(Luận văn thạc sĩ) a study on english learning goals and motivation of the second – year students at military academy of logistics

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES *************************** ĐÀO NGUYỄN THÚY HÀ A STUDY ON ENGLISH LEARNING GOALS AND MOTIVATION OF THE SECOND – YEAR STUDENTS AT MILITARY ACADEMY OF LOGISTICS (Nghiên cứu mụ ti u v si h vi g học tiếng Anh ăm hai Học viện Hậu cần) 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 ĐÀO NGUYỄN THÚY HÀ A STUDY ON ENGLISH LEARNING GOALS AND MOTIVATION OF THE SECOND – YEAR STUDENTS AT MILITARY ACADEMY OF LOGISTICS (Nghiên cứu mụ ti u v si h vi g học tiếng Anh ăm hai Học viện Hậu cần) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Asso Prof Dr L Vă Ca h HANOI, 2016 DECLARATION I certify that this thesis is entirely my own work Documented references have been fully provided I have not been submitted this thesis for assessment in any other formal course of study Hanoi, 2016 Đ o Nguyễn Thúy Hà i ACKNOWLEDGEMENTS First and foremost, I would like to acknowledge with great attitude to the support, guidance and invaluable critical feedbacks which I have received from my supervisor Dr Le Van Canh in completion of this research I would also like to express my thankfulness to all the teachers at English Department, Military Academy of Logistics (MAL) for their help in completing the survey questionnaire as well as for their willingness to share the ideas on the accomplishment of the study My sincere thanks are also extended to the second – year students at MAL who have actively participated in the study when I collected the data for this thesis Without their help, this project could not have been completed Last but not least, I would like to express my heartfelt gratitude to the members of my family who have constantly supported, inspired and encouraged me to carry out the thesis Hanoi, 2016 Đ o Nguyễn Thúy Hà ii ABSTRACT This study is aimed at investigating learning goals and motivation of the second- year students in learning English at Military Academy of Logistics, Hanoi The main purposes of this study were to find out: (1) the student‟s learning goals regarding English learning; (2) the relationship between learning goals and motivation The subjects of this study were 120 second – year students at Military Academy of Logistics These students were invited to answer the questionnaire and some of them joined in the interview The study consists of three main parts The first one is an introduction including the rationale, aims, research questions, significance, scope, methods, and design of the study The second part contains four chapters Chapter I focuses on the theoretical background of the study, which is about learning goals and motivation Chapter II is about the methodology of the study Chapter III deals with data analysis Chapter IV presents major findings based on data analysis The last past offers the summary of the study, limitations and suggestions for further research iii LIST OF CHARTS AND TABLES Table 1: Common Reference Levels: self-assessment grid (Level B1) Table 2: Common Reference Levels: Qualitative aspects of spoken language use Table 3: Student‟s goals toward learning Speaking skill Table 4: Student‟s goals toward learning Listening skill Table 5: Student‟s goals toward learning Writing skill Table 6: Student‟s goals toward learning Reading skill Table 7: The frequency distribution of items measuring extrinsic motivation (n = 120) Table 8: The frequency distribution of items measuring intrinsic motivation (n=120) Table 9: Student‟s desire to learn English Chart 1: Students‟ level of English Chart 2: Frequency distribution of items measuring extrinsic motivation Chart 3: Frequency distribution of items measuring intrinsic motivation Chart 4: Students‟ attitude toward English learning Chart 5: Students‟ attitude toward the need of English learning iv ABBREVIATIONS L2: Second language MAL: Military Academy of Logistics SDT: Self-determination theory SD: Strongly Disagree D: Disagree U: Undecided A: Agree SA: Strongly Agree v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES iv ABBREVIATIONS v INTRODUCTION 1 Rationale of the study Aims of the study Research questions Significance of the study Scope of the study Design of the study DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1 Definition of learning goals and motivation 1.1.1 Learning goals 1.1.2 Motivation 1.1.3 Adopting the Common European Framework (CEFR) at Military Academy of Logistics……………………………………………… 1.2 Motivational theory 11 1.2.1 Intrinsic motivation 11 1.2.2 Extrinsic motivation 12 1.3 The relationship between learning goals and motivation 14 vi 1.3.1 Expectancy – value theory 14 1.3.2 Achievement goal theory 14 1.3.3 Self-determination theory 17 CHAPTER : METHODOLOGY 20 2.1 Context of the study 20 2.2 Subjects of the study 21 2.3 Data collection instruments 22 2.4 Data collection procedures 23 2.5 Data analysis 24 CHAPTER 3: FINDINGS AND DISCUSSIONS 26 3.1 Learning goals and motivation 26 3.2 The relationship between learning goals and motivation 36 3.3 Summary of the chapter 39 CONCLUSION 41 Summary of the findings and discussions 41 Limitations 42 Future direction 43 REFERENCES 45 APPENDIX I Appendix 1: SURVEY QUESTIONNAIRE I Appendix 2: INTERVIEW QUESTIONS IX Appendix 3: Schmidt et al (1996) intrinsic-extrinsic motivational questionnaire XI vii PART A: INTRODUCTION Rationale for the study In the globalization era, English has become more and more important as an international language; therefore, in many countries all over the world, students are requires to learn English through compulsory programmes at educational institutions In correspondence to this trend, the importance of English as a language of international communication has been acknowledged by the government, English teaching and learning have been given more and more priority in Vietnam According to Canh (2004, p.167), learning English can “contribute to students‟ personal, linguistic, social, and culture development” The study of Dornyei (2001) has shown that there are many factors involved in setting learning goals and motivation That‟s why the influences of learning goal and motivation on learning English should be investigated carefully to solve the above-mentioned problem In the process of teaching and learning English, motivation and setting goals, as indicated by research, are two essential elements in learning the second/ foreign language Furthermore, as a lecturer of English at Military Academy of Logistics, I have realized that although English is considered one of the main subjects at Military Academy of Logistics (MAL) with a lot of time and effort spent on learning, most of students in general and the second – year students in particular seem not to be successful in learning English After I talk with those students as well as observation, most of them lack of motivation and not set their own learning goal during the process of learning However, up to now, there has not been any research conducted to investigate into this issue at MAL (3) The study does not find out the factors that de-motivated students to learn English with revealing the solutions to this problem Thus, this can also be a topic of investigation in the future 44 REFERENCES Brown H D (2000), Principles of language learning and teaching (4th ed.), New York: Addison Wesley Longman, p106-166 Canh, L V (2004) Curricular innovation behind closed classroom doors: A Vietnamese case study Prospect, 24(2), 20-33 Crookes, G., and Schmidt, R (1991) Motivation: Reopening the research agenda Language Learning, 41(4), 469 - 512 Deci, L and Ryan, M (1985) Intrinsic motivation and Self – determinantion in human behavior New York: Plenum Dörnyei Z (2005), Motivation in second language learning Language teaching/ volume 55/issue 04/ December 2005, 613-659 Dörnyei, Z (1994) Motivation and motivating in the foreign language classroom Dornyei, Z (2001), Motivational strategies in the language classroom, Cambridge University Press, Cambridge, England Dweck, C S & Leggett, E L (1988) A Social-Cognitive Approach to Motivation and Personality Psychological Review/volume 95/ No 2/October 1988, 256-273 Dweck, C S (1986) Goals and inference rules: Sources of causal judgments Manuscript submitted for publication 10 Dweck, C S (1989) Motivation in A Lesgold and R Glaser (Ed.), Foundations for a Psychology of Education (pp 87-136) Hillsdale, NJ: Erlbaum 11 Dworkin, J., Abkarian, G G., & Johns, D F (1988) Apraxia of speech: The 45 effectiveness of a treatment regimen Journal of Speech and Hearing Disorders, 53, 280-294 12 Eccles, J & Wigfield, M A (2002) Expectancies, values, and academic behaviors In Achievement and Achievement Motivation, ed JT Spence, pp 75–146 San Francisco: Freeman 13 Eccles, J S., Barber, B L., Stone, M., & Hunt, J (2003) Extracurricular activities and adolescent development Journal of Social Issues, 59, 865– 889 14 Eccles, J., Adler, T F., Futterman, R., Goff, S B., Kaczala, C M., Meece, J., and Midgley, C (1983) Expectancies, values and academic behaviors In Spence, J T (ed.), Achievement and Achievement Motives, W H Freeman, San Francisco 15 Elliott, E S., & Dweck, C S (1988) Goals: An approach to motivation and achievement Journal of Personality and Social Psychology, 54, 5–12 16 Farr, R H., & Patterson, C J (1993) Transracial adoption among lesbian, gay, and heterosexual couples: Who completes transracial adoptions and with what results? Adoption Quarterly, 12, 187–204 17 Ford, D (1992), Research Methods in Language Learning, Cambridge: CUP# 18 Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold 19 Harmer J (1991), The practice of English language teaching, Longman handbook for language teachers, Longmaninc., New York 20 Kaplan, A., & Maehr, M L (2007) The contributions and prospects of goal orientation theory Educational Psychology Review, 19, 141-184 46 21 Lightbown, P M and Spada, N (1999) How languages are learned Oxford: OUP 22 Locke, E A., & Latham, G P (2002) Building a practically useful theory of goal setting and task motivation American Psychologist, 57(9), 705-717 23 Malone, T W (1981) Toward a theory of intrinsically motivating instruction Cognitive Science, 5(4), 333-369 Modern Language Journal, p78, 273-284 (http://www.zoltandornyei.co.uk/) 24 Schmidt, F L., & Hunter, J E (1996) Measurement error in psychological research: Lessons from 26 research scenarios Psychological Methods, 1, 199223 25 Standage, M., & Ryan, R M (2012) Self-determination theory and exercise motivation: Facilitating self-regulatory processes to support and maintain health and well-being In G C Roberts & D C Treasure (Eds.), Advances in motivation in sport and exercise (pp 233-270) Champaign, IL: Human Kinetics 47 APPENDIX 1: SURVEY QUESTIONNAIRE This survey is supported for the research“A study on the learning goals and motivation of the second-year students in learning English at Military Academy of Logistics” Your answers for following questions would be very valuable and useful for this paper, so we would be very grategul if you could comptete this survey questionairs All the informationn provided is for the purpose of the study only Thank you very much for your help! PART I: LEARNING GOALS AND MOTIVATION IN LEARNING ENGLISH Learning goals Choose the best answer: 1.1 What is the mark you got at the examination at the beginning of the course? (Total mark: 100) A – 44 B 45 – 69 C >70 1.2 What are your goals toward learning Speaking skill after completing the course? a I can introduce myself to someone b I can ask and talk about friends, classmates, and teachers c I can talk about my favorite music, movies, and sports d I can talk about jobs and career plans e Others 1.3 What are your goals toward learning Writing skill after completing the course? a I can write lists and memorized phrases on familiar topics b I can write short messages and notes on familiar topics related to everyday life I c I can write on a wide variety of familiar topics using connected sentences d I can write on topics related to school, work, and community in a generally organized way e Others 1.4 What are your goals toward learning Listening skill after completing the course? a I can recognize some familiar words and phrases when I hear them spoken b I can often understand words, phrases, and simple sentences related to everyday life c I can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies d I can usually understand a few details of what I overhear in conversations e Others 1.5 What are your goals toward learning Reading skill after completing the course? a I can understand some learned or memorized words and phrases when I read b I can sometimes understand the main idea of what I have read c I can understand the main idea of texts related to everyday life and personal interests or studies d I can easily understand the main idea in messages and presentations on a variety of topics related to everyday life e Others Motivation In the following sections, you will find statements about your motivation in learning English Please read the statements and answer in term of how well the statement describes you by circling the number 1,2,3,4, or II No Statements I learn English because it is a compulsory subject at MAL I really like learning English English lessons are very interesting I learn English in order to get a better job in the future 5 When class ends, I usually wish we could continue I need to learn English only to pass the exams at MAL 5 My English class is a challenge that I enjoy I learn English to communicate with foreigners 5 I enjoy using English outside class whenever I have chances I think everybody in Vietnam should be able to speak English 5 5 10 I would take English class even if it were not required by MAL Strongly Disagree Undecided Agree Strongly disagree (2) (3) (4) agree (1) (5) III PART II: THE RELATIONSHIP BETWEEN LEARNING GOALS AND MOTIVATION If English weren’t a compulsory subject taught at MAL, you would… a Do other English courses somewhere b Learn English on your own everyday c Make no attempt to learn it After the English course at PDU, you will… a Study English in other places and try to use English as much as possible b Continue to improve English at home c No attempt to learn and use English any more With the goal to get CEFR at level B1 after completing the course, you like English? a Yes, very much b Not very much c Not at all With the above goal, you think it is necessary for us to learn English better? d Yes, very much e Not very much f Not at all IV PHIẾU ĐIỀU TRA NGHIÊN CỨU Đây phiếu điều tra nhằm phục vụ cho đề tài nghiên cứu “Nghiên cứu mục đích động lực học Tiếng Anh học viên năm hai trường Học viện Hậu cần.” Những câu trả lời mà em cung cấp quan trọng đề tài Dữ liệu điều tra phục vụ cho mục đích nghiên cứu Vì vậy, mong em trả lời theo suy nghĩ Cảm ơn hợp tác em PHẦN I: MỤC TIÊU VÀ ĐỘNG LỰC HỌC TIẾNG ANH Mục tiêu học Tiếng Anh 1.1 Điểm thi khảo sát chất lượng đầu năm Hai bạn bao nhiêu? (Tổng điểm: 100) A – 44 B 45 – 69 C >70 1.2 Mục tiêu em kỹ nói sau hồn thành việc học Tiếng Anh gì? A Tơi giới thiệu thân với người khác B Tơi hỏi nói bạn bè, bạn lớp hay giáo viên C Tơi nói âm nhạc, thể thao, phim ảnh D Tơi nói nghề nghiệp hay dự định tương lai E Khác 1.3 Mục tiêu em kỹ viết sau hoàn thành việc học Tiếng Anh gì? A Tơi viết cụm từ với chủ đề quen thuộc B Tơi viết đoạn văn ngắn sống hang ngày C Tơi viết đoạn văn chủ đề rộng có kết nối V D Tơi viết văn với chủ đề trường học, công việc hay cộng đồng E Khác 1.4 Mục tiêu em kỹ Nghe sau hoàn thành việc học Tiếng Anh gì? A Tơi nhận từ , cụm từ đơn giản người khác nói B Tơi thường hiểu từ, cụm từ hay cau đơn giản lien quan đến sống hang ngày tơi C Tơi hiểu ý chính/ thơng điệp thuyết trình/ nói D.Tơi nghe chi tiết điều người khác nói hội thoại E Khác 1.5 Mục tiêu em kỹ Đọc sau hoàn thành việc học Tiếng Anh gì? A Tơi hiểu vài từ đơn giản khi đọc B Tơi đơi hiểu ý tơi đọc đơn giản C Tơi hiểu ý đọc có chủ đề liên qua đến sống hang ngày, nghiên cứu, hay sở thích D.Tơi dễ dàng hiểu nội dung đọc E Khác Đ ng l c học Tiếng Anh Dưới số câu nhận định động lực học Tiếng Anh Bạn đọc kỹ khoanh tròn vào lựa chọn 1,2,3,4 mà bạn thấy phù hợp với VI Hồn Phản Bình Đồng Hồn toàn ối thường y toàn phản ồng ối y STT Nhậ ịnh Tơi học tiếng Anh môn học bắt buộc trường Tơi thực thích học tiếng Anh Các học tiếng Anh thú vị Tôi học tiếng Anh để sau kiếm việc dễ dàng Khi buổi học kết thúc, thường ước tiếp tục học 5 Tôi học tiếng Anh để vượt qua kì thi trường Lớp học tiếng Anh thử thách mà hứng thú Tôi học tiếng Anh để giao tiếp với người nước ngồi Tơi thích sử dụng tiếng Anh tơi có hội Tôi nghĩ người dân Việt Nam nên biết nói tiếng Anh 10 Dù tiếng Anh mơn học bắt buộc tạo trường tơi học tiếng Anh VII PHẦN II: MỐI QUAN HỆ GIỮA MỤC TIÊU VÀ ĐỘNG LỰC HỌC CỦA SINH VIÊN Nếu Tiếng Anh mơn học bắt buộc trường, bạn có muốn tự học thêm Tiếng Anh nơi khác không? a Chắc chắn có b Có thể c Khơng Sau học xong chương trình tiếng Anh trường, bạn a Đi học thêm nơi khác b Tự học thêm nhà c Thôi không học tiếng Anh Với mục tiêu bạn sau hồn thành xong khóa học thi chứng B1 theo Khung tham chiếu châu Âu, bạn thấy thích học tiếng Anh khơng? a Thích b Bình thường c Khơng thích Với mục tiêu trên, bạn có thấy cần học tiếng Anh tốt khơng? b Có b Bình thường VIII c Khơng APPENDIX : INTERVIEW QUESTIONS What is the mark you got at the examination at the beginning of the second-year? In the past, is the result of learning English good? What are your goals toward learning Speaking skill after completing the course? What are your goals toward learning Writing skill after completing the course? What are your goals toward learning Listening skill after completing the course? What are your goals toward learning Reading skill after completing the course? What is your motivation of learning English? After the course, you have to achieve B1 level before graduation, you like learning English? With the goal above, you think that improve your English is necessary for you? IX CÂU HỎI PHỎNG VẤN Điểm thi Tiếng Anh đầu năm học ? Trước em học Tiếng Anh có tốt khơng ? Mục tiêu học kỹ Nói em sau hồn thành xong khóa học trường ? Mục tiêu học kỹ Viết em sau hồn thành xong khóa học trường ? Mục tiêu học kỹ Nghe em sau hồn thành xong khóa học trường ? Mục tiêu học kỹ Đọc em sau hồn thành xong khóa học trường ? Động lực học Tiếng Anh em ? Hồn thành xong khóa học này, em phải đạt chứng B1, với mục tiêu em có thấy thích học tiếng Anh ko ? Với mục tiêu trên, em thấy việc cải thiên tiếng Anh cần thiết không ? X APPENDIX Schmidt et al (1996) intrinsic-extrinsic motivational questionnaire Intrinsic motivation I really enjoy learning English English class is a challenge that I enjoy Learning English is a hobby for me I not enjoy learning English, but I know that learning English is important for me When class ends, I often wish that we could continue Extrinsic motivation English is important to me because it will broaden my view The main reason I am taking this class is that my parents/my spouse/my supervisors want me to improve my English I want to well in this class because it is important to show my ability to my family/friends/supervisors/others Everybody in Egypt should be able to speak English 10 Being able to speak English will add to my social status 11 I am learning English because I want to spend a period of time in an Englishspeaking country 12 I want to learn English because it is useful when traveling in many countries 13 I want to learn English because I would like to emigrate 14 One main reason I learn English is that I can meet new people and make friends in my English class 15 I am learning English to become more educated 16 I need to be able to read textbooks in English 17 The main reason I need to learn English is to pass examination 18 If I learn English better, I will be able to get a better job 19 Increasing my English proficiency will have financial benefits for me 20 If I can speak English, I will have a marvelous life XI ... intentional, and together they stand in contrast to a- motivation, which involves a lack of intention and motivation SDT distinguishes between a- motivation (i.e., lack of motivation) and motivation A- motivation. .. Hà ii ABSTRACT This study is aimed at investigating learning goals and motivation of the second- year students in learning English at Military Academy of Logistics, Hanoi The main purposes of this... understanding the main idea of what they have read and only a small percentage of students (3.2%) agree that they hope that they can easily understand the main idea in messages and presentations on