students_ perception on factors affecting english learning motivation of students in strategic mi
TRANSCRIPT
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
----���----
NGUYỄN NHUỆ GIANG
STUDENTS’ PERCEPTION ON FACTORS
AFFECTING ENGLISH LEARNING MOTIVATION
OF STUDENTS IN STRATEGIC MISSION
PROJECT AT ULIS, VNU
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF BACHELOR OF ARTS (TEFL)
Hanoi, May 2011
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
----���----
NGUYỄN NHUỆ GIANG
STUDENTS’ PERCEPTION ON FACTORS
AFFECTING ENGLISH LEARNING MOTIVATION
OF STUDENTS IN STRATEGIC MISSION
PROJECT AT ULIS, VNU
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF BACHELOR OF ARTS (TEFL)
SUPERVISOR: HOÀNG THỊ HỒNG HẢI, M.A.
Hanoi, May 2011
Declaration
I hereby state that I: Nguyễn Nhuệ Giang - Group 07.1.E1, being a
candidate for the degree of Bachelor of Arts (TEFL) accept the
requirements of the University 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.
Hanoi, May 2011
Nguyễn Nhuệ Giang
i
ACKNOWLEDGEMENTS
First and foremost, I wish to express my deepest gratitude to my
supervisor Ms. Hoang Thi Hong Hai, M.A. for her invaluable guidance, her
great patience as well as encouragement throughout the process of this
research.
I would also like to express my special thanks to my dear friends, Do
Hanh Chi, Doan Thi Thu Phuong, Hoang Thi Thanh Huyen, Le Thanh
Trung and Ly Huong Nguyen, for their help in material and data collection
as well as their insightful comments.
My sincere thanks go to the students of Strategic Mission Project
2010 who took part in the study and their tutors. Without their enthusiastic
participation and cooperation, this research cannot be completed.
Finally, I am grateful to my friends and family for their support and
encouragement from the beginning to the end of the research process.
ii
ABSTRACT
Since 2009, first-year students in the Strategic Mission Project of
Vietnam National University, Hanoi have emerged as a new group of
students studying English as non-majors at University of Languages and
International Studies (ULIS). Very different from other groups of students
at the university in terms of their goals and objectives as well as their needs,
they call for careful consideration and serious research. Being one of the
first to investigate this under-researched population, this study looks at
English learning motivation as reported by the students themselves. By
employing survey questionnaires and semi-structured interviews, the
researcher wishes to find out the types of motivation the students possess,
their changes in motivation while studying in the program and most
importantly, the factors that have resulted in such changes. Analysis of data
collected among 144 students with low English proficiency at the beginning
of the school year has revealed that those students are very much career-
oriented and urged to study by the pressure of examinations. More than half
of them have their motivation dropped after seven months of studies as
affected by multiple factors. Two factors found out to play the most
significant part in causing such changes are the dissatisfaction with the
syllabi as well as a lack of self-regulatory strategies. Findings of the study
provide a reference for teachers and authorities that involve in teaching and
monitoring students of the project. Appropriate action for further
improvement of the project in the future is suggested at the end of the
paper.
iii
TABLE OF CONTENTS
Page
Acknowledgement ............................................................................................................... i
Abstract .............................................................................................................................. ii
Table of contents ............................................................................................................... iii
List of abbreviations............................................................................................................. v
List of tables and charts ...................................................................................................... vi
CHAPTER 1. INTRODUCTION
1.1. Statement of the research problem ..................................................................................1
1.2. Theoretical background and practical rationale for the study.............................................2
1.3. Research aims and research questions, ............................................................................4
1.4. Scope of the study .........................................................................................................4
1.5. Significance of the study ................................................................................................5
1.6. Organization of the paper ...............................................................................................5
CHAPTER 2. LITERATURE REVIEW
2.1. Motivation in psychology...............................................................................................7
2.1.1. Expectancy-value theories of motivation ...............................................................7
2.1.2. Attribution theory and learned helplessness ...........................................................8
2.1.3. Achievement motivation theory and goal orientation theory.................................. 10
2.1.4. Self-determination theory (SDT)......................................................................... 12
2.2. Motivation and motivational factors in Foreign Language (L2) Learning......................... 15
2.2.1. An overview of research in L2 learning motivation .............................................. 15
2.2.2. Gardner and integrativeness................................................................................ 17
2.2.2.1. Integrativeness and the socio-educational model of SLA .......................... 17
2.2.2.2. The Attitude/Motivation Test Battery (AMTB)........................................ 20
2.2.3. L2 research on attributions ................................................................................. 21
2.2.4. Self-determination theory and L2 motivation ....................................................... 21
2.2.5. The Dornyei-Otto process-oriented model of L2 motivation ................................. 22
2.3. English learning motivation in Vietnam ........................................................................ 26
iv
CHAPTER 3. METHODOLOGY
3.1. Setting and participants ................................................................................................ 30
3.1.1. Setting ............................................................................................................. 30
3.1.2. Participants ...................................................................................................... 32
3.2. Data collection ............................................................................................................ 33
3.2.1. Data collection instruments ................................................................................ 33
3.2.1.1. Questionnaire ........................................................................................ 34
3.2.1.2. Semi-structured interviews ..................................................................... 36
3.2.2. Data collection procedure .................................................................................. 37
3.3. Data analysis ............................................................................................................... 39
CHAPTER 4. RESULTS AND DISCUSSION
4.1. Research Question 1 - Students’ motivation orientations ................................................ 41
4.2. Research Question 2 - Changes in students’ motivation level.......................................... 43
4.3. Research Question 3 - Factors affecting students’ motivation ......................................... 45
4.3.1. Quality of the learning experience....................................................................... 45
4.3.2. Sense of autonomy and self-regulatory strategies ................................................. 48
4.3.3. Teachers’ and parents’ influence......................................................................... 51
4.3.4. Cooperation and competitiveness in class ............................................................ 53
4.3.5. Influence of the learner group ............................................................................. 54
4.3.6. Attributional factors ........................................................................................... 55
4.3.7. Self-concept beliefs ........................................................................................... 56
4.3.8. Received feedback, praise, grades ....................................................................... 58
CHAPTER 5. CONCLUSION
5.1. Summary of major findings .......................................................................................... 60
5.2. Implications ................................................................................................................ 61
5.3. Contribution of the study ............................................................................................. 62
5.4. Limitations of the study ............................................................................................... 63
5.5. Recommendations for further research .......................................................................... 64
REFERENCES ................................................................................................................ 66
APPENDICES ................................................................................................................. 70
v
LIST OF TABLES AND FIGURES
PAGE
Table 2.1 Attributions as a function of stable and unstable/ external and
internal causes
11
Table 2.2 Assessed components and measures in AMTB 20
Table 3.1 Main course books used in Strategic Mission Project 2010 32
Table 3.2 Aims of question items 35
Table 4.1 Autonomy and learning motivation 49
Table 4.2 Parents’ influence and motivation 51
Table 4.3 In-class cooperation and motivation 53
Table 4.4 In-class competitiveness and motivation 54
Table 4.5 Peer influence and motivation 55
Table 4.6 Attributional factors and motivation 56
Table 4.7 Change of motivation due to students’ belief in their English
aptitude
57
Table 4.8 Received feedback, praise and motivation 58
Table 4.9 Grades and motivation 58
Figure 2.1 The fundamental model of language learning 18
Figure 2.2 Socio-educational model of second language acquisition 19
Figure 2.3 A process model of L2 learning motivation 23
Figure 4.1 Students’ motivation orientations 42
Figure 4.2 Changes in students’ motivation level 44
Figure 4.3 Influence of the quality of the learning experience on
motivational level
46
Figure 4.4 Influence of self- regulatory strategies on motivational level 50
Figure 4.5 Percentage of students acknowledging their teachers’
encouragement, friendliness, helpfulness and good
teaching methods
52
vi
LIST OF ABBREVIATIONS
ULIS: University of Languages and International Studies
VNU: Vietnam National University, Hanoi
ELT: English Language Teaching
EFL: English as a Foreign Language
ESL: English as a Second Language
1
CHAPTER 1. INTRODUCTION
This initial chapter states the problem and the rationale of the study,
together with the aims, objectives and the scope of the whole paper. Above
all, it is in this chapter that the research questions are identified to work as
clear guidelines for the whole research.
1.1. Statement of the research problem
Started in 2007, Strategic Mission is a project of Vietnam National
University focusing on developing high-quality human resources of
international standard in the context of globalization. The project aims at
training students in 16 majors and 23 specialties. The students who wish to
enroll in the project need to pass the national entrance examination to
member universities of Vietnam National University, Hanoi (VNU) despite
their English proficiency level. One key feature of the project is that
students are trained with curriculum of international standard in which the
language of instruction is English. This has brought an issue about whether
the students accepted to the program meet the requirement of English
proficiency so that they can attend classes in English. Reality has shown
that most of the students need further English training before they can
actually start courses of their majors. Those who cannot meet the required
level of English after one year of training will be replaced into mainstream
program.
The job of teaching English to those students is assigned to
University of Languages and International Studies (ULIS) and in previous
years of the project, students of the same major were placed in the same
2
class for their English course lasting for one year. They were monitored by
their own universities and teachers of ULIS came to teach them. However,
from September 2010, students of all majors in the project are mixed and
placed in 20 classes in accordance with their English level and after
completing the English course, they will go back to their universities to start
courses of their majors. This means that ULIS is now totally in charge of
monitoring those students during their first year. They now emerge as a new
group of students at ULIS that need to be paid attention to.
A number of 1st year students of the Strategic Mission project have
been reported by their tutors to be of low motivation and some others are
said to have high motivation. As the leader of the tutor team for the project,
the researcher of this study has a serious concern about factors that can
motivate or de-motivate those 1st year students. Significantly, no formal
research has been done on the English learning of those students in general
and their motivation in particular. As a result, the researcher attempts to
conduct a study on factors that affect learning motivation of students in
Strategic Mission project at ULIS, VNU.
1.2. Theoretical background and practical rationale for the study
Motivation in learning has captured a lot of attention from
researchers as a complicated, yet important phenomenon that decides
learners’ learning performance. Dornyei (2001, pp.1-2) states that
motivation is what influences people’s behavior and it has been largely
agreed to play a very important role in determining the success or failure of
learners in any learning context. Language learning is, of course, not an
exception. In particular, the overall findings of research in ELT (English
3
Language Teaching) show that learner’s positive attitudes and motivation
are related to success in second language learning (Gardner, 1985, cited in
Lightbown & Spada, 1999). As a result, understanding factors that have
impacts, either negative or positive, on learners’ motivation is of great
importance.
There have been a number of studies done to explore students’
motivation at the Faculty of English Language Teacher Training Education
(FELTE), ULIS. However, those studied students are of English major, so
they are quite different from students of the Strategic Mission project
regarding the purpose of studying English. Students of English major had
already acquired a reasonable amount of English before they entered
university and thus are already able to communicate in English. At college,
they study English in depth from a linguistic approach. Meanwhile, students
of Strategic Mission project study English as a tool to attend classes of their
majors and ultimately use it at work after graduation. Moreover, the
majority of them did not take any English test to be accepted in the project
and in fact, 70% percent of the current 1st year students of the project were
almost beginners in studying English at the start of 2010-2011 academic
year. Therefore, it is not to be argued that the two learning contexts are
totally different and a number of English teachers of ULIS are now facing a
new task of teaching English effectively to Strategic Mission’s students.
Involving in the task as a tutor, the researcher is highly motivated to
conduct a research with a wish to contribute to the success of the project.
To the researcher’s belief, factors affecting the students’ motivation have
stood out as one of the most important issues that need to be studied.
4
1.3. Research aims and research questions
The research aims at exploring the types of motivation possessed by
1st year students of Strategic Mission project and more importantly, factors
that affect their learning motivation, from which pedagogical implications
for improvement of the program can be drawn. To achieve these goals, the
research attempts to answer the following questions:
(1) What are the types of motivation possessed by 1st year students of
Strategic Mission project at ULIS, VNU?
(2) How has the motivation of the students changed after a period of
time studying English at ULIS, VNU?
(3) As perceived by students, what are the factors affecting their
motivation that lead to those changes?
1.4. Scope of the study
Currently, 1st year students of Strategic Mission project at ULIS,
VNU are placed into 20 classes, named QT1 to QT20, according to their
English level. Students of QT1, QT2, QT3, QT4, QT5 and QT19 are so far
the best students among all starting at intermediate level of English at the
beginning of the school year. QT20 are those of the least English
competence. There is, however, little difference in level of students of the
other QT classes, the students of which started at elementary level or
slightly higher. To minimize the variables that can contribute to the research
result, the researcher decided to focus on students of the other 13 QT
classes only.
5
In addition, within the limitation of an undergraduate paper, the
research only aims at examining the issue from the students’ perspective
because the students themselves should understand the most about their
own motivation.
1.5. Significance of the study
The study was the first formal research on motivation of students of
Strategic Mission project in ULIS. Overall, results of the research can be
considered as a source of reference for both teachers of ULIS who involve
in teaching those students as well as the management board of the project.
To be more specific, the research gives an understanding of the students’
motivation which is expected to be useful for teachers in facilitating
learning of their students. From a more macro level, necessary changes in
curriculum design as well as criteria to accept students to the project might
be considered by the authorities concerned in accordance with the
research’s implications.
1.6. Organization of the paper
The rest of the paper includes the following chapters:
Chapter 2 – Literature review – provides the background of the study,
including theories on motivation and L2 learning motivation, brief
description of the context of English learning and teaching in Vietnam as
well as discussions of related studies.
6
Chapter 3 – Methodology – describes the participants and
instruments of the study, as well as the procedure employed to carry out the
research.
Chapter 4 – Data analysis and discussion – presents, analyzes and
discusses the findings that the researcher found out from the data collected
according to the three research questions.
Chapter 5 – Conclusion – summarizes the main issues discussed in
the paper, the limitations of the research, several pedagogical
recommendations concerning the research topic as well as some suggestions
for further studies. Following this chapter are the References and
Appendices.
7
CHAPTER 2. LITERATURE REVIEW
This chapter provides an overview of some influential motivation
theories in psychology as well as research in L2 learning motivation, which
gives this study a strong theoretical grounding. The last part of the chapter
focuses on some similar research conducted in the tertiary educational
context of Vietnam, the results of which are to be compared with the result
of this study.
2.1. Motivation in psychology
Motivation is a term which is widely used in various contexts. We
have heard about motivation at work, motivation in sports and any other
possible fields as something that plays an essential role in our achievement.
It is a complicated phenomenon that has been defined in many a way.
Nevertheless, all definitions would not deny its importance in human’s
activities as it “activates, guides and maintains behavior over time” (Krause,
Bochner, Duchesne, 2006, p.255). Therefore, it is reasonable enough that
there has been a large amount of research and discussion on it with the
introduction of numerous motivation theories or constructs such as self-
determination, goal orientation, achievement, attribution, to name but a few.
Those theories do not aim to argue what motivation is, but rather focus on
identifying different types of motivation and its causes.
2.1.1. Expectancy-value theories of motivation
The expectancy-value theory, first introduced by Fishbein in the 1970s
has undergone certain stages of development resulted in a number of
adapted models by different researchers in the field such as Wigfield, Tonks
8
and Eccles. In general, the theories highlight the “interaction of personality
and environment in determining motivated behavior” (Mclnerney &
Mclnerney, 2006, p. 215). The core assumption is that behavior is caused by
the expectancies one has about the expectation of success and the value of
that success. That is to say that when more than one behavior is possible,
the one with the largest combination of expected success and value will be
chosen. The theories help to explain why some individuals who appear to
be equally able to do a task have different decisions on whether to perform
it or not. Yet, Kanfer (1900; as cited in Guilloteaux, 2007, p.38) pointed out
the major limitation of the expectancy-value models as not successful in
explaining “the ways in which individuals maintain and sustain action until
their intentions are fully realized.”
2.1.2. Attribution theory and learned helplessness
Attribution theory is associated with the work of an American
psychologist, Weiner. The theory, which falls into the categories of
expectancy-value theories, is distinctive in the way it approaches what
causes motivation in relation to emotion. It concerns the way an individual
explains their success or failure or, in other words, how and what they
attribute their performance to. Such attribution will in turn “influence that
individual’s subsequent motivation and behavior.” (Krause et al., 2006,
p.203). Weiner characterized all causes of achievements in three
dimensions: locus of control, controllability and stability, which are
assumed to have impacts on a person’s interpretation of the significance of
success or failure (Mclnerney & Mclnerney, 2006, p. 223).
9
Locus of control refers to the location of a cause, which can be internal
or external. Those with internal locus tend to attribute their success or
failure to external causes like luck or task difficulty whereas those with
external locus are more likely to consider their performance as result of
internal factors such as their own ability or effort. These two orientations
can give rise to different emotions, for example when a person’s success is
attributed to his ability, he would feel a sense of pride and his self-esteem
increases.
Controllability is about whether an individual can have any control
over causes of their performance, and that can also bring about a number of
emotions, mostly related to one’s self esteem. An individual would feel
guiltier if the causes of his failure are within his own control (internally
controllable) and vice versa. (Graham & Weiner, 1996) The dimension of
controllability is closely related to the construct of “learned helplessness,”
developed by Seligman in the 1960s and 1970s, which is an expectation of
failure based on previous experience that efforts will lead to failure (Krause
et al., 2006). The idea started when Seligman was doing experiments on
animals at the University of Pennsylvania. In the experiments, some
animals received electric shocks, which they were not able to prevent or
avoid. Later, when facing the same situation, though avoidance and escape
was now possible, they were unable to act (Encyclopedia of Childhood and
Adolescence). When an individual experience helplessness beliefs, it can
result in loss of motivation. The same outcome can be observed when an
individual believes that he has no control over his failure which he
attributes to such factor as low ability.
10
Stability, which refers to the relative constancy of a cause over time,
affects an individual’s expectancies of success or failure on a given task.
Causes such as ability or aptitude are considered stable while factors such
as effort, knowledge, skills are, in contrast, unstable. Success attributed to
ability is believed to lead to expectancies of success while failure attributed
to low ability can lead to expectancies of failure in subsequent situations.
(Graham & Weiner, 1996)
Attribution theory has great application in education. Students will be
motivated if and teachers can help them to have a positive reaction to their
success or failure. One example is that a teacher can make the students
believe their failure is not perceived as a result of low ability and that it is
controllable by efforts (Mclnerney & Mclnerney, 2006, p. 225). Table 2.1
(p.11) summarizes attributions and their impacts in terms of emotion and
motivation.
2.1.3. Achievement motivation theory and goal orientation theory
Atkinson and McClelland viewed motivation as achievement
motivation which is described as a stable personality characteristic that
drives some individuals to strive for success. (as cited in Krause et al.,
2006, p.263). In the context of education, two types of learners can be
distinguished from this theory: those with a high need for success and low
tendency to avoid failure versus those with a higher tendency to avoid
failure. The former would take risk doing tasks that they believe they will
be successful and the latter would rather take easier tasks and tasks that are
considered too difficult that most people would fail. (Guilloteaux, 2007, p.
32)
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Table 2.1. ATTRIBUTIONS AS A FUNCTION OF STABLE AND UNSTABLE/ EXTERNAL AND INTERNAL CAUSES
Type of cause Locus of
control
Failure experience
Outcome attributed to
Success experience
Outcome attributed to
UNSTABLE
1. Bad luck 5. Good luck
EXTERNAL (uncontrollable)
AFFECTIVE REACTION
Disappointment, annoyance, little shame
AFFECTIVE REACTION
Pleasure, surprise, thankfulness, relief, decreased pride
MOTIVATIONAL IMPACT
Possible change in future performance, but not highly
motivational
MOTIVATIONAL IMPACT
Possible change in future performance, but not highly
motivational
Insufficient EFFORT 6. Sufficient EFFORT
AFFECTIVE REACTION
Disappointment, regret, guilt, some shame
AFFECTIVE REACTION
Pleasure, relief, satisfaction, augmented pride
INTERNAL (controllable)
MOTIVATIONAL IMPACT
Expectation of possible change in future performance with increased
effort. Probable increase in achievement behavior.
MOTIVATIONAL IMPACT
Possible change in future effort Maintenance of, or increased
probability of ach ievement behavior
STABLE
1. Difficult TAS K 7. Easy TASK
EXTERNAL
(uncontrollable)
AFFECTIVE
REACTION
Disappointment, little shame,
possible frustration
AFFECTIVE
REACTION
Little pride, reduced pleasure and
satisfaction
MOTIVATIONAL
IMPACT
Withdrawal from task with
expectations of similar performance outcome in future
MOTIVATIONAL
IMPACT
Little mot ivational impact
2. Low ABILITY 8. High ABILITY
AFFECTIVE
MOTIVATION
Disappointment, increased shame,
anxiety, embarrassment
AFFECTIVE
REACTION
Pleasure, confidence, satisfaction,
competence, pride
INTERNAL
(uncontrollable)
MOTIVATIONAL
IMPACT
Avoidance of task in future with
expectation of similar performance outcomes.
MOTIVATIONAL
IMPACT
Increased probability of
achievement behavior.
(Adapted from Mclnerney & Mclnerney, 2006, p. 224)
12
A similar approach to motivation can be found in goal orientation
theory, which is very influential among goal theories (Keblawi, 2009).
The theory differentiates two types of goals that determine the types of
activities one might get involved in: performance goals and mastery
goals. Since this paper discussing learning motivation, let these two
constructs be explained in the context of a classroom. Students with
performance goals are motivated to perform well in an area. They are
more interested in winning over others and get positive feedbacks rather
than negative ones about their achievement. Whereas, those with mastery
goals have the objective of mastery or control of a task or skill, i.e. they
are more concerned about improving their competency. (Krause et al.,
2006, p.260). Zimmerman & Kitsantas (1999) concluded that mastery
goals may be mainly found in the course of acquiring a new skill while
performance goals become important for maintaining interest once the
basic skill is acquired.
2.1.4. Self-determination theory (SDT)
Self-determination, initiated by Deci and Ryan, is one of the most
influential theories in motivation. According to the theory, “to be self-
determining means to experience a sense of choice in initiating and
regulating one’s own actions” (Deci, Connell & Ryan, 1989, p. 580).
This is also referred to as “autonomy”. The theory concerns the
functional and experiential differences between self-motivation and
external regulation. In other words, it differentiates between autonomous
motivation and controlled motivation that result in behavior. (Gagné &
Deci, 2005, p.333). When a person perceives that the locus of causality
is internal to him or herself, the behavior is self-determined or
autonomous, whereas when that is external, the behavior is controlled. It
is noteworthy that “both self-determined and controlled behaviors are
13
motivated or intentional but their regulatory processes are very different”
(Deci, Vallerand, Pelletier, & Ryan, 1991, p.327). While most other
theories mainly focus on the expected goals or outcomes that drive
individuals to act, SDT fills the gap by examining the underlying reasons
why such goals or outcomes are expected. Deci and Ryan identified
three basic psychological needs, the satisfaction of which is the reason
for individuals to move toward situations and engage in actions:
• The need for competence pertains to the need to experience opportunities to interact with social environment, and show one’s capacities confidently and effectively;
• The need for relatedness imp lies a need to feel that one belongs with, is cared for, respected by, and connected to significant others (e.g., a teacher, a family) who are disseminating goals such as classroom values;
• The need for autonomy involves a sense of unpressured willingness to engage in an activity. It is not to be confused with the need for competence.
(as cited in Guilloteaux, 2007, p. 49)
Employing empirical traditional methods, research on motivation
in the light of SDT has identified several types of motivation arisen from
the three basic needs. The most basic distinction is between intrinsic and
extrinsic motivation (Ryan & Deci, 2000b, p.55).
Intrinsic motivation is defined as the motivation to perform an
activity for the sake of enjoyment and interest “in the absence of a
reward contingency or control” (Deci & Ryan, 1985, p. 34). In contrast,
extrinsic motivation refers to “behavior where the reason for doing it is
something rather than an interest in the activity itself” (Deci & Ryan,
1985, p. 34). One example is that a student studies very hard just to get
high marks or praises from his teachers. Intrinsic motivation is
considered a phenomenon that reflects the positive potential of human
14
nature, something that one is endowed with at the time of birth. Such a
nature can be observed in young children when they explore and learn
from the world around. Intrins ic motivation is believed to be crucial to
cognitive as well as social development and “represents a principal
source of enjoyment and vitality throughout life” (Ryan & Deci, 2000a,
p.70). When an ind ividual is intrinsically motivated, he experiences
“interest, enjoyment” and feels “competence and self-determining” (Deci
& Ryan, 1985, p. 34). Research in SDT has found out that extrinsic
motivators negatively interacts with and undermines intrins ic motivation
(Ryan & Deci, 2009, p. 173)
SDT does not concern what causes intrins ic motivation but the
supportive conditions that nurture it. It is for this reason that the theory
offers numerous implications for education. Ryan and Deci (2009,
p.171) stated that instead of supporting intrinsic motivation, “educational
institutions too often attempt to replace it with strategies of external
control, monitoring, evaluation, and artificial rewards to foster learning.”
They have pointed out the great influences of social environments on
motivation with two main approaches: controlling vs. autonomy-
supportive to learning (Ryan & Deci, 2009). Such influences can come
from home, school and other external events (Deci et al.,1991). Research
in SDT has shown that “autonomy support from both teachers and
parents facilitate students’ intrins ic motivation and internalization”
(Ryan & Deci, 2009, p.190) (the process in which extrinsically
motivated behaviors become autonomous). Such support is, of course, to
satisfy the three basic psychological needs mentioned above.
There has been also clear research evidence to prove this true
across cultures, including collectivist contexts (Ryan & Deci, 2009).
Since Vietnam is a collectivist culture, it is possible that this can be
15
applied in this country though there has not been research of large scale
to test the assumption.
In a nutshell, though having d ifferent approaches to motivation, all
theories discussed have one thing in common: they concern the reasons
why an individual chooses one activity rather than another. Goal theories
differentiate two types of goals which motivate behavior (mastery goals
and performance goals); Attribution Theory distinguishes directions of
attributing success or failure, which in turns influence motivation level
and behavior (external or internal, stable or unstable, controllable or
uncontrollab le); and SDT classifies two types of motivation based on
whether an individual chooses to do an activity for intrinsic or extrinsic
reasons. SDT, however, provides the clearest classification of motivation
which is needed for this research as one of its main objectives is to
identify types of motivation possessed by students.
2.2. Motivation and motivational factors in Foreign Language (L2)
Learning
2.2.1. An overview of research in L2 learning motivation
The field of L2 motivation research, which is closely related to
Second Language Acquis ition (SLA), was initiated in 1959 and has been
heavily influenced by the work of two Canadian social psychologists
Lambert and Gardner. The most important conclusion of their research,
which is socially-oriented, is that learning a second language is d ifferent
from learning any other subject for it “involves imposing elements of
another culture into one’s own lifespace” (Gardner & Lambert, 1972, p.
193) and because “it is easily influenced (positively or negatively) by a
range of social factors, such as prevailing attitudes toward the language,
16
geo-political considerations, and cultural stereotypes” (Dornyei, as cited
in Guilloteaux, 2007, p. 56). A number of empirical studies following the
direction took place in Canada where there is co-existence of French-
and-English speaking communities. The pioneering socio-educational
model of second language acquisition in school contexts proposed by
Gardner and Smythe (1975) was one the most significant results. The
model has been revised several times.
Another important contribution of the studies is the production of
the Attitude/ Motivation Test Battery (AMTB), which was originally
developed to investigate what seemed to be the major influential factors
in the learning process of French as a second language in Canada.
AMTB has been, however, used in many other parts of the world to
examine student’s motivation in L2 learning.
The social psychological approach of Gardner and his associates
enjoyed its popularity during the 1960s, 70s and 80s in the field of L2
learning motivation research. Later on, results of other studies show that
Gardner’s theory, which is of macro level, is inadequate in exp laining
how motivation works in actual language classrooms. As a result, a new
direction of a more mirco level (i.e. more classroom-situated) was taken
by different researchers from the U.S.A and Europe with an aim not to
reject but to enrich the social psychological approach (Guilloteaux,
2007).
A more recent shift in L2 learning motivation research took place
in the late 1990s with the publication of Dornyei and Otto’s process
model of L2 motivation in 1998. A more detailed discussion of the
model is provided later in this chapter. Bas ically, in this new approach,
17
motivation is viewed not simply as a static product but also as a dynamic
process fluctuating over time.
2.2.2. Gardner and integrativeness
As earlier mentioned, Gardner is the pioneer in researching L2
learning motivation and he approaches the matter from the social
psychological point of view. There are three main areas which are very
well developed in his theory: (1) the socio-educational model of SLA,
(2) the Attitude/Motivation Test Battery (AMTB), and (3) the construct
of integrative motive (also termed integrativness) (Dornyei, 1998,
p.123).
2.2.2.1. Integrativeness and the socio-educational model of SLA
According to Gardner (2005), ability and motivation are “two
primary individual d ifference variables involved in language learning”
and they function independently in a relative sense because a student
with high language ability may still be low in motivation and vice versa
(p.5). While ability is obviously endowed, motivation in language
learning is influenced by two main factors which are educational setting
and cultural context. This is shown in what Gardner considers the
fundamental model of language learning (see figure 2.1).
Gardner listed factors that influence language learning such as
quality of instruction (teacher, curriculum, lesson plans), opportunities to
use the language, socio-cultural milieu and expectations; student ability
(intelligence and language aptitude); students affect (attitudes,
motivation, anxiety); personal variab les; language strategies. He
grouped them into two big categories, namely environment
characteristics (the first four) and student characteristics (the last three).
18
Though acknowledging the importance of environment
characteristics, he argues that achievement still depends on how learners
receive the influences, which is decided by student characteristics.
(Gardner, 2005)
Figure 2.2 (p.19) is the most recent version of the socio-
educational model of SLA (presented by Gardner, 2005). The model
shows factors that support motivation which, together with ability, leads
to language achievement. In some other versions of the model, the term
language aptitude is used instead of ability.
Before the model is elaborated, it should be noted that
integrativeness and instrumentality in the theory are orientations (reasons
for learning a language), not motivation. There has been a misconception
that the theory differentiates two types of motivation, viz. integrative and
instrumental motivation and in fact these two terms have been used
frequently in SLA research but are, many times, mistakenly attributed to
Gardner’s theory (Gardner, 2010). Orientation is only a part of
motivation. Gardner views motivation as a much more complex
phenomenon which is shown through “persistence and constant effort,
Figure 2.1. The fundamental model of language learning
(Gardner, 2005, p. 5)
19
desire to achieve mastery of the L2 and enjoyment of the L2 learning
process” (as cited in Guilloteaux, 2007, p. 61).
The model indicates that there are two classes of variables that
have impact on motivation, i.e., attitudes toward learning situation and
integrativeness. Learning situation includes the teacher, the course,
classmates, teaching materials, extra-curricular activities associated with
the course (as cited in Guilloteaux, 2007, p. 61). Integrativeness is “an
individual’s openness to taking on characteristics of another cultural/
linguistic group” (Gardner, 2005, p.7). It is a favorab le attitude toward
the L2 community.
Another variable in the model is instrumentality is not given much
attention to in comparison to the other two, yet Gardner acknowledged
that it does play a role in level of motivation. Instrumentality reflects the
desire to learn a second language for “purely practical reasons”
(Gardner, 2005, p.8) such as earning a job or fulfilling a degree’s
requirement. This is more the case of a foreign language learning
context, especially an EFL (English as a Foreign Language) context.
Figure 2.2. Socio-educational mode l of second language acquisition (Gardner, 2005, p. 6)
20
Studies in different countries indicate that in such contexts,
instrumentality should be paid much more attention than it is in
Gardner’s model (Guilloteaux, 2007).
2.2.2.2. The Attitude/Motivation Test Battery (AMTB)
AMTB is designed to measure different components of the socio-
educational model of SLA. There are 11 subtests, nine with 10 items
each, and two with 4 items. Five main variables assessed in the AMTB
are attitudes toward the learning s ituation, integrativeness, motivation,
instrumentality and language anxiety. Measures for each component are
listed in Table 2.2.
Table 2.2. Assessed components and measures in AMTB
(based on Gardner, 2005)
COMPON EN TS MEASURES
Attitudes toward the
le arning situatio n
Language Teacher - Evaluation (Teach)
Language Co urse - Eva lua tio n (Course)
Inte grative ne ss Inte grative orientatio n (IO)
Intere st in Foreign la ngua ges (IFL)
Attitudes to ward the La ngua ge co mmunity (ALC)
Motivation Motivational Intensity (MI)
Des ire to Lea rn the Language (DESIRE)
Attitudes to ward learning the la ngua ge (ALL)
Instrume ntality Instrume nta l Orientatio n (INST)
Language Anxie ty Language Cla ss Anxiety (CLASS)
Language Use A nxie ty (USE)
In the test, all items are multiple questions asking students to rate
their level of agreement or disagreement to different statements (for an
extract of AMTB, see Appendix 4). There have been doubts about
21
whether ATMB is appropriate for foreign language learning because
AMTB was originally designed for the learning context in Canada, a
bilingual country. However, Gardner has cleared this doubt by doing
research in different countries of foreign language learning context
(Croatia, Poland, Romania and Spain) and the results have indicated that
AMTB is appropriate in those countries as well (Gardner, 2005).
Because this study does not aim to access all components of
Gardner’s model of SLA, AMTB is not applied here. Nevertheless, it is
used by the researcher as a reference for the design of the questionnaire
of the study (see Chapter 3 for more details).
2.2.3. L2 research on attributions
According to Dornyei (as cited in Guilloteaux, 2007), there has
not been much research conducted into the causal attributional processes
of L2 learners. Results from some few studies, however, were congruent
with the attributions patterns found in educational psychology (see 2.1.2
for more details of attribution theory).
2.2.4. Self-determination theory and L2 motivation
Noels and colleagues in Canada started doing research into L2
learning context within the framework of Self-determination theory in
early 2000s. One of their main aims is to investigate the relationship
between SDT constructs and L2 orientations found by Gardner. Based on
empirical results, Noels (as cited in Guilloteaux, 2007, p. 69) proposed
three types of orientations that fuelled L2 motivation:
(1) intrinsic reasons (e.g., enjoyment, satisfaction, a sense of fun) (2) extrinsic reasons (e.g., threat or rewards) (3) integrative reasons (i.e., positive contact with L2 speakers and eventual identification with the L2-speaking community)
22
In this sense, extrins ic reasons are similar to instrumental
orientation in Gardner’s theory. Noels’ proposal is able to link SDT and
Gardner’s theory on L2 motivation. SDT (see 2.1.4) originally
distinguishes two types of motivation basing on the reasons why one
chooses to do an activity and thus, it is similar to the concept of
orientation in Gardner’s theory in nature. For the first objective of this
study (i.e., identifying different types of L2 learning motivation possessed
by students), the researcher decides to replace the term ‘types of
motivation’ with ‘types of orientations’ proposed by Noels as above
because that reflects the true nature of the concept.
2.2.5. The Dornyei-Otto process-oriented model of L2 motivation
In the process-oriented model of L2 motivation developed by
Dornyei and Otto (1998), language learning motivation is viewed as “a
dynamic factor that displays continuous fluctuation,” changing over
time, and not as a static attribute in other existing models of L2
motivation (Dornyei, 2005, p.83). The model was an effort to put all
research in L2 motivation and educational psychology into a framework
and to “include every major motivational factor from previous studies
[…] that has been found to influence the commitment to learning.”
(Dornyei & Otto, 1998, p.51).
Dornyei-Otto’s model is based on Action Control Theory of
Heckhausen and Kuhl. The theory outlines the two sequentially ordered
phases within the motivated behavioral process:
• The predecisional phase (“choice motivation”) – forming an intention to act;
• The postdecisional phase (“executive motivation) – initiating action, preserving, and overcoming obstacles until the action is eventually completed (as cited in Guilloteaux, 2007, p. 73)
23
Figure 2.3. A Process Model of L2 Learning Motivation
Pre actional s tage Actional Stage Postactional Stage
CHOICE MOTIVATION
EXCUTIVE MOTIVATION
MOTIVATIONAL RETROSPECTION
Motivational functions: Motivational functions Motivational functions
• Setting goals
• Forming intentions
• Launching action
• Generating and carrying out subtasks
• Ongoing appra isal (of one’s achievement
• Action control (self-regulation)
• Forming causal attributions
• Elaborating standards and strategies
• Dismissing the intention, and further planning
Main motivational influences:
Main motivational influences:
Main motivational influences:
• Various goal properties (e.g., goal relevance, specific ity and proximity)
• Values associated with the learning process itself , as well as its outcomes and consequences
• Attitudes toward the L2 and its speakers
• Expectancy of success, and perceived coping potential
• Learner beliefs and strategies
• Environmental support or hindrance
• Quality of the learning experience (pleasantness, need significance, coping potential, self and social image)
• Sense of autonomy
• Teachers’ and parents’ influence
• Classroom reward- and goal structure (e.g., competitive or cooperative)
• Influence of the learner group
• Knowledge and use of self-regulatory strategies (e.g., goal setting, learning, and self-motivating strategies)
• Attributional factors (e.g., attributional styles and biases)
• Self-concept beliefs (e.g., self-confidence and self-worth)
• Received feedback, praise, grades
(adapted from Dornyei & Otto, 1998, p. 85)
24
There exist three stages, viz. preactional stage, actional stage and
postactional stage in the process model of L2 learning motivation (figure
3). The stages are viewed in two dimens ions: Action Sequence and
Motivational Influences. The action sequence was elaborated by Dornyei
and Otto (1998) as follows.
1. Preactional stage: First, motivation needs to be generated – the motivational dimension related to this initial phase can be referred to as choice motivation, because the generated motivation leads to the selection of the goal or task that the individual will pursue.
2. Actional stage: Second, the generated motivation needs to be actively maintained and protected while the particular action lasts. This motivational dimension has been referred to as executive motivation, and it is particularly relevant to sustained activities such as studying an L2, and especially to learning in classroom settings, where students are exposed to a great number of distracting influences, such as off-task thoughts, irrelevant distractions from others, anxiety about the tasks, or physical conditions that make it difficult to complete the task.
3. Postactional stage: there is a third phase following the completion of the action – termed motivational retrospection – which concerns the learners’ retrospective evaluation of how things went. The way students process their past experiences in this retrospective phase will determine the kind of activities they will be motivated to pursue in the future.
(Dornyei & Otto, 1998, p.84)
Language learning can happen in several months, years or even a
lifetime and motivation is certain to change on whatever level for better
or for worse. It would be a more complete picture to look at L2
motivation from this point of view where motivation goes through
different stages, each of which needs necessary conditions to happen.
The model highlights some motivational influences, in other words, the
factors that have impacts on students’ motivation in each stage (see
figure 2.3). We can see how different theories are included in the model.
25
Integrativeness and attitude towards L2 and its speakers of Gardner
theory, for instance, are two motivational factors in pre-actional phase;
learner autonomy of SDT in actional phase; or learners’ attribution of
success or failure of Attribution theory in postactional phase.
Given the strong points of the process model of L2 motivation, the
researcher decides to adopt this temporal point of view on L2 motivation
to be the basis for the study. On the one hand, the targeted participants,
the current freshmen of Strategic Mission project study English as a
foreign language over the course of one year and their motivation is
expected to change over time. The process model appears to provide the
most reasonable framework for those students’ motivation to be
investigated. On the other hand, no other models have provided a
complete list of motivational factors as this model.
However, the model does have limitations as pointed out by
Dornyei (2005) himself. The basic problem is that it is difficult to define
when one actional process starts or ends. Furthermore, students are likely
to engage in more than one actional process at a time and it is not certain
that their engagement in other ongo ing activities does not interfere with
the actional process of L2 learning.
Being well-aware of this shortcoming, the researcher does not aim
to examine in detail how motivation goes through each phase, but rather
views the students’ learning activities throughout the school year as a
whole process in which there are changes in level of motivation after a
period of studying. Basically, the study compares the motivation level
when the students started their English program with that in the forth out
of five modules of the program; and at the same time focuses on find ing
out which motivational factors are responsible for the changes. This
26
means that the pre-actional phase will not be the main focus. The
research only aims to find out types of orientations or goals of the
students at this phase (see 2.2.4).
2.3. English learning motivation in Vietnam
English is considered a foreign language in Vietnam and thus it is
an EFL learning context. Compared to other foreign languages
commonly studied in Vietnam (e.g., Mandarin, French, Japanese),
English is the most prominent being included in the curriculum of most
schools and colleges. Once included in the curriculum, English becomes
a compulsory subject as many others. One would not argue the
importance of studying English since it is largely agreed in Vietnam that
being good at English brings an individual more and better education or
career opportunities. Rather, it is rather the question of how to make
English teaching and learning effective. Students’ learning motivation
has emerged as one major concern of Vietnamese teachers and
researchers.
A number of attempts to investigate students’ English learning
motivation have been made with a primary purpose of getting an
understanding of what lie behind motivation and how to motivate
students to learn. Due to space limitation, the researcher chooses to
review only some studies that are closely related to her research.
At secondary education level, Luu (2008) and Hoang (2006)
examined students’ motivation to learn speaking at Yendinh 1 high
school and Gia Loc senior secondary school respectively. Find ings of
their studies show that though students learned speaking for various
reasons, their motivation was driven mostly by extrinsic reasons like
pressure of examinations and opportunities for further education or
27
future jobs. An interest in the language and its culture did not seem to
have much impact on their motivation. Another reason emerged from
their survey was that quite a number of students studied English so that
they can understand and sing English songs, which is quite a short-term
goal.
Luu (2008) went further to find out the factors that encourage
students to speak in c lass. Speaking activities, teaching methods and
speaking topics seemed to encourage them to speak the most. Hoang
(2006) chose another direction enquiring into what made the students
unwilling to speak in class. Speaking anxiety, boring topics, inefficient
language competency were among the top hindrances.
At tertiary education level, there is a distinction between English
and non-English major students. For second-year non-English major
students at Hanoi University of Education, Tran’s study (2007) pointed
out that the need for higher education and future work was the top reason
that urged the students to learn speaking English. Pressure of getting
high marks in examination was another important motive. Again,
extrinsic reasons were underlined. There is only a shift in the order of
importance between examination pressure and education and career
needs, which is not difficult to understand as students’ age increases.
This result was confirmed in Nguyen’s study (2008) into non-major first-
year students’ motivation in learning reading skills at Hanoi Univers ity
of Industry.
A career orientation was also seen among second-year tourism-
major students at Tourism and Foreign Language Department of Sao Do
College of Industry. Hoang’s study (2009) showed that those students
learned speaking skill mainly to be able to communicate with foreigners
28
and get a job as a result. With such orientation, their interest in learning
about English speaking communities, their cultures and people is
unsurprisingly high. Significantly, grade pressure did not seem to affect
many of them in learning to speak English.
Both Tran (2007) and Hoang (2009) investigated factors that de-
motivate students to learn speaking. Students’ lack of learning strategies
and methods was reported in the studies to negatively affect learning
motivation of most students in class. While Tran (2007) was ab le to
point out only two more de-motivating factors, namely students’ anxiety
and learning conditions, Hoang (2009) had a longer list of such factors.
Crowed class, unfavorable classroom atmosphere, inactive group
members and limited language competency were among the top de-
motivating factors found out in his study.
Overall, two outstanding similarities can be seen in the reviewed
studies. First, they only focus on students’ motivation to learn a
particular skill, not English as a who le. Second, all of them are
classroom oriented, and thus they focus on factors that motivate or de-
motivate students to learn in class only. None of the studies concern how
learning motivation can be maintained once the students are outside of
their classrooms. This can be considered as one of their limitations
because studying is a process occurring not only in class but also in
students’ daily life. Put together, those similarities have created a gap for
the researcher to conduct a research with the population of first-year
students of Strategic Mission Project at ULIS, VNU with an attempt to
examine factors that affect students’ motivation to learn English in
general.
29
Summary
In a nutshell, this second chapter provides an overview of some
influential motivation theories in psychology as well as research in L2
learning motivation. Motivation orientations and factors that might have
influences on students’ learning motivation were addressed and defined.
The last part of the chapter focuses on some similar research conducted
in the educational context of Vietnam, the results of which are to be
compared with the result of this study.
30
CHAPTER 3. METHODOLOGY
In the previous chapter, the literature on the research topic was
briefly reviewed for the theoretical basis of the study. This chapter
provides a whole picture of the methodology as the participants, the
instruments (including questionnaires and semi-structured interviews) as
well as the procedure of data collection and analysis are d iscussed in
detail.
3.1. Setting and participants
3.1.1. Setting
From the academic year of 2010-2011, first year students of the
Strategic Mission project coming from different member univers ities of
VNU are mixed up and placed into 20 c lasses basing on their English
proficiency level. Over the course of one year, they one by one go
through five modules within their English program. The target set for
them is to get at least 5.5 IELTS in order to move on to the second year
of study. During their first year, they studied mostly English (some
might take two or more classes depending on their primary univers ity)
and therefore it should be expected that learning English takes most of
their time and is their primary concern.
Those students study English at ULIS five days a week and five
sessions of 50 minutes a day. In the first four sessions, they study with
their teachers using their main course book(s) for each module (see
Table 3.1 for details of course books used). Depending on the
availability of English teachers at ULIS, up to 10 teachers can co-teach
one class within one week. The last session is a tutorial in which a
volunteer junior or senior student of English-major comes and helps the
31
students with any question they might have regarding the contents of the
lessons in previous sessions.
In general, there are two striking d ifferences between 1st year
students of Strategic Mission project and ULIS students of English
major. First, they do not study four skills (speaking, writing, listening
and reading) separately as those majoring in English. In their program,
four skills are integrated (except for writing in module B2 and C1).
Second, they study English in order to use it in their studies in the
subsequent years, in which courses of their major are taught in English.
They share the same target of reaching the required English proficiency
level.
The 20 classes, named from QT 1 to QT 20, make up a population
of 563 students (data provided by Office of Training, ULIS). There are
two distinct levels of English among the students. Students of QT 1, QT
2, QT 3, QT 4, QT 5 and QT 19 are of the higher level, starting at pre-
intermediate at the beginning of the program. In general, they have been
reported as having satisfactory performance (Head Teacher of the
program, personal communication, November, 2010). Students of other
classes are of the lower level, starting as beginners or slightly higher. QT
20 is a special class into which all the least competent students were
placed after the students received result of End of A1 module test.
In order to reduce the number of variab les, the researcher decided
to eliminate students of the above seven special classes and invo lve
classes from QT 6 to QT 18 only.
Data of for the study were collected in the third week of March,
2011 when the students were in week 5 of module B1.
32
Table 3.1. Main Course books used in Strategic Mission Project 2010
QT 1-5 + (QT 19) QT 6-18 + (QT20)
Module A1
(6 weeks)
New English File Pre-intermediate New English File Elem ent ary
Pronunciat ion in Use Elem entary
Module A2
(6 weeks)
New English File Intermediat e
(+ Step-up to IELTS for QT 19)
New English File Pre-intermediate
Pronunciat ion in Use Elem entary
Module B1
(6 weeks)
New English File Upper-Intermediate
(+ Step-up to IELTS for QT 19)
New English File Intermediat e
(Interact ions 1 – Reading & List ening)
Module B2
(6 weeks)
IELT S Exp ress Intermediat e
Effective Academic Writing 2
The C omplete Presentation Skills
Handbook
Focus on IELT S Foundation
Focus on Skills for IELT S Foundat ion
Paragraph Writing
Module C1
(6 weeks)
Effective Academic Writing 3
IELT S Exp ress Upper-Int ermediate
IELT S Exp ress Intermediate
Effective A cademic Writing 2
The Complete Presentat ion Skills
Handbook
*Note that QT 20 and QT 19 were formed after Module A1. Their
students were drawn from different classes basing on the result of End of
A1 module test.
3.1.2. Participants
The target population of the research is quite large with 374
students of 13 QT classes (from QT 6 to QT 18). The number of students
in each c lass ranges from 25 to 30. Due to the limitation of an
undergraduate paper, only a limited number of all the students were
involved in the study. Regarding sampling method, it was not practical
within the researcher’s capacity to employ simple random sampling and
deliver the questionnaire, which is one main instrument of the research,
to the selected students. Cluster sampling (Cohen, Manion, & Morrison,
2007, p.112) in which each class was considered a cluster was chosen
33
instead. The method offers two main advantages: (1) it is easier to
administer the questionnaire delivery procedure; (2) it can help to
minimize influence of external factors such as the physical environment
or moods of the students. Considering the needed sample for student
participants, the researcher decided to survey 6 out of the 13 classes. The
researcher used simple random sampling (Cohen, et al., 2007, p.110) to
choose six classes and asked them for their consents to take part in the
survey. All classes agreed to the researcher’s request. Expecting that
there would be students absent on the surveying day and some returned
questionnaires could have errors, the researcher delivered questionnaires
to all students present at the classes on the surveying day.
3.2. Data collection
3.2.1. Data collection instruments
Considering the research questions to be answered, survey
questionnaire was chosen as the main instrument of the research as it
allows researchers to “gather information that learners are able to report
about themselves, such as their beliefs and motivations about learning or
their reactions to learning and classroom instruction and activities”
(Mackey & Gass, 2005, pp.92-93). Moreover, it is useful for collecting
survey information and is rather straightforward to analyze since it often
provides numerical data. (Wilson & McLean, as cited in Cohen, et al.,
2007, p. 317)
In order to gain better insights into the issues investigated, semi-
structured interviews were also conducted after data from the
questionnaire were viewed. This instrument helped to elicit additional
information and clear ambiguous points from the result of the survey
questionnaire.
34
3.2.1.1. Questionnaire
While both Vietnamese and English versions of the questionnaire
are included in the research report, only Vietnamese versions were
delivered to the participants since their English level may not sufficient
enough to ensure full understanding of the questionnaire. Clear
instruction is given at the beginning of the questionnaire to inform the
students about the purpose of the research and the confidentiality of the
information inquired. A definition of motivation is also provided on the
first page of the questionnaire so as to avoid students’ misunderstanding
of the concept.
Following the instruction is the questionnaire items which are
categorized into two groups. The first group consists of factual questions
to seek students’ names and contact information. Their phone numbers
and emails were collected so that the researcher could contact them for
the subsequent interviews. The second group includes mostly closed-
ended attitudinal questions in which the students have to rate d ifferent
statements on scales. Yet, the questionnaire still allowed participants to
add comments or other options to the answer of the questions. There are
only four open-ended items in the questionnaire because students are
normally lazy answering open-ended questions and when it takes them
much time to do the questionnaire many of them would not want to do it,
which may result in poor data quality. With this highly-structured
questionnaire, it did not take the students too much time.
Data gained from the second part are to answer the three research
questions. Table 3.2 provides subjects of investigation of all question
items in the questionnaire.
35
Table 3.2. Aims of question items
Item 1- 6 (Research Question 1) to investigate students’ motivation orientations
1 intrins ic orientation
2-4 extrins ic orientation
5-6 integrative orientation Item 7-8 (Research Question 2) to investigate changes in students’ motivation level
7-8 Change in motivation leve l
Item 9- 30 (a/b) (Research Question 3) to investigate factors influencing students’ motivation leve l
9
#1 Quality of the le arning expe rie nce
novelty 10 pleasantness 11 need signif icance 12 coping potential 13 self image 14 social image 15 #2 Sense of autonomy 16
#3 Teachers’ and parents’ influe nce 17 18 19 20 21
#4 Classroom structure competitiveness
22 cooperation
23 #5 Influe nce of the learner group 24 #6 Knowledge and use of
self-regulatory s trategies goal setting
25 self-motivating strategies 26
#7 Self-concept beliefs self-confidence
27 self-worth 28 #8 Attributional factors 29
#9 Received feedback, praise, grades 30
Since the participants cannot understand those terminologies, the
researcher expressed them in statements about themselves similar to the
question items in AMTB (see 2.2.2.2 for more details). The researcher
chose to use an even number scaling system (6 point scale) for all items
(except for item 7 and 8) to minimize the impact of central tendency
which is “a tendency of participants to opt for the mid-point of a 5-point
or 7-point scale” (Cohen, et al., p.327). This tendency is especially
common among East Asian respondents who are more or less influenced
by the “doctrine of the mean.” Full vers ion of the questionnaire is
36
provided in Appendix 1. Following is one example of the questionnaire
items.
11a. The English program has he lped me to reach my goal(s) of s tudying
Englis h.
1
Strongly
disagree
2
Moderately
disa gree
3
Slightly
disa gree
4
Slightly
agree
5
Moderately
agree
6
Strongly
agree
3.2.1.2. Semi-structured Interviews
The questionnaire is the main instrument of this research, yet it
yields certain disadvantages. The main problem was that almost all items
in the questionnaire were discrete point questions and thus it does not
allow the researcher to gain more detailed information. To increase data
validity, semi-structured interviews were employed as a follow-up.
The aim of the researcher for interviews is to gain better insights
into the research questions and to discuss further information about the
items raised in the questionnaire. 10 interviews were made in
Vietnamese so that there would be fewer problems in communication
between the researcher and the interviewees. Interviewees’ anxiety, if
any, was also reduced. The interviewees were selected basing on the
result of the questionnaires they have done. Basically, five students who
reported an increase in motivation and five others who reported a
decrease in motivation were interviewed. Appendix 3 shows a sample of
interview questions, which vary from interviewee to interviewee
depending on their responses in the questionnaire.
37
3.2.2. Data collection procedure
Stage 1- Piloting
After being reviewed by two experienced teachers, the drafted
questionnaire were revised and delivered to 10 students of the same
population of the actual participants for piloting. The researcher reached
those contacts with the help of an acquaintance who is a student of the
project himself. Staying in the university dorm, it was easy for him to
introduce his peers to the researcher. Piloting was administered via
emails and informal telephone talks, which allowed the students and the
researcher to discuss any unclear points found. They also added
comments on both the content and format of the questionnaire. The
questionnaire was then finalized and ready to be delivered to the
participants. Those 10 students were, of course, not included in the
participants of the main study.
Stage 2 - Surveying
In the third week of March 2011, the questionnaires were
delivered to all students who were present at the time of surveying in six
selected classes. Some careful considerations regarding location, time
and collector were made to maximize data validity. Those factors can
have some certain impact on how the participants give out information in
a survey (Mackey & Gass, 2005).
The presence of teachers in the surveyed classes can help to
increase participants’ attention yet might cause information inaccuracy
since the questionnaire contains some items asking the students to
evaluate teaching quality and their curriculum. As a result, the researcher
asked the partic ipants to complete the questionnaire in their tutorials
38
where there were only tutors whose role was to provide them with
support after each formal lesson with their teachers. Additionally, the
task needed to be done on the same day so as to minimize differences in
physical environment, a factor that might affect participants’ emotion
and moods. Since the researcher could only survey one class at a time,
she asked five tutors of five classes to help her out. The five collectors
were explained about how they should administer the questionnaire.
First, the collectors explained briefly about the aim of the
research, and guaranteed the students that any information they provided
would be kept in strict confidence. Then they asked the students for their
consent to participate in the research. The students could, of course,
refuse to do so. Fortunately, 100% of the students present agreed to do
the questionnaire. Next, the collectors instruct the students how to do the
questionnaire and asked them to raise any questions. Finally, when
collecting the completed questionnaires, the collectors checked to make
sure no questions were left out. In total, 148 questionnaires were
returned.
Stage 3- Interviewing
After the data obtained from the questionnaire were synthes ized,
10 students who reported significant change in motivation level were
selected to be interviewed. Five were of increased motivation level and
the others were of decreased motivation. The researcher contacted the
selected students via telephone and asked for their consent to join the
interview. All of them agreed to join as time and location for the
interviews were negotiated and fixed. All the interviews started with
some informal social chat between the interviewer and the interviewee
so that a friendly atmosphere was created. The researcher was able to
39
record only four interviews as six other students refused to be recorded.
For those interviews, the researcher tried to take quick notes as the
students were speaking and revised the note right after each one.
3.3. Data analysis
Data analysis started with questionnaires editing (Cohen, et al.,
2007. p.347) and four questionnaires with errors were eliminated
reducing the number of questionnaires analyzed to 144. In those four
questionnaires, the participants chose the same answer for every item,
which shows that they might have tried to complete the questionnaire as
soon as possible so that they could return it.
The next step was to synthesize the data obtained from the
questionnaires and classified them to answer the research questions. On
the one hand, responses from closed-ended questions were calculated,
transferred into numerical form and summarized into graphs. Descriptive
statistics were employed to display the findings from the survey. On the
other hand, responses from open-ended questions were transcribed and
categorized by key words of the statements and used to supplement
research question 1 and 3.
Finally, qualitative data collected during the interviews were
transcribed and summarized to be referred to when data analysis was
illustrated.
Summary
All in all, this chapter has justified the methodology of the paper
by elaborating on the targeted group of participants involved in the
process of data collection, who are 1st year students of 6 classes of the
40
Strategic Mission Project studying at ULIS, VNU. Next, questionnaires
and interviews were employed as the data collection instruments with the
aim of addressing the three research questions from the analysis of data.
Such justifications on the methodology would help pave the way for the
results and implications discussed in the next chapter.
41
CHAPTER 4. RESULTS AND DISCUSSION
In the previous chapter, the methodology of the study has been
clarified with descriptions of the participants, the instruments and the
process of data collection and analys is. In this chapter, all the collected
data will be analyzed and discussed in details to reveal the answers to
each research question in turn. Data collected from questionnaires and
interviews will be integrated to support and complement each other.
Where necessary and possible, find ings of the research are compared to
that of previous studies.
4.1. Research question 1 – Students’ motivation orientations
Overall, students’ responses to the question show that their
motivation is fuelled and shaped by various orientations. It is a
combination of intrins ic, extrinsic and integrative orientations, each of
which weighs differently (figure 4.1).
Data in figure 4.1 indicate that extrinsic orientations (career
opportunities, education opportunities and exam pressure) are the most
dominant component in students’ motivation. Over 80% of the students
felt that those reasons orientated their motivation to learn English most
significantly. This result confirms the results of some previous studies
reviewed in chapter 2. A clear career orientation can be seen as 93
students out of 144 strongly agreed that they learned English for better
career opportunities, 35 students moderately agreed and no one strongly
disagreed. That should be considered a positive sign since the majority
of the students had not only short-term goal (examinations) but also
long-term goals (education and career). The interviews revealed that this
orientation could be realized through the students’ life experience during
42
the school year. Six out of ten interviewed students claimed that at first
they studied English as a requirement of their program but later realized
that English could bring up a lot of career and education opportunities.
Regarding intrinsic motivation to learn English, only 30.6% of the
students clearly saw it as part of their motivation; nearly half of them
were not sure and one fifth of the students did not possess this
orientation. Interest in L2 culture was even of a lower position as can be
seen in the chart. This fact is not difficult to understand since those
students do not major in English. They do not study the language as
linguists but as users. The finding is in line with results of the two
studies on non-major population of Tran (2007) and Nguyen (2008) (see
2.3).
0.0% 20.0% 40.0% 60.0% 80.0% 100.0%
Instrinsic
Exam pressure
Education opportunities
Career oppoturnities
Contact with L2 speakers
Interst in L2 culture
InstrinsicExam
pressure
Education
opportuni
ties
Career
oppoturni
ties
Contact
with L2
speakers
Interst in
L2 culture
Strongly/ moderately disagree 20.1% 2.8% 3.5% 2.1% 8.3% 25.7%
slightly disagree/ agree 49.3% 13.2% 11.8% 9.0% 36.1% 52.8%
Strongly/ moderately agree 30.6% 84.0% 84.7% 88.9% 55.6% 21.5%
Figure 4.1. Students' motivation orientations
43
A desire to be able to speak to and make friends with English
speakers was reported by more than half of the participants. Only 8.3%
of them did not feel this desire. Three students who were interviewed
stated that it was because of this desire that pushed them study very hard.
This desire is considered in the literature to be integrativeness, yet when
applied to an EFL context as it is in Vietnam, it may be fairer to view it
as both integrativeness and instrumentality. The reason is that in
Vietnam, an English speaking community does not exist noticeably. Six
participants who were interviewed also said that they wanted to be able
to speak to foreigners because in the future, their job might require them
to.
Few students added more reasons to learn English to the
questionnaire such as learning English as a tool to access information, to
learn English songs and to play games, or learning English to please their
parents and to follow the trend because most people nowadays learn a
foreign language. All of the added reasons in fact fall into the category
of extrinsic motivation. This again highlights the most dominant part of
the students’ motivation to learn English.
In conclusion, extrinsic orientation is found to be the most
dominant component in students’ motivation. Integrative and intrinsic
motivation is less important to the majority of the students.
4.2. Research Question 2 – Changes in students’ motivation level
Regarding changes in students’ motivation to learn English, more
than a half of the surveyed students reported a drop in motivation level
as shown in figure 4.2. Approximately 35% of them had their motivation
level increased and only 9% was able to maintain their motivation level
at positive level after seven months pursuing the program. This result
44
cannot be said to be a positive one to the teachers and the authorities
concerned. Nevertheless, their motivation to learn English did not seem
to drop significantly, which was indicated by the students’ ratings of
their motivation level at the beginning of their school year and at the
time they d id the questionnaire. Though such rating is quite subjective, it
reflects more or less the students’ level of motivation change. Only six
students had their motivation level dropped by 3 points from “high” to
“very low,” or from “very high” to “low”. The majority of the rest just
reported a drop by 1 point, for example from “high” to “average.”
It should be noted that an increase or decrease in level of
motivation is not to be understood as the only changing trend over seven
months in the program. It could be possible that, for example, students’
motivation increased a little at the beginning of the school year and then
later started to drop. This was reported by two students interviewed.
Thus, changes in motivation elaborated above should be considered quite
relative and as an overall trend only.
35.4%
54.2%
1.4%
9%
Figure 4.2. Changes in Students' Motivation Level
Increa sed
Decreased
Ma intained at low level
Ma intained at positive level
45
4.3. Research Question 3 – Factors affecting students’ motivation
In this part, results of the study are discussed according to nine
main categories of factors that might have an influence on the students’
motivation, either negative or positive.
4.3.1. Quality of the learning experience
Figure 4.3 illustrates the opinions of the participants on the
relationship between their learning experience and their change in
motivation.
Regarding the design of the English program, only 17.19% of the
students with increased motivation expressed their satisfaction over its
appropriateness while more than half of them either slightly agreed or
slightly disagreed. The other fifth did not think that the program was
appropriate enough and that did not help them to increase their
motivation. The situation is not very different for the other group as
36.25% of them attributed their drop in motivation to the inappropriate
syllab i. 45% stayed quite neutral and nearly 19% of them did not think
their motivation dropped because the program was inappropriate.
Generally speaking, the des ign of the English program for the
project does not enjoy favor of the majority of the students surveyed,
which caused a drop in motivation of a number of students of the project.
Those who were not so satisfied with the program were asked for their
comments on the syllabi. 79 participants responded to this question.
45 students claimed that the program was too intensive with a
great amount of knowledge taught within a short amount of time. Many
46
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
maintained social image
maintained self-image
good coping potential
goals reached
interesting lessons
appropriate syllabi
maintain
ed social
image
maintain
ed self-
image
good
coping
potential
goals
reached
interestin
g lessons
appropria
te syllabi
strongly/moderately agree 17.19 20.31 25 51.7 14.06 17.19
slightly agree/disagree 64.06 51.56 68.75 37.5 65.63 62.5
strongly/moderately disagree 18.75 28.13 6.25 10.94 20.31 20.31
increased motivation group
of them were not English majors at high school and that caused them
great d ifficulty. Some students added that Module A1 which was of
elementary level was quite appropriate but then the level increased too
fast. They became a little unbalanced starting to learn English as non-
majors and long before they gained back their balance, the program had
Figure 4.3. Influence of the quality of the learning experience on mo tivational leve l
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
worsened social image
worsened self-image
limited coping potential
goals not reached
uninteresting lessons
inappropriate syllabi
worsened
social
image
worsened
self-
image
limited
coping
potential
goals not
reached
uninteres
ting
lessons
inappropr
iate
syllabi
strongly/moderately disagree 38.75% 20% 13.75% 25% 20% 18.75%
slightly agree/disagree 41.25% 36.25% 37.50% 27.50% 61.25% 45%
strongly/moderately agree 20% 43.75% 48.75% 47.50% 18.75% 36.25%
decreased motivation group
47
become too difficult for them. They started to feel lost and their
motivation decreased as a result. Some others shared that they got
shocked moving from A1 to B1 and later B2.
13 students stated that there was a big gap between what they
learned in class and what was tested in their end of module
examinations, which made them confused and discontented with their
grades. Eight others did not like the combination of course books used in
the program. They said that each course book alone should be good but
when they were used together, a big and illogical amount of knowledge
was created. Ten other students did not think the program was too
difficult but it was the amount of time studying English each week that
made them feel loaded and bored. Other opinions included the
unattractive appearance of the books, unexciting activities and a lack of
focus on grammar.
Personal interviews revealed many students did not register to join
the project before taking the entrance examination to universities. After
entering their college, they were asked to enroll in the project and just
took a placement test so that they would be placed with peers of the
same English level. In fact, the project came out of a sudden to them.
Those with low English competency first thought that a program would
be appropriately designed for them but it turned out to be too challenging
as they moved through the modules.
In line with the dissatisfaction with the program design was a high
percentage of students of claiming their goals in the program were not
reached and their coping potential was limited. Approximately 47% of
the students with decreased motivation felt discouraged when their goals
were not reached and around 48% of them were disheartened being not
48
able to cope with the challenges of the program. The number of students
who had the opposite opinion was just one fifth or less. In the interviews,
two students stated their ultimate goal in learning English was to be able
to communicate orally. However, what they studied in the program did
not foster that and they started to be de-motivated going to class.
Within the group of students with an increase in motivation,
slightly more than half of the students were encouraged when their goals
were reached. The majority of the rest were not quite sure and around
10% of them disagreed.
Concerning the individual lessons in the program, their quality
resulted in an increase or decrease in motivation as shown in figure 4.3.
However, the majority of the participants stayed neutral over the issue.
The same trend can be observed with regard to the relationship between
the students’ motivation and their self and social image. If their
performance did not make them or their friends or family disappointed
about them, they could be motivated and vice versa. Yet, most students
were uncertain about this.
4.3.2. Sense of autonomy and self-regulatory strategies
To investigate the extent to which learners’ autonomy affect
English learning motivation, students were asked to evaluate how their
activeness in their own study was linked to changes in their motivation.
Statistics (table 4.1) show that most students with a drop in motivation
had difficulties determining what to learn and how to learn. On the other
hand, over 65% of those with an increase in motivation did not feel sure
that they have a high degree of autonomy to foster their learning. Only
about 17% of them were confident about their learning autonomy and
acknowledged its role in nurturing their motivation.
49
Table 4.1. Autonomy and learning motivation strongly/moderately
disagree
not sure strongly/moderat ely
agree
Low degree of autonomy
negat ively influenced learning
motivation level
9
11.25%
19
23.75%
52
65%
80
100%
High degree of autonomy
posit ively influenced learning
motivation
11
17.19%
42
65.62%
11
17.19%
64
100%
Another factor, students’ self-regulatory strategies, which is
closely linked to learner autonomy, was also investigated. Reponses
from the students (figure 4.4) indicate a relative influence of goal setting
skill on students’ motivation. Good goal setting skill helped to motivate
more than 35% of the students in the increased motivation group,
whereas poor goal setting goal caused troubles to 45% of those in the
other group. A very small number of students had the totally opposite
idea. Most of them were not very sure about their goal setting skill and
its influence on their motivation.
The same situation can be seen concerning the matter of learning
and self-motivating strategies. There is a link between good strategies
and increased motivation and the other way round.
Five interviewed students shared that they had difficulties
monitoring their own learning when starting college. At high school,
they were clearly instructed exactly what and how to learn; their goal
was very clear: entering college. They were closely watched by their
50
Figure 4.4. Influence of se lf-regulatory stra tegie s on motivational leve l
teachers and parents. All of a sudden, college life was very d ifferent
when they had to be in charge of their own learning, which made them
puzzled. They were not prepared enough and did not know how to set
goals in their studies, how to study in an effective way and how to
motivate themselves. Four others did not have that much difficulty. They
said that when feeling bored with learning, they did other things such as
listening to music, reading books, watching movies or hanging out with
friends. They came back to their studies when feeling good again. One
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
good goal setting
good learning and self-…
good goal settinggood learning and self-
motivating strategies
strongly/ slightly disagree 4.70% 6.30%
slightly agree/disagree 59.40% 51.50%
strongly/slightly agree 35.90% 42.20%
increased motivation group
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
poor goal setting
poor learning and self-
motivating strategies
poor goal settingpoor learning and self-
motivating strategies
strongly/moderately disagree 1.25% 16.25%
slightly agree/disagree 42.50% 40%
strongly/moderately agree 45% 43.75%
decreased motivation group
51
student of biology major had her own way of to motivate herself. She
said, “biology books in English are much more interesting than those in
Vietnamese. I set my mind that I must learn English to read books. Any
time I am able to read something about biology in English, I feel very
motivated.”
4.3.3. Teachers’ and parents’ influence
In general, teachers’ and parents’ influence on the students’
motivation is reported as quite positive.
Parents was found not exerting much pressure on the students. 48
out of 64 students with increased level of motivation agreed that their
motivation had got higher partly because parents did not care too much
about their grades. 61 out of 80 students with decreased level of
motivation disagreed that their motivation went down because their
parents put pressure on them. 109 students out of the surveyed
population acknowledged their parents’ encouragement, which at least
did not de-motivate them and even motivated them to learn more as for
the students of increased motivation level.
Table 4.2. Parents’ influence and motivation
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
Parents’ created too much
pressure
on the st udents
118
81.94%
19
13.2%
7
4.86%
144
100%
The students received
encouragem ent from their
parents.
8
5.55%
27
18.75%
109
75.7%
144
100%
With regard to teachers’ part, the majority of the students did not
have much complaint. In both group of the students, the percentage of
52
students acknowledging their teachers’ encouragement, friendliness and
helpfulness is quite high (figure 4.5). 85% of the students with increased
motivation group believed that their motivation had gone up partly
because their teachers were very friendly, approachable and helpful. This
positive reflection was also confirmed by 8 out of 10 interviewees of the
study. The other two, who study in the same class, were not quite
satisfied with all of their teachers claiming that a number of them came
to class as a duty and just wanted to go through all the lessons and finish
it on time. They did not really care whether the students could learn
something from their lessons.
Figure 4.5. Percentage of students acknowledging their
teachers’ encouragement, friendliness, helpfulness and good
teaching methods
However, teaching methods of the teachers did not enjoy their
students’ favor that much. Only about half of the students agreed that
many of their teachers had appropriate teaching methods, which fostered
their learning motivation. Most of the other half were not very convinced
0%
10
%
20
%
30
%
40
%
50
%
60
%
70
%
80
%
90
%
10
0%
increasedmotivation group
decreased motivation group
teachers' encouragement teachers' friendliness and helpfulness
teachers' good teaching methods
53
by their teachers’ methods, yet do not see it as problem for their learning
motivation. Only 13 out of 64 students attributed their drop in motivation
to their teachers’ inappropriate teaching methods which resulted in
ineffective lessons.
4.3.4. Cooperation and competitiveness in class
The atmosphere in a language classroom can have a part in
fostering learning and motivation. It is also true for the participants of
the research, yet it varies greatly from individual to individual.
Concerning the matter of cooperation, 23 students of the increased
motivation group agreed that their motivation went up because their
class members were willing to help each other. 11 students of the other
groups had the opposite experience being in classes where there was not
good cooperation between class members. However, 38 others of the
same group disagreed. Significantly, 69 students of the whole population
(nearly 48%) were unsure about the influence of such factors.
Table 4.3. In-class cooperation and motivation
My moti vati on incre ase d because my class members are qui te cooperati ve.
students wit h increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
Total
3
4.7%
38
59.4%
23
35.9%
64
100%
My moti vation droppe d because my class members are not ve ry cooperati ve
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
Total
38
47.5%
31
38.75%
11
13.75%
80
100%
54
With regard to sense o f co mpetitiveness in class, no clear trend can be
seen in the statistics. Good competitio n in class encouraged 23 students of the
increased motivatio n group to learn harder. One student revealed in the
interview that when his friends studied well, he wanted to try so that he wo uld
no t be left behind. 11 stud ents o f the other gro up b lamed their drop in
motivation on the low level of competiveness in their class. The majority o f
both groups were no t very decid ed o ver the matter.
Table 4.4. In-class competitiveness and motivation
My motivati on i ncre ase d because there is a good sense of good competi tion in m y class.
students wit h increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
9
14.06%
40
62.5%
15
23.44%
64
100%
My motivati on droppe d be cause there is not much competition in my class
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
27
33.75%
31
38.75%
22
27.5%
80
100%
4.3.5. Influence of the learner group
From the statistics, it seems that peer influence on students’
motivation varied greatly. Only 20 students out of 80 with a drop in
motivation clearly felt that their friends cause them distraction.
Interviews with two of them revealed that their friends often asked them
to hang out or play games, which was a problem if an exam was
approaching. They admitted that they could not resist the enjoyment of
entertainment, which they found more interesting than learning English,
especially when their achievement is not so great. 33 others denied
negative peer influence on their motivation to learn English. One of
them, in the interview with the researcher, shared that it was not because
55
of their friends’ distraction that his motivation went down. Instead, he
gave himself to such distractions because he lost his motivation in
learning at the time.
The situation of the other group was quite different. Over 40% of
them owed their rise in motivation to their friends’ encouragement and
approximately 56% of them were uncertain. Only two students of this
group disagreed over the issue.
Table 4.5. Peer influence and mo tivation
My motivati on i ncrease d because of peer encourageme nt
students wit h increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
2
3.12%
36
56.25%
26
40.63%
64
100%
My motivati on dropped be cause of peer distracti on
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
33
41.25%
27
33.75%
20
25%
80
100%
4.3.6. Attributional factors
Regarding attributional factors, the survey focused on whether the
students believe they could have some control over their achievement
and how that belief was linked to their drop or increase in motivation.
Responses from the students suggest a difference between the two
groups (table 4.6).
As for the students with increased motivation level, nearly 86% of
them believed they had control over their studies and that made them
more motivated to learn. Significantly, no student of this group had the
opposite idea. The rest of them were not quite sure about this.
56
In the other group, though there were not many, 12 students out of
80 felt helpless with their learning English believing that they could
never reach the expected English level however hard they tried. It was
because of this reason that they were de-motivated. This confirms what
is said in attributional theory in psychology. 43.75% of the students did
not have the same experience and the rest were not quite sure choosing
the “slightly disagree” or “slightly agree” option.
Table 4.6. Attributional facto rs and motivation
My moti vation i ncre ased be cause I believe I can im prove with efforts
and commitment
students wit h
increased
motivation level
strongly/moderately
disagree
not sure strongly/moderat ely
agree
Total
0
0%
9
14.06%
55
85.94%
64
100%
Moti vati on dropped be cause I believe I cannot reach the goal despi te
my efforts.
students wit h
decreased
motivation level
strongly/moderately
disagree
not sure strongly/moderat ely
agree
Total
35
43.75%
33
41.45%
12
15%
80
100%
Put together, the majority of the students felt they have some
control over their studies and that made them more motivated or at least
not de-motivated. However, the minority group of students who had the
opposite experience and those who were not sure about the issue prove
that students can be still vulnerable to such negative attributional style.
4.3.7. Self-concept beliefs
Self-concept beliefs are basically about self-confidence and self-
worth (i.e., one’s concern about how people perceive him or her) that
57
have been found in ESL/EFL research to have some impacts on students’
motivation.
As for the participants of the study, 50% of the students with
increased motivation agreed that their motivation to learn went up
because they believed they had the ability to learn English. Only 6.25%
of them disagreed and the rest were a little uncertain. The other group of
students was not as homogenous as the former. 17.5% of them thought
they d id not have the ability to learn English and their motivation went
down as a result. Half of the rest disagreed and the other half stayed
uncertain. This is also related to attributional factors and students with a
pessimistic belief on their aptitude might become disheartened.
Table 4.7. Change of motivation due to students ’ be lie f in their English a ptitude
My moti vation i ncreased be cause of I am confi dent
with my English aptitude
students wit h
increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
Total
4
6.25%
28
43.75%
32
50%
64
100%
My moti vation droppe d because I am not confi dent
with my English aptitude
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
Total
34
42.5%
32
40%
14
17.5%
80
100%
Regarding self-worth, only 13 students (6 students with increased
motivation) out of 144 participants of the research acknowledged the
impact of their image in their friends' eyes on their motivation.
58
4.3.8. Received feedback, praise, grades
Teachers’ feedback and praise did not seem to affect the students’
motivation much as only 23 students of the whole population, accounting
for nearly 16%, clearly felt its influence. Noticeab ly, only three of them
were of increased motivation group. The majority of the students were
quite neutral over the issue.
Table 4.8. Received feedback, praise and motivation
My moti vation i ncreased be cause I receive d good fee dback and praises from my teache rs
students wit h
increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
24
37.5%
37
57.8%
3
4.7%
64
100%
My moti vati on droppe d because I di d not receive positive feedback and praises from my te achers frequently
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
24
30%
36
45%
20
25%
80
100%
Table 4.9. Gra des and motivation
My motivati on i ncreased be cause of my good m arks.
students wit h
increased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
24
37.5%
34
53.1%
6
9.4%
64
100%
My motivati on dropped be cause of unsatisfactory marks.
students wit h
decreased
motivation level
strongly/moderat ely
disagree
not sure strongly/moderat ely
agree
T otal
11
13.75%
27
33.75%
42
52.5%
80
100%
Grades seemed to have a role in altering students’ motivation.
Unsatisfactory marks made over half of the students in decreased
motivation group de-motivated. 11 others out of 80 were not affected
59
and 27 were influenced somehow. For the other group, only six students
confirmed the relationship between their good results and motivation.
Half of them were not quite sure and 37.5% of them disagreed with the
statement because they did not have many good marks. Six interviewed
students claimed a discontent with the mismatch between what was
learned in class and what was included in the test. They said that the tests
were far more difficult than what they usually did during each module
and that made them de-motivated.
Summary
With the presentation and d iscussion of the collected data, this
chapter has consecutively provided answers to the three research
questions. Major findings in detailed will be summarized in the
conclusion, the final chapter of this research paper.
60
CHAPTER 5. CONCLUSION
Previous chapters have involved the introduction, the literature
review, the realization and the findings of the study. Lastly, this final
chapter will summarize and evaluate the findings of the whole research
by summing up the findings, drawing some implications and
acknowledging contribution and limitations of the research as well as
putting forward several suggestions for further studies.
5.1. Summary of major findings
The study was conducted with a population of 144 students of the
Strategic Mission Project with the primary aim to investigate the
students’ motivation to learn English and factors that alter it. Through
analys is of data obtained from the questionnaire and semi-structured
interviews, some major findings are summarized as follows.
First, students’ motivation to learn English has been found to be a
combination of various motivation orientations that have been defined in
L2 motivation research, namely: intrinsic, extrinsic (or instrumental) and
integrative orientation. Among those, extrinsic orientation seemed to
play the most dominant part as most students’ ultimate goals when
learning English are to pass examinations, to have better education
opportunities and later get good jobs. This result is in line with results of
previous research on different populations in Vietnam.
Second, more than half of the participants reported a drop in
motivation. Though full generalization cannot be made to the whole
population, such ratio is quite alarming, which raises an issue that needs
serious attention.
61
Finally, by examining the two groups of students, one with
increased motivation and one with decreased motivation, factors that
caused such changes have been found. All nine groups of factors
presented in the process model of L2 motivation (actional and post-
actional stage) had certain influences on students’ change in motivation.
As for the group of increased motivation, it is not clear which factor had
the strongest influence as statistics show that it varied from ind ividual to
individual.
For the other group, clearer generalization can be made. Parents
and teachers are definitely not the root of their drop in motivation as the
majority of them acknowledged support from their parents and teachers
and very few denied it. Three biggest sources of de-motivation seem to
be inappropriateness of the syllabi, the lack of self-regulatory strategies
and low grades. The researcher has been able to gain some insights into
the students’ dissatisfaction with the syllabi with an open-ended
question. Such information provides important reference for both future
teachers and managers of the project.
5.2. Implications
As mentioned in the introduction part, underlying the conduction
of the research is the researcher’s desire to help future students of the
project to avoid any obstacles that current students might have in
maintaining their motivation to learn English. With the support of the
above-mentioned findings, several implications can be drawn as follows:
(1) The design of the English program for students of the project needs
to be carefully reconsidered with regard to the students’ level of English.
In fact, students started as beginners are hardly expected to reach the
required level of the program. This is also suggested by the students
62
themselves. As a result, a serious consideration should be made over the
minimum required English level for students to enroll in the program.
(2) Teachers and the authorities concerned should try to help students to
get adapted to college life. The transition from high school to college is
not to be underestimated especially when students have to cope with an
intens ive English program, totally different from their prior experience.
One idea is that a number of experienced teachers can be designated to
be advisors for students in case they need advice to cope with their
difficulties.
(3) Apart from teaching English, teachers of the project should also spare
some part of their lessons sharing learning strategies with students.
(4) Teachers can help to eliminate any negative attributional idea of the
students such as “I do not have the ability” or “I would not get better no
matter how I try”.
(5) It is a good idea that teachers pay more attention to the ind ividual
differences as the population in each class is not highly homogeneous:
students are of different majors and their interests can diverse greatly.
(6) Students should be encouraged to share with each other their secret to
maintain motivation and any effective learning strategies. Clubs can be a
good channel through which students can share learning experience. The
existing club in the dorm or the English Club (EC) of ULIS should be
made use of.
5.3. Contribution of the study
Being the first formal research on motivation of students of
Strategic Mission project in ULIS, results of the research can be
63
considered as a source of reference for both teachers of ULIS who
involve in teaching those students as well as the management board of
the project. To be more specific, the research gives an understanding of
the students’ motivation which is expected to be useful for teachers in
facilitating learning of their students. From a more macro level,
necessary changes in curriculum design as well as criteria to accept
students to the project might be considered by the authorities concerned
in accordance with the research’s implications.
5.4. Limitations of the study
Despite the researchers’ efforts, there exist a number of limitations
in the study due to time pressure and the lack of resources. Three major
shortcomings are discussed below.
In the first place, because the research aims to look at as many
factors as possible that affect students’ motivation to learn English, it
was not possible within an undergraduate paper to get into further detail
of some factors that were found to play an important part. For example, a
lot of the participants were discontented with the design of their English
program, yet the researcher was only able to get some quick general
comments from the students on what made the program problematic to
them.
In the second place, though the students provide probably the most
reliable information on their motivation, some information regard ing
what actually happened in class should also be investigated from the
perspective of their teachers and by classroom observation as well.
The third drawback comes from the fact that the English program
is broken down into different parts and lasts for nine months.
64
Throughout the period, a student can experience different phases where
their motivation can go up or down continuously and the role of the
motivational factors can vary accordingly. As a result, the research is not
able to provide a more detailed picture of what happen in shorter phases.
That requires a longitudinal research and a case approach.
5.5. Recommendations for further research
Given the limitations of the research, some implications for further
research can be drawn. First, a longitud inal research can be done with a
smaller number of participants so that the detailed development of
learning motivation over one year can be observed. A case or multip le-
case research approach to the issue would allow more insightful
investigation. An interested researcher might, for instance, keep a record
on changes of some students’ motivation after each module of the
project.
Another idea is to examine the issue from multip le perspectives,
from the students, from their teachers and even their family. This again
can only possible with a small number of participants.
Results of this research have pointed out two main areas that the
students feel problematic, i.e. the design of the English program as well
their own learning and self-regulatory strategies. This draws two
research directions. On the one hand, one can conduct a research to
evaluate the English program for students of the Strategic Mission
Project so that improvements to the program can be made. Moreover,
quite a d irect link between the students’ learning motivation and
suitab ility of the program to their English level can be seen from
findings of the research. On the other hand, a study can be carried out to
65
find out the strategies students of the project use in order to regulate their
motivation and any difficulties they might have.
66
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70
APPENDICES
APPENDIX 1 – QUESTIONNAIRE FOR STUDENTS
STUDENTS’ PERCEPTION ON FACTORS AFFECTING ENGLISH LEARNING MOTIVATION OF STUDENTS IN STRATEGIC
MISSION PROJECT AT ULIS, VNU Dear student, I am Nguyen Nhue Giang, a 4th year student from class 07.1.E1 at FELTE, ULIS. I am doing my thesis to investigate the factors affecting learning motivation of students in strategic mission project at ULIS, VNU from students’ perspective. I would be grateful if you could spare some time to do this survey for me. All of your information and opinions will be kept strictly confidential. The survey takes approximately 15 minutes. Thank you very much for time and contribution. If you have any questions regarding the study, please contact me at [email protected] or reach me at 0983112403
PART I: Personal information
(This is known to the researcher only and for the researcher to contact you for further information)
- Full name...................................................................................................................................... - Gender: Male / Female - Your major: .................................................................................................................................. - Cell phone number: ....................................................................................................................... - Email address: .............................................................................................................................. Motivation to learn English is a phenomenon shown through persistence and constant effort, desire to achieve mastery of English and enjoyment of English learning process
71
PART II: Questions For each question below, please tick the option that best expresses your opinion.
Questions
Re asons to le arn English 1 2 3 4 5 6
1 Strongly disagree
2 Moderately
disagree
3 Slightly disagree
4 Slightly agree
5 Moderately
agree
6 Strongly
agree 1. I study English because I enjoy studying it. 2. I study English because I need to pass the examinations in order to move to the next year of my program.
3. I study English for better education opportunities. 4. I study English for better career opportunities. 5. I study English because I want to be able to speak to foreigners and make friends with them.
6. I study English because I want to understand about cultures and people of English-speaking countries.
Do you have any other re asons to learn English? (please specify) ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... Do you have any other comme nts? ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... .......................................................................................................................................................
Questions
Le vel of motivation 1 2 3 4 5
1 Ve ry low
2 Low
3 Average
4 High
5 Ve ry high
7. My motivation to learn English at the beginning of the program. 8. My motivation to learn English now.
� If you find your motivation has incre ased or s tay the same at leve l 3 or 4 or 5,
ple ase do questions from 9a to 30a. � If you find your motivation has decrease d or s tay the same at level 1 or 2, ple ase do
questions from 9b to 30b.
72
Questions
Factors leading to increased le vel of moti vati on 1 2 3 4 5 6
1 Strongly disagree
2 M oderat ely
disagree
3 Slight ly disagree
4 Slight ly agree
5 Moderately
agree
6 St rongly
agree MY MOT IVAT IO N HAS INCREAS ED BECAUSE: 1 2 3 4 5 6 9a T he sy llabi of my English program m eet my exp ect ations (suitable for m e) 10a I enjoy m ost of the English lessons in my program. They are int erest ing. 11a T he English program has helped me t o reach my goal(s) of studying English. 12a I have been able to solve problems encount ered while learning English. 13a My performance has not made me disappointed about my learning ability. 14a My performance has not made my family or friends disappointed about my
learning ability.
15a I am very act ive in learning English. I am clear about w hat and how I should learn.
16a I get encouragement from my parents in my studies. 17a My parents do not creat e stress on me about my results. 18a Many of my t eachers always encourage me to learn. 19a Many of my t eachers are friendly, approachable and helpful. 20a Many of my t eachers have good m et hods and provide me with effect ive
lessons.
21a Most of our class members are willing to help each other to learn. 22a T here is a good sense of good competition in my class. 23a My peers have good influence on me. T hey encourage and m otivat e m e to
learn.
24a I know how to set goals for my study. 25a I have good learning strategies and I know how to mot ivat e myself to strive
for the goals.
26a I am confident about my ability to learn English. 27a My classmat es have a high opinion of my p erformance and achievement. 28a I believe that with efforts and commitment , I can improve my English even if
my current level of English is not good.
29a I have received good praises and feedback from my teachers. 30a My grades are good m ost of the time.
If you disagree with item 9a, please indi cate whether the program has met your expe ctation. If it does not, please spe cify the reasons. (e.g. it’s too difficult or e asy for you) ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... Are there any other factors that hel p to incre ase your m oti vation? Please specify. You can also add any other comments. ....................................................................................................................................................... ....................................................................................................................................................... .......................................................................................................................................................
73
Questions
Factors leading to decrease d le vel of moti vation 1 2 3 4 5 6
1 Strongly disagree
2 M oderat ely
disagree
3 Slight ly disagree
4 Slight ly agree
5 Moderately
agree
6 St rongly
agree MY MOT IVAT IO N HAS DECREAS ED BECAUS E: 1 2 3 4 5 6 9b The sy llabi of my English program do not meet my exp ect ations (not suitable
for me)
10b I do not enjoy m ost of the English lessons in my program. They are not int eresting enough.
11b The English program has not help ed me to reach my goal(s) of studying English. I haven’t improved enough.
12b I have not been able to solve problem s encountered while learning English. 13b My performance has made me disappointed about my learning ability. 14b My performance has made my family and friends disappoint ed about my
learning ability.
15b I am not very active in learning English. I am not clear about what and how I should learn.
16b I do not get much encouragement from my parents in my studies. 17b My parents create too much st ress on m e about my results. 18b Many of my teachers DO NOT always encourage me to learn. 19b Many of my teachers are NOT friendly, approachable or helpful enough. 20b Many of my teachers DO NOT have good met hods or provide me wit h
effective lessons.
21b Not many members in my class are not willing to help each other to learn. 22b There isn’t m uch competition in my class. Many people do not really care
about learning.
23b My peers make me more distracted from my studies. 24b I don’t know how to set goals for my st udy. 25b I lack good learning strategies and I don’t know how t o m otivat e myself to
study.
26b I think I don’t have t he ability to learn English. 27b My classmat es have a low opinion of my p erformance and achievement. 28b I feel like whatever I do and how much I try, I can’t improve my English up
to the exp ect ed level.
29b I seldom get praises or posit ive feedback from my teachers. I don’t think I’m a good st udent.
30b My grades are not good most of the t ime. If you agree with item 9b, please spe cify why the program does not meet your expectation (e.g. it’s too di ffi cult or easy for you) ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... Are the re any other factors that have lowere d your motivati on level? Please spe cify. You can also add any other comments . ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... .........................................................................................................................................................................................................
74
PHIẾU ðIỀU TRA DÀNH CHO SINH VIÊN
NHẬN THỨC CỦA SINH VIÊN VỀ CÁC NHÂN TỐ ẢNH HƯỞNG TỚI HỨNG THÚ HỌC TIẾNG ANH
CỦA SINH VIÊN THUỘC CHƯƠNG TRÌNH NHIỆM VỤ CHIẾN LƯỢC TẠI ðẠI HỌC NGOẠI NGỮ, ðẠI HỌC QUỐC GIA HÀ NỘI
Các bạn sinh viên thân mến, Tôi là Nguyễn Nhuệ Giang, sinh viên năm 4, lớp 07.1.E1, Khoa Sư phạm Tiếng Anh, ðHNN. Tôi ñang làm khóa luận nghiên cứu về các nhân tố ảnh hưởng tới hứng thú học tiếng Anh của sinh viên thuộc chương trình nhiệm vụ chiến lược tại ðại học Ngoại ngữ, ðại học quốc gia Hà nội từ góc nhìn của chính người học. Mong các bạn có thể dành khoảng 15 phút ñể hoàn thành phiếu ñiều tra sau của tôi. Tất cả thông tin và ý kiến của các bạn sẽ ñược bảo mật tuyệt ñối. Nếu có bất cứ thắc mắc nào liên quan ñến nghiên cứu này, các bạn có thể liên hệ với tôi qua ñịa chỉ email: [email protected] hoặc số ñiện thoại 0983112403. Cảm ơn sự ñóng góp của bạn! PHẦN I: Thông tin cá nhân
Xin các bạn vui lòng cung cấp những thông tin sau ñể tôi có thể liên lạc khi cần thêm thông tin. Các bạn có thể yên tâm về tính bảo mật của thông tin các bạn cung cấp cho tôi.
- Tên: ............................................................................................................................................. - Giới tính: Nam/ Nữ - Ngành học: ................................................................................................................................... - ðiện thoại di ñộng: ........................................................................................................................ - ðịa chỉ email: ............................................................................................................................... PHẦN II: Câu hỏi khảo sát ðánh dấu (�) cho lựa chọn thể hiện rõ nhất quan ñiểm của bạn trong mỗi câu dưới ñây:
Lưu ý: Hứng thú học tiếng Anh ñược thể hiện qua nỗ lực học, ñộ kiên trì học, mong
muốn học tốt tiếng Anh và ñộ thích thú khi học.
75
Câu hỏi
Lý do học tiếng Anh 1 2 3 4 5 6
1 Rất không
ñúng
2 Tương ñối
không ñúng
3 Hơi không
ñúng
4 Hơi ñúng
5 Tương ñối
ñúng
6 Rất ñúng
1. Tôi học tiếng Anh vì tôi thấy tiếng Anh rất hay. Tôi cảm thấy thích học. 2. Tôi học tiếng Anh vì tôi cần vượt qua các kỳ thi ñể ñủ ñiều kiện học tiếp ở hệ của mình.
3. Tôi học tiếng Anh vì tôi muốn nói chuyện ñược và làm quen với người nước ngoài
4. Tôi học tiếng Anh vì ñể có các cơ hội học tập tốt hơn 5. Tôi học tiếng Anh vì ñể có các cơ hội việc làm tốt hơn 6. Tôi học tiếng Anh vì tôi muốn tìm hiểu về văn hóa và con người các nước nói tiếng Anh
Bạn có lý do nào khác khi học tiếng Anh không? (Xin nêu rõ) ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... Bạn có ý kiến/nhận xét nào khác không? ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... .......................................................................................................................................................
Câu hỏi
Mức ñộ hứng thú học tiếng Anh 1 2 3 4 5
1 Rất thấp
2 Thấp
3 Trung bình
4 Cao
5 Rất cao
7. Hứng thú học tiếng Anh của tôi lúc bắt ñầu chương trình 8. Hứng thú học tiếng Anh của tôi hiện nay
� Nếu mức ñộ hứng thú của bạn tăng lên, hoặc giữ nguyên ở mức 3, 4 hoặc 5 hãy trả lời
câu hỏi 9a ñến 30a
� Nếu mức ñộ hứng thú của bạn giảm ñi, hoặc giữ nguyên ở mức 1, 2 hãy trả lời câu hỏi 9b ñến 30b.
76
Câu hỏi
Các nhân tố giúp tăng m ức ñộ hứng thú 1 2 3 4 5 6
1 Rất không ñúng
2 T ương ñối
không ñúng
3 Hơi không
ñúng
4 Hơi ñúng
5 Tương ñối
ñúng
6 Rất ñúng
HỨNG THÚ HỌC TIẾNG ANH CỦA TÔI TĂNG LÊN VÌ: 1 2 3 4 5 6 9a Chương trình học tiếng Anh ñúng như mong ñợi (phù hợp với của tôi). 10a T ôi thích phần lớn các buổi học trong chương trình, chúng rất thú vị. 11a Chương trình tiếng Anh giúp t ôi ñạt ñược mục tiêu học tiếng Anh của mình. 12a T ôi ñã có thể giải quy ết các vấn ñề gặp phải trong quá trình học tiếng Anh tại
trường.
13a Kết quả học tập của t ôi không làm bản t hân tôi thất vọng về năng lực học tập của mình.
14a Kết quả học tập của t ôi không làm gia ñình hay bạn bè thất vọng về năng lực học tập của tôi.
15a T ôi rất chủ ñộng trong việc học tiếng Anh. Tôi biết mình nên học cái gì và học như thế nào.
16a T ôi ñược bố mẹ ñộng viên trong học tập. 17a Bố mẹ tôi không gây nhiều áp lực cho tôi về kết quả học t ập. 18a ða số giáo viên dạy t ôi luôn khuyến khích, ñộng viên s inh viên trong học t ập. 19a ða số giáo viên dạy t ôi ñều t hân thiện, dễ tiếp cận và sẵn sàng giúp ñỡ s inh
viên.
20a ða số các giáo viên dạy t ôi có phương pháp dạy tốt và mang ñến cho sinh viên những bài học hiệu quả.
21a Hầu hết mọi người trong lớp t ôi luôn sẵn sàng giúp ñỡ nhau trong học tập. 22a T rong lớp tôi có không khí thi ñua học tập t ốt. 23a Bạn bè có ảnh hưởng tốt ñối với t ôi. Họ ñộng viên và thúc ñẩy tôi t rong học
tập.
24a T ôi biết cách ñặt ra các mục tiêu trong học tập. 25a T ôi biết tự t ạo ñộng lực học tập cho mình ñể ñạt ñược những mục t iêu ñề ra. 26a T ôi tin rằng mình có khả năng học t iếng Anh. 27a Bạn cùng lớp ñánh giá cao năng lực và thành tích học t ập của t ôi 28a T ôi tin rằng nếu nỗ lực, chăm chỉ thì kết quả học tập sẽ tốt, kể cả nếu hiện
nay chưa tốt.
29a T ôi ñã nhận ñược các lời khen và nhận xét tốt từ phía giáo viên. 30a ðiểm số của tôi hầu như là tốt.
Nếu bạn thấy câu 9a không ñúng (bất cứ mức ñộ nào), bạn hãy cho biết chương trình có như bạn mong ñợi không? Nếu không thì vì sao (chẳng hạn như vì chương trình quá khó/ quá dễ so với trình ñộ của bạn)? ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... Bạn còn thấy có yếu tố nào khác giúp bạn tăng hứng thú học tiếng Anh? (nêu rõ). Nếu bạn có thêm ý kiến/ nhận xét nào khác xin cũng nêu rõ. ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... .........................................................................................................................................................................................................
77
Câu hỏi
Các yếu tố dẫn ñến giảm mức ñộ hứng thú 1 2 3 4 5 6
1 Rất không ñúng
2 T ương ñối
không ñúng
3 Hơi không
ñúng
4 Hơi ñúng
5 Tương ñối
ñúng
6 Rất ñúng
HỨNG THÚ HỌC TIẾNG ANH CỦA TÔI GIẢM ð I VÌ: 1 2 3 4 5 6 9b Chương trình học không như t ôi mong ñợi, không p hù hợp với tôi. 10b Tôi không thích hầu hết các bài học trong chương trình. C húng không ñủ hấp
dẫn.
11b Chương trình học không giúp t ôi ñạt ñược các m ục tiêu học tiếng Anh của mình. Tôi không tiến bộ ñược nhiều lắm.
12b Tôi thường không biết cách giải quyết các vấn ñề gặp phải trong quá trình học tiếng Anh.
13b Kết quả học của tôi làm bản thân t ôi thất vọng về năng lực học t âp của m ình. 14b Kết quả học của tôi làm gia ñình và bạn bè thất vọng về năng lực học tâp của
tôi.
15b Tôi không chủ ñộng lắm trong học tập. Tôi không biết mình nên học gì và học như thế nào.
16b Tôi không nhận ñược nhiều sự ñộng viên từ bố m ẹ trong học tập. 17b Bố mẹ gây cho tôi nhiều áp lực về kết quả học t ập. 18b Nhiều giáo viên dạy t ôi không khuyến khích, ñộng viên sinh viên trong học
tập.
19b Nhiều giáo viên dạy t ôi không thân thiện, khó tiếp cận và không sẵn sàng giúp ñỡ s inh viên.
20b Nhiều giáo viên dạy t ôi không có phương p háp dạy tốt dẫn ñến các bài học không ñược hiệu quả.
21b Trong lớp, không có nhiều người sẵn sàng giúp ñỡ nhau trong học tập. 22b Lớp không có không khí thi ñua tốt. Nhiều bạn không thực sự quan tâm ñến
việc học.
23b Bạn bè khiến tôi sao nhãng hơn trong học t ập. 24b Tôi không biết cách ñề ra các mục tiêu học tập. 25b Tôi không biết làm thế nào ñể tự tạo ñộng lực học cho bản t hân. 26b Tôi nghĩ tôi không có khả năng học t iếng Anh. 27b Bạn cùng lớp ñánh giá thấp năng lực và kết quả học tập của tôi. 28b Tôi cảm t hấy cho dù có cố gắng thế nào ñi nữa, trình ñộ tiếng Anh của tôi
cũng sẽ không ñạt ñược mức cần thiết.
29b Tôi ít khi nhận ñược lời khen ngợi hay nhận xét t ích cực từ các giáo viên. Tôi nghĩ mình không phải là m ột sinh viên giỏi.
30b ðiểm số của tôi thường không tốt. Nếu bạn thấy câu 9b ñúng (bất cứ mức ñộ nào), bạn hãy cho biết vì sao chương trình không ñược như bạn mong ñợi (chẳng hạn như vì chương trình quá khó/ quá dễ so với trình ñộ của bạn). ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... Bạn còn thấy có lí do nào khác làm bạn giảm hứng thú học tiếng Anh? (nêu rõ) Nếu bạn có thêm ý kiến/ nhận xé t nào khác xin cũng nê u rõ. ......................................................................................................................................................................................................... ......................................................................................................................................................................................................... .........................................................................................................................................................................................................
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APPENDIX 2
SAMPLE OF QUESTIONS FOR SEMI-STRUCTURED
INTERVIEWS
**Note: Questions in each interview varied in accordance to the
information each participant provided in the questionnaires.
• Among six reasons to learn English, what are the top ones? Can you
further comments? Did you know it from the beginning or you came
to realize it later?
• In the questionnaire, you agreed that your motivation decreased
because the syllabi did not meet your expectation. Is that right? Why
is that?
• Did you have difficulty coping with problems that arose? Did that
de-motivate you to learn English?
• Did your parents put any pressure on you?
• You agreed that your friends distracted you from learning and your
motivation decreased. Can you tell me more about that?
• How do you feel about your English aptitude? Does that affect your
learning motivation?
• Did unsatisfactory mark d iscourage you to learn English?
• Did you often receive feedback or praises from your teachers?
• Do you have any suggestions or comments for further improvement
of the program?
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APPENDIX 3
SAMPLE TRANSCRIPT OF THE INTERVIEWS
(VIETNAMESE VERSION)
Người ng hiê n cứu: (N NC)
Chị muốn hỏi em một số câu hỏi thêm thôi và yên tâm là những thông tin này chỉ có chị nghe mà thôi. Lý do mà chị muốn phỏng vấn em là bởi vì em có report lại ở trong questionnaire này là hứng thú học của em tăng, tức là ñộ tăng của em là nhiều. ðầu năm thì rất thấp nhưng ñến bây giờ thì thuộc loại cao. Chị chỉ muốn hỏi thông tin thêm một chút. ðầu tiên thì hỏi về mấy lí do học tiếng Anh của em ấy. Trong này em có ñề cập ñến 2 lí do mà có lẽ là quan trọng nhất ở ñây, ñấy là học tiếng Anh ñể có các cơ hội học tập và cơ hội việc làm tốt hơn. Vì thì lí do này của em ý, thì em có ngay từ ñầu năm, em tự biết ñ iều ñó hay là sau này thì em mới cảm thấy ñược cái lý do này?
Sinh viê n: (SV)
Thực ra lý do này thì em biết ngay từ ñầu năm ạ. Bây giờ thì thực ra học ngành gì cũng phải quan trọng tiếng Anh. Ngành của em, ñặc biệt là khi em ñăng kí vào chương trình tiên tiến này thì em thấy tiếng Anh rất quan trọng ạ.
NNC: Còn hai lý do nữa cũng là lý do mà em thấy là nó hay và em muốn tìm hiểu hơn về văn hóa con ngườ i nhưng em lại không cho rằng lí do này quan trọng bằng lí do khác. Em có thêm comment hay giải thích gì không?
SV: Thực ra thì, về cái văn hóa này thì, ờ, em cũng chưa tìm hiểu lắm hiểu lắm, em cũng không thích ñọc sách lắm. Học về các văn hóa này chủ yếu học qua các phương tiện truyền thông và em thích tìm hiểu về văn hóa của nước mình hơn.
NNC: Ok. Nhưng em cũng khá là muốn làm quen và nói chuyện ñược vớ i người nước ngoài?
SV: Tất nhiên ạ. Học tiếng Anh rất là thích biêt nói, ñặc biệt là sau này học giáo trình tiếng Anh thì tất nhiên là muốn phát biểu bằng tiếng Anh, nói chuyện vớ i thầy giáo bằng tiếng Anh rồi.
NNC: Vậy thì em có giải thích ñược vì sao mà ñầu năm hứ ng thú học của em không dược cao lắm nhỉ?
SV: Bởi vì ngay từ cấp 3 em ñã không thích học tiếng Anh lắm rồi vì phương pháp giảng dạy và cách học của mình không thích hợp. Cho nên em không thích. Cho nên là từ cái thói quen ấy nên là ñầu năm mình không thấy thích.
NNC: Không thích học lắm? SV: Vâng NNC: Ok. Thế nhưng mà sau một thời gian học thì cảm thấy là mình. Ít nhất
ở ñây em ñể là cao, nghĩa là khá là thích, ñúng không? SV: Vâng NNC: Thì chị muốn hỏi thêm về một số các yếu tố mà khiến cho em thích.
Thứ nhất là về chương trình học. Ở ñây chương trình học ñúng như mong ñợi, tương ñối như mong ñợi của em. Như vậy thì em thấy nó
80
như thế nào? Có thấy khó hay như thế nào không? SV: Không, em thấy chương trình khá là ñơn giản, ñi từ trình ñộ cơ bản
lên nên em cũng khá nắm bắt ñược. Có ñiều mình chưa thực sự hiểu kĩ chủ yếu là do mình còn lườ i, cho nên chưa hiểu kĩ hơn.
NNC: Nhưng mà bước chuyển từ chỗ học phần A2 lên B1 thì có một số bạn chị nói chuyện nói là nhảy từ chỗ ñấy, hêt A2 lên B1 ý, thì là B1 khó hơn hẳn. Em có thấy ñiều ñó không ?
SV: Ờ.. NNC: B1 có thêm quyển Interactions, ñúng không nhỉ ? Thêm một chút về
IELTS rồi. Em có tháy là nó hơ i nhanh không ? SV: Cũng có ạ. Bởi vi bài nó dài hơ n, nhiều từ mớ i hơn nên là mình tháy
khó. Như ng thực ra thì nội dung vẫn hay. Mỗi tội là có nhiều từ mớ i mình không bắt kịp.
NNC: Cái việc ñó có ảnh hưởng tớ i việc em thích học hay là ñộng lực của em thay ñổi ?
SV: Nó giúp mình là mình phải học nhiều từ mới hơn ñể có thể hiểu bài. NNC: Tức là phải cố hơn ñể ñạt ñược cái mình cần, ñúng không ? SV: Vâng NNC: Trong này thì em không cho rằng các buổi học thú vị lắm, thì, à, ở
ñây em khá là khen chương trình học và giáo trình, vậy thì cái ñ iều không thú vị này có phải tại giáo viên không ? hay là ?
SV: Giáo viên thì giáo viên cũng rất là nhiệt tình nhưng mà chẳng quả lớp mình nó không hứng thú nên kéo theo cả mình và nó tạo lên tâm lý của cả lớp. Thế nên là các bạn không hứng thú mình cũng không cảm thấy hứng thú gì nữa.
NNC: Ừ, à. Nhưng tức là ý muốn nói là các buổi học em không thấy thú vị lắm là vì mọi ngườ i rất là trầm trầm à ?
SV: Vâng, mọi người rất trầm. NNC: Tức là không phải là tại vì hoạt ñộng của cô không hay ñúng không ? SV: Vâng NNC: Trong quá trình học, thì em có cảm thấy mình gặp nhiều khó khăn,
hay là gì ñó không ? SV: Trong quá trình học thì em cảm thấy mình gặp nhiều khó khăn. Thứ
nhất là cái các kĩ năng còn chưa ñược thành thạo mà nhất là kĩ năng nghe thì mình ñã kém rồi sau ñó rồi cái sự kém của mình lại khiến cho mình không thích học thế ñâm ra càng không phát triển ñược kĩ năng ấy của mình.
NNC: Em có gặp khó khăn trong việc tìm ra cách học không ? SV: Có a. Rất nhiều khó khăn. NNC: Em ñánh giá thế nào về khả năng giải quyết các vấn ñề ñó của em ?
Em có giải quyết ñược ñến ñâu ? SV: Phần lớn thì tức là em giải quyết ñược ở mức khá ý so với các vấn ñề
của mình. Về các kĩ năng thì cũng phát triển hơn là nhiều. NNC: Tức là em tự luyện tập ? SV: Vâng, tự luyện tập và cũng có học hỏi dược kĩ năng của các bạn. Tuy
nhiên nhiều khi hỏi nhiều quá ñâm ra bị rối. NNC: Tức là về mặt phương pháp học em cũng ñi tham khảo các bạn và em
có thấy hiệu quả không ? SV: Về phương pháp học thì có nhiều hiệu quả lắm như ng mà cái kĩ năng
81
nào mà mình tháy thích thì mình thấy hiệu quả, mình theo ñược hướng của bạn còn về kĩ năng nào mình không thích thì bạn gợi ý cho mình như ng mình vẫn không theo ñược.
NNC: Trong này chị có một câu là kết quả học tập của tôi không làm bản thân tôi thất vọng và em không ñồng ý với câu này. ðiều ñấy có nghĩa là em thất vọng vớ i năng lực học tập của em à ?
SV: Dạ ñúng ạ. Ví dụ như là kĩ năng nói chẳng hạn, ở trên lớp mình cũng nói tốt nhưng khi làm bài kiểm tra thì không bao giờ ñược ñiểm cao. Kĩ năng nghe thì cũng thế.
NNC: Thì cảm thấy hơi thất vọng ? SV: Vâng. NNC: Thế việc ñó có làm cho em cảm thấy bớt thích học ñi không ? thấy
nản ñi không ? SV: ðôi lúc thì có. NNC: Tuy nhiên thì bạn bè và gia ñ ình thì không thất vọng gì ? SV: Vâng. NNC: Gia ñình em không gây ra áp lực gì cả ? Luôn khuyến khích và ủng
hộ ? SV: Vâng NNC: Và về phía giáo viên trong này em cũng khi là giáo viên cũng rất là
ñộng viên khuyến khích và sẵn sàng giúp ñỡ. Nhưng ñến chỗ mà nói về phương pháp dạy tốt thì em ñồng ý như ng lại không ñồng ý lắm. Tức là em chỉ hơ i ñồng ý của một chút thôi về chuyện giáo viên dạy tốt và có phương pháp tốt thì ñấy là tại vì một số giáo viên không tốt à ? Hay là như thế nào ?
SV: Không, tức là nhiều khi giáo viên chỉ tập trung vào một số bạn, thế ñâm ra chưa tạo ñược phương pháp chung nên là mình không phù hợp với phương pháp của giáo viên. Ví dụ giáo viên hay tập trung nói chuyện với một số bạn tốt chẳng hạn thì mình không phát triển ñược khả năng nói của mình bởi vì cô không nắm bắt ñược ý của mình cho nên là…
NNC: Tức là một số hay là nhiều ? SV: Một số thôi ạ. NNC: Thế còn số khác thì như nào? SV: Một số khác thì cô giáo khá quan tâm ñến tất mọi người. NNC: Ok. Thế là không phàn nàn gì nhiều ñúng không. Thảo nào mà hứng
thú rất tăng. Trong lớp thì em cảm thấy không khí học tập thi ñua của lớp như thế nào ?
SV: Hồi ñầu thì rất là trầm, bây giờ thì mọi người cũng tham gia tốt hơn. Tức là sự trao ñổi giữa các thành viên cũng như học sinh vớ i giáo viên tốt hơn nhiều.
NNC: Trong lớp có thi ñua cạnh tranh nhiều không ? Cạnh tranh lành mạch, cạnh trang tốt ý.
SV: Không ạ. NNC: Em không ñánh giá cho chị cái phần bạn bè có ảnh hưởng tốt, có
ñộng viên tôi trong học tập không. Bây giờ em có thể ñánh giá cho chị ñược không ?
SV: số 5 NNC: Tức là cảm tháy bạn bè giúp em rất là nhiều, ñúng không ?
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SV: Sự tiến bộ của bạn cũng như sự hòa hợp vớ i bạn làm mình thấy thích học hơ n. ðặc biệt là sự tiến bộ mà mình muốn ở bạn.
NNC: Trong này thì em có nói là em hơi không biết ñặt mục tiêu học tập cho mình lắm. Tức là như nào nhỉ ? Tức là em không biết là em học có nhữ ng mục tiêu gì trong việc học ?
SV: ðúng là em hơi không biết ñặt mục tiêu cho mình. Ví dụ như là học tiếng Anh thì cũng mới chỉ biết là mình học ñể nói, học ñể ñọc sách thôi chứ cũng không biết là sau này nó có thực sự hữu ích gì cho công việc sau này không, hay là việc học trong trường thì mình cũng chẳng biết sau này mình sẽ làm nhiệm vụ gì, làm như thế nào.
NNC: Thế thì em có khi nào cảm thấy là mình cần một người nào ñó mà dể mình hỏi, ñể xin lời khuyên ?
SV: Có ạ. NNC: Thế những lúc cần em có cảm thấy ai ñể hỏi han những cái ñấy
không ? SV: Chưa ạ. NNC: Trong này em không ñồng ý với chuyện là ñiểm số của hầu như tốt.
Tức là ñiểm số không tốt lắm ? Em vừa nói là ñôi khi nó làm cho em cảm thấy nản bớt ñi nhưng ñôi khi cũng không sao cả. Vậy thì theo ñánh giá của em, nhìn chung toàn bộ thì việc ñiểm không tốt có làm cho em cảm thấy nản nhiều không ?
SV: Không, chỉ là thi thoảng hơi buồn. Vì nó không xứng với lại với sự tích cực của mình nên vậy.
NNC: Không như mong ñợi ñúng không. Em có góp ý gì, hay gợi ý gì cho chương trình tiên tiến này ñể nó tốt hơn không ?
SV: Uhm. Quả thực thì em thấy mình nên phân bố lại về giáo trình học. NNC: Phân bố lại như thế nào ? Bớt ñ i ? Thêm ? SV: Không phải là bớt ñi mà là mình nên thay ñổi lại giáo trình ñ i ấy. Vì
em muốn là mình tập trung các cái, tức là từng kĩ năng, từ ng kĩ năng một. Ví dụ như trong quyển New English Files thì bốn kĩ năng học hỗn ñộn trong một bài, mình không thể bao quát hết ñược. ðến bây giờ thì em thấy ñặt chương trình bây giờ vào ban ñầu thì tốt ạ bở i vì bây giờ mình bắt ñầu học từ kĩ năng viết câu thành ñoạn văn, tức là từ nhỏ cho ñến lớn như thế thì nó phát triển ngay từ ñầu chứ ngày xưa học New English File thì chưa chi ñã phải ñọc cả một bài văn dài ngay từ ñầu, chưa chi ñã phải nghe một bài dài chứ nó không tập trung vào từ ng kĩ năng như bây giờ.
NNC: Tức là em muốn tập trung vào từng kĩ năng hơn ? N hưng chị tưởng là chương trình bây giờ khó hơn ngày trước chứ nhỉ ? Em lại thấy dễ hơn à ?
SV: Không, tất nhiên là khó hơn nhưng mà cái sự phân bố của nó hợp lí hơn.
NNC: Tức là nó có ñộ tập trung vào từ ng kĩ năng ? SV: Vâng, tập trung hơ n. Ngày xưa thì có ñọc thì ñọc, viết thì viết. Còn
bây giờ mình dạy viết từ ng câu một, cô chữa cho từng câu nhỏ sau ñó mới hình thành một ñoạn văn. Chứ ngày xưa thì bọn em cứ viết luôn ñoạn văn.
NNC: Nhưng hiện nay chỉ có mỗi kĩ năng writing là học riêng chứ các kĩ năng khác vẫn học chung mà ?
SV: Nhưng mà nó…
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NNC: vẫn tách biệt rõ ràng ? SV: Vâng. NNC: Ngày xưa chị thấy là chương trình New English File, cái hồi ñầu ấy,
bọn em học rất nhiều giáo viên khác nhau ấy. Thì em có thấy là nhiều giáo viên dạy như thế làm ảnh hưởng ñến chất lượ ng dạy và học không ?
SV: Không. Thực ra em thấy mỗi giáo viên lại có một cách dạy khác nhau, có cái hay riêng. Không ảnh hưởng gì.
NNC: Em có thêm ý kiến gì nữa không ? Ngoài việc phân bố lại chương trình ra ?
SV: Không ạ. NNC: Trong này em cũng nói là em không hay nhận ñược những lời nhận
xét tốt của giáo viên lắm. Tức là ý là ở lớp cô không hay khen cá nhân à ? Hay là như nào ?
SV: Vâng, ở lớp cô không hay khen cá nhân ñâu ạ. Chỉ khi hoàn thành xong một kì thi thì cô hỏi xem bạn nào ñược ñiểm cao thôi, cô biết thế thôi chứ cô cũng chả có lời khen cụ thể.
NNC: Thế ví dụ có bạn nào nói trên lớp, nói rất hay chẳng hạn thì cô có khen không ?
SV: Không ạ. NNC: Em có bao giờ cảm thấy là nếu cô khen thì mình sẽ cảm thấy thích
hơn không ? Hay em cũng chẳng thấy nó quan trọng lắm ? SV: Em thấy nó cũng không quan trọng lắm. NNC: Vậy thì nói tóm lại thì theo em thì tại sao mà hứng thú học của em
tăng nhiều như thế ? Lí do nào là lí do quan trọng nhất ? SV: ðó chính là cái nỗ lực của mình và mình tìm ñược những kiến thức
hay trong quyển sách ấy và thấy là mình thích tìm hiểu về cuốn sách này và nội dung của nó. Chủ yếu là nỗ lực của mình, mình thấy mình học nhiều ở cuốn sách ñó ?
NNC: Okay. Chị cảm ơ n em rất nhiều.
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SAMPLE TRANSCRIPT OF THE INTERVIEWS
(ENGLISH VERSION)
Inte rvie wer: I just want to ask you for some questions related to the questionnaire and you can be sure that I am the only who can access the information you provide. The reason why you are chosen is that you reported a considerable change in motivation level from very low to high. First, let’s talk about your reasons to learn English. You said in the questionnaire that education and job opportunities are the most important reasons. You were sure of this from the beginning or came to realize it as you study English in the project?
Inte rvie wee : I was very clear about that right from the beginning of the school year. I think whatever major you are in, English is very important. Now I am in this special project, I feel it every stronger.
Inte rvie wer: How about your enjoyment when studying English and a desire to learn about English cultures? You think that those are less important. Any comments on that?
Inte rvie wee : Actually, I haven’t used to learn about cultures and people of another country. I don’t read lots of books. I learn from the media more often and I prefer to learn about our own culture rather than another.
Inte rvie wer: Ok. Bu.t you pretty much want to be able to talk to and make friends with foreigners, don’t you?
Inte rvie wee : Absolutely. I particularly enjoy learn to speak English. In the future, I will have courses in English and of course I want to make comments or contribute my ideas in class and talk to my teachers in English.
Inte rvie wer: If so, how would you explain about your low motivation at the beginning of the school year?
Inte rvie wee : It was because I didn’t like English when I was at high school. The reason is that the teaching methods and my learning strategies were not appropriate. I didn’t enjoy studying it at all and that became a habit.
Inte rvie wer: Ok. So you didn’t like studying very much. Inte rvie wee : That’s right. Inte rvie wer: Ok. But then you started to like it after a while? At least I can say that
you quite like it now, don’t you? Inte rvie wee : Yes. Inte rvie wer: So, I want to ask about some factors that have changed your mind.
First, let’s talk about the syllabi. Here you said that the English program met your expectations in general. Can you say more about that? Is it difficult for you?
Inte rvie wee : No, it isn’t. I think the syllabi are not difficult at all. We moved from elementary level to the advanced one, so I can deal with it. If there is anything that I am not sure about, I believe it is because I am not hard-working enough.
Inte rvie wer: I’ve heard that there was a big gap between module A2 and B1. Some students say that B1 is much more difficult. Did you find it the same way?
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Inte rvie wee : uhm… Inte rvie wer: Interactions was added right? And a little about IELTS as well. Was
it too much and too fast for you? Inte rvie wee : Well, a little bit, I can say. I found it difficult because there were a lot
of new words but the content was still interesting anyway. Too many new words I must say.
Inte rvie wer: Did that affect your learning motivation? Inte rvie wee : It urged me to learn more new words so that I could understand the
texts. Inte rvie wer: You mean you needed to try harder to get what you wanted, right? Inte rvie wee : Correct. Inte rvie wer: Here you didn’t think that the lessons were very interesting but still
you gave positive comments on the syllabi. Was it because of the teachers that the lessons were not so good?
Inte rvie wee : My teachers are very enthusiastic. It was just because there wasn’t a good atmostphere in the class; many people were not active and that made a negative influence on others.
Inte rvie wer: So you mean that the lessons were not very interesting because of the inactiveness of your class members?
Inte rvie wee : Yes, many of them are inactive. Inte rvie wer: So, not because of the activitiese or your teachers? Inte rvie wee : That’s correct. Inte rvie wer: Have you got lots of difficulties in your studies? Inte rvie wee : I’ve got lots of difficultires in my studies. F irst, my English skills are
not good enough, especially listening and that in turn de-motivates me. It’s like a vicious circle.
Inte rvie wer: Do you have any difficulty figuring out a good ways to learn? Inte rvie wee : Certainly. Inte rvie wer: How would you evaluate your coping potential to your problems? U
How well could you solve them? Inte rvie wee : I think I have been able to solve most of my problems pretty well.
My skills have been improved. Inte rvie wer: So you practiced yourself? Inte rvie wee : That’s right and I also learn from my friends. However, sometimes I
get confused receiving too much advice. Inte rvie wer: So you ask your friends for advice on learning strategies? Are they
effective? Inte rvie wee : It depends. If that is a skill I like, I can follow my friends’ advice and
it works. However, if it is not, I don’t see much change no matter what advice.
Inte rvie wer: You disagreed with the statement that your motivation increased because your performance didn’t make yourself disappointed with your learning ability. Does that mean you were disappointed?
Inte rvie wee : Right. For example, I thought I spoke quite well in class but I didn’t get good marks in oral examinations. The same for listening skill.
Inte rvie wer: So you felt a little disappointed because of that? Inte rvie wee : Yes. Inte rvie wer: Did that de- motivate you? Inte rvie wee : Sometimes I think.
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Inte rvie wer: But your friends and family are not disspointed, right? Inte rvie wee : No, they aren’t. Inte rvie wer: So your family also encourage and support you? No pressure right? Inte rvie wee : Yes. Inte rvie wer: Talking about your teachers, you also acknowleged their enthusiasm,
encouragement and helpfulness. However, you are not so satisfied with their teaching methods. Any further explanation??
Inte rvie wee : Not really. What I meant was that sometimes my teachers only focused on some individuals. They did not try to make their teaching approach suitable to everyone. For example, some teachers only speak to good students. I felt like my speaking skill was not developed because the students did not understand what I meant.
Inte rvie wer: Just some of them or a lot of them? Inte rvie wee : Just some. Inte rvie wer: How about others. Inte rvie wee : Some others do pay attention to everyone. Inte rvie wer: Ok. So not much complaint. No wonder why your motivation got
high. How do you feel about competitiveness in your class? Inte rvie wee : At first my classmates were very shy. Now it’s better. There has
much more discussion and interactions among students and with teachers.
Inte rvie wer: Is there a good sense of competiveness in your class? Inte rvie wee : Not really. Inte rvie wer: You didn’t given our opinions on the question about your peer
influence. Can you do it now? Inte rvie wee : I go for number 5. Inte rvie wer: It means that you friends have encouraged you a lot? Inte rvie wee : My friends’ progress inspires me to learn, especially when we get
along well. Their achievement encouraged me to achieve that much. Inte rvie wer: You mentioned here that you do not really know hơ to set your goals?
Can you explain more about that? Inte rvie wee : It’s true. For example, I just know that I learn English so that I can
speak, read books but I have no clear idea how English will be used in the future, in my job or my studies. I don’t know exactly the role English will p lay in my courses next year.
Inte rvie wer: Have you ever felt like you need someone to ask for advice? Inte rvie wee : Yes, I have. Inte rvie wer: Did you find anyone? Inte rvie wee : Not at all. Inte rvie wer: Here you disagreed that your marks had been good and that helped to
increased your motivation. Does that mean you grades were not very good? You mentionen earlier that sometimes unsatisfactory marks upset you a little. In general, does that dishearten you a lot?
Inte rvie wee : Not really. It’s just that I feel bad sometimes ‘cause it does not reflect my efforts in learning.
Inte rvie wer: Not as you expect, right? Do you have any comments or suggestions for the program to make it better?
Inte rvie wee : Uhm. I dearly think that the syllabi should be re-constructed. Inte rvie wer: How would you want that? Eliminate something or add something?
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Inte rvie wee : Not at all. I think we should change the courebooks. I would like each skill to be focused separately. You see, in New English F iles, the four skills are integrated in one lesson and I couldn’t keep track of that. The syllabus now is much better and should be used from the beginning because it builds up skills bottom-up. For example, we start with writing sentences first before writing a paragraph and essay. In New English F ile, we had to read a long text out of a sudden or listened to a long passage without much preparation.
Inte rvie wer: It means that you want a focus on each skill? I thought the current module would be more difficult than the previous ones? You think it is easier or what?
Inte rvie wee : Of course it is more difficult but the way it is organized makes it much more effective.
Inte rvie wer: It offers a focus on each skill? Inte rvie wee : That’s right. Now teachers help us to construct sentences and later
develop them into paragraph. Before, we just started writing a long paragraph right away.
Inte rvie wer: But except for writing, the three other skills are still integrated in the current module. Am I right?
Inte rvie wee : Yes, but still it… Inte rvie wer: focuses much better on each skill? Inte rvie wee : Right. Inte rvie wer: I remember that in the first two modules, there were many teachers in
each class. Did you feel that negatively influence teaching and learning quality?
Inte rvie wee : I don’t think so. Each teacher has his/ her own teaching style and I can benefit from learning from many teachers. No problem at all.
Inte rvie wer: Do you have any additional comments? Inte rvie wee : No. Inte rvie wer: You said here that your motivation increased not because you
frequently received praises from teachers. Does that mean your teachers did not usually give praises to individuals or what?
Inte rvie wee : Yup, they do not give praises to individuals. After each exam, some just simply asked who got the high marks. No praises were given.
Inte rvie wer: For example, if a student speaks very good English, will your teacher give him a praise?
Inte rvie wee : No. Inte rvie wer: Do you think that if you receive praise or good feedback from your
teachers, you will be motivated or that would make no difference at all.
Inte rvie wee : That’s not very important at all. Inte rvie wer: So, generally speaking, why do you think your motivation has got
much higher? What factors play the most important role? Inte rvie wee : That is my efforts and what I can learn from my classes and
coursebooks. When I feel interested in, I’m motivated to read and learn and get knowledge.
Inte rvie wer: Okay. Thank you very much. I really appreciate it.
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APPENDIX 4 - Extract of the Attitude/Motivation Test Battery
** Note: A full version of AMTB can be downloaded from http://publish.uwo.ca/~gardner/
Attitude/Motivation Test Battery:
International A MT B Research Project
(English version)
**Note: This is the English-language version of the Attitude/Motivation Test Battery (AMTB) for use with secondary school students studying English as a foreign language. The items comprising each scale are presented in the ‘AMTB item-key’ document. The AMTB has been translated and used in our research in Brazil, Croatia, Japan, Poland, Romania, and Spain (Catalonia). Some findings from this research are presented in the document ‘Integrative Motivation and Second Language Acquisition’ (CAAL Talk, 2005). All of the documents mentioned above are available on this website. Copies of the AMTB in the other languages can be obtained from R. C. Gardner.
© 2004 R. C. Gardner, Ph.D. The University of Western Ontario, Canada
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Following are a number of statements with which some people agree and others disagree. Please circle one alternative below each statement according to the amount of your agreement or disagreement with that item. The following sample item will serve to illustrate the basic procedure.
a. Spanish football players are much better than Brazilian football players. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree
In answering this question, you should have circled one alternative. Some people ould have circled “Strongly Disagree”, others would have circled “Strongly Agree”, while others would have circled any of the alternatives in between. Which one you choose would indicate your own feeling based on everything you know and have heard. Note: there is no right or wrong answer.
1. I wish I could speak many foreign languages perfectly. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 2. My parents try to help me to learn English. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 3. I don’t pay much attention to the feedback I receive in my English class. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 4. I don’t get anxious when I have to answer a question in my English class. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 5. I look forward to going to class because my English teacher is so good. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 6. Learning English is really great. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 7. If Japan had no contact with English-speaking countries, it would be a great
loss. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree
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8. Studying English is important because it will allow me to be more at ease with people
who speak English. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 9. I have a strong desire to know all aspects of English. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 10. My English class is really a waste of time. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 11. I would get nervous if I had to speak English to a tourist. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 12. Studying foreign languages is not enjoyable. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 13. I make a point of trying to understand all the English I see and hear. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 14. I don’t think my English teacher is very good. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 15. Studying English is important because I will need it for my career. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 16. I never feel quite sure of myself when I am speaking in our English class. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree 17. Knowing English isn’t really an important goal in my life. Strongly Moderately Slightly Slightly Moderately Strongly Disagree Disagree Disagree Agree Agree Agree