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MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY BUI HOANG TUAN ANH 443022 EXAMINING STUDENTS' INTRINSIC AND EXTRINSIC MOTIVATED FACTORS IN LEARNING LEGAL ENGLISH AT HANOI LAW UNIVERSITY Hanoi — 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY BUI HOANG TUAN ANH 443022 EXAMINING STUDENTS' INTRINSIC AND EXTRINSIC MOTIVATED FACTORS IN LEARNING LEGAL ENGLISH AT HANOI LAW UNIVERSITY Major: Legal English GRADUATION THESIS Supervisor Vu Van Tuan, Ph.D Hanoi — 2023 il STUDENT DECLARATION I hereby state that I: Bui Hoang Tuan Anh — ID 443022, 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’s confirmation April 21, 2023 Researcher’s signature Vu Van Tuan, Ph.D Bui Hoang Tuan Anh ill ACKNOWLEDGMENT Completing a thesis is a demanding and challenging task that requires dedication, hard work, and perseverance The researcher expresses gratitude to the many individuals who supported and encouraged throughout this journey Without their help, this thesis would not have been possible First and foremost, the researcher extends his sincere gratitude to Dr Vu Van Tuan, the supervisor, for their unwavering support, guidance, and expertise The supervisor's invaluable insights and feedback played a crucial role in shaping the ideas and improving the quality of work The researcher acknowledges the faculty members of the Foreign Languages Department at Hanoi Law University for their inspiring lectures, insightful discussions, and valuable feedback The faculty members' dedication to excellence was a constant source of motivation and contributed significantly to the researcher's growth as a researcher The members of the thesis defense committees deserve recognition for their generosity in offering their time and expertise to evaluate the work Their constructive criticisms and suggestions were helpful in refining the arguments and improving the overall quality of the thesis The researcher is grateful to the student participants who participated in the study with enthusiasm and dedication Their willingness to share their thoughts and experiences enriched the research and provided valuable insights into the topic studied Finally, the researcher extends deepest appreciation to their family and friends who supported and encouraged throughout this journey Their unwavering love, understanding, and encouragement were a constant source IV of inspiration and motivation The researcher acknowledges all those who, in one way or another, contributed to the fruition of this work ABSTRACT Many countries in the world adopt distinct legal systems to govern their activities, and emphasize the need for graduates to possess a strong grasp of legal English In many educational systems, students are equipped with legal knowledge, particularly in non-native English-speaking countries where legacy and English language knowledge is merged This study aimed to explore the intrinsic and extrinsic motivated strategies used by students at Hanoi Law University to learn legal English to identify the most common learning strategies and factors that influence their effectiveness A quantitative method was employed in data collection and analysis with 65 respective legal English major students at Hanoi Law University in the second term of the 2022-2023 academic year The study utilized a survey questionaire to gather data on students' motivation, attitudes towards the subject matter, and learning strategies The findings reveal that students are highly motivated to learn legal English with positive attitudes towards the subject matter However, some students experience test anxiety and difficulty understanding the material The study also shows that students use various learning strategies such as asking themselves questions, summarizing key concepts, and creating outlines The research further indicates that intrinsic motivation plays a more significant role in effective learning outcomes than extrinsic motivation The study has practical implications for language instructors and curriculum developers in designing instructional materials encompassing students’ intrinsic motivation, and employing effective learning strategies Overall, this study contributes to the body of knowledge on the motivated strategies used by Legal English major students at Hanoi Law University and provides insights for improving legal English language teaching and learning practices vi TABLE OF CONTENTS Page ill Student declaration IV Acknowledgement vi Abstract VI Table of contents x List of tables XI List of abbreviations | PART 1 INTRODUCTION 1 1 Rationale for study 4 2 Aims and Objectives of the Study 4 2.1 Aims of the study 5 2.2 Objectives of the study 5 3 Research Questions 5 4 Scope of the Study = 5 Significance of the Study 6 6 Methodology 6 7 Structure of the Study 8 PART IT DEVELOPMENT 8 CHAPTER 1 LITERATURE REVIEW 8 1.1 Motivation in English language learning 9 1.2 Motivation Đ 1.2.1 Intrinsic motivation 10 1.2.2 Extrinsic motivation 11 1.3 Strategies in English language learning Vil 1.4 The relationship between motivation and strategies in English 12 language learning 1.5 Summary 13 CHAPTER 2 METHODOLOGY 15 2.1 Research design 15 2.2 Research Question Restated 16 2.3 Participants 16 2.4 Research instruments 17 2.5 Procedures of data collection 17 2.6 Data analysis 18 2.7 Summary 18 CHAPTER 3 RESULTS AND DICUSSION 74 3.1 Demographic information of the respondents 20 3.2 The analysis on general motivated strategies on learning 21 English of English major students 3.3 The analysis of intrinsic motivation for learning English of 27 English major students 3.4 The analysis extrinsic motivation for learning English of 31 English major students 3.5 The analysis of the differences between gender with motivated 34 strategies for learning English 3.6 The analysis of the differences between residence with 36 motivated strategies for learning English 3.7 Summary 38 Vili PART III CONCLUSION 39 CHAPTER 4 CONCLUSION 39 4.1 Summary of the main findings 39 4.2 Implications 40 4.3 Limitations and suggestions for further research Al 4.3.1 Limitations 4 4.3.2 Suggestions 42 REFERENCES 43 APPENDIX Questionnaire 1X LIST OE TABLES Table 1 Profiles of the respondents involving in the study Page Table 2 General Motivated Strategies for Learning English 21 Table 3 Intrinsic Motivation for learning English 23 Table 4 Extrinsic Motivation for learning English 29 Table 5 The differences between gender with Motivated Strategies 33 for Learning English 35 Table 6 The differences between Residence with Motivated Strategies for Learning English 37