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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE PRACTICE OF EXTENSIVE READING AMONG SECOND YEAR HONORS PROGRAM STUDENTS AT FELTE, ULIS, VNU Supervisor: Nguyễn Thị Minh Trâm (PhD) Student: Bùi Thị Mai Course: QH2014.F1.E1 HÀ NỘI, 2018 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP HOẠT ĐỘNG ĐỌC RỘNG CỦA SINH VIÊN NĂM HỆ CHẤT LƯỢNG CAO, KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQGHN GV hướng dẫn: Nguyễn Thị Minh Trâm (PhD) Sinh viên:Bùi Thị Mai Khóa: QH2014.F1.E1 HÀ NỘI, 2018 ACCEPTANCE PAGE I hereby state that I: Bui Thi Mai, class QH2014.F.1, E1, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date: May 4th, 2018 ACKNOWLEDGEMENT On completion of this graduation paper, I would like to thank many people for their invaluable help during the conduct of the research First and foremost, I would like to send my deepest gratitude towards my supervisor Ms Nguyen Thi Minh Tram for her precious guidance, critical comments and valuable suggestions, without all of which I would not have be able to complete this paper Secondly, I would like to express my sincerest thanks to those 64 secondyear students in the Honor Program for supporting me to collect the data, especially students who helped me with the interview Their participation was indispensable for the completion of the research Last but not least, I owe the warmest thanks to my family and friends who never failed to encourage me to overcome numerous obstacles during the process of conducting the paper Bui Thi Mai i ABSTRACT Reading skill plays an indispensable role in the acquisition of second language, therefore, numerous studies has been devoted to figure out effective approaches for L2/FL learners to maximize their reading capability Among different methods to teach and learn reading, extensive reading (ER) is widely acknowledged with the paramount benefits it can offer Nevertheless, in the context of Vietnam, ER still remains an unpopular approach compared to the traditional method of intensive reading Hence, this research aims at gaining an insight into the practice of ER among Second year Honors Program students by seeking answers to two research questions regarding (1) the reading frequency, reading materials and (2) the motivational factors for extensive reading in English The paper is a mixed-method study that adopted both quantitative and qualitative methods, employing survey and interview to combine the strengths of both forms so as to compare and validate the results Initially, the survey was carried out among 64 sophomore students in the Honors Program, followed by the interview with participants The results revealed that most students read English extensively outside class with high frequency; students prefer reading short materials to long materials; factors that most motivate students to read extensively is Intrinsic motivation for L1, followed by Extrinsic motivation and the third position belongs to Intrinsic motivation for L2 On the other hand, factors related to family and parents are the least influential The findings hopefully will benefit not only researchers and teachers interested in ER approach but also students by raising awareness of their own practice ii TABLE OF CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii TABLE OF CONTENTS iii LIST OF FIGURES, TABLES AND ABBREVIATIONS v FIGURES v TABLES v CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of problem and research questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization CHAPTER LITERATURE 2.1 Extensive reading 2.1.1 Extensive reading approach 2.1.2 Reading materials for extensive reading 2.1.3 Research on L2 extensive reading 2.2 Motivation 10 2.2.1 What is motivation? 10 2.2.2 L2/FL motivation 11 2.2.2.1.Gardner and Lambert‟s motivational theory 11 2.2.2.2.Self-determination theory 12 2.2.2.3 Tri-polar model 13 2.2.2.4 Expectancy value theory 14 2.2.2.5 The process-oriented approach to L2 motivation research 15 2.3 Reading motivation 16 2.3.1 What is reading motivation 16 2.3.2 The dimensions of reading motivation 17 2.4 L2/FL reading motivation 18 iii 2.5 Related studies 21 2.5.1 An overview of related studies worldwide 21 2.5.2 An overview of related studies in ULIS, VNU 24 CHAPTER 3: METHODOLOGY 25 3.1 Participants 25 3.2 Sampling 25 3.3 Data collection 26 3.3.1 Data collection instruments 26 3.3.1.1 Questionnaire 26 3.3.1.2 Interview 27 3.3.2 Data collection procedure 27 3.3.2.1 Questionnaire administration 27 3.3.2.2 Interview administration 28 3.4 Data analysis 28 3.4.1.Questionnaire analysis 29 3.4.1.1 Analysis method: Quantitative analysis strategy 29 3.4.1.2 Analysis procedure 29 3.4.2 Interview analysis 29 3.4.2.1 Analysis method: Qualitative analysis strategy 29 3.4.2.2 Analysis procedure 29 CHAPTER 4: FINDINGS AND DISCUSSION 31 4.1 Research question 1: 31 4.2 Research question 2: 35 CHAPTER 5: CONCLUSION 49 5.1 Major findings 49 5.2 Pedagogical implications 50 5.3 Limitations and recommendations 52 REFERENCES 54 APPENDICES 59 APPENDIX - QUESTIONNAIRE 59 APPENDIX - INTERVIEW QUESTIONS 63 APPENDIX - SAMPLE TRANSCRIPT OF THE INTERVIEW 64 iv LIST OF FIGURES, TABLES AND ABBREVIATIONS FIGURES Figure 1: The Tri-polar model by Balboni (1994, cited in Caon, 2006) 14 Figure 2: The Tri-polar model by Caon (2006) 14 Figure 3: A process model of learning motivation in the L2 classroom (Dornyei 2001) 16 Figure 4: Model of the major variables motivating the decision to read in L2 (from Day and Bamford 1998, p.28) 19 Figure 5: Frequency of extensive reading among in English among second-year Honors Program students, FELTE, ULIS 32 TABLES Table 1: Different types of English materials read among second-year Honors Program students 34 Table 2: Motivational factors for reading extensively in English among secondyear Honors Program students 37 Table 3: Interest-related intrinsic motivation factors 39 Table 4: Knowledge-related intrinsic motivation factors 40 Table 5: Extrinsic motivation factors 42 Table 6: Motivation factors related to self-efficacy 44 Table 7: Motivation factors related to friend influences 46 Table 8: Motivation factors related to family and parents‟ influence 47 v ABBREVIATIONS FELTE ULIS VNU EFL ESL ER FL L1 L2 SD Faculty of English Language Teacher Education University of Languages and International Studies Vietnam National University English as a Foreign Language English as a Second Language Extensive Reading Foreign Language First Language Second Language Standard deviation vi CHAPTER 1: INTRODUCTION In this chapter, the author focuses on presenting the rationale, research statement and research questions, the significance as well as the scope of the study As a result, this chapter is supposed to serve as a clear guideline for the whole research 1.1 Background of the study Reading skill is an integrative aspect in EFL/ESL learning, therefore, the methods to develop reading ability have long been investigated by a vast number of studies According to the traditional teaching method of intensive reading, learners are required to read linguistically challenging texts, followed by answering comprehension questions (Suk, 2017) Although intensive reading proves essential to enable learners to develop reading ability, this approach hardly offers learners with the opportunities to access the target language on a regular basis (Anderson, 1999) Moreover, learners are often demotivated with challenging texts, finding little interest in reading despite the necessity to enhance their reading skill As a result, extensive reading (ER) has been proposed as another effective reading approach in motivating second language learners A large volume of literature has substantiated the effectiveness of ER in developing fluent L2 readers since ER allows learners to expose to ample meaningful input within their competence level ( Mason & Krashen, 1997; Grundy, 2004; Robb & Susser, 1989) These studies also indicates that ER exerts positive impacts on reading motivation by encouraging readers to read more in English Motivation which is defined as “forces acting either on or within a person to initiate behaviour” (Cofer and Petri, 2016, cited in Pirih, 2017, p.7) has been recognized as one of the major determinant in L2 achievement (Dörnyei, 1998) According to Guthrie and Wigfield (2004, p.299), reading is an “effortful activity”, which often involves learners to make choice Therefore, motivation plays a pivotal part in reading engagement and can significantly contribute to reading achievement Even students with “strongest cognitive skills” not read much if they lack motivation to read (Guthrie & Wigfield, 2004, p.299) Dörnyei, Z (2000) Motivation in action: Towards a process‐oriented conceptualisation of student motivation British Journal of Educational Psychology, 70(4), 519-538 Dörnyei, Z (2001) Motivational strategies in the language classroom Cambridge, England: Cambridge University Press Dörnyei, Z (2003) Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications Language Learning, 53(1), 3-32 Dörnyei, Z (2003) Questionnaires in second language research: Construction, administration, and processing Mahwah, New Jersy: Lawrence Erlbaum Associates Eccles, J S., & Wigfield, A (1995) In the mind of the actor: the structure of adolescents‟ achievement task values and expectancy-related beliefs Personality and Social Psychology Bulletin, 21(3), 215-225 Gardner, R C., & Lambert, W (1972) Attitudes and motivation in second language learning Rowley, MA: Newbury House Griffin, C (2004) The advantages and limitations of qualitative research in psychology and education Scientific Annals of the Psychological Society of Northern Greece, 2(1), 3-15 Grundy, J (2004) Professional reading: Extensive reading-A valuable language learning opportunity ESOL Online Guo, S C (2012) Using Authentic Materials for Extensive Reading to Promote English Proficiency English Language Teaching, 5(8), 196-206 55 Horst, M (2005) Learning L2 vocabulary through extensive reading: A measurement study Canadian Modern Language Review, 61(3), 355-382 James, C J., & Lange, D L (1974) The Use of Newspapers and Magazines in the Foreign-Language Classroom Eric Focus Reports on the Teaching of Foreign Language MLA Publications Center Johnson, B & Christensen, L (2007) Methods of data collection Educational research: Quantitative, qualitative and mixed approaches, 3rd Ed Thousand Oaks, California: Sage Lai, F K (1993) Effect of extensive reading on English learning in Hong Kong CUHK Education Journal, 21(1), 23-26 Le, T.A.P (2005) Extensive reading in a Vietnamese context Teacher’s Edition, 17, 14-19 Mason, B., & Krashen, S (1997) Extensive reading in English as a foreign language System, 25(1), 91-102 Nation, P., & Ming-Tzu, K W (1999) Graded readers and vocabulary Reading in a Foreign Language, 12(2), 355-380 Nguyen, T.M.T (2013) The practice of extensive reading among first year mainstream English Teacher trainees as perceived by the students Ha Noi University of Languages and International Studies – Vietnam National University Nishino, T (2007) Beginning to read extensively: A case study with Mako and Fumi Reading in a Foreign Language, 19(2), 76 56 Noels, K A., Pelletier, L G., Clément, R., & Vallerand, R J (2000) Why are you learning a second language? Motivational orientations and self‐determination theory Language Learning, 50(1), 57-85 Pigada, M & Schmitt, N (2006) Vocabulary acquisition from extensive reading: A case study Reading in a Foreign Language, 18, 1-28 Pirih, A (2017) Extensive reading and L2 reading motivation in English as a foreign language: a study at a Slovene elementary school.(Doctoral dissertation, Università Ca' Foscari Venezia, 2017) Retrieved from http://hdl.handle.net/10579/10270 Powell, S (2005) Extensive reading and its role in Japanese high schools The Reading Matrix, 5(2), 28-42 Robb, T N., & Susser, B (1989) Extensive reading vs skills building in an EFL context Reading in a Foreign Language, 5(2), 239-251 Steel, P., & König, C J (2006) Integrating theories of motivation Academy of Management Review, 31(4), 889-913 Suk, N (2015) Impact of extensive reading in a Korean EFL university setting: A mixed methods study (Doctoral dissertation, Northern Arizona University) Retrived from http://sunzi.lib.hku.hk/ER/detail/hkul/5771435 Takase, A (2007) Japanese high school students' motivation for extensive L2 reading Reading in a Foreign Language, 19(1), Tran, H G (2009) The practice of extensive reading by second year students majors at HULIS Ha Noi University of Languages and International Studies – Vietnam National University 57 Wigfield, A., & Guthrie, J T (1997) Relations of children's motivation for reading to the amount and breadth or their reading Journal of Educational Psychology, 89(3), 420 Wigfield, A., & Guthrie, J T (1999) How motivation fits into a science of reading Scientific Studies of Reading, 3(3), 199-205 Wigfield, A., Guthrie, J T., Tonks, S., & Perencevich, K C (2004) Children's motivation for reading: Domain specificity and instructional influences The Journal of Educational Research, 97(6), 299-310 58 APPENDICES APPENDIX - QUESTIONNAIRE Hello! My name is Bui Thi Mai from QH2014 E1 This survey questionnaire is to explore “The practice of Extensive reading among second-year Honors Program students at the University of Languages and International Studies, Hanoi National University, Hanoi” I value your honest and detailed responses All your personal information as well as your answer will be kept confidential and used for research purpose only PART Question 1: Put a tick () in the  to indicate the frequency you read in English voluntarily  almost everyday  at least once a week  once every 1-2 month  occasionally (for example during holidays)  never Question 2: Circle the number that best reflects your reading frequency of the following reading materials Never Rarely Sometimes Usually Always Long materials such as books, novels Short materials such as newspapers, magazines, advertisements Lyrics of English songs English subtitles in films Others (Please specify: ) PART 2: For the following questions, please circle the number that best reflects your viewpoint on a five-point scale To what extent you agree or disagree with the following statements? I read in English because I like reading in general because reading is important to broaden Strongly Disagree Neutral Agree Strongly Disagree Agree 5 59 my view because I like reading the texts that interest me, regardless of the language because I am good at reading in English because among all English studies, I like reading best because I enjoy reading in English because I prefer reading English books to watching English movies because I am successful at reading tasks in English because I want to get better grades 10 because I want to succeed in the IELTS/VSTEP/TOEFL exam 11 because I will need to read English in my future job 12 because reading English books, articles is required in some assignments at my university (the Reading Challenge, Reading Journals ) 13 because my parents encourage me to read in English 14 because my family reads in English 15 because my parents bought me English books (or newspapers, magazines ) when I was little 16 5 5 5 5 5 5 60 17 because my parents buy me English books (or newspapers, magazines ) whenever I ask 18 because I want to become able to read long passages on the IELTS/VSTEP/TOEFL exam easily 19 because reading in English helps me to understand and appreciate English literature 20 because I want to read newspapers and magazines in English 21 because I want to get a better job in the future 22 because I want to read information in English on the Internet 23 because I want to exchange e-mail in English 24 because I want to become more knowledgeable 25 because I want to compete with my classmates 26 because my classmates also read in English 27 because I want to become smarter 28 because reading in English will broaden my view 29 because I want to know more about Englishspeaking countries 30 because I want to become a faster reader 31 because I want to be a better reader 5 5 5 5 5 5 5 61 PERSONAL INFORMATION Name: Class: QH2016 E Telephone No: Email: Are you willing to take part in an interview?  Yes  No Thank you very much for your participation! 62 APPENDIX - INTERVIEW QUESTIONS Note: Questions in each interview varied in accordance to the information each participant provided in the questionnaires and the way they gave answers How often you read in English voluntarily? Can you explain why you spend such amount of time on reading? Which type of materials you prefer, short materials or long materials? Why? Do you have any difficulty in accessing authentic English materials (such as books, novels, magazines )? When you read these materials, you read them in the paper format or online format? Which type you prefer, paper or online reading materials? What is/are the strongest factors that motivate you to read extensively in English? How confident are you about your reading skill compared to other skills? Do you think your reading competency affects your choice of reading in English extensively? Do you think reading in general and reading in English particularly allows you to “broaden your view”? Why you think so? 10 Do exam-related factors affect your choice to read in English extensively? 11 Do parents affect your decision to read in English extensively? 12 Do you think that competitiveness with your classmates is also a factor which motivates you to read in English extensively? 63 APPENDIX - SAMPLE TRANSCRIPT OF THE INTERVIEW INTERVIEWEE Interviewer: In the survey, you answered that you read almost everyday Can you explain why you spend your time on reading like that? Interview 1: I spend one and a half hour each day reading I study in the Honors program so we need to read a lot to our assignments and I am also thinking about doing a research Besides scientific journals and educational fields, I also enjoy reading novels, so I spend a lot of time reading novels It is just my habit since a very long time, maybe from primary school Interviewer: Which type of materials you prefer, short materials or long materials? Why? Interviewee 1: It depends If I am looking for tips and advice, I prefer it to be short However, if I want to get details, the length does not matter Maybe because my reading speed is quite fast, I can scan through the word text easily But overall, whether the materials are short or long does not concern me I read both of them Interviewer: Do you have any difficulty in accessing authentic original English materials (such as books, novels, magazines )? Interview 1: Because the Internet has almost everything now, I encounter almost no difficulty But of course, sometimes, there are certain materials, for example, when I have to research, I have to find out a lot of related research to read but they may be not accessible Interviewer: Do you read English in the paper format or online format? Which one you prefer? Interview 1: I have short-sighted issue, so I prefer the hard copy over the soft one since reading e-books makes my eyes stressed a lot So I usually buy the paper books instead of e-books For journal articles, newspapers, however, since they are always available online, I will read them online Interviewer: Without eye-related issues, you still prefer paper format? Interview 1: Even when I don‟t have eyes problems, I still prefer the paper format It is the feeling of holding the books in your hand, it helps me to focus on 64 the content I don‟t know why but I can‟t catch the ideas of the author when I read e-books as easily as I read the hard copy Interviewer: What is/are the strongest factors that motivate you to read extensively in English? Interview 1: When I first read English books at secondary school, my main motivation is get better at reading But when I got fairly used to reading in English, it is not just about improving English competency anymore It is 60% about entertainment Interviewer: How confident are you about your reading skill among four English skills? Interview 1: I think it is strongest since I got in reading IELTS Interviewer: Do you think your reading competence motivates you more to read in English? Interview 1: Yes, since I am able to read very well, I can continue reading and feel less stressed out by reading, I think because I am capable of doing that Interviewer: Do you encounter any difficulties in reading English extensively? Interview 1: I am sorry but I don‟t really understand what you mean by “difficulties” here? Interviewer: Oh yes For example, if the text contains too many new words Interview 1: Well, I frequently read a book and most of them contain a very number of new words But that does not discourage me continuing reading because one of the purpose of reading for me is to get new vocabulary, so occasionally I would have to open the dictionary to figure out the meaning of the words But sometimes I just continue reading and guess the meaning I think I already the guessing before looking it up in the dictionary Interview: What if your reading skill were not as good as now, this affect your reading in English? Interviewee 1: No, I don‟t think so Even if my reading is worse than the other skills and my reading speed is not as fast as now, I still prefer reading Reading for me is about pleasure, you know 65 Interviewer: Do you think reading in general and reading in English particularly allows you to “broaden your view”? Why you think so? Interview 1: Definitely, as I said earlier, I read scientific materials in English but not Vietnamese now so it really enables me to meet and expose myself to many different points of views Interviewer: Do exam-related factors affect your choice to read in English? Interview 1: No As I said, now I don‟t read because I want to improve my English, it is more about my hobby Interviewer: But in the questionnaire, you just hold a neutral view about whether you read in English to get better score Why is that? Interview 1: Well, exam-related factors affect me in the way that when I want to the assignments in class, I have to read a lot about some specific topics For example, I had to the tutorial last week so I had to read about classroom management, activity organizing I just had a personal conference for speaking class about “Seek mindsets and grow mindsets” so I had to read a lot about different mindsets So the exams, on-going assessment or the final exams can act as a push for me to read more Interviewer: Do your parents have any impact on your choice to read in English? Interview 1: In fact, my parents not really care about my reading in English, so no, they don‟t have any influence Interviewer: Do you think that competitiveness with your classmates is also a factor which motivates you to read in English? Interview 1: Well, I generally not believe that competiveness with my classmates is a factor that contributes a lot to my habit of reading Maybe we only compete in writing class when we have to read the materials before hand and we come to class to write the assignments Generally speaking, I don‟t think it plays any important role in driving my reading habit Interviewer: Ok, that‟s the end of the interview Thank you very much for your time and support Interview 1: That‟s my pleasure You are welcome! 66 INTERVIEWEE Interviewer: How often you read in English voluntarily? Explain why you spend such an amount of time to read in English? Interviewee 6: I read once every one or two months Reading is just one of the four skills in English Actually from my childhood, I have never been interested in reading I think it is a waste, no, not a waste of time But I see many people say books can broaden knowledge For me, I think I can broaden my knowledge by doing some other things For examples, some other jobs, such as working as a tutor When I have free time, I will choose to other things When I have tasks, homework, prepare for exams or some exercises in class, I just read at that time Interviewer: Which type of materials you prefer, short materials or long materials? Why? Interviewee 6: I prefer the not-too-long If I find an interesting novel, I will be keen on reading it Maybe other things like a research, something I have to read over and over again to apply to my study, I am not really interested So I want to find something short and brief As I said above, I am interested in novels, and novels are usually long Interviewer: Which one you prefer when you read in English, paper format or online format? Interviewee 6: Nowadays, the Internet is very developing I prefer choosing the online format But sometimes when I cannot find the authentic materials on the Internet, I have to go to the library or the book store But I still support for the Internet materials since they are easy to find and convenient for all of us to support for the jobs or our study Interviewer: What is/are the strongest factors that motivate you to read extensively in English? Interviewee 6: I think it is my study and I have to read to gather information for my study I think that is the most important thing Interviewer: How confident are you about your reading skill among four English skills? 67 Interviewee 6: In the final exam, my reading score was the lowest Interviewer: Do you think your reading competence affect your reading in English extensively? Interviewee 6: Even it is the lowest in the four skills, it is not the lowest score I got 8.5, as I remember and the other skills over And I don‟t want to spend too much time improving my reading since I think it is not as important as other things I have to in my teaching field Interviewer: Thank you, but I think you still haven‟t really answer my question Interviewee 6: Oh, I mean that my reading competency has no impact Even when it is not as good as other skills, it does not mean that I have to read more to improve it since I think it is good for me to read more, but I just don‟t feel like reading Interviewer: Do you think reading in general and reading in English allows you to broaden your knowledge? Why? Interviewee 6: Some of the reading is very long and it just focus on specific field It is hard to say that we can remember all of these things to adapt to the reality and some of the words are very complex and difficult to understand And many readings are just about one specific field, maybe at that time we remember but after that we will forget easily and there are words and phrases we cannot use outside the text Interviewer: Do exam-related factors affect your choice to read in English extensively? Interviewee 6: No If I want to practice for the exams, I will intensive reading instead of extensive reading As I said already, I have no interest in reading and also I feel it not necessary for me to read much to improve my reading skill Interviewer: Do parents have impacts on your choice to read extensively in English? Interviewee 6: No, my parents encourage me to learn English, but they don‟t know English so they never interfere in what I am doing with English 68 Interviewer: The questionnaire results show that most participants agreed that family and parents exert very little impact on their motivation to read? Why you think about this? Interviewee 6: Only some of the parents, they work as an English teacher, so they have the chance to force their children to read in English But for my parents as well as many other parents who don‟t know English, they can‟t So it is quite easy to understand that most people disagreed with the idea their family influence their decision to read in English Interviewer: Do you think that competitiveness with your classmates is also a factor which motivates you to read in English extensively? Interviewee 6: I think that creating some competitiveness, especially in reading extensively, will help students to get more success Why I have to say that? Because when you take part in a competition, you have to compete with each other and try harder Though I am not keen on reading, sometimes, when I am aware that my classmates are reading a lot at home, I also push myself to read more For example, in the Reading challenge, if I find out that some friends have finished the first book already while I still have not, I will read more to keep up with them 69 ... NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP HOẠT ĐỘNG ĐỌC RỘNG CỦA SINH VIÊN NĂM HỆ CHẤT LƯỢNG CAO, KHOA SƯ PHẠM TIẾNG ANH, ĐHNN, ĐHQGHN GV hướng dẫn: Nguyễn Thị Minh Trâm (PhD) Sinh viên: Bùi... 10 2. 2 .2 L2/FL motivation 11 2. 2 .2. 1.Gardner and Lambert‟s motivational theory 11 2. 2 .2. 2.Self-determination theory 12 2 .2. 2.3 Tri-polar model 13 2. 2 .2. 4 Expectancy... 26 3.3.1 .2 Interview 27 3.3 .2 Data collection procedure 27 3.3 .2. 1 Questionnaire administration 27 3.3 .2. 2 Interview administration 28 3.4 Data