MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DOAN KIM SUONG MECHANICAL ENGINEERING STUDENTS’ MOTIVATION FOR LEARNING ENGLISH FOR SPECIFIC PURPOSES Field: Theory and Methodo
INTRODUCTION
Rationale
English has emerged as a vital international language in our globalized society, leading to a surge in its learning and teaching Mastering English is crucial for effective daily communication and is equally important in professional environments.
Specialized education, particularly English for Specific Purposes (ESP), is increasingly recognized by educators globally for its ability to tailor learning experiences to individual needs and goals ESP enhances communication skills critical for academic and professional success, ultimately leading to improved job opportunities and career growth Employers prioritize candidates with the necessary language skills to excel in their roles, as noted by Dudley-Evans and St John (1998), who emphasized that ESP is specifically designed to address learners' unique requirements while incorporating relevant methodologies and activities from their respective fields.
Not everyone has the necessary English proficiency, particularly in English for Specific Purposes (ESP), making learner motivation crucial for its acquisition Motivation is essential for driving, guiding, and sustaining learning activities While much research has concentrated on students' motivation to learn general English, there is limited analysis of the motivation specifically for ESP among engineering students, especially those in Mechanical Engineering (ME).
This study explores the motivations of mechanical engineering students at MITC for learning English for Specific Purposes (ESP) Understanding these motivations is essential for ESP curriculum and instruction designers to enhance the effectiveness of learning experiences for these students This research aims to shed light on the factors influencing mechanical engineering students' engagement with ESP.
Aim and Objectives
This study investigates ME students’ motivation for learning ESP
To get the aim of the study, the researcher must complete the following objectives:
- To categorize the students’ types of motivation
- To determine the factors that motivate ME students' motivation for learning ESP at MITC.
Research Questions
The following research questions addressed in this study are:
1 What are the types of ME students' motivation for learning ESP?
2 What factors affect ME students’ motivation for learning ESP at MITC?
Scope of the Study
This study examines two key types of motivation—intrinsic and extrinsic—related to English for Specific Purposes (ESP) learning, focusing specifically on second-year Mechanical Engineering (ME) students However, it is important to note that the findings may not reflect the views of all ESP learners at MITC due to the limited sample size.
Significance of the Study
This study addresses the gap in research regarding the motivation of engineering students, particularly Mechanical Engineering (ME) students, in learning English for Specific Purposes (ESP) By focusing on this specific demographic, we aim to provide insights that will benefit both ESP educators and learners at MITC Our findings are intended to enhance teachers' understanding of their students' motivations and improve their instructional approaches Additionally, we hope to increase students' awareness of the importance of ESP, thereby boosting their motivation to learn Ultimately, this research lays the groundwork for future studies in this area.
Organization of the Thesis
The thesis includes five chapters: Introduction, Literature Review, Research Method, Findings and Discussion, and Conclusion and Implications
Chapter 1 provides the rationale for the study, the aims and objectives of the study, the research questions, the scope of the study, the significance of the study, and the organization of the thesis
Chapter 2 begins by laying out the theoretical dimensions of the research, defining several key terms, and reviewing important previous studies related to the current research, followed by laying the foundation that the present study aims to build upon
Chapter 3 describes the research approach, research design, research site, research participants, research instruments, data collection methods, and data analysis techniques used in this study
Chapter 4 gives a detailed presentation and analysis of the collected data to answer the research questions It includes quantitative analyses of the questionnaire and qualitative analyses of the semi-structured interviews concerning ME students’ motivation for learning ESP presents a summary of the findings and discusses some pedagogical suggestions for enhancing ME students' motivation for learning ESP
Chapter 5 states the limitations of the study and provides some recommendations for further research.
LITERATURE REVIEW
This chapter aims to establish the theoretical foundation of the thesis through a critical review of relevant authoritative studies It begins by defining key terms and then explores major perspectives on the motivation for learning English for Specific Purposes (ESP) Ultimately, the chapter examines previous research related to the thesis to identify the existing research gap that will be addressed.
This section explores the theoretical foundations of ESP, motivation in language learning, and the specific factors that influence motivation for learning ESP
English for Specific Purposes (ESP) focuses on teaching English tailored to specific disciplines, professions, or activities (Javid, 2015) Over the past thirty years, ESP has developed into a successful area of study (Ramirez, 2015) This learner-centered approach aims to address the unique needs of students, ensuring they are equipped to meet their professional or vocational requirements.
Hutchinson and Waters (1987) highlight that the demand for English in fields such as science, technology, and commerce has led to the development of English for Specific Purposes (ESP), driven by learners' professional needs Since its inception in the 1960s, ESP has become a crucial part of the Teaching of English as a Foreign or Second Language (TEFL/TESL) movement, according to Howatt (1984) Đo and Cai (2010) emphasize that ESP courses are tailored based on needs analysis to align with learners' specific activities and goals Robinson (1991) identifies two main characteristics of ESP: it is goal-directed and evolves from a thorough needs analysis ESP courses are designed for adults in diverse classes, focusing on achieving specific objectives within limited timeframes Ultimately, ESP is about learning English for specific purposes to meet defined goals, grounded in the principle of teaching language for effective communication.
Dudley-Evans and St John (1998) identified key characteristics of English for Specific Purposes (ESP), highlighting that it is tailored to meet the specific needs of learners and employs methodologies and activities relevant to the discipline it supports.
(3) ESP is centered and focused on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse, and genre
English for Specific Purposes (ESP) is characterized by its focus on specific disciplines and tailored teaching methodologies, often distinct from general English It is primarily designed for adult learners in tertiary education or professional environments, though it can also be adapted for secondary school students ESP courses typically target intermediate to advanced learners but can accommodate beginners, assuming some foundational knowledge of the language system.
ESP (English for Specific Purposes) classes differ from English for General Purposes by focusing on specific professional or academic needs Defining ESP comprehensively is challenging due to the expanding research and diverse purposes in this field (Belcher, 2006) Additionally, the distinction between ESP in an EFL (English as a Foreign Language) context and an ESL (English as a Second Language) context adds complexity to its understanding.
Motivation plays a crucial role in effective learning, as individuals lacking motivation struggle to engage in educational activities It significantly influences the intensity of students' learning efforts In the context of foreign language learning, two prominent motivational theories are often referenced: Deci and Ryan's Self-Determination Theory (SDT) and Robert Gardner's Attitude/Motivation Test Battery (AMTB) While both frameworks are utilized in psychology and education, they focus on different dimensions of motivation and behavior.
Self-Determination Theory (SDT), created by Deci and Ryan in 1985, is a comprehensive framework for understanding human motivation It categorizes motivation into two main types: intrinsic and extrinsic Intrinsic motivation emphasizes the inherent human desire to feel competent and self-directed while engaging in activities.
Intrinsic motivation drives individuals to engage in activities for the inherent pleasure and satisfaction they provide, without the expectation of external rewards (Deci, 1980) This form of motivation is characterized by a high level of self-determination (Deci & Ryan, 2002) In contrast, extrinsic motivation involves participating in tasks to achieve specific outcomes, such as learning English for better job prospects (Deci & Ryan, 1985) While traditionally viewed as non-autonomous, self-determination theory (SDT) acknowledges that extrinsically motivated individuals can exhibit self-determination by internalizing external values and recognizing the importance of their tasks (Deci & Ryan, 2012) Furthermore, extrinsic motivation can be categorized into various types, with some demonstrating greater self-determination than others, particularly in educational contexts.
“external regulation”, which is the least self-determined, pertains to undertaking a learning task to achieve a reward or avoid punishment, 2)
Introjected regulation is a form of motivation that lies between self-determination and external control It involves completing academic tasks primarily to avoid feelings of shame or guilt, as well as to gain approval from important figures like teachers This type of regulation reflects an internalized sense of obligation, driving individuals to meet expectations set by others.
3) “identified regulation”, which can be recognized when an individual carries out a task because they value the task Identified regulation is the most self- determined form of extrinsic motivation (Vallerand, 1997)
Deci and Ryan's development of SDT wasn't a linear process with distinct stages, but rather an ongoing evolution informed by their research and collaboration
In the 1960s and 1970s, Edward Deci's pioneering research on intrinsic motivation revealed that external rewards could diminish intrinsic motivation, challenging the dominant behaviorist perspective that viewed motivation as primarily driven by external factors Meanwhile, Richard Ryan, with his background in personality psychology, emphasized autonomy as a fundamental human need, highlighting its significant impact on overall well-being and psychological health.
In the 1970s and 1980s, Deci and Ryan collaborated to merge their research on intrinsic motivation and autonomy, leading to the development of Self-Determination Theory (SDT) This comprehensive theory highlights the significance of three psychological needs—autonomy, competence, and relatedness—in promoting intrinsic motivation and overall well-being Their findings also uncovered that extrinsic motivation is not a monolithic concept but exists on a spectrum, with varying levels of autonomy linked to different types of rewards and pressures.
Since the 1990s, Deci and Ryan have further developed Self-Determination Theory (SDT), examining its applications in education, workplace dynamics, and parenting They highlighted the importance of strategies that foster autonomy, competence, and relatedness to enhance intrinsic motivation across various contexts Their influential research continues to shape the field of psychology, with ongoing studies by Deci, Ryan, and other scholars deepening our understanding of motivation and its complexities.
Gardner and Lambert (1972) defined motivation in second language learners as their overall goals and orientation, while attitude reflects their persistence in achieving these goals Importantly, motivation and attitude are interconnected; a learner's motivation for studying a language is influenced by their attitudes, readiness to engage, and overall orientation toward the foreign language learning process.
Some researchers (like Gardner, 1985; Gardner, R C., & Tremblay,
Motivation and orientation in language learning are distinct concepts; a learner may exhibit a specific orientation without being highly motivated to achieve it While researchers often use the same terms—instrumental and integrative—for both motivation and orientation, motivation represents the drive to reach the goals set by orientation According to Gardner, this motivation is fueled by the desire to achieve the goal, positive attitudes towards language learning, and dedicated effort Integrative motivation, in particular, reflects a strong desire to learn a language to connect with a valued L2 community In collaboration with Pat Smythe in 1974, Gardner developed the Attitude/Motivation Test Battery (AMTB), which includes Likert-scale items like “I would like to know more French-Canadians,” allowing learners to express their responses.
METHODOLOGY
This chapter outlines the research methods used to collect data for a study on ME students' motivation for learning ESP It starts with a rationale for the chosen research design and provides a comprehensive description of the participants and the research environment The chapter further details the data collection instruments and the procedures followed during data gathering Additionally, it discusses reliability measures, including Cronbach’s alpha and the Corrected Item-Total Correlation coefficient Lastly, the chapter presents the methods employed for data analysis.
This research utilizes a mixed-methods approach, integrating both qualitative and quantitative research techniques As noted by Creswell (2012), combining these methods enhances understanding of the research problem, offering insights that neither method could achieve alone Johnson et al (2007) further emphasize that mixed methods involve the integration of qualitative and quantitative elements to achieve a comprehensive understanding and validation of findings This powerful combination of data types enriches the research process and outcomes.
This survey research aims to address the research question by targeting second-year students from the Mechanical Engineering department at MITC Data will be collected through a combination of questionnaires and semi-structured interviews, which will be analyzed to uncover meaningful insights.
“motivation of ME students for learning ESP” among the second-year students at MITC Additionally, students’ reports will be reviewed to provide further insights
Despite extensive research on learners' motivation for English for Specific Purposes (ESP), there has been no investigation into the motivation of students at MITC This survey seeks to address this gap by exploring the motivations of MITC students regarding their ESP learning To accomplish this, a survey research method will be implemented at MITC.
Established in 1978 in Phu Yen province, MITC operates under the Ministry of Industry and Trade to address the demand for skilled human resources essential for the industrial and economic development of central Vietnam The institution provides multi-disciplinary training, with a strong emphasis on mechanical engineering, which was recognized as a high-quality program in 2021 and is now aligned with Asian standards As a result, English for Specific Purposes (ESP) has been integrated as a mandatory subject in the curriculum, commencing in the third semester for both college and intermediate students.
This research will be conducted on 100 second-year students from course
The study conducted by the ME department at MITC from 2022 to 2025 targets male participants aged 18 to 20 It specifically focuses on second-year students, as this is the period when they can dedicate their efforts entirely to learning English for Specific Purposes (ESP) according to the school's academic schedule.
This study will utilize two research instruments—questionnaires and semi-structured interviews—to collect data The integration of these methods is expected to provide both valid and reliable results Quantitative data will be gathered through the questionnaires, while qualitative insights will be derived from the interviews.
Questionnaires are a popular data collection tool due to their ease of construction, versatility, and ability to quickly gather large amounts of information (Dornyei, 2003) Defined by Brown (2001) as written instruments that prompt respondents to react to a series of statements, questionnaires serve as a fundamental research instrument Mackey and Grass (2005) highlight their effectiveness in capturing attitudes, beliefs, and opinions from numerous participants However, challenges such as misinterpretation of questions by respondents can lead to inaccurate answers (Low, 1999) To mitigate these issues, researchers should use clear language and pilot the questionnaire with volunteers to ensure comprehension before distribution.
Prior to data collection, the researcher identified key elements of intrinsic and extrinsic motivation based on Self-Determination Theory (SDT) (see Appendix A-B) The questionnaire was first created in English and subsequently translated into Vietnamese to ensure clarity and comprehension for participants.
The survey utilized a questionnaire divided into two main sections to gather quantitative data The first section collected demographic information from participants, including gender, age, hometown, and years of English learning The second section comprised 14 questions addressing intrinsic and extrinsic motivation for learning English for Specific Purposes (ESP), based on Deci and Ryan's Self-Determination Theory (SDT) Participants rated their agreement with each statement on a five-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree."
Students completed a questionnaire designed to assess their motivation for learning English for Specific Purposes (ESP) Prior to distribution, the questionnaire underwent a pilot test with a group of students to ensure clarity and validity, with adjustments made as needed for improved user-friendliness The questionnaires were distributed in person, accompanied by clear instructions to ensure participants understood the content This method aimed to effectively gather necessary data while minimizing potential drawbacks Participants were informed of the voluntary nature and anonymity of the survey, and they were allotted approximately 10 minutes to complete the questionnaire before researchers collected the responses for analysis.
To control for measurement error, reliability was estimated for this study using statistical methods, including the Alpha Coefficient and Corrected Item – Total Correlation
A reliable scale should achieve a Cronbach's Alpha of 0.7 or higher, as noted by Nunnally (1978) and Hair et al (2009), ensuring both unidimensionality and reliability For preliminary exploratory studies, a threshold of 0.6 is deemed acceptable Generally, a higher Cronbach's Alpha coefficient indicates greater reliability of the scale.
3.2.3.1.2 Corrected Item – Total Correlation Coefficient
The Corrected Item-Total Correlation coefficient is a key indicator of the relationship between each observed variable and the other variables in a scale According to Cristobal E (2007) and colleagues, a quality scale should have observed variables with a Corrected Item-Total Correlation value of 0.3 or higher During a Cronbach's Alpha reliability test, any observed variable with a coefficient below 0.3 may be considered for removal A higher Corrected Item-Total Correlation value signifies a stronger positive correlation with other variables, indicating a higher quality of the observed variable.
The values of Cronbach’s alpha and Corrected Item - Total Correlation were as follows:
Cronbach's Alpha Based on Standardized Items N of Items
Table 1 shows that Cronbach's Alpha for the intrinsic motivation questions (Q1 to Q11) related to learning English for Specific Purposes (ESP) was 0.816, surpassing the acceptable threshold of 0.6 This impressive score underscores the relevance and reliability of the research instrument used.
Item-Total Statistics: Intrinsic Motivation
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Squared Multiple Correlation Q5 I feel that I have control over my learning ESP process
Q6 I feel confident in my ability to understand and use
Q7 I feel supported by my peers or classmates in learning ESP
Q9 Learning ESP has many benefits for me personally
Q10 I actively seek out opportunities to practice ESP
Q11 Learning ESP is important for achieving my future objectives
In Table 2, all observed variables have a Corrected Item – Total Correlation greater than 0.3, indicating reliability and the meaningfulness of the observed variables in explaining intrinsic motivation
Cronbach's Alpha Based on Standardized Items N of Items
Cronbach's Alpha for the extrinsic motivation questions (Q12 to Q18) related to learning English for Specific Purposes (ESP) was calculated at 0.775, surpassing the acceptable threshold of 0.6 This strong result underscores the relevance and effectiveness of the research instrument used in the study.
Item-Total Statistics: Entrinsic Motivation
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Squared Multiple Correlation Q12 I am motivated to learn ESP because of the grades I might receive
Q13 I feel compelled to learn ESP due to expectations from my family and peers
Q14 I learn ESP because I feel pressured by societal norms or expectations
Q15 The fear of failure is a significant factor driving my effort in learning
Q16 My motivation to learn ESP relies on external factors rather than personal interest or enjoyment
Q17 I feel compelled to learn ESP to meet external standards of success
Q18 I learn ESP because it is necessary for future academic or career opportunities, not because I enjoy it
FINDINGS AND DISCUSSION
This chapter presents the key findings from the study, utilizing data collected through questionnaires and semi-structured interviews It begins with a quantitative analysis of the questionnaires to explore the motivation of ME students for learning English for Specific Purposes (ESP) at MITC Following this, qualitative insights gained from the interviews are discussed to reveal the factors affecting ME students' motivation The chapter concludes with a comprehensive discussion that connects these findings to existing research in the field.
4.1 ME Students' Motivation for Learning ESP
The study investigated the motivation of ME students in learning English for Specific Purposes (ESP) by assessing their intrinsic and extrinsic orientations Researchers calculated mean scores and standard deviations for both motivational constructs to evaluate the students' overall attitude towards ESP learning.
Q5 I feel that I have control over my learning ESP process
Q6 I feel confident in my ability to understand and use
Q7 I feel supported by my peers or classmates in learning
Q9 Learning ESP has many benefits for me personally
Q10 I actively seek out opportunities to practice ESP
Q11 Learning ESP is important for achieving my future objectives
The top three intrinsic motivating factors for learning English for Specific Purposes (ESP) are highlighted in Table 7 Firstly, the statement "Learning ESP has many benefits for me personally" (M = 4.01) reflects that learners find personal satisfaction and fulfillment in mastering ESP, driving their motivation to continue Secondly, "I feel supported by my peers or classmates in learning ESP" (M = 3.89) emphasizes the crucial role of social support in creating an engaging learning environment, fostering active participation and collaboration among learners Lastly, "Learning ESP is important for achieving my future objectives" (M = 3.85) illustrates the perceived practical value of ESP in reaching personal and professional goals, motivating learners to invest time and effort into their studies.
Table 7 highlights four lower-scoring items related to learners' experiences with English for Specific Purposes (ESP) The item “I actively seek out opportunities to practice ESP” (M = 3.57) reflects a strong inclination for practical application, indicating that learners are proactive in enhancing their skills Meanwhile, “I enjoy learning ESP” (M = 3.42) shows moderate satisfaction, suggesting that while it may not be the most enjoyable activity, it still holds value for learners' motivation The item “I feel that I have control over my learning ESP process” (M = 3.41) indicates a perceived, albeit limited, sense of agency in directing their learning, which can enhance motivation Lastly, “I feel confident in my ability to understand and use ESP” (M = 3.10) received the lowest score, indicating varying confidence levels that may negatively impact motivation.
Addressing confidence issues through support and encouragement could bolster learners' motivation
Research indicates that intrinsic motivation plays a crucial role in the learning of English for Specific Purposes (ESP) among ME students This aligns with the findings of Ngo (2017) and Dang et al., highlighting the importance of intrinsic motivation in educational settings.
Research by Amengual-Pizarro (2017) and Ali (2017) highlights the significant role of intrinsic motivation in English language learning, particularly among ME students A key motivating factor identified was the belief that "Learning ESP has many benefits for me personally," indicating that students find personal fulfillment and satisfaction in their ESP learning journey This suggests that they perceive intrinsic rewards from acquiring ESP-related knowledge and skills, independent of external incentives According to Deci and Ryan's Self-Determination Theory, such intrinsic motivation is essential for sustaining rewarding activities and reflects individuals' internal desires and interests.
Mechanical Engineering (ME) students displayed a neutral level of confidence regarding their understanding and application of English for Specific Purposes (ESP) This neutrality may imply a lack of strong beliefs in their ESP capabilities, suggesting a limited initial interest in honing these skills Alternatively, it could indicate that while students are curious about ESP, they have not yet developed a strong intrinsic motivation to enhance these abilities This observation may represent the collective stance of the group.
Many ME students do not view English for Specific Purposes (ESP) as an essential skill related to their academic or professional goals Although they show some curiosity and willingness to explore ESP, they lack a strong internal motivation to actively pursue or master these skills.
ESP due to expectations from my family and peers
Q14 I learn ESP because I feel pressured by societal norms or expectations
Q15 The fear of failure is a significant factor driving my effort in learning ESP
ESP relies on external factors rather than personal interest or enjoyment
ESP to meet external standards of success
Q18 I learn ESP because it is necessary for future academic or career opportunities, not because I enjoy it
According to Table 8, the data indicates that the top three factors influencing extrinsic motivation include the statement, “I learn ESP because it is necessary for future academic or career opportunities, not because I enjoy it,” which received a mean score of 3.61 and a standard deviation of 1.091.
“I feel compelled to learn ESP to meet external standards of success” (Q17, M
= 3.28, SD = 1.074), and “The fear of failure is a significant factor driving my effort in learning ESP” (Q15, M = 3.23, SD = 0.983) The highest-ranked factor,
A recent study reveals that learners are primarily motivated to study English for Specific Purposes (ESP) due to pragmatic reasons related to future academic and career opportunities, with a mean score of 3.61 indicating a strong level of extrinsic motivation Additionally, the desire to meet external standards of success, reflected in a mean score of 3.28, emphasizes the influence of societal expectations and professional requirements on learners' engagement with ESP Furthermore, the fear of failure also plays a significant role in motivating learners, as indicated by the acknowledgment that negative outcomes, such as poor academic performance, drive their efforts in mastering ESP Overall, these findings highlight the substantial impact of external pressures and fear on learners' commitment to ESP education.
The study revealed that extrinsic motivation for learning English for Specific Purposes (ESP) was notably low, with participants indicating that their motivation was primarily influenced by external factors rather than personal enjoyment, as reflected in a mean score of 2.87 Additionally, the pressure from societal norms or expectations also contributed to a low motivation score of 2.54, highlighting the minimal impact of external influences on the learners' engagement with ESP.
Learners exhibit a strong preference for intrinsic motivations when it comes to learning English for Specific Purposes (ESP), with a mean score of 2.87 indicating that personal interest and enjoyment are prioritized over external influences The low mean scores of 2.54 and 2.53 for societal norms and familial or peer expectations, respectively, suggest that learners generally disagree with the notion that these external factors significantly pressure them to engage in ESP learning This trend highlights a limited influence of societal and familial expectations on learners' motivations, reinforcing the idea that intrinsic factors play a more crucial role in their educational pursuits.
The study reveals that ME students are more intrinsically motivated in learning ESP, with an average mean score of 3.60 for intrinsic motivation compared to 3.10 for extrinsic motivation This supports Deci and Ryan's Self-Determination Theory (SDT), highlighting the importance of intrinsic motivation in enhancing commitment and satisfaction in task performance While intrinsic motivation is crucial for sustained engagement and enjoyment, extrinsic motivation also plays a vital role in initiating actions and providing initial support, as suggested by SDT.
Research on extrinsic motivation in learning English for Specific Purposes (ESP) reveals that students are less influenced by external factors compared to intrinsic motivation Most students disagreed with statements indicating they felt compelled to learn ESP due to family or peer expectations, suggesting a lack of perceived external pressure Consequently, their motivation to learn ESP appears to stem more from intrinsic factors, such as personal interest, curiosity, or the perceived value of the subject, rather than societal norms or expectations.
Extrinsic motivation, while having a lesser impact on ME students' motivation for studying English for Specific Purposes (ESP), complements intrinsic motivation rather than undermining it Research indicates that ME students often view learning ESP as essential for future academic or career prospects rather than for enjoyment According to Deci and Ryan's Self-Determination Theory (SDT), intrinsic motivation is the most powerful form of motivation, yet extrinsic factors can become internalized over time, aligning with personal values and interests Striking a balance between intrinsic and extrinsic motivation is crucial for enhancing happiness, satisfaction, and performance ME students' focus on ESP as a means to achieve external goals can effectively boost their enthusiasm and passion for learning.
4.2 Factors Affecting ME Students’ Motivation for Learning ESP
Semi-structured interviews explored the research issues: the importance of motivation for learning ESP, factors that influence this motivation, and ways to enhance students' motivation
In response to the first interview question, “Do you think motivation for learning ESP is important? Why?”, data from the interviews indicated that all
CONCLUSION
This chapter summarizes the key findings and discussions from the study, focusing on practical implications to boost ME students' motivation for learning English for Specific Purposes (ESP) at MITC It also outlines the research limitations, offers recommendations, and highlights the contributions of the study.
This study provided several insights into intrinsic motivation, extrinsic motivation, and factors influencing ME students’ motivation for learning ESP
To address research concerns, this study adopted a mixed-method design, collecting quantitative data using questionnaires and qualitative data through follow-up interviews
Research indicates that ME students are primarily intrinsically motivated to learn English for Specific Purposes (ESP), aligning with findings from Ngo (2017), Dang et al (2021), Amengual-Pizarro (2017), and Ali (2017) A significant number of these students recognize that "Learning ESP has many personal benefits" as a major incentive However, they display a neutral level of confidence in their ESP comprehension and usage skills This lack of strong conviction regarding their abilities may reflect a limited initial intrinsic motivation, suggesting that while they are curious about ESP, they have yet to cultivate a robust internal drive to enhance these skills.
Extrinsic motivation plays a lesser role in motivating ME students in English for Specific Purposes (ESP), yet it can enhance their intrinsic motivation Research shows that ME students primarily believe that learning ESP is essential for their future academic and career prospects, rather than for personal interest or enjoyment.
I enjoy it” This external factor can also help improve their confidence in their ability to understand and use ESP
5.2 Implications for Improving ME Students' Motivation For Learning ESP at MITC
The study highlights that intrinsic motivation significantly influences the learning of English for Specific Purposes (ESP), surpassing the effects of extrinsic motivation Key factors such as interest, passion, and autonomy are essential in driving this intrinsic motivation However, sustaining intrinsic motivation over time requires the support of external factors According to Deci and Ryan's Self-Determination Theory (SDT), extrinsic motivation can bolster intrinsic motivation when aligned with an individual's basic psychological needs Consequently, the findings suggest that students, teachers, and administrators should adopt agile approaches to enhance ESP learning effectively.
ME students exhibit strong intrinsic motivation to learn English
ME students on their path to mastering ESP
To enhance motivation for learning English for Specific Purposes (ESP), students should leverage both intrinsic and extrinsic factors, utilize effective teaching methods, and engage in supportive learning environments Establishing clear goals for their ESP studies helps maintain focus and direction Additionally, recognizing the career and personal benefits of ESP skills makes the learning process more relevant and motivating, as understanding the practical applications of ESP can significantly boost student engagement.
To achieve academic success, ME students should develop a structured study plan that clearly outlines their study schedule and maintains consistency This organized approach not only enhances focus but also keeps learning engaging by incorporating a variety of resources, including textbooks, online courses, videos, podcasts, and language learning apps.
To enhance your English for Specific Purposes (ESP) skills, engage in real-world experiences such as internships, part-time jobs, volunteering, and joining relevant clubs and organizations Participating in study groups can also be beneficial, as they offer collaborative support, practical practice opportunities, and diverse perspectives that deepen comprehension.
ME students should actively seek constructive feedback from teachers, mentors, or peers to identify their progress and areas for improvement, which helps maintain motivation Staying positive and persistent in the face of challenges is crucial, as improvement requires time and effort Utilizing language learning apps and online platforms can provide interactive and engaging methods for practicing ESP Approaching learning with curiosity and an open mind enhances motivation and enjoyment in the process By following these strategies, ME students can effectively boost their motivation and enrich their ESP learning experience.
ESP teachers should emphasize the intrinsic motivation of ME students, who recognize that learning English for Specific Purposes (ESP) offers significant benefits, including improved job prospects By highlighting these advantages and facilitating discussions on relevant topics and practical issues within the field, educators can effectively stimulate students' interest in mastering ESP.
Interest, passion, and autonomy are crucial factors influencing learners' motivation To enhance these elements, teachers should implement strategies that align English for Specific Purposes (ESP) learning with students' personal goals and career aspirations Encouraging exploration of ESP topics connected to students' interests and hobbies, providing practical application opportunities for ESP skills, and motivating students to set personal learning goals are effective methods to foster engagement and motivation in the classroom.
The study revealed that external factors significantly enhance motivation for learning English for Specific Purposes (ESP), particularly through engaging teaching methods To foster this motivation, educators should implement diverse and creative instructional strategies that align with students' individual learning styles and preferences Furthermore, a teacher's enthusiasm plays a crucial role in inspiring students, encouraging them to remain motivated in their ESP studies.
Administrators are essential in designing training and assessment programs that enhance the motivation of mechanical engineering (ME) students to learn English for Specific Purposes (ESP) By creating a curriculum that effectively integrates ESP with core mechanical engineering subjects, students can better appreciate the relevance and application of language skills in their field Furthermore, tailoring ESP content to meet the unique needs and interests of ME students, particularly through the inclusion of industry-specific vocabulary and scenarios, is vital for fostering engagement and practical understanding.
Administrators should prioritize formative assessments that offer continuous feedback, enabling students to recognize their improvement areas These assessments must focus on evaluating students' application of English for Specific Purposes (ESP) skills in practical engineering scenarios, including presentations, reports, and project work Additionally, conducting regular surveys and gathering student feedback is crucial for understanding their needs and refining training and assessment programs accordingly.
By taking these steps, administrators can create a more motivating and effective learning environment for mechanical engineering students studying ESP, ultimately enhancing their language skills and career readiness
Despite substantial investment, this research has inherent limitations, primarily due to its narrow scope, which focuses solely on ME students because of time constraints Furthermore, the small sample size of participating students restricts the generalizability of the findings regarding motivation in learning English for Specific Purposes (ESP).