has found that groups

of factors related to the school, family, and individual characteristics ofstudents influence their learning motivation According to Tran Thi ThuTrang (2010), learning motivation is influenced by both internal factors,which are present in each individual and directly affect the learning process(such as reasons for learning, perception of self-awareness, and learners'emotions), as well as external factors, which include social and learningenvironment conditions (such as the influence of teachers, the role of parentsand friends)

Ngo Phuong Anh examines research by scholars from variouscountries, including Western and Eastern countries, as well as Vietnam, onhow to increase learners' autonomy In her article, Ng o Phuong Anhhighlights the importance of self-study for foreign language learners andoffers effective methods to improve learners' ability to study independently

The preceding studies have provided quite sharp theoretical bases onthe formation and improvement of autonomous learning skills or thedevelopment of autonomous learning capacity in a variety of forms, but themajority of the preceding studies were primarily analyzed and researched Inthe form of theory, with little research being put into practice and application

at universities in Vietnam remains limited There have also been studies thatprovide specific measures and methods for putting theory into practice, butthey have not been widely disseminated to a wide range of other subjects

1.3.2 Research in the world

The significance of motivation and autonomy in language learning hasbecome the prime focus of educational psychologists for several years Ellis(1985) contends that success in learning and motivation is insufficient toproduce successful learning that boosts motivation Dweck (1986) emphasizesthat achieving performance or learning goals is not enough to construct anddevelop productive motivational attitudes; instead, learners should makeevery effort even after achieving performance or learning goals Deci andRyan (1992) argue that if a learner is sufficiently self-determined andinternalized, external rewards can be combined with or even lead to intrinsicmotivation According to Dickinson (1995), when a learner has more controlover their own learning process, they will achieve greater success andmotivation Learner autonomy is a key concept in motivating students, andDornyei and Csizer (1998) list it as one of the "ten commandments" formotivating them Although studies have shown that learners' motivationimproves when they have more control over their learning, Spratt, Humphrey,and Chan (2002) contend that motivation comes before autonomy According

to Ushioda (2011), by developing autonomy and motivating learners to speak

as themselves now, teachers can help them fulfill their competence to becomethe people they want to be and use language to accomplish what they wantwith their own motivation and sense of self Stroet et al (2013) methodicallyreviewed 71 experimental studies on the effects of autonomy-supportiveteaching on learners’ motivation and discovered a clear positive relationship

Although there are conflicting views on whether motivation is theresult of autonomy, whether it fosters it, or whether it is the opposite, researchhas shown that motivation is enhanced when learners take more control overtheir learning, and autonomy is strongly associated with metacognitivestrategies that include thinking about the learning process, preparing for

learning, monitoring the learning task, and self-evaluating (Lamb 2001; daSilva 2002; Sakui 2002; Takagi 2003; Ushioda 2003, 2006).

1.3.3 Gap

The studies mentioned above suggest that autonomy can lead tomotivation, or vice versa Some researchers (Scharle and Szabo, 2000:7) alsoargue that motivation and self-control have a reciprocal relationship becausethey reinforce each other Therefore, the author of this study aims to explorethe positive relationship between learning motivation and autonomy inlearning, specifically among English majors at Hanoi Law This studyattempts to determine whether English majors at Hanoi Law University areautonomous learners, with the aim of making recommendations to improvethe teaching and learning methods for teachers and students in the school

Both learning motivation and learner autonomy are crucial for Englishmajors' language learning However, little research has been conducted on therelationship between the learning motivation of English majors and thelearner autonomy of Vietnamese students

1.4 Summary

In summary, this chapter sets the groundwork for future research byproviding critical insights into the theoretical foundations of motivation,learner autonomy in language learning, and previous studies There isclarification on the definition and importance of motivation, as well as thefactors influencing motivation This chapter discusses learner autonomy,including definitions, roles, and methods for cultivating it Regardingprevious studies on the importance of learning motivation and autonomy ofdomestic and foreign researchers, the researcher highlights the highlights andhighlights new points in the study

CHAPTER 2: METHODOLOGY

In this chapter, the researcher describes the research method, which 1s thebasis for the identification, selection, processing, and analysis of data bothquantitatively and qualitatively

2.1 Participants

2.1.1 Research sample

Participants were Hanoi Law University first-year legal English students(course 47) To calculate the number of respondents with the desired level ofaccuracy, the researcher used Slovin's formula as a sampling technique As aresult, despite the fact that the sample size is expected to be 97 freshmenmajoring in Legal English, only 89 of them participated in the survey andresponded very positively with 61.8% being male students, 34.8% beingstudents female students and 3.4% of students did not want to reveal theirgender The results also show that most students spend less than 2 hours a daystudying English with a rate of 61.8% Besides, the majority of students arecurrently at the Upper Intermediate level (equivalent to IELTS band score5.5-6.0) and Advanced (equivalent to IELTS band score 6.5-7.5) Thus, it can

be seen that the research subjects are quite diverse, most of the first-yearstudents majoring in English at the school have a strong English foundation.The researcher invited 9 students from the aforementioned survey informantswho were willing to provide valuable information related to the study's topic

to participate in the interview The target group was chosen due to theimportance of their educational level To clarify, these students have beentaking legal English major credits including listening, speaking, reading andwriting

2.1.2 Research design

This study used a mixture of both quantitative and qualitative researchmethods to measure and analyze the hypothesized relationships between the

study variables The instruments employed to collect the data are a made questionnaire and an in-depth interview To begin, the researcherthoroughly calibrated the survey questionnaire to ensure its validity andreliability It consisted of two sections In Section 1, personal details wereobtained on the age, gender, and grades of participants Section 2 comprisedtwo parts: Part A investigated learning motivation and Part B examinedautonomous learning competence After being comprehensively drafted, thequestionnaire was printed and distributed directly to freshmen The gathereddata was screened and encoded for the purpose of data treatment with theIBM SPSS application Besides the questionnaire, an interview wasconducted to gain a better understanding of the target participants Beforeinterviewing via video conferencing platforms, the set of interview questionswas invented and meticulously scrutinized with the academic assistance of thesupervisor The primary data was then used to conduct the analysis.

"Questionnaire on learner autonomy of first-year students majoring in LegalEnglish at Hanoi Law University", each of which has 25 closed questions.Part A of the questionnaire is a modified version of the motivationalframework of Gao et al (2003), so to perform a detailed analysis, the

researcher tabulated the findings of 25 survey questionnaire items and dividethem into 7 categories: “Intrinsic Interest ” (MII; 4); “ImmediateAchievement” (MIA; 3); “Learning Situation” (MLS; 3); “Going Abroad”(MGA; 3); “Social Responsibility’ (MSR; 3); “Individual Development”(MID; 5) (Table 1).

On the other hand, part B investigated learner autonomy and was based

on Xu's (2004) analysis of the topic It contained 25 items that underpinnedthe following five dimensions or elements: “Identifying teacher’s goals”(ATG; 2); “Setting appropriate objectives and plans” (AOP; 4); “Selectingand implementing learning strategies” (ALS; 5); “Monitoring the strategiesused” (AMS; 3); and “Evaluating the learning process” (AEL; 11)

Table 1 Variables and Distributions of Questionnaire Items

Variables Acronyms Questionnaire Items

Motivation

Intrinsic Interest MII 1,2, 3,4

Immediate Achievement MIA 5, 6,7

Identifying teachers’ goals ATG 1,2

Setting appropriate objectives and plans AOP 3,4,5,6

Selecting and implementing learning strategies ALS 7, 8,9, 10, 11

Monitoring the strategies used AMS 12, 13, 14

Evaluating the learning process AEL 15, 16, 17, 18, 19, 20, 21,

22, 23, 24, 25

In addition, a criteria Likert scale was used in the study The point Likert scale consists of five description categories, namely (1) Stronglydisagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly agree.Cronbach's alpha coefficients were used to assess the questionnaire'sreliability Taber considers a value of 0.70 or higher to be acceptable andsufficient (2018) The reliability coefficients for motivation and learnerautonomy tested in a pilot study were both above this threshold.

five-2.1.3.2 In-depth interview

Regarding in-depth interviews, four questions were asked to surveylearners' perceptions of their autonomy in learning English as well as theirmotivations to spend time learning this language These questions revolvedaround three central themes of the study: "Students' degree of autonomy inlanguage learning", "Motivators to help them be active in practice" and

"Interaction between students' motivation and autonomy in learning" Theresearcher conducted the interview via face-to-face meeting, and theparticipants’ answers were recorded

2.2 Data collection procedures

Data were collected through a questionnaire study and in-depthinterviews on first-year students' perceptions of motivation and academicautonomy to improve their English proficiency

2.2.1 Data from the questionnaire

Before submitting the questionnaires to the target samples, theresearcher obtained permission from the Dean of the Department of LegalForeign Languages, as well as the personal consent of the potentialparticipants to conduct the survey The questionnaire was printed anddistributed to all new students majoring in Legal English at Hanoi LawUniversity (course 47) Before completing the questionnaire, students weregiven a detailed explanation of the sole purpose of the study by the researcher,

a brief description of how to respond, and an announcement that their

identities would be kept confidential and their answers will be used only forthe purposes of the current study They had 15 minutes to complete thequestionnaire on the spot Questionnaires were then aggregated, and datasifting was conducted to uncover relevant responses for data analysis.Accordingly, 89 suitable responses were passed for data analysis.

2.2.2 Data from the interview

After conducting a survey questionnaire, an in-depth interview wascarried out to gain a deeper understanding of the survey findings Nineparticipants were available for interviews via video conferencing platformssuch as Microsoft Teams and Skype During each online interview, theresearcher requested that the participants be completely honest throughout theentire process to achieve accurate results The interview was recorded withthe interviewee's permission to ensure that information could be reviewedlater

2.3 Data analysis

First and foremost, the quantitative data of the survey questionnaire isprocessed with the support of IBM SPSS software In particular, frequencyand descriptive statistics were used to explore students' perceptions of theirlearning autonomy and motivation First of all, frequency analysis in SPSSwas applied to find out the response rate of freshmen to closed questionsrelated to their personal information The same frequency analysis procedurewas used to explore the percentage of freshman responses to multiple-choicequestions regarding the impact of motivation on academic self-discipline andvice versa Second, descriptive statistics on SPSS were performed to gain adeeper understanding of the main content with the help of 50 Likert scaleitems Before the obtained data was processed, the qualitative values weretransformed into quantitative values in this manner:

5 = Strongly agree

4 = Agree

Range of mean score Descriptive value

4.21 - 5.00 Strongly agree

3.41 — 4.20 Agree

2.61 — 3.40 Neutral1.81 — 2.60 Disagree1.00 — 1.80 Strongly disagreeThird, multiple linear regression was conducted with autonomy as theoutcome and the motivation measures as the explanatory variables Since theaim of the study was to establish the multivariate associations betweenmotivation and autonomy, and due to the small sample size, data onrespondent gender and course were not included in the regression model.Secondly, the content of answers was used to test qualitative data from in-depth interviews Each interviewee's audio files were numbered to ensuretheir anonymity before being converted to text The researcher analyzed theresults based on the interview transcript to investigate the general trendamong the participant's responses to each question

CHAPTER 3: RESULTS AND DISCUSSION

In this chapter, the data collected from the survey questionnaires and theinformation obtained from the in-depth interviews will be comprehensivelyexamined with charts and tables

3.1 Results and discussion of the questionnaire

3.1.1 Learning motivation associated with English language learning offirst-year students

3.1.1.1 Learning motivation from Intrinsic Interest

First and foremost, Table 2 displays the mean score and standarddeviation for the motivational item on Intrinsic Interest To better understandthe data, we can interpret the Mean score to provide an indication of theaverage level of Intrinsic Interest reported by participants, while the StandardDeviation (SD) gives us an insight into the variation amongst learners'options

Table 2 Motivation to learn English from the Intrinsic Interest of first-year Legal

of English songs, movies, and literature.

2 I study English because I am fascinated by

the history, culture, and people of English- 89 | 5 3.30 1.038 speaking countries.

3 I learn English because I like the English

89 1 5 3.72 1.066 language itself.

4 [have a special talent for language

89 1 5 3.39 1.073 learning.

Valid N (listwise) 89

Overall 89 3.32

Generally, the frequency results of the questionnaire items related to the

has a clear influence on students' English learning For instance, thepercentage of participants who agreed with the statement that they have apreference for learning English has a mean index of 3.52 (©3.4), whichindicates the “agree” level.

According to the results, a large number of participants agreed that theirmotivation to learn English stems from an interest in the language or relatedfactors such as art, film, history, culture, and literature Among these factors,item number 3, "7 study English because I like English myself," received thehighest agreement with an average score of 3.72, indicating that manyfreshman majors in English language at Hanoi Law University registered tomajor in legal English because they have an interest in this language Thesecond highest agreement rating was love of songs, movies, and literature,with an average score of 3.67 Thus, exposure to foreign art is also a veryimportant factor in creating students' interest in learning languages On theother hand, the fact that learners have a special talent for this language, aswell as the allure of history, culture, and people in English-speaking areas,makes people wonder whether they made them motivated to learn English or

not.

This finding highlights the importance of incorporating students' interestsinto English language instruction Teachers can use various strategies to tapinto students' intrinsic motivation, such as selecting texts related to students'interests, creating opportunities for authentic communication, and providingmeaningful feedback

3.1.1.2 Learning motivation from Immediate Achievement

The results of the descriptive check on the items related to ImmediateAchievement (items 5, 6, 7) indicate that students' motivation to learn alanguage is greatly influenced by their Immediate Achievements The Meanscore for this item was 3.51 (>3.4), indicating its importance in language

learning Details of these results are provided to explain the concept ofImmediate Achievement.

Most participants stated that their goal in English class was to earn adiploma (Mean = 3.61) Additionally, the majority agreed that theirmotivation to learn English comes from the achievements they have made inthe language learning process, with a Mean index level of 3.52 Although themotivation to learn English from the desire to earn many certificates scoredonly 3.39 (neutral level), it is still a motivation that many students areinterested in Furthermore, with the current focus on international languagelearning due to global economic integration, the achievement of foreignlanguage certificates is becoming increasingly important Table 3 provides thefrequency percentages for these findings

Table 3 Motivation to learn English from the Immediate Achievement of first-year

Legal English students

N Minimum Maximum Mean Std.

Deviation

5 My motivation for English learning

is largely determined by my English 89 1 5 3.52 090 achievement.

6 My primary motivation for learning

English is to obtain a diploma b Ộ ° s6 on

7 The main purpose of my English

learning is to pass various certificate 89 1 hi 3.39 1.183

examinations.

Valid N (listwise) 89

Overall 89 3.51

3.1.1.3 Learning motivation from Learning Situation

The results of the descriptive test associated with learning contextmotivation (items 8, 9, 10) indicate that classroom learning quality has apositive influence on students' interest in learning Students appreciate the

beneficial for improving their language skills The learning atmosphere in theclassroom has the most influence on their motivation to learn Englishcompared to other factors in the Learning Situation Most participants agreed

or totally agreed that the questionnaire item "The atmosphere in class has alarge impact on my motivation to learn English", with a mean score of 3.61.Additionally, the teaching method of the lecturer also has a significantinfluence on the student's learning motivation, with a level of agreement of3.48 However, a certain group of participants did not agree that "Themotivation for my English learning greatly depends on the teaching material."(See Table 4 for the detailed results)

Overall, the Learning Situation still has a significant influence on studentmotivation, with an overall student agreement level of 3.48, although it is notequal to the previous two criteria

Table 4 Motivation to learn English from the Learning Situation

N Minimum Maximum Mean Std.

Deviation

8 My motivation for English learning

largely depends on whether I like my 89 1 5 3.48 918 English teacher's teaching method.

9 The atmosphere in class has a large

¬ 89 1 5 3.61 1.051 impact on my motivation to learn English.

10 The motivation for my English learning

89 1 5 3.36 1.058 largely depends on the teaching material.

Valid N (listwise) 89

Overall 89 3.48

3.1.1.4 Learning motivation from the Going Abroad item

In general, the description of questions related to the perception ofGoing Abroad (items 11, 12, 13) indicates that this factor greatly influencesstudents' motivation to learn English According to the results, mostparticipants either agree or completely agree that their motivation to learnEnglish stems from the desire to go abroad Among the statements in this

section, the second statement “7 study English in order to travel abroad andexperience the cultures of English-speaking countries” received the highestagreement, with an average score of 3.73 The desire to learn English tostudy, work, or settle abroad is also the source of motivation to learn foreignlanguages for the majority of surveyed students, with a mean of 3.65 Thishighlights the practical applications of language learning and the importance

of providing students with the resources and support to achieve these goals.Table 5 provides the frequency mean scores for these findings

Table 5 Motivation to learn English from Going Abroad

N Minimum Maximum Mean Std.

Deviation

11 [learn English to get better work and

" 89 | 5 3.65 1.159 study opportunities abroad.

12 I study English in order to travel

abroad and experience the cultures of 89 | 5 3.75 951 English-speaking countries.

13 I learn English in order to emigrate to

89 1 5 3.65 1.047 foreign countries.

Valid N (listwise) 89

Overall 89 3.67

3.1.1.5 Learning motivation from Social Responsibility

The results of a descriptive check on questions related to SocialResponsibility (items 14, 15, 16) indicate that most students are motivated tolearn due to this factor The statements about foreign language learning thatare associated with the requirements and responsibilities of the school, family,and society all received approval from students, with an average mean rate of3.48 The most prominent statement, "I study English in order to increaseglobal awareness of Vietnam," received the highest approval with a meanvalue of 3.57 This shows that first-year students at Law University are aware

of their mission to the country The frequency mean scores for these findings

are shown 1n Table 6 Additionally, the statement about learning English tolive up to parents' expectations also received approval from the students withthe mean of 3.4.

Table 6 Motivation to learn English from Social Responsibility

N Minimum Maximum Mean Std.

Deviation

14 I study English because my parents and

¿ ; ° lào | 5 3.47 1.169

school require it of me.

15 If [have a good command of English, I

89 | 5_ 3.40 888 can live up to my parent’s expectations.

16 I study English in order to increase global

89 | 5_ 3.58 889 awareness of Vietnam.

Valid N (listwise) s9

Overall 89 3.48

3.1.1.6 Learning motivation from Individual Development

A large number of students agree that they are learning English becausethey consider it a very useful communication tool for personal development(item 18, M = 3.62) Additionally, the statement "My immediate goal oflearning English is to score high in the school entrance and job-huntingexams" also receives approval from the majority of students, with a meanscore of 3.62 The results also indicate that most students express highsatisfaction when they have good English proficiency (item 21, M=3.61) (SeeTable 7 for the detailed results)

These findings suggest that students recognize the value of English forboth academic and professional goals, as well as personal development It isimportant for educators to consider these motivations when designing Englishlanguage programs that meet these needs By doing so, students are morelikely to be engaged and motivated in their language learning journey, leading

to more successful outcomes

Table 7 Motivation to learn English from Individual Development.

N Minimum Maximum Mean Std.

Deviation

17 I can get a sense of accomplishment if

I am good at English °° xà *

18 A good command of English is

essential because it is a very useful 89 3.62 1.039 communication tool in today's society.

19 The direct goal of my English study is

to achieve high marks in school entrance 89 3.62 1.082 exams and job-search examinations.

20.Speaking fluent English is a symbol of

being well-educated °° si 8s

Valid N (listwise) 89

Overall 89 3.59

3.1.1.7 Learning motivation from Information Media

According to the survey results, the average level of agreementamong first-year English language students regarding their motivation to learnEnglish for Information Media is 3.6 Many students have actively improvedtheir English skills to study well in their legal English major The level ofagreement with this statement is 3.66, the highest among the statements made

in the Information Media section Similarly, learning English with the desire

to find ‘a satisfactory job' is also agreed by many students with the mean of3.63 Furthermore, students are very interested in finding foreign documents

or knowledge to serve their study, testing, assessment, and research needs atthe school, the mean level for this statement is 3.6, which is relatively high.Table 8 provides a summary of description results

Table 8 Motivation to learn English from Information Media.

N Minimum Maximum Mean Std.

Deviation

21 English is the springboard on my

way to conquering international law „ Ị ¬ 04

22 I learn English to better learn other

professional legal skills training 89 1 5 3.66 953

courses.

23 I study English to stay current on

economic and technological 89 1 5_ 3.55 1.011 developments.

24 I learn English in order to read

English literature and documents to 89 2 5 3.00 888 enlarge my horizon.

25 If Ihave a good command of

English, I can find a satisfying job b Ộ > 3.68 nHệ

Valid N (listwise) 89

Overall 89 3.6

To sum up, Table 9 displays the mean scores and standard deviationsfor overall learning motivation and the seven components of motivation Amean of 3.55 indicates that undergraduates have a quite strong level of overalllearning motivation Among the seven components of motivation, ‘goingabroad' has the highest score (M=3.67), followed by 'Information Media'(M=3.6) and 'Individual Development’! (M=3.59) Motivation for 'IntrinsicInterest ' has a mean of 3.52, which is slightly higher than motivations for

‘Immediate Achievement’ (with a mean of 3.51) The components with thelowest mean score are ‘Learning Situation’ and ‘Social Responsibility’, both

of which have mean scores of 3.48 These results suggest that first-yearstudents are highly motivated to learn, particularly in areas related to personalgrowth and exploration, such as going abroad, Individual Development, andusing Information Media

The most powerful aspect of English language motivation examined inthe study involved 'Going Abroad" First-year English students at HLU tend tohave plans to emigrate out of Vietnam, which is demonstrated by expressing

an interest in opportunities to work and study abroad and in other cultures ofEnglish-speaking countries In particular, the influence of promising high-level career prospects in foreign and domestic markets is covered by the rapideconomic and technological development in recent times

Information Media is also regarded as a powerful motivator,demonstrating that students are motivated to learn English because they workhard to improve their skills in order to search for and read foreign academicdocuments Furthermore, the first-year students at the Faculty of LegalEnglish have paid special attention to the legal field - the key field in whichthey will be trained during their four years of university They are activelylaying the groundwork for future research These same motivations can beseen in their desire to "improve themselves." Students are also relativelymotivated to learn English because they want to succeed in exams, in theworkplace, and in society

Moreover, motivation stems from a sense of ‘Social Responsibility,’particularly toward parents and schools, a finding consistent with theimportant role of parental influence and expectations in the family, Asianculture in general, and Vietnam in particular Exams and good grades areregarded as important means of gaining honor and prestige This is acontentious issue On the plus side, parental influence encourages children tostudy hard and achieve good results in the classroom, and _ studentsdemonstrate their filial piety by making their parents happy However, ifexpectations are suppressed and turn into pressure, it can have a negativeimpact on students