ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''''''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING

i ACKNOWLEDGEMENT The research would not have been completed successfully without the support and encouragement of many people First and foremost, we would like to express our sincere gratitude to my research supervisor - Dr Nguy Thuy Trang, Vice Dean of Business English Department of Foreign Languages, National Economics University for her enthusiastic support, for her patience, precious advice and invaluable suggestions during the research process It was a great privilege and honor for us to work and study under her guidance Apart from the support of our supervisor, we would like to extend our special thanks to National Economics University students for their assistance in doing our survey questionnaire truthfully Furthermore, we highly appreciate the authors of the previous research and documents we consulted during the process of conducting the research Last but not least, we are grateful to our research teammates who always shared all the difficulties, devoted themselves to this research during the time we were carrying out the study Finally, our thanks go to all people who have supported us to complete the research directly and indirectly ii TABLE OF CONTENTS ACKNOWLEDGEMENT i LIST OF ABBREVIATIONS v LIST OF TABLES .vii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale of the study 1.2 Purposes of the study 1.3 Scope of the study 1.4 Research questions 1.5 Research methodology 1.6 Design of the study CHAPTER LITERATURE REVIEW 2.1 E-learning 2.1.1 Definition 2.1.2 Types of E-learning 2.1.2.1 Synchronous E-learning 2.1.2.2 Asynchronous E-learning 10 2.1.3 The importance of E-learning 12 2.2 Motivation 13 2.2.1 Definition of motivation 13 2.2.2 Motivation classification 13 2.2.2.1 Intrinsic and Extrinsic motivation 13 2.2.2.2 Resultative motivation 14 2.2.2.3 Integrative and instrumental motivation 14 2.2.3 The importance of motivation in L2 learning 15 2.3 Previous studies about factors affecting NEU students’ motivation in learning English through E-learning 16 iii 2.3.1 Factors affecting students’ motivation in learning 16 2.3.1.1 Previous international studies 16 2.3.1.2 Previous Vietnamese studies 17 2.3.2 Factors affecting student’s motivation in learning (English) through Elearning 18 2.3.2.1 Previous international studies 18 2.3.2.2 Previous Vietnamese studies 20 2.4 Proposed framework of factors affecting NEU students’ English learning motivation through E-learning 21 2.4.1 Human factors 21 2.4.1.1 Learner perspectives 22 2.4.1.2 Instructors' Attitudes 22 2.4.1.3 Supportive issues 23 2.4.2 Technological factors 23 2.4.2.1 System quality 24 2.4.2.2 Service quality 24 2.4.2.3 Content quality 25 CHAPTER RESEARCH METHODOLOGY 26 3.1 Participants 26 3.2 Data collection method 27 3.3 Data collection procedure 27 3.4 Data analysis procedure 28 CHAPTER DATA ANALYSIS AND DISCUSSION 32 4.1 Factors affecting NEU students' motivation in learning English through Elearning 32 4.1.1 Human factors 32 4.1.1.1 Learners' Perspectives 32 4.1.1.2 Instructors' Attitudes 33 4.1.1.3 Supportive Issues 34 4.1.2 Technological Factors 35 4.1.2.1 System Quality 35 iv 4.1.2.2 Content Quality 36 4.1.2.3 Service Quality 37 4.2 Descriptive statistics of the primary data 40 4.2.1 Scale reliability testing 40 4.2.2 Exploratory factor analysis 43 4.2.2.1 Independent variables 43 4.2.2.2 Dependent variable 52 4.2.3 Pearson correlation 55 4.2.4 Multiple regression 56 4.3 Discussion 59 4.3.1 Learner Perspectives 59 4.3.2 System Quality 60 4.3.3 Service quality 60 4.3.4 Content quality 61 CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS 63 5.1 Summary 63 5.2 Limitation and suggestions for further study 63 5.3 Recommendations 64 5.3.1 Recommendations for students 64 5.3.2 Recommendations for instructors 66 5.3.3 Recommendations for NEU administrators 67 REFERENCES APPENDICES v LIST OF ABBREVIATIONS BL Blended Learning CQ Content Quality E-conferencing Electronic conferencing EFA Exploratory Factors Analysis E-learning Electronic Learning etc Et cetera IA Instructors' Attitudes ICT Information & Communication Technology ISF Informing Science Framework IT Information Technology KMO Kaiser-Meyer-Olkin L2 Second Language LP Learners' Perspectives NEU National Economics University OCED Organization for Economic Co-operation and Development p page PCA Principal component analysis P-P Plot Probability Plot PLS - SEM Partial Least Squares Structural Equation Modeling vi SEQ Service Quality SI Supportive Issues Sig Significant result SM Students' Motivation SmartPL Smart Performance Level SPSS Statistical Package for the Social Sciences SYQ System Quality VIF Variance Inflation Factor vii LIST OF TABLES Table 4.1 Results of Cronbach's Alpha of factors affecting NEU students in learning English through E-learning 42 Table 4.2 Results after testing scale reliability of factors affecting NEU students in learning English through E-learning 43 Table 4.3 KMO and Bartlett's Test of independent variables 43 Table 4.4 Total variance Explained of independent variables 48 Table 4.5 Rotated Component Matrix of independent variables 51 Table 4.6 KMO and Bartlett's Test of dependent variable 52 Table 4.7 Total Variance Explained of dependent variable 52 Table 4.8 Component Matrix of dependent variable 53 Table 4.9 Results of testing EFA on factors affecting NEU students' motivation in learning English through E-learning 54 Table 4.10 Correlations between factors affecting NEU students' motivation in learning English through E-learning 56 Table 4.11 Model Summary 57 Table 4.12 ANOVA 57 Table 4.13 Coefficients 58 viii LIST OF FIGURES Figure 1.1 Massive open online courses, main international providers Figure 2.1 Proposed framework of factors affecting NEU student's English learning motivation through E-learning 21 Figure 3.1 Participant Demographics 26 Figure 3.2 Study Time Illustration 26 Figure 4.1 Data analysis of learners’ perspectives 32 Figure 4.2 Data analysis of Instructors' Attitudes 33 Figure 4.3 Data analysis of supportive issues 34 Figure 4.4 Data analysis of system quality 35 Figure 4.5 Data analysis of content quality 36 Figure 4.6 Data analysis of service quality 37 Figure 4.7 Data analysis of factors affecting NEU students’ motivation in learning English through E-learning 38 1 CHAPTER INTRODUCTION 1.1 Rationale of the study The advent of industrial revolution 4.0 is the mainspring pushing E-learning forward in the future In many developed countries, E-learning is deployed on a large scale with many features associated with the course According to Cyber Universities (2018), nearly 90% of the universities in Singapore utilize online training methods, online training also accounts for more than 80% in the US Figure 1.1 Massive open online courses, main international providers (Source: Economist.com) Figure 1.1 illustrates the number of registered users and online courses as well as some main course subjects from 2011 to 2017 In 2011, “online course” was still a totally new term to everyone but in 2016, it attracted nearly 60 million people registered and the number of courses reached 7000 by the time of 2017 It is clear that the number of online courses as well as registered users is growing rapidly and online courses are being provided in various subject fields According to Nguyen Thanh Nam, founder of FPT Online University (FUNiX), many countries in the world, especially those with great pressure on population and economy such as India, the Philippines, Mexico, etc have seen E-learning as an opportunity to catch up with developed countries, which is the point that Vietnam should absorb and learn It is necessary to consider and put online education as top priority and opportunity to break through as well as level the gap between Vietnamese education and other countries in the world In fact, by the time of 2010, domestic enterprises took the first steps to explore the E-learning system by launching a series of online learning websites such as Violet.vn, Hocmai.vn, Topica, Onluyen.vn, Speakup.vn, Mathplay, etc E-learning has become a learning model attracting a large number of users, especially in Hanoi and Ho Chi Minh City with a wide audience coverage Online education activities in Vietnam provide mainly groups of services: language courses; exam preparation or lecture programs for general knowledge and skills courses The content of E-learning lectures is quite plentiful, integrated into many different forms of expression such as videos, clips, sound effects, animated illustrations, etc English is the language of international communication and a key to open the door of promising futures Therefore, it is considered one of the basic requirements for global citizens in competitive job markets Many colleges and universities in Vietnam have established English outcome standards as an important compulsory graduation requirement Thus, for the NEU students, English is both pressure and a challenge that requires them to overcome and dominate The development of education and information technology offers a favorable external environment for learning English There are many different types of study techniques that can be chosen for learning English strategies Especially the outbreak of the Covid-19 pandemic and school closures have recently provided students with an opportunity to experience various forms of digital learning, which set the scene for a deeper approach to study English through E-learning Learner motivation is one of the factors determining the success of students' learning (Hidi & Harackiewicz, 2000) Research shows that motivated learners are more likely to undertake challenging activities, be actively engaged, enjoy and adopt a deep approach to learning and exhibit enhanced performance, persistence, and Loan, N.T.T (2019) Factors affecting student satisfaction with E-learning method: Research at the Women's Union of Ho Chi Minh City UEH Digital Repository [Online] Available from: http://digital.lib.ueh.edu.vn/handle/UEH/59183?fbclid=IwAR1VfcDuNzxnLxV 8gXTXnXIJLK-3CWqGLWm5TgZF_cPtxWGpp3srlGUHFsM [Accessed: 1st March 2021] Nga, H.T.M, & Kiet, N.T (2016) Factors affecting the motivation in learning of economics students in Can Tho university Scientific Journal of Can Tho University, 46, 107 - 115 Tho, N.D (2013) Phương pháp nghiên cứu khoa học kinh doanh Finance Publisher, 2, 413 Minh, P., & Anh, B.N.T (2020) Analysis of factors affecting the intention to participate in the E-learning from the lecturer’s viewpoints: A case study of Vietnam Journal of Science, Ho Chi Minh City Open University, 15(1), 61-71 Bang, T.C (2016) Factors affecting learning English of Vietnamese students Journal of Language Science and Culture Vol 1, No.2 APPENDICES Appendix 1: Questionnaire FACTORS AFFECTING NEU STUDENTS' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING Dear Respondent, We are second-year students at National Economics University We are requesting for your cooperation to answer our questionnaires for our research entitled “Factors affecting NEU students’ motivation in learning English through E-learning” Your knowledge, concerns, and responses are a sure help for us in achieving our goal Rest assured that all the information that we would gather will be treated with utmost confidentiality and it will be used for academic purposes only We are hoping that this request would merit your positive responses Again, thank you for accepting our concern Respectfully yours, I.Background questions You are a first-year student b second-year student c third-year student d fourth-year student The average time you spent each week learning English through E-learning is a less than hours b - less than hours c - 12 hours d more than 12 hours II Factors affecting students’ motivation in learning English through E-learning A Human factors A.1 Learners Perspective STATEMENTS Strongly Disagree Disagree Neutral Agree Strongly Agree Self-awareness of my LP1 strengths and weaknesses assists me in the E- 5 5 learning process I am able to apply my IT LP2 skills when learning English through Elearning I have a desire to develop LP3 my English language skills through E-learning My confidence level LP4 boosts my motivation in learning English through E-learning A.2 Instructors' Attitudes When learning English through E-learning, STATEMENTS Strongly Disagree Disagree Neutral Agree Strongly Agree IA1 Teachers give me enough attention and care 5 5 5 The professional IA2 enthusiasm of teachers encourages me Lecturers give enough homework or assignments IA3 for me during E-learning to retain all the knowledge and information Mistakes and errors evaluation from teachers IA4 (grammar, pronunciation etc.) are helpful for my learning The teaching method of IA5 lecturers during class is suitable for me IA6 Feedbacks I received motivate me Rewards and appropriate IA7 praise are great ways that keep me motivated IA8 Teachers give me useful suggestions 5 Punishments have great IA9 impacts on my motivation to learn English A.3 Supportive Issues: Strongly Disagree Disagree Neutral Agree Strongly Agree My parents approve of the SI1 use of E- learning especially 5 when I learn English My parents orientate or give me instruction in how to learn English online in the SI2 most effective way (e.g learn by heart the new vocabulary and remind me of doing the homework on time) My peers influence my motivation to learn English SI3 through E-learning (participation in online class, homework fulfillment, teamwork or important assignments for mid-term) and lead to my good outcomes Society has created a trend SI4 in E-learning that pushes my motivation in learning English through E-learning B Technological Factors B.1 System Quality: Strongly Disagree Disagree Neutral Agree Strongly Agree SYQ1 The system is easy for me to use SYQ2 The system is easy for me to access SYQ3 The audio quality is good 5 SYQ4 The system is flexible SYQ5 The video quality is good SYQ6 The design is good B.2 Content Quality STATEMENTS Strongly Disagree Disagree Neutral Agree Strongly Agree CQ1 The content has a clear structure 5 5 5 I find the content CQ2 interesting and easy to understand CQ3 The content allows me to measure their progress The learning materials CQ4 have been added and delivered logically in the E-learning The activities in E-learning classes (quizzes, making CQ5 videos, etc) help me to examine issues, to evaluate new ideas, and to apply what I have learned CQ6 The workload is just right for me B.3 Service Quality STATEMENTS Strongly Disagree Disagree Neutral Agree Strongly Agree Help and support team in SEQ E-learning aids me when 5 5 I have difficulties In time responses from SEQ2 customers ‘service team in E-learning helps me to solve issues SEQ3 I have clear guidelines to find learning materials Technical personnel give me clear and detailed SEQ4 instruction before and during the learning process C General Assessment STATEMENTS Strongly Disagree Disagree Neutral Agree Strongly Agree LP Learners’ Perspectives have a positive impact on my motivation in learning English through E-learning IA Instructors' Attitudes have a positive impact on my motivation in learning English through E-learning SI Supporting Issues have a positive impact on my motivation in learning English through E-learning SYQ System Quality has a positive impact on my motivation in learning English through Elearning CQ Content Quality has a positive impact on my motivation in learning English through Elearning SEQ Service Quality has a positive impact on my motivation in learning English through Elearning SM1 I have motivation to learn English through E-learning SM2 I will learn English through Elearning for a long term SM3 I have interest in learning English through E-learning Appendix 2: Scale reliability testing of factors affecting NEU students' motivation in learning English through E-learning Appendix 2.1 Scale reliability testing of Learners' Perspectives Reliability Statistics Cronbach's N of Items Alpha 932 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted LP1 9.28 12.880 805 924 LP2 9.44 13.220 846 909 LP3 9.50 13.165 872 901 LP4 9.47 13.232 839 911 Appendix 2.2 Scale reliability testing of Instructors' Attitudes Reliability Statistics Cronbach's N of Alpha Items 839 Item-Total Statistics Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted IA1 28.04 22.023 449 833 IA2 27.91 21.146 502 828 IA3 27.86 20.944 567 821 IA4 27.84 20.840 581 819 IA5 27.87 21.078 553 822 IA6 27.85 21.289 592 818 IA7 27.75 21.483 536 824 IA8 27.77 20.984 655 812 IA9 27.93 21.138 532 825 Appendix 2.3 Scale reliability testing of Supportive Issues Reliability Statistics Cronbach's N of Alpha Items 922 Item-Total Statistics Scale Scale Corrected Cronbach's Mean if Variance Item-Total Alpha if Item if Item Correlation Item Deleted Deleted SI1 10.28 3.691 795 906 SI2 10.07 3.465 841 891 SI3 10.05 3.644 853 888 SI4 10.38 3.578 791 908 Deleted Appendix 2.4 Scale reliability testing of System Quality Reliability Statistics Cronbach's N of Alpha Items 951 Item-Total Statistics Scale Scale Corrected Cronbach's Mean if Variance Item-Total Alpha if Item if Item Correlation Item Deleted Deleted SYQ1 17.19 19.369 871 938 SYQ2 17.18 19.893 870 939 SYQ3 17.18 20.382 820 944 SYQ4 17.27 20.809 801 947 SYQ5 17.08 19.939 858 940 SYQ6 17.25 18.451 877 939 Deleted Appendix 2.5 Scale reliability testing of Content Quality Reliability Statistics Cronbach's N of Alpha Items 930 Item-Total Statistics Scale Scale Corrected Cronbach's Mean if Variance Item-Total Alpha if Item if Item Correlation Item Deleted Deleted Deleted CQ1 19.65 17.241 801 917 CQ2 19.75 16.775 822 914 CQ3 19.51 17.430 801 917 CQ4 19.62 17.189 808 916 CQ5 19.57 17.622 791 918 CQ6 19.47 18.353 756 923 Appendix 2.6 Scale reliability testing of Service Quality Reliability Statistics Cronbach's N of Alpha Items 738 Item-Total Statistics Scale Scale Corrected Cronbach's Mean if Variance Item-Total Alpha if Item if Item Correlation Item Deleted Deleted SEQ1 8.64 8.545 570 658 SEQ2 7.80 8.109 550 667 SEQ3 7.65 8.277 522 684 SEQ4 7.84 8.929 482 705 Deleted