BACKGROUND TO THE PROBLEM
English is a crucial international language, particularly in the tourism sector, where effective communication is essential for tour guides and hotel managers As Vietnamese tourism continues to grow, proficiency in English becomes vital for students at the Department of Tourism at Van Hien University, who aspire to enter these professions However, there has been a concerning decline in student participation in English classes, despite regular attendance checks by instructors According to school regulations, students who miss more than eight out of 36 classes are barred from taking the final exam, resulting in several students being ineligible due to absences This situation prompts an important question: Are students resisting school regulations, or are they simply disengaged from English classes?
Teachers of English at the Department of Tourism at Van Hien University express concerns about varying levels of student motivation in English classes, which contributes to inconsistent attendance rates across different classes.
Questions arise regarding student motivation at our university, particularly concerning the significance of English in their academic and future professional lives It is essential to assess whether students recognize the importance of English language proficiency for their career success.
These questions need to be solved
Although English is not the primary focus for tourism students, it plays a crucial role in their education and future career prospects English serves as a vital secondary major, as students must pass an English exam before graduating Insufficient English proficiency can hinder job opportunities post-graduation, with some fourth-year students even barred from the graduation exam due to failing this test, forcing them to wait another year to complete their degree.
Teachers often express frustration over students' lack of preparation and engagement, citing issues like incomplete exercises and a poor grasp of basic grammar rules Conversely, students describe their classes as dull, attributing this to the traditional Grammar-Translation Method employed by their teachers With the same instructor leading sessions three days a week, there is a concern that the monotony may continue into the next semester, limiting students' motivation and learning outcomes.
The low participation rate of students in class is unlikely to stem from irrelevant syllabuses; rather, it is influenced by various factors, including teaching methods, assessment styles, consistent interactions with the same teacher, and overall learning motivation.
This thesis examines the motivational factors that affect students' attitudes toward learning English It raises critical questions about teachers' understanding of motivation and whether they effectively incorporate motivational theories into their teaching practices Additionally, it explores strategies that educators can implement to enhance students' motivation for learning.
AIMS OF THE STUDY
The objectives of the study are:
(1) To seek empirical evidence to support the hypothesis that motivational factors affect learning process
(2) To provide recommendations to enhance the learning motivation for the students at Van Hien University
A survey was conducted using a questionnaire to assess students' attitudes towards learning English and their perceptions of the factors influencing their motivation to learn.
The research attempts to investigate the students’ motivation, the classroom activities and activities expected.
THE STRUCTURE OF THE THESIS
The thesis is structured into four chapters, not including the Introduction and Conclusion Chapter 1 outlines the study's background, detailing the characteristics of the English teaching staff and students at the Department of Tourism at Van Hien University, along with an overview of the physical conditions and the English syllabus in use.
Chapter 2 offers a comprehensive literature review on motivation, exploring its quality, various types, and key motivational factors that influence the learning process Additionally, it examines several theories of motivation, providing a foundational understanding for the study.
Chapter 3 describes the methodology employed in the study It consists of the investigation of the students’ attitudes towards learning English and motivational activities in their learning process
Chapter 4 reveals the findings of the study and some recommendations for promoting English learning motivation.
BACKGROUND TO THE STUDY
DESCRIPTION OF PHYSICAL CONDITIONS AT THE
To learn about the physical conditions of the university is very important
The learning environment significantly impacts students' intrinsic motivation, influencing their enthusiasm for lessons Unfortunately, the current teaching and learning conditions are inadequate, with classrooms equipped only with a single electric fan, two neon lights, and basic furniture arranged in rows There are no audio or video laboratories or resource centers available for students, hindering their educational experience.
The classroom is designed to accommodate 50 students, requiring teachers to project their voices without the aid of a microphone, as the room lacks soundproofing This results in the teacher's voice carrying into neighboring classrooms, causing disturbances Additionally, external noise from the hallway further disrupts lessons The use of English songs for motivation is prohibited due to potential noise issues, and games are also avoided to prevent affecting adjacent classes The room's size and layout are not conducive to group activities, making it difficult for students, especially those seated at the back, to see the blackboard and the teacher's gestures Consequently, students often have to stand or move to the front to view the board clearly, leading to a chaotic classroom environment.
The conditions mentioned significantly reduce students' opportunities to engage with the English language, which is crucial at this university, as proficiency in English is essential for aspiring tour guides Consequently, educators are encouraged to adopt a communicative approach to teaching English, enabling students to use the language effectively in immediate, real-life situations.
In conclusion, the challenging physical conditions at Van Hien University significantly impact teachers and hinder the learning environment Improving these conditions for English classrooms is essential, as they directly affect students' motivation to learn at the university.
THE TEACHING STAFF
The English center are the important resource that contribute remarkably to the success as well as the failure of the students at Van Hien University
At the Department of Tourism - Van Hien University, there are eleven English language teachers aged between 28 and 52, all trained in English language teaching at reputable institutions in Ho Chi Minh City Most teachers hold only a B.A in English, with only two being younger than 45 Despite their teaching experience, many lack the enthusiasm and vitality to effectively engage students, relying on outdated, teacher-centered methods that result in passive learning environments Students often sit quietly, taking notes with minimal interaction, as pair and group work activities are seldom organized This reflects a significant weakness in the teaching staff, who do not conduct workshops on English for Tourism or seek to enhance their motivation skills, focusing solely on completing the textbook lessons.
Over half of the staff graduated in the 1980s, leading to a disconnect with contemporary learning motivation theories Consequently, they continue to utilize outdated teaching methods that may hinder students' interest and enthusiasm for learning English.
Teachers at Van Hien University also work at other schools, which limits their time for lesson preparation and the development of innovative teaching methods Consequently, they often overlook the importance of student motivation, a crucial factor for the success of their lectures.
Some students experience challenges in pronunciation due to their simultaneous study of English and Russian, which can lead to interference from their teachers.
In short, some weaknesses in the English teaching staff at the Department of Tourism at Van Hien University need to be improved to create a better environment for students.
THE CHARACTERISTICS OF THE STUDENTS
Understanding student characteristics is crucial for this thesis proposal By gathering information about students, teachers can gain deeper insights into their needs, enabling them to implement strategies that enhance student motivation This understanding aligns with the primary objective of the thesis.
The Department of Tourism at Van Hien University consists of four grades: first-year, second-year, third-year, and fourth-year students, with ages ranging from eighteen to twenty-two.
Many students in the class come from rural areas in the North, where access to English education is extremely limited; some have never studied English and have only learned Russian This lack of exposure makes English feel foreign to them, creating a significant gap between them and their peers from Ho Chi Minh City, who have had years of English instruction and access to resources like books and evening classes Consequently, the absence of a placement test results in a classroom with varying proficiency levels, posing challenges for teachers in addressing the diverse backgrounds of their students.
Many individuals from the North exhibit a distinct Northern accent when pronouncing English words, often saying /naik/ instead of /laik/ for "like." This strong Northern accent is ingrained in their speech patterns due to it being their mother tongue, which requires teachers to dedicate significant time to correcting these pronunciation errors.
Many students from rural areas or the highlands of the North come from low-income families of workers or farmers, where parents often struggle to make ends meet Due to their demanding work schedules, these parents lack both the time and the educational resources to support their children's academic development Consequently, the family background significantly influences the foundational academic skills of these students, in contrast to those whose parents have higher education and provide a more supportive learning environment from an early age.
In the first year of school, stark contrasts emerge between students from different socioeconomic backgrounds Students from low-income families often face greater challenges, as they must work harder to understand lessons due to their limited vocabulary While their peers with more resources grasp difficult concepts with ease, these students spend extra time looking up simple words and listening to lesson tapes repeatedly This struggle can lead to feelings of boredom and exhaustion, as they find themselves working significantly harder than their classmates.
Many students juggle part-time jobs to alleviate financial pressures on their families, often prioritizing work over schoolwork This struggle is exacerbated by rising unemployment rates in their communities, leading to fears about securing better job opportunities after graduation Consequently, their focus on academic responsibilities diminishes as they navigate these challenges.
The disparity in living conditions significantly impacts English proficiency, creating challenges for both educators and students within the Department of Tourism at Van Hien University.
STUDENTS’ NEED ANALYS
Students at the Department of Tourism at Van Hien University are trained to become both tour guides and hotel managers upon graduation, making English proficiency essential for their success Consequently, English holds a significant position in their educational curriculum, ensuring they are well-prepared for the demands of the tourism industry.
Vietnam's tourism industry is experiencing significant growth, attracting an increasing number of foreign visitors who view the country as a safe and peaceful destination This rising interest has created a demand for tour guides proficient in English, as effective communication is essential for providing quality experiences To meet this need, guides must enhance their knowledge by utilizing English-language resources, including books and online information about tourism.
Students majoring in tourism often excel in public speaking and actively engage in communicative language tasks that emphasize listening and speaking skills However, a significant proficiency gap exists among students in English classrooms, leading to challenges for those who struggle when placed in mixed-ability classes Unfortunately, rearranging students by proficiency level is not feasible, as it could disrupt the overall school timetable.
The question is what the teachers should do to help both kinds of students have enough motivation in the class activities especially listening and speaking class.
DESCRIPTION OF THE UNIVERSITY SYLLAB
Understanding the school syllabus is crucial for teachers to effectively motivate students in English learning At The Department of Tourism - Van Hien University, each English program is structured over two semesters, with each semester spanning 13 weeks and comprising a total of 150 periods This framework emphasizes the importance of time management and curriculum planning in enhancing student engagement and learning outcomes.
12 periods per week and each period is 45 minutes The purpose of the thesis focuses only on the second-year students’ syllabus
Second-year students in their first semester study a total of 15 units, focusing on general English, with each unit taught over the course of one week In the second semester, they will expand their learning to 20 units, requiring them to cover two units per week, with topics centered around tourism.
Unit 19: CAR AND EQUIPMENT HIRE
The general English program offers students exposure to a diverse range of topics, enhancing their vocabulary across various subjects The first semester curriculum is a blend of the "Lifelines" and "New Interchange" textbooks, carefully curated by the head of the teaching staff to provide a comprehensive learning experience.
The "New Interchange" textbook has been introduced as internal material for second-year students, but its extensive content proves overwhelming within a 13-week timeframe Students struggle to absorb the material effectively in such a short period Furthermore, the differing approaches to language use and grammar instruction between "Lifelines" and "New Interchange" create a lack of coherence when the two books are combined, potentially leading to confusion among learners.
In the English class for Specific Purposes, students gain valuable insights relevant to their future careers as tour guides and hotel managers However, due to limited time, there is insufficient emphasis on essential skills like listening and speaking, leading to a primary focus on grammar and reading exercises As teachers concentrate on correcting workbook tasks, the lack of engaging activities results in a monotonous classroom environment, negatively impacting students' motivation and attitude toward learning English.
SUMMARY
This chapter outlines the physical conditions, teaching staff, student needs, and English syllabus at the Department of Tourism at Van Hien University The thesis aims to identify solutions that will provide practical benefits for both teachers and students in the English teaching and learning process.
LITERATURE REVIEW
DEFINITION OF MOTIVATION
Motivation, as defined by Maehr & Meyer (1997), is a theoretical construct that explains the initiation, direction, intensity, persistence, and quality of behavior, particularly in relation to goal-directed actions It encompasses hypothetical constructs that clarify why individuals engage in specific behaviors Motives differ from related concepts like goals, which are the immediate objectives within behavioral sequences, and strategies, which are the methods employed to achieve these goals For instance, a person may feel hunger (motive) and choose to go to a restaurant (strategy) to satisfy that need by obtaining food (goal).
Motives, as defined by Thrash and Elliot (2001), are broad needs or desires that drive individuals to engage in purposeful actions In contrast, goals and associated strategies are more specific, guiding the direction and quality of actions in particular contexts.
According to Maehr & Meyer, distinguishing between motives, goals, and strategies in intentional cognitive learning can be challenging, as effective motivation and learning strategies often coexist In the classroom, student motivation reflects the extent to which students engage and exert effort in their activities, which may not always align with the teachers' expectations.
Student motivation is deeply influenced by their personal experiences, particularly regarding their desire to participate in lessons and learning activities This article argues that teachers should prioritize motivational goals and strategies aimed at fostering students' willingness to engage in learning activities The focus should be on encouraging students to approach these activities with the intention of gaining the knowledge or skills they are designed to impart.
Motivation is the driving force behind behaviors, encompassing arousal, selection, direction, and continuation However, many teachers hold misconceptions that hinder their effectiveness in fostering motivation One common misconception is the belief that some students are unmotivated; in reality, students are always motivated to some extent, even if their goals differ from what teachers desire Another misconception is the idea that one person can directly motivate another, when in fact, motivation is an internal process Instead, educators can utilize various motivation theories to create an environment that encourages students to engage in desired behaviors.
KINDS OF MOTIVATION
In general there are two kinds of motivation: intrinsic motivation and extrinsic motivation
Intrinsic Motivation comes from doing the activity itself The activity has meaning in itself or is valued for itself
Intrinsic motivation, driven by enjoyment rather than utility, is a more effective and satisfying form of learning compared to extrinsic motivation While both types are essential for encouraging energy investment in learning, intrinsic motivation fosters a deeper engagement with the material.
Thoughts about Education, Mihaly Csikszentmihalyi
Intrinsic motivation is the drive to engage in activities that foster or uphold an individual's self-concept Unlike extrinsic motivation, which relies on external rewards like money or grades, intrinsic motivation originates from within It stems from the enjoyment derived from the task itself and the satisfaction gained from completing or working on it.
An intrinsically motivated individual engages in tasks like solving math equations or tackling problems because they find joy in the process itself The satisfaction derived from overcoming challenges is what drives their efforts, rather than external rewards such as prizes, payments, or grades.
Intrinsic motivation does not mean, however, that a person will not seek rewards
External rewards alone, such as good grades, may not sustain a person's motivation, particularly if the task lacks intrinsic interest For instance, an intrinsically motivated student might desire a high grade on an assignment, but without genuine interest in the subject, the allure of a good grade fails to inspire effort and engagement in the project.
Malone and Lepper (1987) define intrinsic motivation as the drive to engage in activities without external rewards These activities are pursued for the inherent interest and enjoyment they provide, highlighting the importance of internal satisfaction in motivation.
2.2.2 The factors that promote Intrinsic motivation
Malone and Lepper (1987) synthesized extensive research on motivational theory to identify key factors that enhance intrinsic motivation in environment design Their findings emphasize the importance of creating engaging and stimulating settings that foster a sense of autonomy, competence, and relatedness, ultimately promoting intrinsic motivation among individuals.
Challenge significantly influences intrinsic motivation, as individuals can experience it independently of others People are naturally drawn to tasks that present a challenge For students, this sense of challenge arises when they engage in activities aimed at personally meaningful goals, where the outcome is uncertain and success or failure is not assured.
When students make satisfactory progress toward their goals, it boosts their self-efficacy and maintains their motivation Receiving feedback during this process enhances their drive, as they believe that achieving these goals will positively impact their self-esteem.
Four key factors significantly impact how challenges contribute to motivation Firstly, goals, whether short-term or long-term, play a crucial role; while short-term goals may offer immediate appeal, long-term goals hold greater significance, provided they are personally meaningful Secondly, the level of certainty regarding a challenge influences its motivational effectiveness Additionally, performance feedback serves to inform students about their progress related to their goals, reinforcing their engagement Lastly, self-esteem is vital, as students gauge their competence based on their success with challenges they deem important.
Curiosity is heightened when our environment captures our attention or when there is a balanced gap between what we know and what we could learn through engagement This optimal discrepancy indicates that curiosity peaks when new information contrasts with our existing knowledge, yet remains relatable and achievable Students are most motivated by curiosity when learning tasks offer knowledge or challenges that strike this ideal balance.
Intrinsic motivation can be stimulated by two types of curiosity: sensory curiosity, which involves physical elements like changes in tone, light, or sound that capture students' attention, and cognitive curiosity, which arises when students are provoked to wonder about a subject, thereby enhancing their interest in learning.
Control is a fundamental human inclination to manage one's environment, significantly impacting intrinsic motivation in students To foster this sense of control, educators should highlight clear cause-and-effect relationships, allowing students to understand how their actions lead to desired outcomes Additionally, when students recognize that their studies yield meaningful results rather than trivial knowledge, they perceive their efforts as valuable, enhancing their motivation Finally, providing students with the freedom to choose their learning paths reinforces their sense of autonomy, as they engage in activities out of genuine interest rather than obligation.
Fantasy significantly enhances learning by allowing students to visualize real-life situations, which can motivate their behaviors Incorporating emotional elements, such as fun and excitement, encourages student participation, often through gamified learning experiences Additionally, cognitive elements help students envision themselves applying new skills in practical scenarios, further increasing their willingness to engage in educational activities.
Competition drives individuals to improve their self-esteem by allowing them to compare their performance with that of others This competitive spirit does not necessarily require a formal setting; it simply involves individuals assessing their achievements against those around them Additionally, cooperation plays a crucial role in fostering a supportive environment that can enhance overall performance.
Students find fulfillment in pursuing collective objectives, and this collaboration doesn't need to be structured as formal cooperative learning What matters most is the individual's sense of satisfaction from playing a role in the achievements of their peers Recognition of these contributions enhances the overall experience.
THE RELATIONASHIP BETWEEN MOTIVATION AND LEARNING
2.3 THE RELATIONSHIP BETWEEN MOTIVATION AND LEARNING 2.3.1 Behavioral Views of Motivation x Operant Conditioning and Social Learning Theory
Skinner (1953) highlighted the significance of reinforcement in the learning process, demonstrating that organisms are likely to repeat reinforced actions He introduced programmed instruction as a method to reward students for each correct response, thereby motivating them to progress through the material By providing immediate feedback on correct answers, this approach effectively shapes the desired terminal behavior as students advance through the program.
Operant conditioning offers insights into why students have varying reactions to different subjects, such as math For instance, while some students may approach a required math class with enthusiasm, others may feel overwhelmed or distressed According to Skinner, these differing attitudes stem from past experiences; students who enjoy math have likely been influenced by a history of positive encounters with the subject, whereas those who dislike it may have faced a series of negative experiences.
(2) The Power of Persuasive Models
Albert Bandura, a prominent social learning theorist, emphasizes the significance of observation, imitation, and vicarious reinforcement in the learning process When a student admires a teacher, they may be motivated to excel academically to gain the teacher's approval and emulate their success Similarly, a student who witnesses an older sibling reaping rewards from high grades is likely to pursue similar achievements, anticipating comparable benefits.
When a student observes a classmate receiving praise from the teacher for specific behavior, they may choose to mimic that behavior to gain similar recognition This process of vicarious reinforcement, alongside direct reinforcement, can enhance an individual's self-efficacy regarding a task, ultimately boosting their motivation levels.
Cognitive theorists stress that human behavior is influenced by the way people think about themselves or their surrounding environment
Influences on knowledge acquisition include the intrinsic desire to create an organized and logically coherent knowledge base, expectations for task completion, beliefs about the factors contributing to success and failure, and perceptions of cognitive ability.
In the early 1960s, John Atkinson proposed that differences in achievement behavior stem from varying needs for achievement, which he defined as a generalized desire to reach competence-based goals This need is influenced by both innate factors and personal experiences Students with a high need for achievement possess a greater expectation of success than a fear of failure, leading them to anticipate feelings of pride upon completing tasks Conversely, students with a low need for achievement tend to avoid challenging tasks due to a fear of failure, often opting for easier assignments instead The traditional grading system, which emphasizes comparative performance, only allows a select few students to achieve high marks, leaving many capable students feeling discouraged and diminishing their motivation for future classroom tasks.
2.3.3 The Humanistic View of Motivation
2.3.3.1 Maslow’s Theory of Growth Motivation
Levels of Motivation-Maslow’s Theory of Growth Motivation
Abraham H Maslow (1908-1970) was a pioneering humanistic psychologist who challenged the dominant psychological paradigms of his time, such as behaviorism, which focused on animal experimentation and the analysis of dysfunctional individuals Instead, Maslow emphasized the importance of human potential and self-actualization, leading to his development of the renowned "hierarchy of needs" model This classic framework highlights the stages of human motivation and personal growth.
Figure 2.1: Levels of Motivation-Maslow’s Theory of Growth Motivation
Maslow's hierarchy of needs, established in 1954, categorizes human needs into five levels: physiological needs at the base, followed by safety, belongingness and love, esteem, and self-actualization This ascending order illustrates the varying strengths of these needs, with lower-level needs exerting greater influence When basic needs, such as hunger or safety, are unmet, individuals prioritize fulfilling these urgent requirements over higher-level aspirations like esteem or self-actualization.
The first four needs—physiological, safety, belongingness and love, and esteem—are known as deficiency needs, motivating individuals to act only when they are partially unmet In contrast, self-actualization is identified as a growth need, representing the ongoing pursuit of personal fulfillment and the development of one’s full potential For instance, a person who believes she has the ability to write novels, teach, practice medicine, and raise children will not feel truly self-actualized until she has achieved these goals to some extent.
Maslow’s theory of hierarchy is used to analyze the students’ needs of motivation at school
Physiological needs are essential for survival, encompassing hunger, thirst, sleep, and shelter Safety needs focus on protection from physical and emotional harm Social needs involve the desire for affection, belonging, and approval from parents, teachers, and peers Esteem needs relate to self-confidence, achievement, and recognition Finally, self-actualization needs pertain to personal growth, the expression of potential, and self-fulfillment.
Maslow’s hierarchy, as described by Norwood (1999), illustrates the types of information individuals seek at various levels of need At the foundational level, individuals prioritize coping information to address their basic needs, often disregarding unrelated information Those at the safety level actively seek assistance to enhance their sense of security Individuals aiming to fulfill their belongingness needs look for enlightening information, often found in resources about relationship development At the esteem level, people seek empowering information to foster their ego Lastly, those striving for growth in cognitive, aesthetic, and self-actualization areas pursue edifying information.
Therefore, when students are in the lower level of motivation, they should be motivated to be in higher level of motivation
According to Maslow's theory of motivation, it is essential for teachers to assist students in meeting their deficiency needs, as unmet needs can lead to poor decision-making By identifying the specific needs that students are lacking, teachers can foster improved behaviors and enhance the learning experience Ultimately, understanding and addressing these critical needs is vital for motivating students effectively in their educational journey.
Clayton Alderfer developed the ERG theory to overcome certain limitations of Maslow’s hierarchy of needs Similar to Maslow's model, the ERG theory categorizes human needs into a hierarchy, represented by three levels: Existence, Relatedness, and Growth.
Alderfer categorizes human needs into three hierarchical groups: Growth needs, which focus on developing competence and realizing potential; Relatedness needs, which emphasize the importance of maintaining satisfactory relationships with others; and Existence needs, which pertain to physical well-being.
Figure 2.2: ERG Theory of Motivation of Clayton P Alderfer
Alderfer believed that as you start satisfying higher needs, they become more intense It means that the power you get the more you want power, like addition
Level of Need Definition Properties
Impel a person to make creative or productive effects on himself and his environment
Satisfied through using capabilities in engaging problems; creates a greater sense of wholeness and fullness as a human being
Involve relationships with significant others
Satisfied by mutually sharing thoughts and feelings; acceptance, confirmation, understanding, and influence are elements
Existence Includes all of the various forms of materials and psychological desires
When divided among people one person’s gain is another’s loss if resources are limited
The ERG theory distinguishes itself from Maslow's hierarchy in three key ways: it permits individuals to pursue multiple levels of needs simultaneously, recognizes that the order of needs can vary among different people, and introduces the frustration-regression principle, which suggests that if a higher-level need is unmet, individuals may revert to lower-level needs that are easier to fulfill.
SUMMARY
Chapter 2 has just identified the kinds of motivation and the relationship between motivation and learning as well as some theories of motivation.
STUDY DESIGN AND DATA ANALYSIS
RESEARCH QUESTION
This study explores the influence of motivation on English learners, aiming to identify key motivational factors that can enhance students' learning experiences By deepening teachers' understanding of what drives student motivation, this research provides valuable insights that can help educators foster a more motivating learning environment Ultimately, the findings of this thesis are beneficial for both teachers and students, highlighting the importance of motivation in the educational process.
One question guides this study:
Is there a motivational impact on learners of English?
From the main questions, three sub questions are also addressed:
(1) Are students at the Department of Tourism -Van Hien University motivated for their learning of English?
(2) How does the influence of motivation show in their attitude and perception of learning English?
(3) Which factors influence learning motivation?
RESEARCH DESIGN
To gather insights on the attitudes and perceptions regarding English learning, a survey was conducted at the Department of Tourism, Van Hien University, utilizing both a questionnaire and interviews The study involved two sets of questionnaires: one aimed at students to assess their views on learning English, and the other directed at teachers to evaluate their perspectives on learning motivation and the application of motivational methods in their teaching The complete questionnaires, available in both Vietnamese and English, are included in the appendices The students' responses highlighted the significant impact of motivation on their English learning experience and their awareness of its importance, while the teachers' feedback underscored the necessity of motivation in their instructional approaches.
First of all, two sets of questionnaires were delivered to both the students and teachers at the Department of English - Van Hien University
The first set of questionnaires was for teachers It consisted of 15 questions to elicit the teachers’ perceptions of what motivates students (See
Question 1 elicits the teachers’ perception on the importance of learning motivation in the real condition of studying English at the Department of Tourism -Van Hien University If they choose option D (Motivation is very necessary in university nowadays), it means the students have not been motivated yet, so they need to be motivated to learn English better because according to the teachers, motivation is very important for students in learning English If they choose option A (Motivation is not completely necessary nowadays), it means that in teachers’ eyes, motivation is not important for university students’ learning English
Question 2 refers to the teachers’ giving the reason why the students are bad at learning English It shows whether or not the teachers have an appropriate understanding about their students and if they have a preoccupation on their bad students’ learning Only when teachers know what the students need motivating intrinsically, they can help the students If the teachers choose option B (The students are too lazy) It’s a very subjective opinion The teachers should try to find out why they are lazy If they choose option D (The students do not know how to study English well), it means that the teachers can think of some ways to motivate their ways of learning English If option A (Some students have never learned English before) is chosen, teachers should encourage them to study more at home to catch up with their classmates
Question 3 relates to the reasons why some students are almost absent from the class although they are not allowed to take the final exam if they do no attend the class more than 30% of the period This question just helps teachers see if the class is interesting enough to attract the students
Question 4 refers to the teachers’ perception on the factors which influence the students most If the teachers choose option C (Teachers influence most), it means that the role of the teachers is very important They will have an impact on students’ attitude towards learning English If they choose option A (Parents influence most), it means that the attitude of learning English of students is not completely due to the teachers This question will help teachers recognize some affecting extrinsic motivation on students’ learning of English
Question 5 relates to the teachers’ perception on the factors affecting students’ intrinsic motivation
Question 6 relates to the teachers’ ideas on the materials used to teach students Are they attractive enough or should they be changed (option D)?
Question 7 is designed to elicit the teachers’ ideas on the exercises in the textbook If they choose option A or option B (Option A: The exercises are very difficult; Option B: The exercises are very easy), it means that students will not care about them because the level of certainty is important in determining the degree to which a challenge will actually motivate a student The students will be bored if the exercises are too easy and they will be discouraged if they are too difficult
Question 8 refers to the motivational methods which teachers have used in the teaching process to motivate the students If the teachers choose option A (Teachers use grades to motivate students), it means they tend to apply extrinsic motivation If they choose option B (Teachers use compliments for example
“Good” or “Excellent”), it means they tend to apply intrinsic motivation
Question 9 refers to some suggestions from the teachers to motivate their students or to help them learn more effectively
Question 10 relates teachers’ point of view on motivational methods which are suitable for teaching Vietnamese university students nowadays
Question 11 refers to the teachers’ research or study on student motivation If they have studied the “Student motivation”, they will have an advantage of applying motivational theory in teaching If they have never studied it before, it will be a disadvantage for students
Question 12 relates to the classroom activities organized by teachers to make class more interesting It focuses on the fantasy, one of the factors promotes intrinsic motivation If option A (Never) is chosen, it means the atmosphere in the class is boring
Question 13 relates to the classroom activities organized by teachers to make class more interesting It’s the time for students to contribute to the success of the others It focuses on cooperation, one of the factors that promotes intrinsic motivation If option D (Never) is chosen, it means teachers should give students opportunities to work together
Question 14 refers to the use of English to give lecture to students If teachers use English more than Vietnamese, students will try to listen to their teachers They know that something is new and they need to study, therefore it can attract students’ attention If they use Vietnamese more than English, it’s not interesting to listen to the lecture
Question 15 mentions teachers’ perception on the attitude of students in English class, whether or not they are interested to show that if they are motivated enough
Besides the investigation on teachers’ perception towards what motivates students, a more reliable source of information concerning what is motivating to the students should be the students themselves
In order to get information about students’ perception of motivation, another set of questionnaires was delivered to 483 students at the DOT-Van Hien University
It consisted of 10 questions to elicit the students’ perceptions of what motivates students (See Appendix 3)
Participation in the questionnaire was voluntary, facilitated by the teachers who explained the study's purpose and the importance of the questions This ensured clarity for the students, thus maintaining the quality of the information collected Each student spent approximately 15 minutes completing the questionnaire and was not required to provide their names to prevent any influence from the teachers and alleviate concerns about their relationships with them The questionnaires were administered during regular class time across all ten different classes.
Question 1 refers to the students’ goals of studying English Do they have a particular purpose for leaning English? or Have they ever thought about why they have to study English? or What do they study English for? This question will identify whether the students have a purpose for learning English
Question 2 relates to the factors affecting extrinsic motivation Students will realize who has an important influence on their learning English
Question 3 concerns the factors which have an impact on intrinsic motivation If students choose option B (Teaching method), it means that teachers should improve their ways of teaching to make the class better
Question 4 is about the students’ opinion about the curriculum for English at the Department of Tourism - Van Hien University, whether the teaching materials are suitable and attractive to students
Question 5 focuses the students’ point of views on the challenge of the tasks in the curriculum If they think the exercises in the textbook are very difficult (option A) or the exercises are not suitable for their ability, a change of textbook should be done
DATA COLLECTION
3.3.1.1 The teachers’ perception of learning motivation
4 (28.57%) Table 3.1: The teachers’ responses to questionnaires
Question 1 reveals that almost all the teachers (71.43%) realize the importance of student motivation while 14.29% (2/14) of the teachers think motivation is necessary for students in university nowadays Only one teacher refuses to apply motivation theory in teaching And one teacher states that motivation is rather necessary
In response to question 2, half of the teachers attribute students' struggles with English to laziness, while none believe that students are unaware of English's significance Additionally, 28.57% of the teachers identify that some students hail from remote or mountainous regions, limiting their exposure to English education Furthermore, three teachers aim to guide students on effective English study techniques, as they feel students lack proper study methods.
In a recent survey, 35.71% of teachers indicated that student absenteeism is partly due to laziness, despite warnings that missing over 30% of classes could prevent them from taking the final exam Additionally, 28.57% of teachers believe that some students struggle to keep up with their peers, leading to increased absences Furthermore, three out of fourteen teachers noted a lack of motivation as a reason for students skipping class, while 14.92% attributed absenteeism to students' commitments to part-time jobs.
A significant majority of teachers, 71.43% (10 out of 14), believe that they play a crucial role in shaping students' attitudes towards learning English In contrast, only one teacher feels that peer influence is a factor, while 21.43% of teachers suggest that parents frequently motivate their children to engage with the English language.
In a recent survey, only 7.14% of teachers believe that physical conditions and textbooks significantly impact students' interest in learning English In contrast, a substantial 64.29% of educators identify teaching methods as the key factor influencing student motivation Additionally, 21.43% of teachers acknowledge that the learning environment plays a role in shaping students' attitudes towards the subject.
A significant majority of teachers, 57.14%, believe that students lack interest in the textbook due to its perceived unsuitability for their needs Meanwhile, 28.57% of teachers report that they receive no feedback from students regarding the textbooks, and only two teachers feel that some students actually enjoy the material.
In response to question 7, the majority of teachers believe that the exercises in the textbooks are appropriate for students, with only 14.29% expressing concerns that they are too difficult.
In question 8, almost all teachers utilize grades as a motivational tool for students, but this approach may not be the most effective Only 7.14% of teachers prefer to use encouraging phrases such as "very good" or "terrific" to inspire their students.
Question 9 shows that 42.86% of the teachers realize that the traditional way of teaching is not suitable for students They should use the new teaching method However, textbooks also play a role in students’ motivation They think textbooks should be changed too
Question 10 expresses the teachers’ opinion about motivation 92.86% of the teachers think that grades are very important to students at Van Hien University specially, and Vietnamese students in general Using grades to motivate students, in their opinion, is the most effective way Also, they can combine grades with motivational words like “very good” or “excellent”
A significant number of teachers have engaged with the topic of student motivation, with some having read relevant literature or attended workshops, while others received instruction during their university studies However, it is noteworthy that 28.57% of teachers report having never studied student motivation at all.
Question 12 reveals that 78.57% (11/14) of the teachers never have any English songs or games for students Maybe, they feel pressed by the time However, three of them want to make the class more exciting, therefore, they give their students chances to get acquainted with English songs or games
Question 13 is about the class activities 64.29% of the teachers ask their students to work in pair or in group, while 35.71% (5/14) of the teachers almost never let the students in the class work individually
In a recent survey, 71.43% of teachers reported using English more frequently than Vietnamese during lectures, while 28.57% preferred to use Vietnamese for lesson explanations This preference may stem from concerns that some students struggle to comprehend lessons delivered entirely in English.
A significant observation among teachers reveals that many students exhibit signs of fatigue during lessons, with nine out of fourteen educators acknowledging this issue Additionally, four teachers report instances of students falling asleep during lectures, highlighting concerns about classroom engagement and atmosphere.
3.3.1.2 The students’ perception of the influence of motivation
133 (27.54%) Table 3.2: The students’ responses to questionnaires
The table 3.2 shows the students’ perception towards the influence of motivation, both intrinsic motivation and extrinsic motivation
SUMMARY
This chapter outlines the methodology employed to assess the impact of motivation on the perceptions of both teachers and students Analysis of questionnaire responses and interview results reveals that a majority of students exhibit extrinsic motivation A detailed discussion of the data sources will be provided in the following chapter.