VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY STUDY OF MOTIVATION AND LEARNING STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED TRANSLATION CLASSES AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : PHAM MAI TRANG Student code : 621231 Major : ENGLISH Supervisor : PHAM HUONG LAN, M.A Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY STUDY OF MOTIVATION AND LEARNING STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED TRANSLATION CLASSES AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : PHAM MAI TRANG Student code : 621231 Major : ENGLISH Supervisor : PHAM HUONG LAN, M.A Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A survey of motivation and learning strategies of 3 rd year students in Advanced Translation classes at Vietnam National University of Agriculture submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgment in the text of the thesis. Hanoi, 2021 Pham Mai Trang Approved by SUPERVISOR (Signature and full name) Date: …………………… i ACKNOWLEDGEMENTS In the process of completing this research paper for my graduation thesis, I have received a great deal of support and encouragement from teachers and friends. Firstly, I would like to express my sincere gratitude to my supervisor Pham Huong Lan, M.A for all support of my study, for her devotion, patience, and immense knowledge.
Thank you for giving me valuable advice and wholehearted support during my thesis work. Next, I am very grateful to the Faculty of Education and Foreign Languages teachers for helping, instructing me, and undeniable helpful lectures. Especially, I would like to express my thankfulness to all the students of cohort 63 majoring in English at Vietnam National University of Agriculture for helping me complete the survey. Finally, I would like to thank my family and friends who have always stood by me and supported and encouraged me to complete this report.
Ha Noi, June 2021 ii ABSTRACT This study investigates the level of motivation and finds out the learning strategies of 3rd-year students when studying Advanced Translation at Vietnam National University of Agriculture. 120 students were given a questionnaire based on Gardner’s (1975) Attitude/Motivation Test Battery. The results of the study have shown that students have a moderate level of motivation and tend to be inclined towards instrumental motivation rather than integrative motivation. The research findings also show that students have a variety of strategies for learning advanced skills, particularly social strategies, which are used by the majority of students in their learning.
However, when studying the correlation between motivation and learning strategy, the results show that motivation has a great impact on students' learning strategies. Integrative motivation revealed a positive correlation with six learning strategies. However, instrumental motivation demonstrated a negative and significant correlation with some types of learning strategies. iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY.
iii TABLE OF CONTENTS. iv LIST OF CHARTS AND TABLES. vi LIST OF ACRONYMS. vii PART 1: INTRODUCTION.
RATIONALE FOR THE STUDY. AIMS AND OBJECTIVE OF THE STUDY .1 The aim of the study. The objectives of the study. SCOPE OF THE STUDY.
SIGNIFICANCE OF THE STUDY. DESIGN OF THE STUDY. 6 Chapter 1: LITERATURE REVIEW. REVIEW OF THE PREVIOUS STUDIES.
Overview of research in Vietnam context. Overview of research in the international context. REVIEW OF THEORETICAL BACKGROUND. The relationship between motivation and learning strategies.
16 iv Chapter 2: METHODOLOGY. RESEARCH GOVERNING PRINCIPLES. Principles for data collection and data analysis. 21 Chapter 3: FINDINGS AND DISCUSSION.
EVALUATION OF THE LEVEL OF MOTIVATION OF 3RD- YEAR STUDENTS AND FINDING OUT THE TYPE OF MOTIVATION THAT STUDENTS SHOW WHEN LEARNING ADVANCED TRANSLATION.1 Evaluation of the level of motivation of 3rd-year students when learning Advanced Translation. The type of motivation that students show when learning Advanced Translation. THE KINDS OF LEARNING STRATEGIES ARE USED BY STUDENTS. CORRELATION BETWEEN MOTIVATION AND LEARNING STRATEGIES.
LIMITATIONS OF THE STUDY. 38 v LIST OF CHARTS AND TABLES Table 3.1: Level of Motivation of 3rd-year students at Vietnam National University of Agriculture.4: The Comparison between Integrative and Instrumental Motivation .5: The correlations between motivation and learning strategiesError! Bookma Figure 3.1: The use of memory-related strategies in learning Advanced Translation .2: The use of cognitive strategies in learning Advanced Translation .3: The use of compensation strategies in learning Advanced Translation .4: The use of metacognitive strategies in learning Advanced Translation .5: The use of social strategies in learning Advanced Translation.6: The use of affective strategies in learning Advanced Translation. 30 vi LIST OF ACRONYMS M1 : Integrative Motivation M2 : Instrumental Motivation MEM : Memory-related strategies COG : Cognitive strategies COM : Compensation strategies METACOG : Metacognitive strategies SOC : Social strategies AFF : Affective strategies vii PART 1: INTRODUCTION 1. RATIONALE FOR THE STUDY There are many factors that influence the success of learning a new language, such as intelligence, motivation, preferences, personality, learning strategy, etc.
Among these, motivation and learning strategies are important factors that receive the attention of many scholars around the world. In the world, a large number of scholars have conducted studies on English language motivation and learning strategies. For example, Brown (1994) claims that learners will be successful if they have the right motivation. According to Dornyei (1994), motivation is one of the decisive factors in learning foreign languages.
Or Ellis (1994) claims that motivation influences the degree to which language learners persevere in learning, what kinds of actions they take, and their actual achievement, in an overview of motivation studies. In 2009, Pezhman Zare proposed a review of literature on learning strategies among EFL / ESL Learners. The author summarized the findings of previous studies on a good language learner in this paper, referring to the concept of a language learning strategy. In Vietnam, quite a lot of research projects have also been carried out on the topic of motivation.
In his paper published in a scientific journal called "Foreign language mechanics and some measures to promote English learning", Nguyen Thanh Dung provided an overview of dynamics and suggested a number of measures to help promote student motivation. Another article about motivation was published in 2009 by Phan Van Hoa and Le Viet Ha, namely "An investigation into the English learning motivation of upper secondary school students in Quang Nam province". At Vietnam National University of Agriculture, there are quite a few studies on motivation and learning strategies. For instance, there was a student's scientific research project by Tran Thi Thu Hien and her partners in 2017.
The 1 study's topic is "The degree of using the metacognitive learning strategy of advanced students - high quality at Vietnam National University of Agriculture". This study aims to improve students' reading skills. Another study is scientific research on motivation by students, with the topic "Research on the relationship between motivation and English learning outcomes of a group of 60 advanced classes at Vietnam National University of Agriculture" conducted by a student research group at Vietnam National University of Agriculture. To proceed with further studies at Vietnam National University of Agriculture and from my knowledge of the real situation of Advanced Translation learning at Vietnam National University of Agriculture, I saw that students were not excited enough to learn and did not show specific learning strategies.
Therefore, I would like to carry out this study with the aim of determining if the student's motivation level is high or low and what kinds of motivation are commonly shown by students and finding out what kinds of learning strategies that students use in their Advanced Translation class. In addition, finding out the correlation between motivation and learning strategies. Based on the results, some suggestions will be given for students in the next courses to self-improve their motivation and learning strategies during their English studies at Vietnam National University of Agriculture. AIMS AND OBJECTIVE OF THE STUDY 1.1 The aim of the study This study is designed to examine the motivation and learning strategies of 3rd year English Linguistics students while studying Advanced Translation at Vietnam National University of Agriculture.
Thus, finding out the relationship between motivation and learning strategies in the process of studying Advanced Translation. The objectives of the study The study was used survey questionnaires to achieve the following goals: 2 Firstly, the study was aimed at determining if the student's motivation level was high or low and the type of motivation that most students trend towards. Secondly, the study was intended to find out what kinds of learning strategies that students were using, in that way proposing some types of learning strategies to help students improve their learning Advanced Translation. Finally, find out the relationship between motivation and learning strategies when learning Advanced Translation.
In this, students' motivation is promoted in order to provide appropriate strategies to help students achieve great results and success in learning Advanced Translation. RESEARCH QUESTION The study was conducted to survey the third-year students of the English major at Vietnam National University of Agriculture in the second semester, the 2021 academic year in particular. Its goal was to find answers to the following questions: 1. What is the level of motivation? What kind of motivation do most students trend? (Integrative motivation or Instrumental motivation) 2.
What kinds of learning strategies are the students using? 3. What is the correlation between motivation and learning strategies? 1. SCOPE OF THE STUDY The research was conducted among students from the third-year university majoring in English at Vietnam National University of Agriculture to explore student motivations and learning strategies, with a total of 120 students in Advanced Translation classes, students of classes K63ENGA, K63ENGB, K63ENGC, K63ENGD & K63ENGE. Most students reach C1 level and have completed a translation course.
SIGNIFICANCE OF THE STUDY This study was intended to explore students’ motivation levels and learning strategies and the relationship between them. Since then, the results serve to 3 promote and improve learning motivation and strategies, helping students in the next course have better orientations towards motivation and learning strategies, ultimately reach better/more effective English learning. Apart from this, this graduation paper also contributes to research field of English learning at VNUA in specific and in Vietnam in general. DESIGN OF THE STUDY This study was intended to be divided into three parts: Part 1: Introduction: This part presents the rationale, objectives, and research questions of the study.
It is also devoted to the scope, significance, and design of the study. Part 2: Development: This part will comprise three chapters: Chapter I: Literature review: This chapter presents previous studies related to the paper and provides fundamental knowledge of motivation, learning strategies, and the relationships between motivation and learning strategies in general. Theoretical matters related to the study, such as the theories of motivation and learning strategies, definition, classification, and the importance of motivation and learning strategies, and the relationship between motivation and learning strategies in general. Chapter II: Methodology: This chapter discusses the research participants, research methods, data collection procedures, and data analysis procedures.
Chapter III: Findings and Discussion: This chapter focuses on analyzing and discussing the results of the study, the reasons and consequences of these results as well. Part 3: Conclusions: This part summarizes the study’s results and presents the suggested implications for students during their learning of Advanced Translation.