This study aims to identifythe motivations of second-year non-English major students at Nguyen Tat Thanh University and the factors that significantly influence their learning motivation
INTRODUCTION
BACKGROUND TO THE STUDY
According to the Southeast Asian Ministers of EducationOrganization (SEAMEO), the need to use English in daily workis sustainably high (69%) based on surveys English, the most utilized foreign language in Vietnam right now, is also a requirement for promotion and salaryraises Inaddition, according to another statisticfromEthnologue magazine in 2021, English is one of the most widely used languages in the world. Therefore, studying Englishis essential to a student’s academic pathway,regardless of occupation or university.
Liftieri (2005, p 4) showed that “when asked about the factors which influence individual levels of success in any activity - such as language learning -most people would certainly mention motivation among them.” McDonough (1983, p.142) statesthat the “motivation ofthe students is one of the most important factors influencing then success or failure in learning the language." Motivation plays an important role, especially for second language learners.
However, maintaining motivation to learn English for second-year non-English major students is a tremendous challenge After completing the firstyear, students often have to focus more on theft core subjects of the major Thus, motivation to learn English in subsequent years tends to declme Second-year students not majoring in English often view English as a required subject to complete in theft curriculum According to Tran
(2007), studentswhodo not major in English mainly learn English due to external needs, suchaspursuinghigher education and preparing forfuture careers.
Therefore, it is crucial to identify factors that maintain the motivation of non-English major students in the following years This helps students meet course requirements effectively and improves theft ability to use English in the future work environment This study aims to explore and understand the critical factors in maintaining and promoting students' motivation to learn English.
STATEMENT OF THE PROBLEM
It is a general challenge for nonmajor undergraduate students to keep learning English motivation The students at Nguyen Tat Thanli University are not exceptions In the second year, their motivation is influenced by many internal and external factors The enthusiasm of the first year is overwhelmed by other concerns, whichare causingsevere impacts on their motivation Thestudentsoften focus more and more onthenspecialized subjects, which decreases then motivation to learn English.
Inaddition, the learning environment, teaching methods, and students' perceptions also change significantly in the second year Many teaching methods are no longer appropriate The students experienced difficulties and pressure from the specialized topics, which decreased their interest in and motivation for English Furthermore, the changing learning environment, including the growing up of academic and social activities, causes students to be overwhelmed and have no time or energy to learn English.
Therefore, this study surveys the main factors affecting the motivation to learn English among non-English major students at Nguyen Tat Thanh University The main goal is to detect and interpret these factors to propose effective solutions that help to maintain theirmotivation This researchhopes toimprovethe results of learning English and help the students complete the subject requirements and use English confidently and effectively in theirfuture work.
RESEARCH AIMS AND OBJECTIVES OF THE STUDY
This studyaims to determine the motivations for learning English for second-year non English major students at Nguyen Tat Thanh University By analyzing specific motivational factorsthat affect second-year non-Englishmajor students,this study helps students maintain motivation to study, especially English, throughout their studies at Nguyen Tat Thanh University Specifically, the research seeks to achieve the following objectives:
• To determine the motivational orientations that non-English major second-year students atNguyen Tat ThanhUniversity are inclinedtowards
• To identify the factors that influence these students' motivation to learn.
• To propose measures to increase the motivation of non-Englishmajor studentsat Nguyen Tat Thanh University.
In summary, this studyamis to surveythe learning motivation and the mam influencing factors on the learning motivation of second-year non-major students at Nguyen Tat Thanh University
RESEARCH QUESTION
This studyamisto investigate the following researchquestions:
1) Wliat motivation do second-year non-English major students at Nguyen Tat Thanli University aim to achieve with Englishlearning?
2) Wliat practical andeffective suggestionscanbe proposed to improve the learning motivation of second-year non-English major students at NguyenTatThanhUniversity?
SCOPE OF THE STUDY
This study aims todeterminethe motivations of second-year non-English major students at Nguyen Tat Thanh University, a diverse academic community in Ho Chi Minh City, Vietnam.
Research time: The studywas conductedduringthe 2023-2024 school year This timing allows for continuous and consistent data collection over a school year, ensuring that factors influencing academic motivation are fully observed anddocumented.
Research subjects and samples: Thisstudy amis to determinethemotivationsofsecond- year non-English major students at Nguyen Tat Thanh University, a diverse academic conununity in Ho Chi Minh City, Vietnam The study population consisted ofstudents from various faculties who had to take Englishcourses as a compulsory subject in their university program As second-year noil-majors, they have spent a year studying at universityandare starting to face more challenges in staying motivated tolearn English.
Research Methods: The research topic combines qualitative research and quantitative research Qualitative methods include in-depth interviews to understand whether the factors affecting learningmotivation are internal orexternal to adjustsurveyquestions.
Quantitative method with survey method via questionnaire The sample was selected using a convenient method and surveyed via Google Forms Data was processed in Excel to analyze the factors influencing students' learningmotivation.
SIGNIFICANCE OF THE STUDY
This study contributes to a comprehensive and in-depth understanding ofthe factors affecting non-major students' motivation to leani English at Nguyen Tat Thanh University These findings not only offer a deeper understanding of how career-related goals, teaching methods, and learning envữomnents shape motivation but also present usefi.lldata for future studies aimed at validatingor refming motivationaltheories in the context of non-English majors.Additionally, the study’s findings could help bridge the gap between general motivation theories and then practical application in diverse educational settings, thereby enhancing the theoretical frameworks used to study motivation in second-language acquisition.
The results of this studyhave important practical implications for educators, language instructors, and administrators atNguyenTatThanhUniversity Schools canutilizethe findings to implement more effective incentive strategiestailoredto non-Englishmajor students, such as offering career-oriented rewards, adopting creative and interactive teaching methods, or organizing extracurricular activities that foster a sense of community and involvement in language learning By understandingthe specificfactors that motivate students, schools can create learning environments that are more conduciveto sustained mterestand activeparticipation For instance,incorporating job- related language tasks or offeringrecognitionforacademic achievements couldenhance students’ extrinsic motivation, while the use of project-based learning and other innovative teaching approaches could help boost intrinsic motivation Ultimately, these strategies are likely to lead to higher levels of student commitment and success in learningEnglish, benefiting both students andthe broader educational community.
LITERATURE REVIEW
DEFINITION OF TERMS
Motivation plays an important role throughout the learning process There are many differentdefinitions of motivation According to Hayikaleng etal (2016),motivation is important because it helps students succeed in then English learning Lai (2011) also affirmedthat the factorthataffects students' learning motivation is reward.Rewards can increase or decrease motivation depending on the appraisal or situation in which they are presented.
Gardner (1985) defined motivation as “Attitudes toward the teacher, students, coursework, curriculum-related activities, and all otherelements of the state in which a language is taught." This definition ofmotivation in language learning emphasizesthat it is a complex concept because motivation is not only the cognitive attitude of the learner but also related to many other factors, such as teachers, curriculum, and other elements of the learningenvironment.
TYPE OF MOTIVATIONS
White (1959) showed that animals still display playful and curious behavior without rewards Thisproves internal motivation comes from the learner's behavior, curiosity, and interest.
Initially, Deci and Ryan (1985) believed that the nnpact of external factors such as rewards or avoiding punishment could negatively affect learners' learning activities Based on their later research results, the two authors affirm that those external factors also contribute to stimulating and creatmg excitement and learning needs of learners.
Thus, internal and external motivation plays an important role in learning They complement and support each other to promote learning activities in learners (Deci & Ryan, 1993,p 225).
Richard and Edward (2000) described intrinsic and extrinsic motivation: “The most basic distmction is between Intrinsic Motivation, which refers to doing something becauseit is inherently interesting orinteresting, and extrinsic motivation, which refers to doing something because it leads to separate outcomes” (p 55) This means that intrinsic motivation involvesthe learner's inner desireto do something with passion and interest in learning Meanwhile, extrinsic motivation is related to a result or achievement as a reward forthe learner
Meanwhile, extrinsic motivation can be seenmore clearly through classroom examples, hl class, some students who participate in tasks may want to attract the teacher's attention However, other students participate in class because they want to avoid being criticized by the teacher Hayikaleng et al (2016) determined that extrinsic motivation (EM) refers to an individual's performance to achieverewards such as good grades or salary increases or possibly to avoid punishment Here, students in the process of learning English aremotivatedbyexternal interests, such as career opportunities,taking exams, etc Through the above findings, intrinsic and extrinsic motivations have a special influence and interaction on second language learners, hl the learning process, if there is no motivation, learning activities camiot be performed Moreover, intrinsic motivation can be affected by external factors that hinder such as a boring learning environmentor the excitement of a classroom with rewards that canmotivate learners.
Masgoret et al (2003, p 174) suggest that instrumental motivation involves practical reasons, hl this study, the practical reasons mentioned are learning goals, career goals, and personal development These practical reasons are also highlighted by another theory: "Instrumental motivation refers to the perceived pragmatic benefits of L2 proficiency and reflects the recognition that for many language learners, it is the usefulness of L2 proficiency that provides the greatest driving force to learn the language It subsumes such utilitarian goals as receiving a better job or a higher salary due to mastering L2" (Domyei etal., 2006,as stated in Zanghar, 2012).This means that the instrumental motivation of learners when learning a second language is directed towards reasons such as fillfilling graduationrequirements from the University, salary requirements, and practical job opportunities without interest or desire to integrate into the target language conununity Another study by Gardner shows that it may be the desireto integrate and adaptto a new target culture throughthe use of the language, as cited in Alizadeh (2016).
On the other hand, integrative motivation is defmed as "learning a languagebecause the learner wishes to identify with or become integrated into the society" of the target language (Gardner, 1983, p 203) This means learning a language because onewants to
"knowmore of the culture and values of the foreign language group to make contact with the speakers ofthe languages to live in the country concerned" (Wilkins, 1972, p 184).
REVIEW OF PREVIOUS RELATED STUDIES
Numerous empirical studies have explored the role of motivation in language learning across various contexts Dõrnyei et al (1998) investigated the impact of different motivational factors on English language learning among Hungarian students, finding that both integrative and instrumental motivations played a significant role in predicting language learning success.
In particular, Le (2012) researched andinvestigatedlearning motivation at the university level to determine whether motivation affects students' English learning 290 students and seven English professors were invited to participate in the survey The results showed thatboth students had extrinsic and intrinsic motivationin English subjects, but theirpersonal learning style and the heavycurriculum affected their studies Teachers' attitudes and perceptions about learningmotivation are positive becausetheyrecognize the importanceof motivation in students' English development skills.
Noemi (2014) conducted a study on learning motivation and the influence of different factors on students' learning outcomes in learning a foreign language, as well as strategies to promote students' learning motivation The subjects of the study were a group of 20 intermediate-level business students The study's results showed that good relationships with students are also one factor in learning motivation Therefore, in the classroomenvữomnent, teachers provide studentswithadequate learning materials and create a comfortable and positive learning envừonment to contribute to students' learningmotivation.
Another study by Al-Ta (2018) was on integrative motivation and instrumental motivation forlearning English as a compulsory requirement in college The subjects of the study were 50 second-year students studying English communication skills of various majors The questionnaire used to collect data and the integrative and instrumental measures were adapted from Gardner's (1985) learning attitudes and motivation The study results showed that students werehighly motivated inthecontext of integrative and instrumental motivation However, their instrumental motivation was more substantial than integrative motivation The researcher suggested creating a positive classroom enviromnent that motivates and encourages learners to participate actively in classroom activities.
Batubara et al (2020) conducted a gender-based study to assess motivation to learn English as a foreign language They found that different factorsinfluence motivation to learn, namely empowerment, usefulness, success and interest They show that female students experience these positive factors to a lesser extent than male students They concluded thatteachers need to create alearning enviromnent where these elements are shared by all students and especially for female students andlow-achieving students.
In Vietnam, Nguyen (2015) researched and investigated methods to motivate students who are not significant in English The research method is a combination of qualitative and quantitative Quantitative data is a survey questionnaire for 60 students fromHanoiUniversity of Education 2 and 60 from the University of Education Qualitative data is interviews with ten teachers, including 5 Vietnamese teachers and 5 English teachers The investigation found threemainissues:non-professionalstudents' motivation to learn English comes from career and communication opportunities Teachers play an essential role in increasingstudents'motivation Finally,the cause of reduced learning motivation isnot setting clear personal goals.
According to another studyconducted by Pham (2016), special emphasiswas placed on cultural factors that contribute to students' motivation in learning English as a second language in high school From the results, they showed that encouragement from parents, peer influence and awareness of achieving personal goals play important roles in students' motivation to learn English as a second language.
Ngo et al (2017) researched the motivation to learn English as a second language between English majors and non-English majors They used a quantitative design to evaluate different types of motivation They discovered that both groups of subjects were highly motivated to learn English because theyneeded it to prepare fortheir future careers These students were intrinsically motivated and promoted their existing intrinsic motivation in learning English.
Nguyen (2019) studied English language learning motivation among students at the University ofTeclmology, Vietnam National University, Hanoi, focusing on two main types of motivation: instrumental and intrinsic The evaluation and comparison results showedthat instrumental motivation promotes learning more thanintrinsic motivation This tendency is because most students want to become proficient in English to meet job requirements, have a good job, ormeet the school'sforeign language requirements.
In addition, according to this study, parents alsoplay a role in creating motivation for students to learn English Students whose parents can speak English also have higher motivation to learn than others The miportance of parents' attitudes, motivations, and behaviormlearningwas entirelyconsistent with theviews of previous studies It canbe said that instrumental motivation plays a significant role in students' learning motivation. hlanother study by Khau and Thach (2021), they researched whether students learning English are motivated to learn This study focuses on extrinsic motivation to see what factors help students stay motivated to learn The research method is quantitative, with a survey questionnaire created and distributed to 52 students studying 3rd and 4th years majoring in English to participate in the survey Research results show that learning motivation is related to learningfacilities and teacher personality These two factors help students think positively and be motivated during language learning.
Gaps in Research: Although numerous studies have examined language learning motivation, there is limited research specifically addressing the English learning motivation of non-English major students at Nguyen Tat Thanh University Most previous studies have focused on English majors or general educational contexts, overlooking the career-driven motivations and theunique learning enviromnent of non English majors at this university These studies predommantly emphasize common factors such as intrinsic and extrinsic motivation, without delving deeply into the specific motivations linked to career aspirations often pursued by non-English major students Additionally, the learning environment at Nguyen Tat Thanh University, which integrates internationally oriented programs and diverse major-specific courses, creates unique factors that influence the learningmotivationof non-English majors.As such, a significant research gap remains in exploring the English learning motivations of this group, particularly in understanding how extrinsic factors such as career opportunities, learning environment, and teaching methods impact their motivation to leam.
THEORETICAL FRAMEWORK
Gardner (1980, p 267) expandedon Likert's previous definition by defining attitude as
"the totalof a man'sinstinctsand feelings, prejudiceor bias, preconceived notions, fears, tliieats, and convictions about any specified topic." Gardner (1985) considered attitude a component of motivation in foreign language learning However, Wenden (1991) proposed a broader definition of "attitude." He said that the term attitude includes cognition, emotion, andbehavior Karahan (2007, p.84) asserts that "positive language attitudes let learners have a positive orientation towards learning English.” Therefore,the learner's attitude greatly influences the success or failure of students in the learning process, especially in language.
The behavioral perspective on motivation focuses on external factors Mentioned convincingly and forcefully is the persuasion model that social learning theorists such as Albert Bandura emphasize on observation, imitation, and vicarious reinforcement (i.e., the expectation of receiving rewards) Reward) The rewards we see someone receive are specific manifestations of behavior) For example, a student observes a classmate being encouraged by the teacher by offering a small reward for their efforts to achieve academic results So it also motivatesothers to try to getthe same reward.
However, the limitation of this view is that students will be less motivated to study if they do not receive rewards In some cases, extrinsic rewards will reduce intrinsic motivation (Cameron & Pierce, 1994; Eisenberger & Cameron, 1996; Ryan & Deci,
The emotional perspective on motivation by researcher Daniel Goleman focuses on internal emotions rather than external factors such as rewards and punishments. Emotions can affect motivation to leam Happy, comfortable, positive emotions can boost intrinsic motivation and make learning more enjoyable On the contrary, negative emotions, anxiety, and stress will reduce motivation and hinder the learning process.
Cognitive perspectives on motivationtend toward internaland informational processing. Based on Jean Piaget's concepts of balance, absorption, regulation, and structure formation,thecognitiveperspectiveemphasizesthat human behavior will be influenced by how people think about themselves and is influenced by factors such as the innate human need to maintain balance, personal expectations, beliefs, and cognitive abilities Students' cognitive motivation can help them achieve then deshes However, the limitation of the cognitive perspective onmotivation is that it is difficult to measure the level of individual success.
Self-determination theory was developed by Edward Deci and Richard Ryan, focusing on intrinsicmotivation in motivating human behavior Self-determination theory shows that people can be self-determined when their needs for competence, relatedness, and autonomy are met Self-determination theory revolves around the belief that human nature exliibits lasting positive traits, with people continually demonstrating effort, agency, and commitment in their lives, which the theory calls an inherent development trend According to SDT, motivation can be intrinsic andextrinsic (Deci & Ryan, 1985). Intrinsic motivation refers to feeling competentand self-determined whenperforming a task Therefore, intrinsic motivation is considered to have a high level of self- determination (autonomy) (Ryan & Deci, 2002) Extrinsic motivation involves participating in a task to achieve some instrumental purpose, such as learning English to get an excellent job in the future (Deci & Ryan, 1985).
The social cognitive theory proposedby Albert Bandura (1977) emphasizes the social origin of behavior and suggests cognitive factors play a central role The elements of social cognitive theory include personal, environmental, and behavioral factors that are closely related Self-belief is the core concept ofthe theory, Bandura defines self-belief as a person's confidenceintheir ability to perform a specific task ina specific situation.
FACTORS INFLUENCING MOTIVATION
Many studies agree that teachers are one of the essential factors affecting learners' motivation to learn Ramage (1990) pointed out thatteachers should tiy to make students participate in the learning process, which can influence students' motivation to achieve theirgoals.
Oxford and Shearm (1994) pointed out five points where teachers can motivate their students: encourage students to achieve goals actively; face challenges to achieve their goals; help students realize the benefits of learning languages; create a lively, friendly learning environment; most importantly, encourage students' intrinsic motivation to help them have exciting experiences during the learning process.
According to another study by Batubara et al (2020), they conducted a gender-based study to assess motivation to learn English as a foreign language They found that different factors influence learning motivation: empowerment,usefulness, success, and interest They concluded thatteachersneedtocreatealearning enviromnent where these elements are shared by all students, especially female and low-achieving students.
Teachers are a significant factor in motivating studentsthroughout the learning process
In the classroom, many students feel anxious and lack confidence Teachers promptly monitor, observe, encourage, and encourage students to motivate and help students actively participate in class Teachers also create a funand friendly learningatmosphere, motivating students to attend class fully.
2.5.2 Teaching Methods and Classroom Environment
Dõrnyei (2001) proposed thatteacherscanmotivate students byapplying many exciting strategies It is essential to create a relaxing and friendly classroom atmosphere Vibulphol (2016) has shown the role of teachers' motivational strategies in enhancing students' intrinsic motivation to learn Englishinside and outside the classroom.
In addition, classroom layout and teaching equipment are also factors that affect students' learning motivation.
Below is a diagram to illustrate the study oflearning motivation within the context of the provided theories
Figure 2.1: Structural diagram of study on learning motivation.
This layout presents the intrinsic and extrinsic motivation, their respective factors, conclusions, and primary influences It helps to summarize the research findings and identify the keyfactors contributing to each typeofmotivation.
METHODOLOGY
RESEARCH METHOD
This study was conducted to determine the motivational orientations ofnon-English major second-year students at Nguyen Tat Thanh University and the factors that influence students' motivation to learn This study used a mixed-method design This design comprehensively explains the motivation for English learning in the research subjects Because using multiple research methods helps “provide a more complete picture and cover different aspects of the phenomenon” (Silverman, 2000, p.50) Combining both qualitative and quantitative research methods enhances the reliability and validity of the research results Qualitative data provide insights into participants' perspectives and situational contexts, while quantitative data allows for identifying patterns that may not be immediately apparent through qualitative analysis Research population and sample
The subjects of this study were the 2nd year non-English major students studying at Nguyen Tat ThanhUniversity The number of students was 200, and 10 students were randomly selected to answer the interview The chosen subjectsmustmeetthefollowing criteria:
• Studying at Nguyen Tat Thanh University
• Second-yearuniversity students not majoring inEnglish
• Willing to participate inthe surveyand interview
The sample size used in the study was based on the requirements of exploratory factor analysis (EFA) According to the studies of Bollen (1998) and Hair et al (1998), the sample size for EFA analysis requires at least five times the number of observed variables and the number of observed variables should not be less than 100 With a research model with 24 observed variables, the minimum number of survey questionnairesrequhed is 24 * 5 = 120 To account forthe possibility of loss, we decided to collect 350 surveyquestionnaires Data was collectedby creating a survey on google form and sending the linkto students The total number of surveys sent was 350, the number of surveyswith responses was 300 with the number of valid surveys being 200 corresponding to a rate of 69% (validsurveys were from second-year students whowere notmajoringhl English).
In addition to the survey, a smaller group of 10 students were selected for interviews These interviews aimed to provide qualitative insights that could help clarify and support the quantitative findings The interviews also refined the survey questions, ensuring they accuratelycaptured students’ learning motivations.
In this study, we used a convenience and purposive sampling method The survey was randomly distributed to second-year students who were not Englishmajors at Nguyen Tat Thanh University This method was chosen to suit the practical conditions and convenience of accessing the survey subjects and to ensure that students in this group had equal opportunities to participate, helping to minimize selection bias and increase the reliability ofthe survey results.
For the interviews, the purposive sampling teclinique was a small group of students willing to participate and chose the language of convenience The selection criteria included students who showed different motivation levels in the survey, ensuring the interviews could explore various experiences and attitudes towards learning English The purposive sampling method ensured that the participants provided information about then language learning motivation and contributed to strengthening the survey questions.
Name in English: Nguyen Tat Thanh University
Name in Vietnamese: Trường Đại học Nguyền Tat Thành
Address: 300A Nguyen Tat Thanh Street, Ward 13, District 4, Ho Chi Minh City
Website: www.ntt.edu.vn
Nguyen TatThanhUniversity (NTT) is a private, multi-disciplinary institution of higher education with multiple campuses, affiliated with Saigon Garment Manufacturing Trading CompanyLimited Over the past 25 years, theuniversity has established itself as one of the leading institutions in higher education It began as the Saigon Garment Vocational Training Center on June 5, 1999, and was later upgraded to the NTT Teclmical and Economic Intermediate School on December 23, 2002 On August 5,
2005, it became Nguyen Tat Thanh Vocational Technical College by Decision No 4198/QD-BGDĐT of the Ministry of Education and Training Finally, on April 26,
2011,NguyenTatThanh University was officially established by Decision No 621/QD- TTgof thePrime Minister.
Nguyen Tat ThanhUniversity is part of Vietnam'snationaleducation system, operating underthe management of the Ministry ofEducation andTraining,the Ministry of Labor, Invalids and Social Affairs, and the Ministry of Industry and Trade, while also being under the administrative oversight ofthe Ho Chi Minh City People’s Committee The university's main campus is locatedat 300A NguyenTatThanhStreet, Ward 13, District
4, Ho Chi Minh City Currently, the university offers 4training areas, 52undergraduate programs, 9 master’s programs, and 4 doctoral programs, ensuring comprehensive teaching and learning conditions for over 30,000 undergraduate and postgraduate students.
Foreign Language Center - Nguyen Tat Thanh University:
The Foreign Language Center is an integral part of Nguyen Tat Thanh University, playing a crucial rolein enhancing the quality of English language teaching and learning for students both within and outside the university Established on May 26, 2011, by Decision No 132/QĐ-NTT-TC, the Foreign Language Center is tasked with the mission of providing non-specialized English language training for all faculties and majors across the university, including full-time, graduate, and non-regular students.
With the vision to become a prestigious language traming institution, the Foreign Language Center continuously strives to equip students with the knowledge and skills to effectively use Englishin real-world settings, ensuring that they are well-prepared to enter various professional fields in today’s competitive and globally integrated environment The Center emphasizes creating a positive learning environment that encourages self-study, creativity, and responsibility, helping students folly developtheir potential, adapt to an ever-changing society, and secureemployment immediately after graduation.
Inourstudy, we have specifically focusedon surveying themotivationforlearning non specialized English among second-year students at theForeign Language Center I have found that understanding the intrinsic and extrinsic factors driving students to engage with English language studies is essential to enhancing theft overall educational experience and futurecareerreadiness The vision and mission of the Foreign Language Center in promoting languageproficiency have greatly inspiredand motivated mein my research endeavors, as well as in my efforts to contribute to the ongoing development ofboth the Center andNguyen Tat ThanhUniversity as a whole.
Theoretical basis research is used to adjust and supplement observed variables to measure research concepts Using data collection methods, reading documents and synthesizing information Through the qualitative research process, we have identified
2 motivational factors affecting the English learning process of non-major students in the 2nd year:
1) Intrinsic motivation: including 11 observed variables
2) Extrinsic motivation: including 13 observed variables.
Observed variables and corresponding coding for mternal and external motivation factors
1 I find learning English to be an enjoyable experience IM1
2 IM2- I feel motivated to learn English because I believe it will improve my cognitive abilities.
3 IM3 - I engage in activities that allow me to practice my English skillsoutside of the classroom.
4 IM4 -1 believe that having English proficiencywill give me access to broader knowledge.
5 IM5 - I believe that my own self-discipline is a factor in my motivation to learn English.
6 IM6 -1 believe that my own learning styleinfluences my motivation to learn English.
7 IM7-1find that I learn English moreeffectively when I am motivated IM7
8 IM8- My motivation to learn English helps me to overcome obstacles and challenges.
9 IM9- My motivation to learn English has helped me to persist through difficult or frustrating periods.
10 IM 10- I find that I am more willing to invest tune and effort into learning English whenI am motivated.
11 IM11- I believe that my motivation to leam English has helped me to make progress more quickly.
1 EMI- I feel motivated to learn English because I want to communicate withEnglish speakers.
2 EM2- I feel motivated to learn English because it will help me achievemy personal goals.
3 EM3- Pressurefrom friends is a motivation forme to learn English EM3
4 EM4-Requữements of favoritejob should learn English EM4
5 EM5-Academic Results, Scholarships, Grades EM5
6 EM6- Learning Englishis important formy future career prospects EM6
7 EM7- I think that having English proficiency will increase my chances of getting a better job.
8 EM8- Having English proficiencywill lead to a higher salaryin my profession.
9 EM9- English proficiency can open up various job opportunities for me in the future.
10 EM 10- I believe that the quality of English language instruction influences my motivation to learn.
11 EMU- I believe that the support and encouragement of others influences my motivation to learn English.
12 EM 12-1 find that I am more motivated to learn Englishwhen I see thepractical benefits of doing so.
13 EM 13- Learning in a relaxed and encouraging environment can significantly improvemy language memory.
The data collected for this study included responses conducted through interviews and surveys on second-year non-English major studentsat Nguyen Tat Thanh University. Direct interviews with students
With the consent and support of lecturers at Nguyen Tat Thanh University, we visited non-English major second-year classes to collect qualitative data during breaks The interview questions focused on the study's main objective, which aimed to explore the learning motivation of non-English major second-year students, and the feedback was the basis for adjusting the survey questions A total of 10 students participated in the interviews with a relaxed and willing spirit The main language used was Vietnamese; the studentsrecorded it with their consent.
Quantitative data collection was conducted online: The questionnaire was redesigned through interviews and then created on Google Forms The surveylink was sent to the class via Zalo group or email The number of participating students was monitored If the initial response was insufficient, the survey link was re-sent to non-English major second-year students at NguyenTatThanh University Thesurvey data collectionperiod was 2 weeks, and the results were as follows:
• The totalnumber of initial survey submissions was 350students
• The totalnumber of survey submissions with responses was 300 students
• The number of valid votes was 200 students
Quantitative data from the questionnahes were statistically analyzed using SPSS software Descriptive statistics means standard deviations and Exploratory Factor Analysis (EFA) wereused to summarize andpresent thequantitative findings.
Illthis study, data were collected through onlinesurveys and small group interviews to ensure the comprehensiveness and representativeness ofthe research sample.
A survey was designed on Google Forms, including questions related to students' motivation to learn English The survey was divided into 3 mam parts: the first part collected demographic information such as gender, age, and major; the second part included Likert-type questions to assess intrinsic and extrinsic motivation; and the last part included open-ended questions tocollect students'personal opinions.
THEORETICAL RESEARCH (QUALITATIVE RESEARCH)
Theoretical basis research is used to adjust and supplement observed variables to measure research concepts Using data collection methods, reading documents and synthesizing information Through the qualitative research process, we have identified
2 motivational factors affecting the English learning process of non-major students in the 2nd year:
1) Intrinsic motivation: including 11 observed variables
2) Extrinsic motivation: including 13 observed variables.
Observed variables and corresponding coding for mternal and external motivation factors
1 I find learning English to be an enjoyable experience IM1
2 IM2- I feel motivated to learn English because I believe it will improve my cognitive abilities.
3 IM3 - I engage in activities that allow me to practice my English skillsoutside of the classroom.
4 IM4 -1 believe that having English proficiencywill give me access to broader knowledge.
5 IM5 - I believe that my own self-discipline is a factor in my motivation to learn English.
6 IM6 -1 believe that my own learning styleinfluences my motivation to learn English.
7 IM7-1find that I learn English moreeffectively when I am motivated IM7
8 IM8- My motivation to learn English helps me to overcome obstacles and challenges.
9 IM9- My motivation to learn English has helped me to persist through difficult or frustrating periods.
10 IM 10- I find that I am more willing to invest tune and effort into learning English whenI am motivated.
11 IM11- I believe that my motivation to leam English has helped me to make progress more quickly.
1 EMI- I feel motivated to learn English because I want to communicate withEnglish speakers.
2 EM2- I feel motivated to learn English because it will help me achievemy personal goals.
3 EM3- Pressurefrom friends is a motivation forme to learn English EM3
4 EM4-Requữements of favoritejob should learn English EM4
5 EM5-Academic Results, Scholarships, Grades EM5
6 EM6- Learning Englishis important formy future career prospects EM6
7 EM7- I think that having English proficiency will increase my chances of getting a better job.
8 EM8- Having English proficiencywill lead to a higher salaryin my profession.
9 EM9- English proficiency can open up various job opportunities for me in the future.
10 EM 10- I believe that the quality of English language instruction influences my motivation to learn.
11 EMU- I believe that the support and encouragement of others influences my motivation to learn English.
12 EM 12-1 find that I am more motivated to learn Englishwhen I see thepractical benefits of doing so.
13 EM 13- Learning in a relaxed and encouraging environment can significantly improvemy language memory.
DATA COLLECTION AND PROCEDURE
The data collected for this study included responses conducted through interviews and surveys on second-year non-English major studentsat Nguyen Tat Thanh University. Direct interviews with students
With the consent and support of lecturers at Nguyen Tat Thanh University, we visited non-English major second-year classes to collect qualitative data during breaks The interview questions focused on the study's main objective, which aimed to explore the learning motivation of non-English major second-year students, and the feedback was the basis for adjusting the survey questions A total of 10 students participated in the interviews with a relaxed and willing spirit The main language used was Vietnamese; the studentsrecorded it with their consent.
Quantitative data collection was conducted online: The questionnaire was redesigned through interviews and then created on Google Forms The surveylink was sent to the class via Zalo group or email The number of participating students was monitored If the initial response was insufficient, the survey link was re-sent to non-English major second-year students at NguyenTatThanh University Thesurvey data collectionperiod was 2 weeks, and the results were as follows:
• The totalnumber of initial survey submissions was 350students
• The totalnumber of survey submissions with responses was 300 students
• The number of valid votes was 200 students
Quantitative data from the questionnahes were statistically analyzed using SPSS software Descriptive statistics means standard deviations and Exploratory Factor Analysis (EFA) wereused to summarize andpresent thequantitative findings.
Illthis study, data were collected through onlinesurveys and small group interviews to ensure the comprehensiveness and representativeness ofthe research sample.
A survey was designed on Google Forms, including questions related to students' motivation to learn English The survey was divided into 3 mam parts: the first part collected demographic information such as gender, age, and major; the second part included Likert-type questions to assess intrinsic and extrinsic motivation; and the last part included open-ended questions tocollect students'personal opinions.
First, we had the consent of Nguyen Tat Thanh University to visit the classrooms to collect research data, including direct interviews and sending the survey link to the second-yearnon-English major students.
The survey link was sent via email or zalo to 350 second-year non-English major studentsat NguyenTat Thanh University Students were required tocompletethe survey within two weeks.
After the survey period ended, a total of300 responses were collected Ofthese, 200 valid responses, which fully met the research participation criteria as initially determined, were selected for analysis Invalid responses wereremoved to ensure data quality.
In addition to the survey, a small group interview of 10 students from different majors such as Medical Physics, Business Administration, Biomedical Engineering, Nursing, and Automotive Teclmology was conducted The interviews were recorded with the consent of the participating students and the data from the interviews were used to supplementthe surveyresults, helping to enhancethereliabilityand comprehensiveness ofthe study.
The collected data has been encrypted and securely stored to ensure confidentiality and willonly be used forresearch purposes.
Inthis study, the data analysis steps were conducted as follows:
Descriptive analysis is used to summarize and describe the basic characteristics ofthe collected data In this study, we used descriptive analysis to present basic infonnation about the survey sample,including the distribution of gender, age, and major of students. Descriptive analysis helps provide an overview ofthe demographic characteristics of the research sample, as a basis for better understanding the research context before conducting further analysis.
Testing the reliability and validity ofthe scales:
To ensure the reliability and validity ofthe scales used in the study, we conducted the following tests:
• Reliability: The reliability of the scales will be assessed through the Cronbach's Alpha coefficient This coefficientisused to measure the internal consistency of the items inthe scale Thehigh Cronbach's Alpha coefficient of 0.984showsthat the scale hashighreliability.
• Exploratory factor analysis (EFA): The analysis has identified the latent factors that the observed variables represent and the observed variables reflect the theoretical concepts thatwe have proposed inthe researchmodel.
PRESENTATION OF DATA
4.1.1 Survey hl this section, we present an overview ofthe nature ofthe sample and exploit some basic informationsuch as age, gender, and the majority of students participating in the study.
Figure 4.1: Distribution of gender in the sample
This study uses a sampling method based on three control variables: gender, age, and major Throughanalysis extracted from SPSS software, the percentage of gender data is as follows: Men account for a higher rate of 62.38% while women only account for 37.62%, as shown inthe chart Figure4.1.
Figure 4.2 shows the sample distribution by field: 28% are in automotive tecluiology, 22.5%are innursing, and the rest are in other fields.
The majors inthe samplearepredominantlytechnical, which is consistent with the male gender predominance.
Figure 4.2: Distribution of majors in the study sample.
From the survey data of the motivation groups, we created two more variables, mean
IM and mean, which are the averages of the observation variables in each group according tothe following formula:
MeanIM =mean(IMl,IM2,IM3,IM4,IM5,IM6,IM7,IM8,IM9,IM10,IMl 1)
=mean(EM 1,EM2,EM3 ,EM4,EM5,EM6,EM7,EM8,EM9,EM10,EM 11 ,EM 12,EM 13)Data of the variablesMeanIM and MeanEM are presented in Table 4.1.
The mean values for both types of motivation are high, indicatingthat studentstend to rate their motivation to learn Englishpositively The mean valueforextrinsic motivation is slightly higher than intrinsic motivation, indicating that external factors may be more important in motivatingEnglish learning.
The standard deviations for both typesof motivation are quite close, indicating that the variability in responses is not too large Extrinsic motivation has a slightly lower standarddeviation, indicating that responses for extrinsic motivation are more consistent than intrinsic motivation.
Minimum andMaximumValues: For both variables, the minimum value is 1.00 andthe maximum value is 5.00, indicating a uniform distribution ofthe 5-point Likert scale.Sample Size (N): Both variables have a sample size of 200, ensuring reliability and accuracyin the analyses
We introduce the content of the interview in the first part, which includes general information such as name, gender, and major; part 2 is the content of short answer- questions for Yes/No questions and personal opinions The interview can be based on the spirit of volunteering,representing a small group to answer the inter-view questions, and the information that the candidates participate in the inter-view is used for research purposes only and is confidential.
Before conducting the interview, wedistributed the forms for the candidates to read in advance, and the candidates wrote down the answer sheets directly before being interviewed The interview was recorded and had the consent of the participating candidates.
10 candidates from medical physics, business administration, biomedical engineering, nursing, and automotive engineering participated in the inter-view Each class has two volunteers, and the results are recorded according to the opinions of each major as follows:
Two candidates from the Medical Physics major havethe same opinionthattheteaching method and learning environment affect the motivation to learn English Both of them like to learn English in class andthe motivation helps them to learnto communicate well with foreigners.
The differentopinions are as follows: The first candidateusually doesnotlearn English alone, and the othercandidate learns by listeningto music.
The followingtwo candidatesare students majoring in business administration and have the same opinion that they would like to learn English because it brings career opportunities, and the teaching method and learning environment positively impact learning English They often learn by themselves bywatching movies and listening to podcasts.
Elowever, the opposite opinion is that the motivation that helps them overcome difficulties when learning English is to communicate well However, the remaining candidate thinks completing the subject beforegraduating is essential.
The following two candidates studying Biomedical Engineering agreethat the learning environment and teaching methods affect their motivation to learn English Theydo not study English at home by themselves; they study English because they want to getgood grades beforethey graduate.
However, they differ in how they overcome difficultiesin the learningprocess The first candidate said they often encounter difficulties in the learning process and overcome them with friends' help to feel more confident The other candidate overcomes difficulties in learning English by setting personal goals.
The two nursing candidates agree that the learning envừonment and teaching methods affect their English learning process They often study English by practicing pronunciation or learning English vocabulary on YouTube channels.
The different opinions are as follows: The first candidate does notlike English lessons in class andonlystudies English because they want toget good grades to graduate They encounter difficulties in the learning process, and the motivation that helps them overcome this is that they do not want to repeat this subject with another class The remaining candidates preferto studyEnglish lessons in class, and they often overcome difficulties thanks to the encouragementof theirteachers.
The last two candidates from the Automotive Engineering Department share the same view that they studyEnglish to get graduation marks and careeropportunities They do not study English at home alone, and they often overcome difficulties to continue studyingbecause they get exam scores Both candidatesprefer to study English in class.
However, they have opposite opinions: One thinks thatthe classroom environment and teaching methods affect the English learningprocess, but the other does not.
ANALYSIS OF DATA
We conducted a descriptive statistical analysis of the observed variables, separating them into intrinsic and extrinsic motivation groups Descriptive statistical analysis provides detailed information on the characteristics ofeach variable group, including meanvalues, standard deviations, andother indicators This helps mebetterinterpretthe level and distributionofeach motivation type in the student's English learning process The descriptive statisticalanalysis includes the following steps:
• Descriptivestatistical analysis of the observed variables belonging to the internal motivationgroup
• Descriptive statistical analysisof the observed variables belonging to theexternal motivationgroup
• Compare and collate the influence level of the external factors on the English learningprocess.
Data of the observed variables belonging to intrinsic motivation factors are presented inTable4.2.
Table 4.2: Descriptive Statistics of Intrinsic Motivation
IMl-1 find learning English to be an enjoyable experience 200 1 5 4.17 1.049
IM2-1 feel motivated to learn English because I believe it will improve my cognitive abilities.
IM3 -1 engage in activities that allow me to practice my
English skills outside of the classroom.
IM4 -1 believe that having English proficiency will give me access to broader knowledge 200 1 5 4.36 924
IM5 -1 believe that my own self-discipline is a factor in my motivation to learn English.
IM6 -1 believe that my own learning style influences my motivation to learn English.
IM7-1 find that I learn English more effectively when I am motivated 200 1 5 4.38 905
IMS- My motivation to leain English helps me to overcome obstacles and challenges.
IM9- My motivation to learn English has helped me to
200 1 5 4.15 1.024 persist through difficult or frustrating periods.
IM 10-1 find that I am more willing to invest time and effort
200 1 5 4.22 941 into learning English when I am motivated.
IM11-1 believe that my motivation to learn English has
200 1 5 4.24 943 helped me to make progress more quickly.
This section analyzes the survey data related to intrinsic motivation, focusing on students' internalreasons for learning English The analysis of the descriptive statistics for the 11 observed variables provides insights into the students' intrinsic motivation levels.
Analysis of Mean Values and Standard Deviation
The mean values of the questions ranged from 3.97 to 4.38,indicatingthat most students had a fairly high level ofagreement with the statements related to intrinsic motivation in learning English Thissuggests that students primarilyperceivelearning English as a positive experience and are motivated to learn.
IM4 - "I believe that having English proficiency will give me access to broader knowledge" has a mean value of 4.36, one of thehighestvalues, showing that students are very confident that English proficiencywill expand theirknowledge Thisreflects a personal motivation to learn English and a futurevision regarding knowledge.
IM7 - "I find that I learn English more effectively when I am motivated"has the highest meanvalue of4.38, demonstrating that students feel personalmotivation greatly affects their effectiveness in learning English.
IM3 - "I engage in activities that allow me to practice my English skills outside ofthe classroom" has the lowest mean value of 3.97, indicating that some students may not be actively participatingin extracurricularactivities to practice then English skills or they may lack opportunities to do so.
The standard deviation ranges from 0.905 to 1.072, indicatingthatthe levelof dispersion in the responses is relatively low to moderate, meaning most students tend to respond similarly.
IM7 has the lowest standard deviation of 0.905, showing highconsistency inresponses regarding the belief that motivation helps themlearn English more effectively This can be interpreted as most students agreeingthatwhentheyaremotivated, theylearnEnglish better.
IM3 has the highest standard deviation of 1.072, indicating a significant difference among students regarding then- participation in activities outside the classroom to practice English This may reflect disparities in opportunities or self-learning capabilities among students.
Overall, the questions related to intrinsic motivation show high mean values, indicating that students have a strong motivation to learn English Factors related to improving personal skills, future aspirations, and learning effectiveness when motivated are prominent However, practicing English skills outside the classroom may be an area where many students encounter difficulties or lack motivation.
Table 4.3: Descriptive Statistics of Extrinsic Motivation
Ml -1 feel motivated to learn English because I ant to communicate with English speakers 200 1 5 4.18 1.034
EM2-1 feel motivated to learn English because it will help me achieve my personal goals 200 1 5 4.31 948
EM3- Pressure from friends is a motivation for me to learn English 200 1 5 3.71 1.234
EM4- Requirements of favorite job should learn English 200 1 5 4.08 1.034
EM5- Academic Results, Scholarships Grades 200 1 5 4.07 1.108
EM6- Learning English is important for my future career prospects 200 1 5 4.36 924
The table provides descriptive statistics for the external motivation variables related to
EM 7- I think that having English proficiency will increase my chances of getting a better job.
EM8- Having English proficiency will lead to a higher salary in my profession 200 1 5 4.47 856
EM9- English proficiency can open up various job opportunities for me in the future 200 1 5 4.43 916
EM 10- I believe that the quality of English language instruction influences my motivation to learn.
EMU- I believe that the support and encouragement of others influences my motivation to learn English.
EM 12- 1 find that I am more motivated to learn
English when I see the practical benefits of doing so.
EMI 3- Learning in a relaxed and encouraging envnonment can significantly improve my language memory.
Valid N (fistwise) 200 students' motivation to learn English These statistics were derived from 200 respondents and reflect various external factors influencing their motivation Each variable is rated on a scalefrom 1 (strongly disagree) to 5 (strongly agree) This section analyzes the survey data related to extrinsic motivation, focusing on the external factors thatinfluence students' motivationto learn English The descriptive statistics forthe 13 observed variables provide insights into how external pressures, opportunities, and enviromnents affect students' English learning motivation.
EM8 - "Havmg English proficiencywill lead to ahighersalary in my profession."
This factorhasthe highest mean value, indicating strong agreement among studentsthat proficiency in Englishis linked to higher salaries The low standard deviation suggests that most students share this belief, reflecting a clear understanding of the economic benefits of English skills.
EM7 - "I think that having English proficiency will increase my chances ofgetting a better job."
This factor shows a high mean value and low standard deviation, indicating a strong consensus on the connection between English proficiency and job opportunities Studentsfeel that Englishis essential for career advancement.
EM6 - "LearningEnglish is important for myfuture career prospects."
This factor also has a high mean value, demonstrating that students recognize the importance of English in shaping their future careers The relatively low standard deviation indicates consistent responses among students.
EM3 - "Pressurefromfriends is amotivation forme to learn English."
This factor has the lowest mean value, indicating that peer pressure is not a significant motivating factor for most students The high standard deviation reflects substantial variation in responses, suggesting that some students feelpeer pressure strongly, while others do not seeit as a motivator at all.
EMI - "I feel motivated to learn English because I want to communicate withEnglish speakers."
Analysis: This indicates a moderate level ofvariability in responses, suggesting that while many students find conununication with English speakers motivating, others do not prioritize this reason as highly.
EM3 - "Pressurefrom friends is amotivation forme to learn English."
This is the highest standard deviation, showing significant variation in how students perceive peer pressure as a motivating factor Some studentsmay feel strongpressure, while others do not consider it a motivator at all, indicating diverse social influences among peers.
EM4 - "Requirements of favorite job should learnEnglish."
This highstandard deviation indicates varied opinions regarding job requirements as a motivation for learning English Some students see this as essential, wliile others may not feel the sameurgency.
EM5 - "Academic Results, Scholarships,Grades."**
The high standard deviation here indicates differing levels of motivation related to academic performance While many students view grades as a key motivator, others may not feelthe same pressure orconnection.
EM7 - "I think that having English proficiency will increase my chances ofgetting a better job."
This low standard deviation indicates strong agreement among students that English proficiency enhances job prospects Responses are consistently positive, reflecting a shared understanding of its importance.
EM8 - "Having English proficiencywill lead to ahighersalary in my profession." Standard Deviation: 0.856
The lowvariabilitysuggests a strong consensus on the belief that English skills con-elate with higher salaries Most students agree on this point, showing a clear connection between English proficiency and financial benefits.
EM9 - "English proficiencycan open up variousjob oppoilunitiesforme inthe future." StandardDeviation: 0.916
This factor also shows low standard deviation, indicating that students uniformly recognize therole ofEnglish in expanding job opportunities There is a clearagreement among students on this aspect.
In summary, the high standarddeviations in factorsEMI, EM3,EM4, and EM5 indicate significant variability in student motivations and perceptions, reflecting diverse experiences and influences In contrast, the low standard deviations in factors EM7, EM8, and EM9 demonstrate strong consensus among students regarding the economic advantages of English proficiency, highlighting a shared understanding of its importance incareeradvancement.
DISCUSSION OF KEY FINDINGS
The resultsof the EFA analysis confirmed that both intrinsic and extrinsic motivational factors significantly influenced students’ English learningprocess Intrinsic motivation includes factors such as enjoyment in learning English (IM1) andthe belief thatEnglish proficiencywill expand then" knowledge (IM4) These are self-generated factors within each individual, often related to personal satisfaction and joy in learning This is consistent with the intrinsic motivation theory of Ryan and Deci (2002), in which learners feel autonomous and self-determined in their learning process On the other hand, extrinsic motivation includes factors such as the desừe to communicate with English speakers (EMI) and peer pressure (EM3) These factors are drivenby external influences, such as future job requirements or the desire to achieve good academic results This supports Deci and Ryan's (1985) extrinsic motivation theory, in which learning behavior is motivatedby rewards or avoidance of negative consequences.
The descriptive statistics show that both intrinsic and extrinsic motivation have a strong influence on students' English learning, with high mean values for both types of motivation (MeanIM = 4.22 and MeanEM = 4.23) This suggests that students are not only motivatedby external factors, such as achieving personal goals(EM2), but also by personal satisfaction and learning enjoyment (IM1).
The influence of external factors, especially increased careeropportunities (EM7) and increased salary (EM8), is rated highest among the external factors This is consistent with Bandura's (1977) social learning theory, in which the expectation of external rewards and theperception of practical benefits canbestrong motivators.
The findingsof this study are fully consistent with the theoretical frameworks proposed in the previous chapter According to Self-Determination Theory (Ryan & Deci, 2002), both intrinsic and extrinsic motivation play an important role in promoting learning behavior This study demonstrates that students have strong intrinsic motivation, such as believing inthevalueoflearningEnglish, andextrmsic motivation, such as the desire to achieve careersuccess.
In addition, the results also show that social and environmental factors influence students' learning motivation, which is consistent with the theories of Bandura (1977) and Dornyei (2001) Factors such as support from others (EMU) and a comfortable learning environment (EMI3) are highly rated by students, indicating that not only students themselves but also social factors play an importantrole inthe learning process.
In summary, the results of this study confirmed the importance of both intrinsic and extrinsic motivation in motivating students to learn English Factors such as learning enjoyment, external pressure, and practical benefits were shown to be the main motivators that help students overcome challenges in their learning process This not only supports existing motivational theories but also provides empirical evidence to better understand language learning motivationin the context oftoday's students.
SUMMARY OF CHAPTER
Analysis ofthesurvey data revealed thatthemajorityof second-year non-English major students at NTTU recognized the significant impact of motivation on then English learning process The findings indicated that students were aware of how motivation, both intrinsic and extrinsic, influenced their language learning ability
Interestingly, the results show that external motivation factors have a slightly higher level ofagreement amongstudents compared to internal motivation factors, with mean values of 4.2296 and 4.2168, respectively This suggests that external motivation plays acrucialroleindriving students' learning efforts Students areparticularly aware of howEnglish proficiency can enhance theircareer prospects, increase income potential, and contribute topersonal development.
The exploratory factor analysis (EFA) highlights the importance of English hlachieving career and personal goals, as well as the influence of social and external factors on students' motivation Based on these findings, the study reconunends that English language teaching programs should focus on creating a positive learning enviromnent that integrates practical benefits andexternal support to further boost student motivation.
The study also highlighted that extrinsic motivation has a strong impact on students' motivation to learn English at NTTU This finding is consistent with the reality ofthe current educational and social context, where external factors significantly influence students' learning environment and motivation While intrinsic motivation - derived from individual perception, effort, and motivation - remains important, the current educational context also requires attention to extrinsic motivation Factors such as classroom enviromnent, teaching methods, and career opportunitiespositivelyinfluence students' willingness to study High salaries and promising career prospects, as well as the appeal of scholarships and awards, continuously influence students, strengthening their internal motivation and helping them maintain a strong and consistent drive to succeed.
CONCLUSION AND RECOMMENDATION
CONCLUSION
This study was conducted to determinetheawareness of NguyenTatThanli University’s second-year students' motivation to learn a foreign language, which motivation they would prefer, and the factors affecting it This research considers perspectives from previous studies on inner and outer motivation in studying foreign languages Based on the result, we constiTJCt recommendations to elevate student’s motivation to study a foreignlanguage, especially English.
This study was conducted using qualitative and quantitative methods The qualitative phase was organized as a small group interview, the results of which were recorded to prepare a quantitative survey The survey was sent via email or Zalo to two hundred students studying non-professional English at Nguyen Tat Thanh University The survey’s results were usedto evaluaterelevant scales andtest hypotheses on theoretical models Furthermore,descriptivestatistics,Cronbach’sAlphareliabilitycoefficient,and Exploratory Factor Analysis (EFA) were performed inSPSS to determine the variables that significantly affect the motivation ofthe studentsto learn English.
Descriptive statistics have shown that students highly regard motivation in learning a language The mean valuewas 4 out of 5, according to Table4.3 Hence, motivation is perceived as a primary contributor to studying a foreign language.
Based onthe analysis in Chapter 4, outermotivation(mean valueof 4,2296)was shown to have more impact than inner motivation(mean value of 4,2168) Furthermore, EFA (Table 4.10) has demonstrated that outer motivation contributed to seven factors, compared to tluee from the innermotivation.
Based on the analysis of the data components, it can be concluded that English proficiencyplays a vital role in shaping students' attitudes and motivation to learn The results of the EFA factor analysis show that students are aware of the importance ofEnglish not only in their careers but also in their social integration and personal development The combination of economic, social, andpersonal factors has motivated students to invest in learning English, thereby improving then' chancesof future success Specifically, the analysis ofthe factors is divided into component 1 and component2 as follows:
In Component 1, it is clear that students are aware of the economic benefits of English proficiency They believe improving their English proficiency will bring more suitable job opportunities and higher salaries This reflects their appreciation ofthe economic valueof English in the labor market Furthermore, students also recognize thatEnglish is essential for expanding theừcareeropportunities, especially infields thatrequữe this language skill.
On a personal level, students also recognize that using English will help them access a more comprehensive global knowledge base The ability to access scientific and professional research materials from around the world isa strong motivatorfor learning this language.
In component 2, the analysis shows that social and external factors greatly influence students' motivation to learn English Peer pressure, the need to participate in extracurricular activities, andthe requirements of favorite jobs are all strong motivators Students need to learn English to not fall behind their friends and actively seek opportunities to practice English outside the classroom through English clubs or extracurricularactivities.
In addition, the desire to win scholarships and achieve high academic results is also an excellent motivation for students to improve their English skills The requirement of being able to use English for the jobs that students love also creates pressure and motivation for them to make effortsto learn this language.
The resultsof the analysisprovided a comprehensive picture ofthe learning motivation of non-English major second-year students studying at Nguyen Tat Thanh University. Most students have a high consensus that motivation plays a vital role in learning a foreign language The study shows that students focus on external motivation, such as teaching methods, labor market demands, employer requirements, grades, or rewards, to motivate students to learn Understanding the impact of these social and external influences is vital for educators, as this shows that creating a supportive and motivating social environment canimprove students' learning outcomes.It also showsthatalthough intrinsic motivation is essential, external factors shouldnot be ignored when designing English language learning programs.
RECOMMENDATION
From theresearch results on the motivation of non-major English students inthe second year ofNguyen Tat Thanh University, we have the following recommendations and suggestions for schools to improve student's learning motivation:
For schools: Based on the survey results, external motivation substantially impacts students' ability to maintain their learningmotivation The school must create apositive, friendly, and attractive learning environment A comfortable learning space with bright colors will help students relax when participating in class The school needs to build a close and friendly educational environment, and students always receive prompt and timely support from school staff tofeel secure in their learning process.
In addition, the study also shows that students want to practice English skills outsidethe classroom The school needs more extracurricular activities to attract students to participate and practice speaking skills, such as establishing an English club This English club cantakeplace onweekends, and students who participate will be credited with theirpractice points to increase their motivation This club is where students only use English to communicate, and there arediscussionson each topic forthe participating students This is like a playground where students can practice their listening and speakmg skills and create bonds between class members In order to avoid incurring many costs, this English club can be considered a speaking practice session in the curriculum, and teachers can consider adjusting to help students have more practice opportunities Based on this study, students believe studying English should help them gain a better income, a better career, and a higher chance of promotion We can utilize this result to promote a benefit for students who can use English well For example, agreements can be made with firms seeking candidates who are good in English to provide scholarships or internships Extracurricular activities to encourage the use ofEnglish that can result in their GPA or cv can also be considered We can also encourage students to learn English through scholarships or rewards Furthermore, students with particular success in studying English must be promoted to raise awareness and motivation among other students.
The school needs to have policies to reward students who are good at languages, to praise goodacademic achievementsand to have scholarships withshort-term coursesto help students improve then skills and develop theirlanguageproficiency These external support policies will affect their learning motivation, helping them strive to achieve higher achievements, especially for students whose major isnot English.
For teachers: From the survey results, the learning enviromnent and teaching methods positively impact student motivation Therefore, we need to innovate in teaching methods In today's learning envữonment, the role ofthe learner has become central, openingup many opportunitiesto innovate educational methods Teachers are notonly the ones who impart knowledge, but they also have many positive impacts on student motivation, helping students develop skills and independent thinking duringthelearning process This emphasizes that the responsibility of teachers does not stop at disseminating information; They are essential in creating rich and stimulating learning experiences for then students Through support, encouragement, and consti-uctive feedback, teachers can help students overcome challenges and develop skills with greater confidence In doing so, they supportthe learning process and foster confidence in each student's abilities Or the integration of technology into the teaching process, especially in the context of learners facing limitations in daily interactions with language This positive changein teaching methods andapproacheswillimpact students and helpthem feel more interested in the classroomenvironment.
For students: The survey results in the study analyzed that external motivation affects students more than internal motivation, but intrinsic motivation is also essential. External supportwill not be effective if students do not try, donot have theirown goals, do not participate in classroom activities, or do not meet the requirements set by the school Therefore, while still in school, students must study hard, participate in class actively and proactively, and persevere with their goals Students must set clearpersonal goals and understand the benefits of learning a language to maintain their internal motivation and make learning more enjoyable and accessible.
The first limitation of the study is that the interview population was only ten students, and the survey population was 200 This number is still tiny compared to the overall number of students in the school Teachers have much experience in teaching and understand the motivations that help students increase their motivation, but there is a lack of teacher interviews to collect data for survey questions For the above reasons, this study has not been able to reflect richly and comprehensively students' motivation inthe language learning process.
The second limitation is that the study still referred to and copied survey questions. Some survey questions did not reflect internaland external motivation.
Finally, we faced time problems and difficulties using table images to fully and prominentlyrepresentthe research results fullyand prominently.
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Wenden, A (1991) Learner strategies for learner autonomy London: Prentice
We are conducting a study to determine the factors affecting students' motivation to studyEnglish at Nguyen Tat Thanh University We hope that students will take some time to answer the questions belowto help me complete this survey.
All information provided by you will only be used forresearchpurposes There are no right or wrong answers, and all responses and opinions aim to enhance the English language learning motivation of students at Nguyen Tat Thanli University to serve and support your learning journey towards success.
Please mark (/) the corresponding answer box:
1 I find learning English to be an enjoyable experience
I feel motivated to learn English because I believe it will improve my cognitive abilities.
I feel motivated to learn English because I want to communicate with English speakers.
I feel motivated to learn Englishbecause it will help me achievemy personal goals.
Learning in a relaxed and encouraging environment can significantly improve mylanguage memory
Pressure from friends is a motivation for me to learn
7 Requừements of favorite job should learnEnglish
I engage in activitiesthatallowme to practice my English skills outside of the classroom.
Learning English is important for my future career prospects
I believe that having English proficiency will give me access to broader knowledge
I think that having English proficiency will increase my chances of getting a better job
Elaving English proficiency will lead to ahigher salary in my profession.
English proficiencycanopenupvarious job opportunities for me in the future.
15 I find that I learn English more effectively when I am motivated.
16 My motivation to learn English helps me to overcome obstacles and challenges.
17 I find thatI am more willing to investtime and effort into learning English when I ammotivated.
18 I believe that my motivation to learn English has helped me to makeprogress more quickly.
My motivation to learn English has helped me to persist through difficultor frustrating periods.
I believe that the quality of English language instruction influences mymotivation to learn.
I believe that my own self-disciplme is a factor in my motivation to learn English.
22 I believe that my own learning style influences my motivation to learn English.
I believe that the support and encouragement of others influences my motivationto learn English.
24 I find that I am more motivated to learn English when I see thepractical benefitsof doing so.
APPENDIX B - BẢNG CÂU HỎI KHẢO SÁT
Các bạn sinh viênthân mến!
Tôi đang thực hiện đề tài nhằm tìm hiên “các yến tố ảnh hường đến động cơ học tập môn TiếngAnhcủa sinh viên đangtheohọc tại TnrờngĐạihọcNguyễnTat Thành Rất mong các bạn sinh viên bớt chút thời gian trả lời câu hỏi dưới đây đê hỗ trợ tôi hoàn thành khảo sátnày
Tất cả thông thi do bạncung cấp sẽ chiđược sử dụng cho mục đích nghiên cứu Kliông cócâu trả lời đúng hay sai, mọi phản hồivà ý kiến đều nhằm nâng caođộng lực học tập tiếngAnil của sinh viên Đại học Nguyễn Tat Thành, nham phục vụ và hỗ trợ hành trình học tậpcùa các bạn điđến thành công.
Giới tính: ŨNam ŨNữ giới □Khác
Hãy đánh dấu ( V ) vào ô trà lời tươngứng:
1 Tôi thay việc họctiếng Anh là một trải nghiệm thú vị
2 Tôi cảm thấy cóđộnglực đêhọctiếngAnhvì tôi tin rang nó sẽ cải thiện khả năng nliận thức của tôi.
3 Tôi cảm thấy có động lực đê học tiếng Anil vi tôi muốn giao tiếp với nliững người nói tiếngAnh.
4 Tôicảm thấy có động lực đê họctiếng Anh vìnó sẽ giúp tôi đạt đượcmục tiêu cá nhâncủaminh.
5 Học tập trong một môitrường thoải mái và khuyến khích có thê cải thiện đáng kê trí nliớ ngôn ngữcủa tôi
6 Áp lực từ bạn bèlà động lực đê tôi học tiếng Anh
7 Yêu cầu của công việc yêu thích nên học tiếng anh
8 Ket quã học tập, học bông, điêm số
9 Tôi tham gia vào các hoạt động cho phép tôi thực hành các kỹ năng tiếng Anh cùa mình bênngoài lớp học.
10 Học tiếng Anh rất quan trọng đối với triên vọng nghề nghiệp tương lai cùa tôi
11 Tôi tin rang có trình độ tiếng Anh sẽgiúp tôi tiếp cận với kiến thứcrộng hơn
12 Tôi nghĩ rằng có trình độ tiếng Anh sẽ tăng cơ hội có được công việc tốt hơn
13 Có trình độ tiếng Anh sẽ dần đến một mức lương cao hơn trong nghềnghiệp của tôi.
14 Trìnli độ tiếng Anh có thê mờ ra nhiều cơ hội việc làm cho tôi trong tương lai.
15 Tôi thấy rằng tôi học tiếngAnh hiệu quà hơn khi tôi có động lực.
16 Động lực học tiếng Anh của tôi giúp tôi vượtqua những trờ ngại và thừ thách.
17 Tôi thấy rằng tôi săn sàng đầu tư thời gian và công sức vào việc học tiếng Anh hơn khi tôi có động lực.
18 Tôi tin rang động lực học tiếng Anh cùa tôi đã giúp tôi tiến bộ nhanhhơn.
19 Độnglực học tiếng Anh của tôi đã giúp tôikiêntrìvượt quanhững giai đoạn klió kliănhoặc nân lòng.
20 Tôi tin rằng chất lượng giảngdạy tiếng Anh ảnh hường đến động lực học tập cùa tôi.
21 Tôi tin rang kỳ luậtựĩ giác của tôi làmộtyếu tố thúc đây tôi học tiếng Anh.
22 Tôi tũi rằng cách học cùa riêng tôi ảnh hường đếnđộng lực học tiếng Anh của tôi.
23 Tôi tin rang sự hỗ trợvà khuyến khích của người kliác ảnh hường đènđộng lực học tiẻng Anh củatòi.
24 Tôi thấy rang mình có động lực học tiếng Anh hơn khi nhìnthay những lợi ích thiết thực cùaviệc học đó.
We are conducting a study to explore the factors influencing students’ motivation to learn English at Nguyen TatThanhUniversity We hope students will take 5 minutes to express theirviews on the questions in our online mterview form.
All information provided by you will only be used forresearchpurposes There are no right or wrong answers, and all responses and opinions aim to enhance the English language learning motivationof students at Nguyen TatThanh University to serve and support your learning journeytoward success.
1 Do you enjoy learning English, and what motivates you to learn it?
2 When you have difficulties learning English, what makes you overcome and continue learning?
3 Do you think the teaching method and learning environment affect your motivation to learn English?
4 Do you often study English at home, and what is your form of self-study?
5 Doyou enjoy Englishlessons in class?