The relationship between language learning motivation and language learning strategy use of vietnamese employees at honda company, vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ******************* HOÀNG THỊ HOA THE RELATIONSHIP BETWEEN LANGUAGE LEARNING MOTIVATION AND LANGUAGE LEARNING STRATEGY USE OF VIETNAMESE EMPLOYEES AT HONDA COMPANY, VIETNAM MỐI QUAN HỆ GIỮA ĐỘNG LỰC HỌC NGÔN NGỮ VÀ VIỆC SỬ DỤNG CHIẾN THUẬT HỌC NGÔN NGỮ CỦA NHÂN VIÊN NGƯỜI VIỆT CÔNG TY HONDA, VIỆT NAM M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ******************** HOÀNG THỊ HOA THE RELATIONSHIP BETWEEN LANGUAGE LEARNING MOTIVATION AND LANGUAGE LEARNING STRATEGY USE OF VIETNAMESE EMPLOYEES AT HONDA COMPANY, VIETNAM MỐI QUAN HỆ GIỮA ĐỘNG LỰC HỌC NGÔN NGỮ VÀ VIỆC SỬ DỤNG CHIẾN THUẬT HỌC NGÔN NGỮ CỦA NHÂN VIÊN NGƯỜI VIỆT CÔNG TY HONDA, VIỆT NAM M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Tô Thị Thu Hương, PhD HANOI - 2016 DECLARATION I hereby declare that my thesis submitted for the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, apart from the help recognized, is my own work Also, this paper has not been submitted to any other formal course of study Hanoi, 2016 Ho ng Thi Hoa i ACKNOWLEDGEMENTS I would like to send my thank you to many individuals for their invaluable help during the conduct of the research First and foremost, I would like to express my profound gratitude to my supervisor, Dr To Thi Thu Huong, who gave me enthusiastic instructions, precious support and critical feedback on the construction of the study This has always been one of decisive factors in the completion of this thesis Second, I also wish to thank all the doctors and lecturers of the Faculty of Postgraduate Studies, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures, which are partly applied in this study Next, I would like to send my deep sense of thanks to Vietnamese employees at Honda Co., Vietnam for their cooperation and the valuable information they provided in my research field Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my boyfriend, Thanh Nguyen, and my best friend, Sao Bui, who have always been helpful to me throughout the research Last but not least, I thank almighty the graders and readers for their interests, evaluation and feedback on this thesis ii ABSTRACT This research aims to investigate the correlation between language learning motivation and language learning strategy use by Vietnamese employees at Honda company To seek answers for the issue, a questionnaire was conducted to collect the answers from 120 Vietnamese employees at Honda company The first section of the questionnaire was about how often the students used instructed strategies in learning English and found out whether these students use any other strategies than instructed ones, and the second section was created to collect information about the participants‟ motivation level The data were then analyzed and presented in the forms of frequency, percentage and charts and tables The results indicated that all the instructed strategies were used by the majority of the respondents and the participants also applied some other strategies that could be considered belonging to memory and social groups in their English learning, and among the four types of motivation, their reported instrumental motivation was of the highest level Importantly, the study found a significant, positive, and moderate correlation between motivation and language learning strategy use Moreover, different types of motivation are shown to have different correlations with strategy use Finally, the significant contributions of integrative and intrinsic motivation to strategy use were revealed, which went beyond the correlational analysis for the relationship as often observed in other studies iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS .vi LIST OF FIGURES vii CHAPTER 1: INTRODUCTION 1.1 The statement of problem and rationale for the study 1.2 Significance of the study 1.3 Objectives of the study and research questions 1.4 Method of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Language learning strategies .6 2.1.1 Definitions and characteristics of language learning strategies 2.1.2 Classification of learning strategies 2.1.3 The role of language learning strategies in language learning and teaching 12 2.2 Motivation in language learning 13 2.2.1 Definitions of motivation 13 2.2.2 Types of motivation in language learning 14 2.3 Language learning strategies and motivation in language learning 17 3.3.1 Data collection instrument 22 3.4 Data analysis procedure 26 4.1 The range of language learning strategies used by Vietnamese employees at Honda Company, Vietnam 29 4.1.1 Memory strategies 29 4.1.2 Cognitive strategies 31 4.1.3 Compensation strategies 32 4.1.4 Metacognitive strategies 34 4.1.5 Affective strategies 36 4.1.6 Social strategies 37 4.2 The Vietnamese employees‟ dominant types of motivation for English language learning 41 iv 4.2.1 Integrative motivation 42 4.2.2 Instrumental motivation 43 4.2.3 Resultative motivation 45 4.2.4 Intrinsic motivation 47 4.3 The correlation between students‟ use of LLSs and their types of motivation in English learning 48 CHAPTER 5: CONCLUSION 52 APPENDICES I APPENDIX I v LIST OF ABBREVIATIONS Co.: company EFL: English as foreign language LS: learning strategy LSs: learning strategies LLS: language learning strategy LLSs: language learning strategies MA: Master of Arts vi LIST OF FIGURES Figure 1: Frequency of using memory strategies 29 Figure 2: Frequency of using cognitive strategies 31 Figure 3: Frequency of using compensation strategies 33 Figure 4: Requency of using metacognitive strategies 35 Figure 5: Frequency of using affective strategies 37 Figure 6: Frequency of using social strategies 38 Figure 7: The percentage of regular use of the most and the least popular strategies …………………39 Figure 8: The students' integrative motivation 42 Figure 9: The students' instrumental motivation 44 Figure 10: The students' resultative motivation 45 Figure 11: The students' intrinsic motivation 48 vii CHAPTER 1: INTRODUCTION 1.1.The statement of problem and rationale for the study That well-paid attention to the second language learners and their learning instead of teachers and teaching methods in the recent decades by researches has been an indispensable and meaningful educational renovation that provides more comprehensive perception on second language education for both teachers and learners The studies of second language learning and their effectiveness that started to be focused prominently since the second half of the twentieth century (Ellis, 2003) This is well-known when various researches have been launched and they concentrated on how learners deal with their own learning and what makes good language learners The prominent contributions to this field can be known as the studies by Stern in 1975, Oxford in 1990, and Griffiths in 2003 These researchers made it clearer that a lot of responsibility for the second language learning‟s effectiveness and success is on students themselves with their ability to take advantage of opportunities for learning Moreover, the strategies and techniques that language learners exploit to acquire the language and solve challenges in their language learning have been a thriving area of research, especially in L2.Since Rubin and Stern (1970) revealed in their works that the use of language learning strategies (LLSs) was beneficial for second language learning Bialystok (1978, p 71) also agreed that learning strategies were the “optimal means for exploiting available information to improve competence in a second language” Later, in 1990, in her work, Oxford found that students can self-study effectively if using LLSs In addition, the use of language learning strategies leads to better proficiency or achievement in mastering the target language (Lee, 2003; O‟Malley and Chamot, 1990; Rahimi et at., 2008; Griffiths, 2003; Hong, 2006; Oxford, 1993) Besides, the variables affecting language learning strategy use were also taken into consideration by several scholars Those factors might consist of degree of education contexts Theory and practice in Language Studies, 1(4), 319-326 Hayati, N (2015) A study of English language learning beliefs, strategies, and English academic achievement of the ESP students of Stienas Samarinda Dinamika Ilmu, 15(2), 297-323 Hernandez, T (2006) Integrative motivation as a predictor of success in the intermediate foreign language classroom Foreign Language Annals, 39, 605617 Khamkhien, A (2010) Factors affecting 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responses to this survey questionnaire would be of great value to the final product of the research This is not a test, so there is no “right” or “wrong” Please give your answer sincerely because that is the only way to ensure the significance and success of this research Thank you very much for your cooperation This is merely a study so you can be confident that you will not be identified under any circumstances The questionnaire is pages long and requires about 20 minutes to complete SECTION 1: Strategy Inventory for Language Learning (Version 7.0 (ESL/EFL)  R.L.Oxford, 1989) Please put a tick on appropriate number that tells HOW TRUE OF YOU THE STATEMENT IS Never or almost never true of me PART A: Memory strategies I think of relationships between what I already kno and new things I learn in English I use new remember them I connect the sound of a new English word and an image or picture of the word to help me remember the word I remember a new English word by making a menta picture of a situation in which the word might be used I use rhymes to remember new English words I use flashcards to remember new English words I physically act out new English words I review English lessons often I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign Part B: Cognitive strategies 10 I say or write new English words several times 11 I try to talk like native English speakers 12 I practice the sounds of English 13 I use the English words I know in different ways 14 I start conversations in English 15 I watch English language TV shows or go to movie spoken in English 16 I read for pleasure in English 17 I write notes, messages, letters, or reports in Englis 18 I first skim an English passage (read it quickly) the go back and read carefully 19 I look for words in my own language that are simila to new words in English 20 I try to find patterns in English II 21 I find the meaning of an English word by dividing into parts that I understand 22 I try not to translate word-for-word 23 I make summaries of information that I hear or read in English Part C: Compensation strategies 24 To understand unfamiliar English words, I make guesses 25 When I can‟t think of a word during a conversation English, I use gestures 26 I make up new words if I not know the right one in English 27 I read English without looking up every new word 28 I try to guess what the other person will say next in English 29 If I can‟t think of an English word, I use words or phrases that mean the same thing Part D: Metacognitive strategies 30 I try to find as many ways as I can to use my Englis 31 I notice my English mistakes and use that informati to help me better 32 I pay attention when someone is speaking English 33 I try to find out how to be a better learner of Englis 34 I plan my schedule so I will have enough time to study English 35 I look for people I can talk to in English 36 I look for opportunities to read as much as possible English III 37 I have clear goals for improving my English skills 38 I think about my progress in learning English Part E: Affective strategies 39 I try to relax whenever I feel afraid of using English 40 I encourage myself to speak English even when I a afraid of making a mistake 41 I give myself a reward or treat when I well in English 42 I notice if I am tense or nervous when I am studyin or using English 43 I write down my feelings in a language learning diary 44 I talk to someone else about how I feel when I am learning English Part F: Social strategies 45 If I not understand something in English, I ask t other person to slow down or to say it again 46 I ask English speakers to correct me when I talk 47 I practice English with other students 48 I ask for help from English speakers 49 I ask questions in English 50 I try to learn about the culture of English speakers 51 Please list other strategies that you use but we failed to specify here (if any): ………………………………………………………………………………… …… IV SECTION 2: Motivation for language learning Please answers the following questions by put a tick on appropriate number: Strongly Disagree PART 1: Integrative motivation: I because…… I love the language as it is such a beautiful langua It will enable me to understand and appreciate mo English life style and culture I am movies, stories, articles, …) I enjoy meeting and having conversation with frie people who speak English, especially those from English speaking countries PART 2: Instrumental motivation: I learn Engl English will help me if I should ever travel abroad English will be helpful for my career (progress up career getting It will enable business Other people will respect me more if I know Engl I will be able to search for information and materi English for my work 10 English will help me to communicate with others 11 It will enable me to further my education V 12 I need (IELTS, TOEFL, TOEIC, …) 13 It will enable me to keep up with development of economy, science and technology (globalization) PART 3: Resultative motivation: 14 My results or achievement in English learning inc decrease my motivation 15 My motivation increases as a result of GOOD SUCCESSES, the prizes, praise in English learning and using 16 My motivation increases as a result of BAD resul FAILURES in English learning and using PART 4: Intrinsic motivation: 17 I always enjoy learning English 18 I feel freer to express myself in English than I language 19 I would like to try to use the English General information Name: Age: _ English class: Thank you for your cooperation! VI ... language learning strategy and their motivation for learning English of Vietnamese employees at Honda company, Vietnam 1.2 Significance of the study As a study on the relationship between LLS use and. .. strategies used by Vietnamese employees at Honda Vietnam? What are Vietnamese employees? ?? dominant types of motivation for English language learning? In what way does Vietnamese employees? ?? use of. .. a deeper look at the relationship between motivation and the use of LLSs, and the researcher decided to work with the case of Vietnamese employees at Honda company in Vinh Phuc, Vietnam, who are