An investigation into demotivating factors influencing on students’ english learning at ton duc thang university

STATEMENT OF AUTHORSHIP I certify that this thesis entitled “An investigation into demotivating factors influencing on students’ English learning at Ton Duc Thang University” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of this thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, December 2016 i ACKNOWLEDGEMENTS I would like to express my deepest gratitude to all of the following people for helping me complete my thesis Firstly, I would like to express my special thanks to my supervisor, Dr Đặng Tấn Tín for his helpful assistance and guidance This thesis could have never been completed without his enthusiastic counsel and support Secondly, I am extremely grateful to all of the lecturers of the TESOL program at Ho Chi Minh City Open University for their helpful instructions during my M.A course My appreciation also goes to my TESOL7 classmates for sharing me with a lot of useful materials to complete my thesis In addition, my profound gratitude is also conveyed to the managing board, the English teaching staff in the academic year of 2015–2016 at Tôn Đức Thắng University of for giving me the best conditions to conduct the study Last but not least, I would like to express my gratitude to my beloved family and my friends at the same group under supervision of Dr Đặng Tấn Tín for their support and encouragement during the time of completing my thesis ii ABSTRACT In the field of foreign language education, demotivation has been widely regarded as a major cause which negatively influences learners’ attitudes and behaviors, leading to their undesired learning outcomes Recognizing demotivating factors to EFL students’ learning, teachers can eliminate the possible causes of demotivation Despite the importance of teachers’ know-how about demotivating factors to EFL students’ learning, only a limited number of studies have been carried out to understand and handle that problem at Vietnamese educational context Realizing the gap unfilled in the existing literature, this study attempts to investigate into the likely demotivating factors in English language learning at Ton Duc Thang University in Ho Chi Minh City The study was conducted as quantitative research The sample of this study responded to 47-item questionnaires to find out the demotivating factors that affect students' English learning at Ton Duc Thang University The data were collected through the questionnaire which was directly delivered to students The results revealed that students at Ton Duc Thang University felt demotivated because of teachers’ competence and teaching styles, learning contents, learners’ self-determination, and learners’ language utility Among the reported factors, learning contents most demotivate learners in learning whereas learning context is the least influential factor to students’ attitudes toward and interests in learning English It is suggested that the university administrators, and teachers need to make changes in English curricula so that students find more motivation and encouragement toward learning English In addition, students themselves should build up intrinsic motivation in learning English They should also try to overcome undesirable external factors that diminish their motivational basis of their language learning Prospective studies can analyze qualitative data in order to deeply probe other demotivating factors to EFL students’ learning and their attitudes about those factors iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS viii LIST OF ABBREVIATIONS xii LIST OF TABLES ix LIST OF FIGURES xi LIST OF APPENDIX xii CHAPTER 1: INTRODUCTION 1.1 Introduction 1.2 Background of the study 1.3 Statement of problem 1.4 Purposes of the study 1.5 Research questions 1.6 Scope of the study 1.7 Significance of the study 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Motivation in language learning 2.2.1 Definitions of motivation viii 2.2.2 Developments in L2 motivation research 10 2.3 Demotivation in language learning 12 2.3.1 Definitions of demotivation 12 2.3.2 External and internal demotivation 13 2.3.3 Demotivating factors toward English language learning 16 2.3.4 Categories of demotivation in language learning 20 2.3.5 Development of L2 demotivation research 23 2.3.6 Demotivation and the related term Amotivation 25 2.4 Empirical studies on related research 27 2.5 Summary of previous studies on demotivation 34 2.6 Research gap 36 2.7 Summary 37 CHAPTER 3: RESEARCH METHODOLOGY 38 3.1 Research orientation 38 3.2 Research context 38 3.3 Learning material 39 3.4 Participants 40 3.5 Instrument for data collection 41 3.5.1 Rationale for the questionnaire 42 3.5.2 Description of the questionnaire to the students 43 3.6 Methods for data collection 44 3.6.1 Pilot study 44 3.6.2 Pilot of the questionnaire 44 3.6.3 Reliability of the questionnaire 46 ix 3.7 Method for data analysis 47 3.8 Research procedure 48 3.9 Summary 50 CHAPTER 4: FINDINGS AND DISCUCSSIONS 51 4.1 Introduction 51 4.2 Students’ background information 52 4.3 Research question 1: Level of demotivation 53 4.3.1 Findings 53 4.3.2 Discussion for research question 58 4.4 Research question 2: Demotivating factors 60 4.4.1 Findings 60 4.4.2 Discussion for research question 70 4.5 Chapter summary 73 CHAPTER CONCLUSION AND RECOMMENDATION 74 5.1 Introduction 74 5.2 Conclusion 74 5.2.1 Students’ level of demotivation 74 5.2.2 Demotivating factors on students learning English as a foreign language 74 5.3 Recommendations 77 5.3.1 Teachers’ competence and teaching style 77 5.3.2 Learning context 77 5.3.3 Learning content 78 5.3.4 Students’ self-determination 79 5.3.5 Learners’ language utility 79 x 5.4 Limitations and suggestions for further research 80 REFERENCES 81 APPENDIX 89 xi LIST OF ABBREVIATIONS EFL: English as Foreign Language ESL: English as Second Language L2: Second language TDT: Ton Duc Thang TOEIC: Test of English for International Communication PET: Preliminary English Test IELTS: International English Language Test System xii LIST OF TABLES Table 2.5: Components of demotivation by Oxford Table 3.3: Detail descriptions of participants Table 4.2: Number of Participants Table 4.3a: Cronbach’ Alpha for Level of demotivation Table 4.3b: Mean values of Levels of demotivation Table 4.3c: Frequency and percentage of level of demotivation Table 4.4.1.1a: Reliability for Teacher's competence and teaching styles Table 4.4.1.1b: Mean values for Teacher's competence and teaching styles Table 4.4.1.1c: Frequency and percentage for Teacher's competence and teaching styles Table 4.4.1.2a: Reliability test for leaning context Table 4.4.1.2b: Mean values of learning context Table 4.4.1.2c: The frequency and percentage for learning context Table 4.4.1.3a: Reliability test for learning content Table 4.4.1.3b: Mean values for learning content Table 4.4.1.3c: The frequency and percentage of learning content Table 4.4.1.4a: Reliability test for Learners' self-determination Table 4.4.1.4b: Mean values for Learners’ Self-determination Table 4.4.1.4c: The frequency and percentage for learners’ Self-determination Table 4.4.1.5a: Reliability test for Learners' language utility ix Table 4.4.1.5b: Mean values for learners’ language utility Table 4.4.1.5c: The frequency and percentage for learners’ language utility Table 5.2.2: The most demotivating factors x The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University Coleman, J A (2009) Why the British not learn languages: Myths and motivation in the United Kingdom Language Learning Journal, 37(1), 111 - 127 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University Zhang, Q (2007) Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States Communication Education, 56, 209-227 Page 88 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University APPENDIX QUESTIONNAIRE This survey questionnaire is designed for collecting data for the study The Impacts of Demotivating Factors on Students’ Language Learning at Ton Duc Thang University Your completion of this questionnaire is highly appreciated The information collected will be kept confidential and used for research purpose only Please complete this questionnaire by checking your opinions on the following sentences A BACKGROUND INFORMATION Are you…? Male Female Which year are you in? - 1st yr / freshman - 2nd yr / sophomore - 3rd yr / junior - 4th yr / senior How long have you learnt English? - From to 10 years - More than 10 years B CHARACTIERISTICS OF DEMOTIVATED STUDENTS Tick (√) the box at the statements which are true in your current situation and leave the blank if they are not I am not interested in learning English I lose my effort to learn English I don’t want to cooperate with my friends in English classes I rarely my homework I don’t believe in my own capabilities of learning English If you have two ticks (√) Please the tables below Page 89 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University C LEVEL OF DEMOTIVATION The following statements are bout your demotivation toward learning English Use these scales blow to mark as accurately as possible: Strongly disagree Disagree Neutral Agree Strongly agree LD Level of demotivation LD1 I have no desire to know all aspects of English LD2 I am weak in English and cannot learn it LD3 I don’t bother checking my assignments when I get them back from my English teacher LD4 When I am studying English, I am distracted and often lose attention LD5 I am afraid of making mistakes when speaking or reading English LD6 I get confused when I want to self-study English, so I don’t want to learn English LD7 Learning English is a waste of time English is not important because it is unnecessary in my life Knowing English is not really an important goal in my life LD8 LD9 LD10 I dislike the countries in which English is spoken LD11 My classmates discourage me in learning English LD12 My teacher’s teaching style is boring LD13 The lessons and homework are difficult D DEMOTIVATING FACTORS IN ENGLISH LEARNING TS Teachers’ Competence and Teaching Styles Scale TS1 Teacher’s pronunciation of English is poor Page 90 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University TS2 Teachers’ teaching style is boring and uncreative TS3 Teachers seldom conduct a variety of activities TS4 Teachers lack care and enthusiasm TS5 Teacher’s teaching pace is inappropriate TS6 Teachers not encourage students for learning English TS7 Teachers ridicule students’ mistakes TS8 Teachers discriminated among strong and weak students LX Learning context LX1 The schedule for English subject is unfavorable LX2 The class time for English learning is limited LX3 The atmosphere in English class is boring and stressful LX4 The number of students in English class is large 5 LX5 The teaching and learning facilities are old and insufficient LX6 I seldom have chances to speak English LN Learning contents LN1 The topics in the textbook are uninteresting LN2 The topics in the textbook are unfamiliar LN3 The tasks in the textbook are difficult to complete LN4 The amount of knowledge in the textbook is too large LN5 Most of the lessons focus on translation LN6 Most of the lessons focus on grammar LN7 Most of the lessons are examination-oriented LN8 Authentic materials (videos, audios, and pictures, etc) are not used frequently in class LI Learners’ Self-determination DE1 I am unable to study English well Page 91 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University DE2 Mistakes in learning English make me sad and I don’t want to try more DE3 I have difficulty memorizing English words and phrases DE4 I have difficulty memorizing English grammar rules DE5 To be honest, I really have no desire to learn English DE6 I wish I were fluent in English DE7 I want to learn English so well but it will never become natural to me EU Learners’ language Utility EU1 I seldom have chances to communicate in English EU2 There are few English clubs at school for me to join EU3 Few school mates use English to communicate even in English class or English zone EU4 I have no time to join out-of-school English clubs EU5 English language has no use in my future job Thank you!! Page 92 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University PHIẾU CÂU HỎI DÀNH CHO SINH VIÊN Phiếu câu hỏi thiết kế với mục đích thu thập liệu cho đề tài nghiên cứu khoa học có tên “ Ảnh hưởng yếu tố gây động lực việc học ngôn ngữ sinh viên trường đại học Tôn Đức Thắng” Sự thành thật câu trả lời có giá trị nghiên cứu Thông tin thu thập từ phiếu khảo sát giữ bí mật sử dụng cho mục đích nghiên cứu Xin bạn vui lịng đánh dấu (√) vào câu trả lời lựa chọn A THÔNG TIN CÁ NHÂN Giới tính Nam Nữ Bạn sinh viên học tiếng anh năm thứ mấy? Năm Năm thứ Năm thứ Năm thứ 4 Bạn học tiếng anh bao lâu? Từ 7- 10 năm Hơn 10 năm B ĐẶC ĐIỂM CỦA SINH VIÊN BỊ MẤT ĐỘNG LỰC HỌC Tích vào ô vuông câu sau với tình bạn Tôi không hứng thú với việc học tiếng Anh Tôi nghị lực việc học tiếng Anh Tôi không muốn hợp tác với bạn lớp học tiếng Anh Tôi làm tập nhà Tơi khơng có khả học tiếng Anh Nếu câu phản ánh tình trạng bạn, tiếp tục với câu hỏi sau Page 93 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University C MỨC ĐỘ MẤT ĐỘNG LỰC HỌC Những câu sau nói việc hứng thú việc học tiếng anh Xin vui lòng sử dụng cấp độ sau để đánh giá xác nhất: Hồn tồn khơng đồng ý Khơng đồng ý Phân vân Đồng ý Rất đồng ý LD Mức độ động lực LD1 Tơi khơng có khao khát học tất khía cạnh tiếng Anh Anh LD2 Tôi học tiếng Anh dở, nên học tốt LD3 Tôi không quan tâm đến tập nhà giáo viên yêu cầu làm LD4 Khi học tiếng Anh, bị xao nhãng thường tập trung LD5 Tơi sợ làm sai nói đọc tiếng Anh LD6 Tôi cách tự học tiếng Anh LD7 Học tiếng Anh lãng phí thời gian LD8 Tiếng Anh không quan trọng khơng cần thiết sống LD9 Việc học tiếng Anh mục tiêu quan trọng sống LD1 Tơi khơng thích nước nói tiếng Anh LD1 Bạn lớp làm cho không hứng thú việc học tiếng Anh LD1 Phong cách/phương pháp giảng dạy giáo viên chán 5 LD1 Các học tập nhà khó 2 Page 94 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University D NHỮNG YẾU TỐ GÂY MẤT ĐỘNG LỰC HỌC TIẾNG ANH TS Khả phong thái giáo viên Scale TS1 Phát âm giáo viên dở TS2 Phong thái giáo viên chán không sáng tạo TS3 Giáo viên tổ chức hoạt động lớp TS4 Giáo viên vơ tâm khơng nhiệt tình TS5 Những bước giảng dạy giáo viên không phù hợp TS6 Giáo viên không động viên sinh viên việc học tiếng Anh TS7 Giáo viên nhạo báng lỗi sai sinh viên anh viên phân biệt sinh viên giỏi sinh viên yếu TS8 Giáo LX1 Lịch học tiếng anh không phù hợp LX2 Giờ học tiếng anh hạn chế LX3 Khơng khí lớp học tiếng anh chán căng thẳng LX4 Số lượng học viên đông LX5 Giáo viên đến lớp với trang thiết bị cũ kĩ LX6 Học viên khơng có hội nói tiếng anh lớp LN1 Nội dung học không thú vị cũ kĩ LN2 Chủ đề học không quen thuộc LN3 Bài tập sách q khó để hồn thành LN4 Khối lượng kiến thức sách lớn LN5 Hầu hết học tập trung vào việc dịch LN6 Hầu hết học tập trung vào ngữ pháp LN7 Hầu hết học tập trung vào đối phó đề thi LX LN Ngữ cảnh học tập Nội dung học Page 95 The Impacts of Demotivating Factors on Students’ Learning at Ton Duc Thang University LN8 Các tài liệu học ( thu hình, thu âm, tranh ảnh ) từ người xứ không dung thường xuyên LI Quyết định người học DE1 Tôi yếu tiếng anh tơi khơng muốn học DE2 Tôi không muốn mặt nói hay đọc tiếng anh DE3 Tôi không nhớ từ vựng cụm từ DE4 Tôi không nhớ ngữ pháp DE5 Tôi thật không muốn học tiếng anh DE6 Tơi ước tơi học tiếng anh trơi chảy DE7 Tôi muốn học tiếng anh tốt điều khơng đến với EU Việc sử dụng ngôn ngữ người học EU1 Tôi có hội để giao tiếp tiếng anh EU2 Khơng có câu lạc tiếng anh để tham gia EU3 Rất có học viên dùng tiếng anh môi trường học tiếng anh EU4 Tơi khơng có thời gian tham gia câu lạc tiếng anh học EU5 Tôi không dùng tiếng anh công việc 5 Chân thành cảm ơn bạn ! Page 96 ... Demotivating Factors on Students’ Learning at Ton Duc Thang University 2.3 Demotivation in language learning 2.3.1 Definitions of demotivation As mentioned above, research on motivation generates... phenomenon of demotivation take place among students at Ton Duc Thang University? What factors demotivate students learning English as a foreign language at Ton Duc Thang University? 1.6 Scope... problem at Ton Duc Thang University; the researcher conduct the study of “The impact of demotivating factors on students at Ton Duc Thang Univeristy in leanring English? ?? with the aims at investigating