An investigation into high school students motivation to study english

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - DUONG MINH CHAU AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ MOTIVATION TO STUDY ENGLISH MASTER’S THESIS IN EDUCATION Nghe An, 2017 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - DUONG MINH CHAU AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ MOTIVATION TO STUDY ENGLISH Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Nguyen Gia Viet, Ph.D Nghe An, 2017 STATEMENT OF AUTHORSHIP I certify that thesis entitled "An investigation into high school students' motivation to study English" is entirely my own work, except where I have given fully-documented references to the work of others, and that the material contained in this thesis has not been submitted for assessment in any other formal course of study Author Duong Minh Chau i ABTRACT Motivation plays a significant role in the process of learning language Moreover, it is also one of the key factors that influence the rate and success of second/foreign language learning For this reason, the central concern of this study is to investigate the type of motivations that exists among English major students and non-English major students at Huynh Man Dat High School for the Gifted Students to study English and examine whether English major students and non-English major students have the same or different types of English learning motivation Data was collected through a questionnaire contained 29 items asking about the learning motivation The questionnaire was adapted from Gardner’s (1985) AMTB (Attitude, Motivation Test Battery) questionnaire A questionnaire, an adapted version of Gardner's Attitude and Motivation Test Battery was used by to collect data from 100 high school students at Huynh Man Dat High School for the Gifted The data were analyzed on the basis of quantitative approach The findings indicated that the student surveyed had high motivation of learning English, and the types of motivation among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also found that English major students were more integrative motivation than the other types of motivation, and non-English major students were more instrumental motivation ii ACKNOWLEDGEMENTS This thesis would not have been possible without the inspiration, and support of a number of significant individuals who have accompanied me on the journey of scientific research I would like to thank, and appreciate to all of them First of all, I owe my deepest gratitude to my supervisor, Dr Nguyen Gia Viet Thanks to his research experiences, critical thinking, enthusiastic support, and encouragement that inspired me during my master journey I have learned a lot from him Second, my gratitude also goes out to all lectures at Department of Foreign languages, Vinh University for their valuable teaching, and tremendous assistance I am thankful to my colleagues and friends for their friendship and support I also would like to give my special thanks to Mrs Phan Thi Phuong Lan, the English teacher at Huynh Man Dat High School for the Gifted where my research was located without her enthusiasm, and excellent support this thesis would hardly have been completed In addition, I would like to thank the students there for their active participation in my research Last but not least, my deep and sincere gratitude to my family for their continuous and unparalleled love, support, and trust me I am especially grateful to my mom for always being there for sharing the hardship with me I am forever indebted to my parents for giving me the opportunities, experiences trust, and accept me that have made me who I am They have encouraged me to explore new directions in life, and seek my own destiny This journey would not have been possible if not for them iii TABLE OF THE CONTENT STATEMENT OF AUTHORSHIP i ABTRACT ii ACKNOWLEDGEMENTS ii TABLE OF THE CONTENT iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Methodology 1.5 Scope of the study 1.6 Significance of the study 1.7 Thesis outline CHAPTER 2: LITERATURE REVIEW 2.1 A brief overview of foreign language teaching in Vietnam 2.2 Theoretical background 2.2.1 Definition of motivation 2.2.2 Importance of motivation in second/foreign language 2.2.3 Language learning motivation 10 2.2.3.1.Socio-Psychological Perspective: Gardner’s Socio-Psychological Theory of L2 ………………………………………………………… 10 2.2.3.2 Cognitive revolution: 16 2.2.3.2.1 Self-Determination Theory………………………………… 16 iv 2.2.3.3 Goal Theories 24 2.2.3.4 Attribution Theories 26 2.2.3.5 Factors that affect motivation in second language learning 27 2.3 Previous studies 31 CHAPTER 3: METHODOLOGY 34 3.1 Participants 34 3.1.1 General demographic information about students……………… 34 3.2 Research instrument 347 3.3 Data collection 38 3.4 Data analysis 38 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 40 4.1 Data analysis 40 4.1.1 Students’ motivation 40 4.1.2 Results from open-ended questions 49 4.2 Discussion 53 4.2.1 Research question 53 4.2.2 Research question 54 CHAPTER 5: CONCLUSION AND RECOMMENDATION 56 5.1 Summary of the study 56 5.2 Recommendations 567 5.3 Limitations of the research 59 5.4 Suggestions for further research 59 REFERENCES 61 APPENDICES 75 v LIST OF TABLES Table 2.1 Framework of L2 motivation (Dornyei, 1994a) 28 Table 2.2 Framework of L2 motivation (Williams and Burden, 1997) cited in Dörnyei, 2001a) 29 Table 3.1 Information about participants 34 Table 3.2 English scores among different groups of participants……… Table 3.3 Spending hours of learning English in a week besides class 35 hours of grade 12 students 36 Table 4.1 Interpretation of score results in terms of motivation levels… Table 4.2 Descriptive statistics of types motivation of grade 12 students 40 (100 participants) 41 Table 4.3 Descriptive statistics of integrative motivation items 42 Table 4.4 Descriptive statistics of instrumental motivation items 43 Table 4.5 Comparative analysis of motivation degree between the two groups 44 Table 4.6 Descriptive statistics of intrinsic motivation of items 46 Table 4.7 Descriptive statistics of extrinsic motivation of items 47 Table 4.8 Comparative analysis of motivation degree between the two groups 48 Table 4.9 The main factors affecting students learning English 52 Table 4.10 Mean comparison of types of motivation among the participants 53 vi LIST OF FIGURES Figure 2.1 Socio-Education Model of Second Language Acquisition (Gardner, 2006) 16 Figure 2.2 Types of Motivation in Self-Determination Theory 24 Figure 2.3 General Model of Goal Setting Theory (Lunenburdg, 2011) 26 Figure 3.1 English learning result of 100 grade 12 students in the previous semester 36 Figure 3.2 English learning result of 52 grade 12 English major students in the previous semester (2 classes of English major) 37 Figure 4.1 Descriptive statistics of types motivation of grade 12 students (100 participants) 41 Figure 4.2 Integrative and instrumental motivation of English major students and non-English major students 45 Figure 4.3 Intrinsic and extrinsic motivation of participants of English major students and non-English major students 49 vii CHAPTER 1: INTRODUCTION 1.1 Rationale Today, English is the most widely spoken language in the world therefore English has become a global language Thanks to the “Open-door” policy or in other word-Reform policy in 1986, English has been widely chosen as a foreign language in Vietnam because there have been English-speaking people coming to, visit or work in Viet Nam Therefore, Vietnamese needs to acquire an English level proficient enough to communicate effectively in a global working environment To catch up with globalization trends, nowadays English has been identified as an important and compulsory foreign language in most educational institutions in Vietnam by the Vietnamese government It has been highlighted in the legal documents issued by the Vietnamese government and the Vietnamese Ministry of Education and Training (National Foreign Language 2020 Project, or Project 2020) that most Vietnamese students to be able to use a foreign language, especially English, confidently in their study, daily communication, and work by 2020 Hence, the need for teaching and learning English is increasing rapidly The Ministry of Education and Training has been taking a lot of action in an ambitious important reform education so that by the year 2020 all students will reach B1 level adopting CEFR standard after leaving high schools; however, a recent statistic on Vnexpress.net regarding national exams in Vietnam shows that 90 percent of students had less than a five score in English from the 2016 national high school finals and only 8.8 percent students got higher than the average mark What are the causes to the figure? 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 English major class  Non English major class How long have you been learning English (in years)? ……………………………………………………………… How many hours you spend learning English in a week besides class hours? ……………………………………………………… What is your average point for English subject(s) in the previous semester? ………………………………….………………… 75 II Part 2: English studying motivation The following statements represent different reasons why an individual is learning English and that some one degree or disagree Please read each item carefully and circle the appropriate number that is best your feeling to show the degree to which you agree or disagree with each statement Statements Strongly Strongly Disagree Neutral Agree 5 5 disagree agree I study English because I want to meet and converse with native speakers, and varied people I study English because I want to understand British and Americans arts and literature and behave like native English speakers: e.g accent, using English expressions Studying English helps me to understand English books, pop music, English-speaking films, videos, TV, or radio Studying English helps me to participate freely in academic, social, and professional activities among other cultural groups Studying English is important to me because it will help me keep in touch with foreign friends, and acquaintances 76 Statements Strongly Strongly Disagree Neutral Agree 5 5 5 5 disagree agree I study English because the British, and the Americans are kind and friendly I study English because it will help me carry my tasks more efficiently I study English because I want to further my education e.g university I study English because it will help me become more knowledgeable 10 I study English because it will help me get a good job, and success in life 11 I mainly focus on using English for class assignment, and the exams 12 Studying English is important to me for travelling abroad 13 Studying English is important to me because other people will respect me more if I know English 14 Studying English is important to me because I can search for information, and materials in English on the Internet 77 Strongly Statements Strongly Disagree Neutral Agree 5 5 5 5 disagree agree 15 Studying English is important to me because language learning often makes me happy 16 Studying English is more important to me because an educated person is supposed to be able to speak English 17 I study English because I love English at the first sight, without particular reasons 18 I am interested in language learning specially 19 Studying English brings a new challenge in my life 20 Before entering university, my purpose of learning English is mainly to obtain high scores in the high school examination, and graduation university entrance examination 21 I study English because it is a required subject in school 22 I study English because I want to study abroad after graduation 23 The main target of myEnglish learning is to emigrate to English- speaking countries 78 Strongly Statements Strongly Disagree Neutral Agree 5 disagree agree 24 I study English mainly because it is helpful to my future career development 25 I study English because it is the global language in the world 26 Only when I have a good command of English, I can live up to the expectations of my parents III Open-ended questions: 27 How you rate your English proficiency? 1) Very Bad 2) Bad 3) Average 4) Good 5) Very Good 28 Were you more or less motivated to learn English when you were a lower secondary school student? ………………………………………………………… 29 Why? ………………………………………………………………………………… Thank you for your cooperation!!! 79 BẢNG KHẢO SÁT THÔNG TIN VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH PHỔ THÔNG Bảng hỏi thiết kế nhằm tìm hiểu động học tiếng Anh – mơn ngoại ngữ học sinh phổ thông Bảng hỏi gồm 03 phần, 04 trang: - Phần gồm: thông tin nhân học (04 câu) - Phần gồm: động việc học tiếng Anh (26 câu) - Phần gồm: câu hỏi mở (02 câu) Tất thông tin cá nhân câu trả lời bảo mật dùng cho mục đích nghiên cứu I Thơng tin nhân học Vui lịng đọc trả lời câu hỏi sau: Họ tên:………………………… Giới tính: Nam  Nữ  Tuổi:…… Bạn học sinh lớp chuyên Anh hay chuyên khác?  Chuyên Anh  chuyên khác Bạn học tiếng Anh năm? ……………………………………………………………… Một tuần bạn học tiếng Anh giờ, ngồi lên lớp? ……………………………………………………………… Điểm trung bình môn tiếng Anh (bằng số) học kỳ trước bạn bao nhiêu? ………………………………….…………………………… 80 II Động học tiếng Anh Những câu phát biểu sau phát biểu đại diện cho việc cá nhân học tiếng Anh có người đồng ý không đồng ý với câu phát biểu Hãy đọc kỹ khoanh tròn vào những số thích hợp, chúng tương đương với câu trả lời thể mức độ đồng ý không đồng ý bạn Hồn Những phát biểu Khơng Trung Đồng khơng đồng ý lập ý 5 4 5 đồng ý Tôi học tiếng Anh để gặp gỡ trò chuyện với người xứ nhiều người khác Hoàn toàn toàn đồng ý Tơi học tiếng Anh để hiểu văn hóa nghệ thuật người Anh Mỹ cách cư xử người nói tiếng Anh ngữ: ví dụ: chất giọng, cách diễn đạt đặc trưng tiếng Anh 3.Học tiếng Anh giúp tơi đọc hiểu sách tiếng Anh, nghe đài, nghe nhạc pop, xem TV, phim,… Học tiếng Anh giúp thoải mái tham gia vào hoạt động: học tập, xã hội nghề nghiệp nhóm văn hố khác Tơi giữ liên lạc với bạn bè người quen nước nhờ vào việc học tiếng Anh việc học tiếng Anh quan trọng Tôi học tiếng Anh người Anh Mỹ tốt thân thiện 81 Hồn Những phát biểu Khơng Trung Đồng khơng đồng ý lập ý 5 5 5 5 5 đồng ý Tôi học tiếng Anh giúp tơi làm tập tiếng Anh cách hiệu Tôi học tiếng Anh tơi muốn tiếp tục học tiếp bậc học cao đại học Tôi học tiếng Anh giúp tơi có nhiều kiến thức hiểu biết 10 Tôi học tiếng Anh giúp tơi có cơng việc tốt thành công sống 11 Tôi học tiếng Anh để dùng lớp có tiết học tiếng Anh để thi Hoàn toàn toàn đồng ý 12 Học tiếng Anh quan trọng tơi du lịch nước ngồi 13 Học tiếng Anh quan trọng tơi người khác tôn trọng tôi biết tiếng Anh 14 Học tiếng Anh quan trọng tơi tơi tìm kiếm thơng tin tài liệu tiếng Anh Internet 15 Học tiếng Anh quan trọng tơi việc học ngơn ngữ thường làm cho cảm thấy hạnh phúc 16 Học tiếng Anh quan trọng tơi người có giáo dục cho người có khả nói tiếng Anh 82 Hồn Những phát biểu Không Trung Đồng không đồng ý lập ý 5 5 5 5 5 đồng ý 17 Tơi học tiếng Anh tơi u thích tiếng Anh lần đầu tiếp xúc mà không cần lý 18 Tơi có u thích đặc biệt việc học ngoại ngữ 19 Việc học tiếng Anh mang đến cho thử thách sống Hoàn toàn toàn đồng ý 20 Trước vào học đại học, mục đích tơi việc học tiếng Anh đạt điểm cao kỳ thi tốt nghiệp trung học kỳ thi tuyển sinh đại học 21 Tơi học tiếng Anh môn học bắt buộc trường 22 Tôi học tiếng Anh tơi muốn du học sau tốt nghiệp 23 Mục đích cuối việc học tiếng Anh tơi di cư đến nước nói tiếng Anh để sinh sống 24 Tôi học tiếng Anh chủ yếu hữu ích cho việc phát triển nghiệp tương lai 25 Tôi học tiếng Anh ngơn ngữ tồn cầu 26 Tôi học tiếng Anh theo mong muốn ba mẹ họ kỳ vọng vào khả tiếng Anh thật tốt 83 III Câu hỏi mở: 27 Bạn tự đánh giá lực sử dụng tiếng Anh mức độ thang đánh giá đây? Hãy khoanh tròn vào câu trả lời bên Rất Kém Trung bình Khá Giỏi 28 Khi bạn học truờng trung học sở, bạn có hay nhiều động lực học việc học tiếng Anh? ………………………………………………………………………………… 29 Tại sao? ………………………………………………………………………………… Cám ơn hợp tác bạn!!! 84 ... investigation into high school students' motivation to study English? ?? 1.2 Aims of the study This study aims at investigating high school students? ?? motivation to study English at Huynh Man Dat High School. .. study is to investigate the type of motivations that exists among English major students and non -English major students at Huynh Man Dat High School for the Gifted Students to study English and... EDUCATION AND TRAINING VINH UNIVERSITY - DUONG MINH CHAU AN INVESTIGATION INTO HIGH SCHOOL STUDENTS? ?? MOTIVATION TO STUDY ENGLISH Major: Teaching English to Speakers of Other Languages (TESOL)