Abstract
This study focuses on exploring common factors that have influences on nonEnglish major students’ motivation to learn English at BVU. To discover motivational
elements of these students, a conceptual framework was designed with six major
factors based on previous studies about motivation, including learning objectives,
learning method, teaching method, learning content, learning environment, and
parents. The present research program’s results were found by analysing quantitative
data (from the survey with the participation of 100 non-English major students) and
qualitative data (from the interview with eight non-English major students and four
experienced teachers). The mean scores were calculated to determine what factors
affect BVU’s non-English major students’ English learning motivation. In addition,
the findings from the interview also supported the statistical analysis. The results
indicated that non-English major students at BVU are influenced by extrinsic
motivation than intrinsic motivation in the process of learning English. Additionally,
the results revealed the four significant factors influencing non-English major
students’ motivation to learn English at BVU are learning method, teaching method,
learning goals, and learning environment. Meanwhile, it was also shown that learning
content and parents had minor effects on these students’ interest in learning English.
Further discussion about the results and education implications is provided.
Key words: EFL, motivation, learning goals, learning method, teaching method,
learning content, learning environment, parents, influence, affect, non-English major
students, BVU, English learning;
ii
TABLE of CONTENTS
List of Tables ................................................................................................................... v
List of Figures ................................................................................................................. vi
List of Abbreviations .....................................................................................................vii
Statement of Original Authorship ............................................................................... viii
Acknowledgements ........................................................................................................ ix
Chapter 1: INTRODUCTION...................................................................................... 1
1.1. Background of the study ................................................................................. 1
1.2. Purposes of the study ..................................................................................... 2
1.3. Significance and Scope of the study .............................................................. 3
1.4. Thesis Outline ................................................................................................. 5
Chapter 2: LITERATURE REVIEW ......................................................................... 6
2.1. Definition of second language learning motivation ....................................... 6
2.2. Types of L2 learning motivation ................................................................... 8
2.3. Factors that influence L2 learners’ motivation .............................................. 9
2.3.1. Learning goals....................................................................................... 9
2.3.2. Learning method ................................................................................. 11
2.3.3. Teaching method................................................................................. 13
2.3.4. Learning content ................................................................................. 15
2.3.5. Learning environment ......................................................................... 17
2.3.6. Parents ................................................................................................. 18
2.4. Synthesis ..................................................................................................... 20
Chapter 3: METHODOLOGY ................................................................................. 23
3.1. Research methods ......................................................................................... 23
3.2. Participants ................................................................................................... 26
3.3. Research instruments ................................................................................... 29
3.4. Procedure and Timeline ............................................................................... 32
3.5. Data analysis ................................................................................................ 35
iii
3.6. Ethics ............................................................................................................ 37
3.7. Synthesis ....................................................................................................... 38
Chapter 4: FINDINGS AND DISCUSSIONS........................................................... 39
4.1. Analysis of the data from the survey ............................................................ 39
4.2. Analysis of the data from the structured interview ....................................... 50
4.3. Discussion of the results ............................................................................... 59
4.4. Major findings ............................................................................................... 63
CHAPTER 5: CONCLUSIONS ................................................................................. 66
5.1. Conclusions ................................................................................................... 67
5.2. Suggestions ................................................................................................... 70
5.3. Recommendations ........................................................................................ 72
5.4. Limitations .................................................................................................... 72
References..................................................................................................................... 74
Appendices ................................................................................................................... 80
iv
List of Tables
Table 3.1. Summary Table of research tools ............................................................ 31
Table 4.1. A summary of the respondents’ background information ....................... 40
Table 4.2. Respondents’ opinions on the reasons of learning English .................... 41
Table 4.3. Respondents’ opinions on their current English learning method .......... 42
Table 4.4. Respondents’ opinions on their English teachers’ teaching method ....... 43
Table 4.5. Respondents’ opinions on their current English learning materials ....... 44
Table 4.6. Respondents’ opinions on the current English learning environment .... 46
Table 4.7. The respondents’ opinions on influences of parents on their motivation to
learn English ............................................................................................................. 47
Table 4.8. The correlation between the six factors and the respondents’ English
proficiency ................................................................................................................ 48
Table 4.9. A summary of major findings ................................................................ 64
Table 5.1. A summary of suggestions to enhance English learning motivation ...... 70
v
List of Figures
Figure 2.1. Conceptual Framework: Factors influencing EFL learning
motivation ................................................................................................................... 21
vi
List of Abbreviations
BVU
Ba Ria-Vung Tau university;
EFL
English as Foreign Language;
L2
the second language;
vii
Statement of Original Authorship
The work contained in this thesis has not been previously submitted to meet
requirements for an award at this or any other higher education institution. To the best
of my knowledge and belief, the thesis contains no material previously published or
written by another person except where due reference is made.
Signature:
_________________________
Date:
_________________________
viii
Acknowledgements
First and foremost, I would like to express my sincere gratitude to my research
supervisor, Le Hoang Dung, Ph.D., for his continuous support, patience, motivation,
enthusiasm, and immense knowledge. His motivation has deeply inspired me to
complete the thesis. He has taught me the methodology to carry out the research and to
present the research works as clearly as possible. His guidance helped me in all the
time of research and writing of this thesis. I could not have imagined having a better
advisor and mentor for my study.
Besides my supervisor, I am grateful to the Rector of Ba Ria-Vung Tau
university and the Deans of all faculties at this school for offering me the opportunities
to allow me doing the survey and interviews with their students.
My sincere thanks also goes to non-English major students and English teachers
at Ba Ria-Vung Tau for spending taking their time on doing the survey and answering
my interview questions.
I thank my fellow colleagues for their encouragements and useful comments.
Last but not least, I would like to thank my family and friends for supporting
me spiritually throughout my life.
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CHAPTER 1: INTRODUCTION
1.1.
Background of the study
English is currently an international language and spoken widely all over the
world. Nowadays, English is used for numerous purposes such as study, business,
international cooperation, research, and so on.
In Vietnam, English is also considered extremely essential. Vietnam has
currently been globalizing and integrating by joining and being a member of many
international organizations for many years, therefore, English is an indispensable tool
for Vietnamese people to communicate with the world as well as obtain more
knowledge from international resources. Being aware of the necessity of English,
Vietnamese government is centering on training English for Vietnamese citizens who
would live and work in the global working environment. Accordingly, English is a
compulsory subject in Vietnamese national educational system and it is set in college
and university curriculum to build up generations with outstanding English ability and
meet up the human resources need. English is officially trained for students from grade
3 to grade 12 to establish a firm foundation of English grammar and vocabulary. Then
for university level, it is more focusing on communicative purposes.
At Ba Ria – Vung Tau university (BVU), non-English major students are
training general English within 30 credits (approximately 338 hours) spreading out
three semesters. They start learning English from the second term to the fourth term.
Students are provided lessons which give them a great deal of opportunities to improve
their English skills, including Listening, Speaking, Reading and Writing. Students are
studying with both Vietnamese teachers and native teachers.
However, experiencing from the real teaching context, during period of time
that the author has been working at the faculty of Foreign Languages at BVU, the
author of the current study, who has been teaching English for non-English major
students at BVU for three years, has perceived that students sometimes have different
attitudes towards the various lessons they are learning. Although there are many
effective, appropriate, and exciting activities organized during the lessons, in several
parts, students are not willing to learn. A great number of students come to class only
for attendance checking without paying attention to the lessons. They do not show
1
their interests in class. Additionally, according to the observation from the latest final
examination, the researcher found that some students have performed their English
skills awfully in spite of learning English for many hours at school. This drew the
researcher to wonder why non-English major students at BVU have conflicting
behaviors in different lessons, different tasks, and different activities.
While learning motivation is considered a key in language learners’ success or
failure (according to the theory of second language acquisition), it is believed that nonEnglish students at BVU behave differently in each lesson because of their motivation
to learn English. Although many studies have been conducted so far to investigate
components affecting EFL learning motivation of students at each level, from
kindergarten to higher education, limited research about factors which have impacts on
Vietnamese non-English major students’ motivation to learn English was done. In an
attempt to find out the types of motivation that non-English major students at BVU
possess in the process of learning English, this study was implemented.
Briefly, motivation brings many positive effects on EFL learners’ attitudes
toward learning English and decides how hard they are on the way achieving the target
language. Although many studies have been written to discuss the types of motivation
presented by Vietnamese students, and the influences of internal factors from inside
learners and external factors like teaching method, learning method, learning context
and some other components on learning motivation (these studies are discussed in a
greater detail in Chapter 2), there are limited studies working on the factors that may
have influences on motivation to learn English as foreign language (EFL) of nonEnglish major students at university in Vietnam, particularly at Ba Ria-Vung Tau
university (BVU). In the present study, it is argued that non-English major students at
BVU are influenced by a variety of motivational factors, which affects their learning
results. Therefore, it is imperative to conduct this study to find out the common factors
which have influences on motivation to learn English of non-English major students at
BVU.
1.2.
Purposes of the study
The role of motivation in learning foreign languages is substantial, which helps
language learners achieve high level of learning English (Hayikaleng, Nair &
2
Krishnasamy, 2016). It is very challenging for learners to make success in learning a
language if they are lacking desire to learn (Alizadeh, 2016). More research has
addressed factors having impacts on EFL learners’ motivation (e.g., Deci & Ryan,
1985; Hamidah A. R, Azizah R., 2017) like teaching methods, learning environment,
learning method, peers and parents. However, little is written about the influences of
these factors on EFL learning motivation of non-English major students.
The present study was conducted to explore factors affecting learning
motivation of non-English major students at BVU. The current research aimed to (1)
find out the types of motivation that BVU’s non-English major students present when
learning English, (2) discover the major components which have influences on
motivation to learn English of non-English major students at BVU, (3) figure out in
what ways parents influence non-English major students at BVU in Vietnamese
context.
The research is guided by the ensuing questions:
1. What types of motivation do non-English major students at BVU report?
2. What are major factors that influence EFL non-English major students’
learning motivation at BVU?
1.3.
Significance, Scope, Definitions
1.3.1. Significance of the study
The study about exploring the factors that have effects on motivation to learn
English of non-English major students at BVU is necessary to conduct. Firstly, English
is currently prioritized in Vietnamese educational system, and motivation is believed
playing an integral role in EFL learners’ performance and achievements. Therefore,
studying about factors having effects on motivation is needed to improve their English
skills and learning outcomes.
Secondly, from a practical perspective, with the concern that non-English major
students have been ignoring some tasks or lessons or feeling demotivated with a
number of units during the course, which lead to their poor results in learning process.
Throughout the survey and the discussion, the researcher could identify main factors
which affect EFL learning process of non-English major students at her school. These
findings help to enhance non-English major students’ motivation in learning English
3
as well as encourage them to be interested in learning English. The researcher
expected that educators may have a better understanding of motivational factors
influencing on EFL learners, so they are able to design appropriate English materials,
choose the most appropriate teaching methods, and boost EFL learners by different
attractive activities and policy. As a result, those non-English major students are
possible to improve English learning performance and feel more confident in using
English in daily life, at school and international working environment after graduating
from the school.
Additionally, in the aspect of theoretical contribution, there is little written
about the factors influencing non-English learners’ motivation to learn English in
Vietnamese context. With this present research, the findings could provide a deeper
understanding of common factors that may affect this group of university students as
well as in what ways these factors have influences EFL learners’ motivation in term of
Vietnamese culture. Accordingly, doing this research is completely important and
imperative.
1.3.2. Scope of the study
This study was focusing on key factors influencing non-English major learners’
motivation to learn English at BVU. A survey at the university where the researcher
has been working for was implemented in order to find out the motivational
components and types of motivation these students possess. A questionnaire was
delivered to those students and an interview with them was held so that the researcher
could understand their attitudes with the lessons and the reasons why they expressed
their interests in different ways. The results would reveal what types of motivation are
presented and specific factors which influences non-English major students’
motivation to learn English at higher education level.
However, the researcher limited this study to non-English major students at
only one university. Based on the literature review and theoretical framework, the
study paid much attention on 5 main factors that make non-English major students
motivated to learn English at higher education level without focusing on which
components may demotivate their EFL learning motivation. Therefore, the future
research can direct to solve these limitations. Researchers can think of studying more
4
about other elements which have impacts on students’ language learning motivation
such as cultures, or historical educational systems as well as do research on English
learning motivation of English major students from other numerous universities.
1.4.
Thesis outline
This research is divided into six chapters.
Chapter one gives an overview of the research background, context, aims,
significance, research questions, scope and limitations of the study. Then it is followed
by Chapter two which covers a profound review of previous theories and research
papers relevant to the current research. In this chapter, the researcher also points out
the conceptual framework guiding the whole study. Chapter three draws the research
design with the description of the participants, the research instruments, data collection
procedure and data analysis procedures. Chapter four shows the results of the survey
and ends with the summary of findings by discussing the research findings on the basis
of comparison with the literature review and relevant theories. Finally, Chapter five
presents the conclusion of the entire thesis, gives recommendations to help enhance
EFL learning motivation for non-English major students, limitations of the study and
implications for further research.
5
CHAPTER 2: LITERATURE REVIEW
Learning motivation has been identified as a common aspect in learning
English and plays a vital role in EFL learning and teaching process. In this chapter, a
discussion of definitions of motivation is presented, then a working on factors which
have impacts on motivation to learn English is proposed. These studies provide an
overview of motivation research to learn English as a foreign language that has been
conducted and they help to highlight the research gap for the current study.
2.1.
Definition of second language (L2) learning motivation
Currently, there are many arguments of defining motivation to learn a second
language. A great number of second language learning motivation’s definitions have
been figured out by numerous researchers. Along with perception and society
development, various researchers, based on different factors, have broadened the basic
definition to be more detailed and categorized L2 learning types of motivation.
Basically, at the beginning, there were a lot of researchers having mentioned
difficulties in conceptualizing motivation because of many problems in finding the
relationship between human behaviors and their thoughts, the correlation between
motivation and perception as well as emotion, influences of context on motivation, and
understanding of whether the motivation is stable or changeable. This may lead to
many different definitions (Dörnyei, 2001b; Ellis, 1985).
In general, motivation has been considered as the key that determines human
beings' actions. According to Gardner (1985), who is known as the first researcher
working on the field of L2 learning motivation, defined that L2 motivation is the
connection between learner’s passion and attitudes in learning the language, and their
attempts to achieve the learning goals they have set up when they made the decision to
study that language. Gardner argued that three elements influencing on L2 are desire to
learn, efforts, and attitudes which all individually come from L2 learners. The
limitation of this view is it only argues for internal context which comes from inside of
EFL learners, without discussing the broader context which might have influences on
L2 motivation.
6
Later, William and Burden (1997) contributed a wider definition of L2
motivation. It was stated that L2 motivation is described as the combination of
cognitive issue and emotional development which supports second language learners
to increase their encouragements to be successful in gaining learning objectives which
have been established previously. Adding to Gardner’s beliefs, they argued L2
motivation is affected by both internal and external factors.
Another definition of L2 motivation has been put forward by Dörnyei (2001),
who defined that motivation refers to reasons why learners are passionate about the
target language and put so many efforts for their study. Learners’ behaviors in
language lessons would be influenced by their cognition to learn a language. Besides,
he claimed that L2 learners’ behaviors are also directed by emotions like pride, anxiety
or gratitude. His view is similar to William & Burden’s, both findings showed that
internal context (learners’ cognition) and external context (learners’ emotions) have
effects on L2 learning motivation.
In an attempt to find the definition of L2 motivation for the current research
program, it is argued that non-English major students’ motivation to learn English at
BVU is influenced by both conscious thoughts and emotional factors (William &
Burden , 1997; Dörnyei, 2001). With the context of Vietnam, as mentioned in Chapter
1, in a globalization era, Vietnamese higher education students are encouraged to
invest in English. Non-English major students at BVU are aware of importance of
learning English. These students spend at least 2 or 3 years on learning English.
During this learning process, to overcome difficulties and challenges, setting clear
objectives, making a lot of efforts and participating in class activities are obliged.
Meanwhile, affective elements also have impacts on students’ behaviors.
In short, in this current study, motivation is defined as one of the keys to
successful foreign language learning (Zulfikar et al., 2019). Motivation is a major
component to decide how learners behave in the language class to achieve their
learning’s goals (Shams, 2008) including internal factors (coming from inside
learners) and external factors (other components which come from learners’
surrounding environment). This definition drives to types of L2 learning’s motivation
presented in the following sections.
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2.2.
Types of L2 learning motivation: intrinsic and extrinsic
According to Gardner and Lambert (1972), there are two types of motivation,
consisting of integrative and instrumental motivation. It is explained that integrative
motivation refers to language learners’ purposes when learning a new language. They
have a desire to integrate with the country whose language they are targeting and they
expect to improve their own language ability and acquire new things. Meanwhile,
instrumental motivation is defined as external factors which have influences on
language learners’ engagement in studying, such as being given rewards, feeling
excited, being essential for future jobs, or taking the tests. Brown (2000) stated the
similar findings which revealed that foreign language learners are influenced
integratedly and instrumentally. It is believed that learners sometimes performs one
type of motivation, however, in many situations or contexts, they express both
integrated motivation and instrumental motivation. The reviews about types of
motivation are consistent with the definition of L2 learning motivation of non-English
major students at BVU that was identified above.
Deci and Ryan (1985), motivation is divided into two types, including intrinsic
and extrinsic motivations. Intrinsic motivation refers to language learners’ efforts with
the purpose of attaining rewards and improving their language competence as well as
satisfying themselves with pleasure in learning foreign languages, which is chiefly
relevant to learning autonomy. Students are voluntarily engaged in doing tasks without
any obligatory. This type of motivation is divided into three levels, consisting of
intrinsic motivation to know (focusing on understanding), intrinsic motivation to
accomplish (having a tendency to participating class activities to achieve learning
goals), and intrinsic motivation to experience (desiring to apply in authentic contexts).
Meanwhile, extrinsic motivation is considered as a factor which stimulates second
language learners to study because of external components such as school’s policy,
exams, awards, punishment, and so on. Extrinsic motivation is also divided into three
subtypes. Those are external regulation (joining tasks to be awarded), introjected
regulation (doing tasks so as not to feel ashamed), and identified regulation
(completing tasks because of their helpfulness). Comparing with Gardner’s view, Deci
8
and Ryan’s results detailed groups of motivation, which specify and give more
examples of levels of motivations.
Language learners may present one or both two types of motivation, and
different types of motivation will help assume learning outcomes of task participation
(Deci and Ryan, 2000). Although there are some researchers arguing that ESL learners
are only influenced by one type of motivation (Lai, 19990; Oller et all, 1977), in the
current teaching and learning background, in every class, some students express they
love English and learn this language to acquire knowledge and improve themselves,
some others explain that they only study English to get the certificate for graduation
requirements. By this reason, the researcher argued that EFL learners are affected by
both types of motivation, intrinsic and extrinsic (Deci and Ryan, 1985); one deriving
from the learners’ desires for personal enhancement and improvement, and the other
coming from external factors which bring different benefits to the learners.
In this present study, the researcher argued that non-English major students at
BVU are both intrinsically and extrinsically motivated (Deci and Ryan, 1985).
Accordingly, these findings allowed the researcher of the current study make
appropriate questions and checklists for the survey to investigate whether non-English
major students at BVU are motivated in the lessons or not, by specific items about
intrinsic and extrinsic motivation.
2.3.
Factors that influence L2 learning motivation
2.3.1. Learning goals
Students’ learning objectives, or learning goals, were defined as reasons that
underlie students’ enthusiasm and involvement in learning activities. Learning goal, in
term of motivational factor, is defined as reasons why learners decide to learn that
language. Goal setting helps to guide learners’ behaviors and drive them to appropriate
use of learning strategies, which allows language learners enhance their academic
performance in study and work (Norman, 2013; Chiang et al., 2014).
It is stated that there are a variety of goals that could motivate people to start
learning a language. The first reason comes from the learners’ self-awareness of
communication in an international community (Cook, 2007). Learners intend to learn a
9
foreign language in order to meet the requirement of interacting with other people for
different purposes in global environment. This encourages learners a lot in learning
foreign languages.
The need for competence is another contribution to L2 learners’ learning goals.
L2 learners demand to challenge themselves with hard tasks so that they will have
more opportunities to improve their confidence as well as expand their aptitudes and
knowledge. Learners have a tendency to select difficult tasks to complete with the
hope of enhancing their capacities. Feeling challenged by the activity is considered as
one of features of intrinsic motivation (Reed & Natalie). In the study conducted with
students at the grade three in America, students were not engaged in simple tasks and
assignments (Miller and Meece, 1999). They are more interested in challenging
exercises which motivate them to discover new knowledge through taking part in those
activities. With the enhancement of motivation, they frequently achieve higher results.
In short, the desire to for competence of a language through trying to achieve the
challenging tasks that L2 learners choose to work on plays a significant role in their
motivation to learn.
According to Eva F. (2014), in a study about the university students’ reasons
for learning English, it was reported that most of students there were 4 main reasons
which boosted those students to learn English, including to get English improvement,
to look for content useful to career, to get a good grade, and to look for light workload.
The study stated that two major goals for learners to study English were to improve
English proficiency and prepare for future career. A Russian research found that
people began to learn English for two main purposes: self-education and selfdevelopment. It was explained that English is the nominated language which is spoken
in many industries, so if learning English gives people more job opportunities in an
international working environment. The findings were in line with Eva’s claim that
students decided to learn a language mostly because they would like to acquire new
knowledge and prepare for future professions.
Some other reasons for learning English were stated in the research program of
Filiz Y. & Mustafa K. (2011). It was reported by majority of English learners that they
have learned English for being successful in their major. In the learners’ perspective,
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