VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA RESEARCH A SURVEY ON LEARNING MOTIVATION OF ENGLISH LINGUISTICS STUDENTS, FACULTY OF EDUCATION AND FOREIGN LANGUAGE, VIETNAM UNIVERSITY OF AGRICULTURE KHẢO SÁT ĐỘNG CƠ HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH, KHOA SƯ PHẠM VÀ NGOẠI NGỮ, HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student: NGUYEN DUY KHANG Student Code: 621220 Major: ENGLISH LINGUISTICS Supervisor: TRAN THI HA NGHIA NGHIEM HONG NGAN Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A survey on Learning motivation of English Linguistics students, Faculty of Education and Foreign language, Vietnam 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 acknowledgement in the text of the thesis. Hanoi, 2021 Approved by SUPERVISOR (Signature and full name) Date:…………………… i TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY. i TABLE OF CONTENTS.
iv LIST OF FIGURES. v LIST OF FIGURES AND CHART. vi PART I: INTRODUCTION. Aims and objectives of the study.
Aims of the study. Objectives of the study. Scope of the study. Significance of the study.
Design of the study. 2 PART II: DEVELOPMENT. 3 Chapter 1: LITERATURE REVIEW. Review of the previous studies (At home & abroad).
Review of theoretical background (depend on what the study is about) .1 Motivation and Learning Motivation .2 Theories of Motivation .4 Classifications of motivation .5 The role of motivation in learning .6 Learning motivation constitution factors. 14 ii Chapter 2: METHODOLOGY. Research setting/context. Data collecting instruments.
Data collecting procedures. 17 Chapter 3: FINDINGS AND DISCUSSION .1 Learning motivation constitution factors of English linguistics students .1 Research objects description .3 Active learning strategies. Learning environment stimulation. Exploratory factor analysis (EFA) and T-test analysis .1 Exploratory factor analysis.
Independent Samples T-Test. Concluding remarks (conclusions) on each of the thesis objectives:. Limitation of the current research. Suggestions for further research.
63 iii ABSTRACT The thesis surveys learning motivation of English Linguistics students at Vietnam National University of Agriculture. The questionnaires are used in the thesis to survey 89 first-year students 47 fourth-years students of English Linguistics and we interview randomly 10 students from two courses. Therefore, the BA research shows 6 factors affecting the learning motivation of students, which are: Self-efficacy, active learning strategies, learning value, performance goal, achievement goal, learning environment stimulation. We conclude that these factors are related strongly to motivation of students.
iv LIST OF TABLES Table 1: Describing in objective research. 18 Table 2: Cronbach Alpha Coefficient of Self-efficacy factor. 19 Table 3: Frequency in self-efficacy factor. 20 Table 4: Descriptive statistics in self-efficacy factor.
21 Table 5: Cronbach Alpha Coefficient of Active learning strategies factor. 23 Table 6: Frequency in Active learning strategies factor. 25 Table 7: Descriptive Statistics in Active learning strategies factor. 27 Table 8: Cronbach Alpha Coefficient of Learning value factors.
29 Table 9: Frequency in Learning value factors. 30 Table 10: Descriptive Statistics in Learning value factors. 31 Table 11: Cronbach Alpha Coefficient of Performance goal factors. 32 Table 12: Frequency in Performance goal factors.
33 Table 13: Descriptive statistics in Performance goal factors. 34 Table 14: Cronbach Alpha coefficient of Achievement goal factor. 35 Table 15: Frequency in Achievement goal factor. 36 Table 16: Descriptive statistics in Achievement goal factor.
37 Table 17: Cronbach Alpha coefficient of Learning environment stimulation factor. 39 Table 18: Frequency in Learning environment stimulation factor. 40 Table 19: Descriptive statistics in learning environment stimulation factor. 41 Table 20: Total Variance Explained in EFA.
44 Table 21: Rotated Component Matrix in EFA. 45 Table 22: Independent Samples Test. 49 Table 23: Group Statistics. 51 v LIST OF FIGURES AND CHART Figure 1: Frequency in Self-efficacy factors.
21 Figure 2: Frequency in active learning strategies factor. 26 Figure 3: Frequency in Learning value factors. 31 Figure 4: Frequency in Performance goal factors. 34 Figure 5: Frequency in Achievement goal factor.
37 Figure 6: Frequency in Learning environment stimulation factor. 41 Chart 1: Mean of self-efficacy. 52 Chart 2: Mean of performance goal. 52 Chart 3: Mean of achievement goal.
53 vi PART I: INTRODUCTION 1. Rationale Puja Mondal said that the purpose and importance of motivation should be clearly understood. The fundamental aim of motivation is to stimulate and facilitate learning activity. Learning is an active process that needs to be motivated and guided toward desirable ends.
Learning is self-initiated, but it must be aided by motives so that the learners will persist in the learning activity. A definite motive is valuable in all work, as motives make for readiness. The greater the readiness, the greater the attention will be given to the work on hand, and the sooner will the desired result be achieved. The research will show some features of the learning motivation diversity and variety of English Linguistics students.
Then, lecturers will have a better view to help students improve their learning motivation. Therefore, I chose the subject as my graduation thesis: learning motivation of English linguistics students, Faculty of Education and Foreign Language, Vietnam University of Agriculture. Aims and objectives of the study 1. Aims of the study The purpose of this study is to examine what motivation is processed in learning and which intrinsic and extrinsic motivation address in learning of English Linguistics students.
Objectives of the study The thesis examine what motivation is processed in learning of English Linguistics students and investigate which intrinsic and extrinsic motivation address in learning of English linguistics students. Research questions - What extrinsic motivation and intrinsic motivation are processed in learning of English Linguistics students? 1 - Which motivation is the most effective on learning processing of English Linguistics students? 1. Scope of the study The graduation thesis lasts 4 months from 01/03/2021. Participants of the study are 89 first-year students and 47 fourth-year students in the Faculty of Education and Foreign Languages at VNUA.
The study’s content is going to clarify learning motivation of English Linguistics students. Significance of the study There is no study on the learning motivation of English linguistics students at the Faculty of Education and Foreign Language so that I choose this subject to clarify the subject. From the researching results, it can release some suggestions to increase the motivation of English Linguistics students in learning. Lecturers can understand students better and motivate them in learning through the results of survey.
Design of the study Apart from abstracts, references & appendices, the study consists of three main parts: Part 1 - Introduction presents rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study. Part 2 - Development is divided into 3 chapters: Chapter 1 - Literature review provides theoretical background for the study Chapter 2 – Methodology describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research. Chapter 3 - Findings and discussions report and discuss the findings of the study. Part 3 – Conclusion - summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions.
2 PART II: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1. Review of the previous studies (At home & abroad) Abroad Endang Sri Astuti (2010) has pointed out that motivation to learn it is something that drives it, move it, and engage students in learning. Motivation can be defined as a process whereby goal-directed activity was investigated and sustained consisting of inherent motivation and extrinsic motivation (motivation that arises because of the encouragement from the outside). According to Omar, Jain, and Noordin (2013), intrinsic motivation arises from within the individual, whereas extrinsic motivation arises from outside the individual and frequently involves the appreciation of others.
Intrinsic motivation, as defined by Arens, Morin, and Watermann (2015), occurs when a person's conduct is triggered internally by someone for his own advantage or when curiosity emerges on its own. Extrinsic motivation, on the other hand, occurs when an individual is influenced by forces outside of themselves, such as awards, punishment, or social pressures. Motivation plays an important role in students' conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al. 1993), critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al.
2000, Wolters 1999), and science learning achievement (Lee 1989, Lee and Brophy 1996, Pintrich et al.Self-perceptions of ability, effort, intrinsic goal orientation, task value, self-efficacy, test anxiety, self-regulated learning, task orientation, and learning techniques were among the motivation elements identified in a review of learning motivation studies (Garcia 1995, Garcia and Pintrich 1995, Nolen and Haladyna 1989, Pintrich and Blumenfeld 1985). These studies, on the one hand, highlighted the diversity of the 3 learning motivation and, on the other hand, showed how researchers’ interests influenced the approach taken to aspects of motivation At home Research by Duong Thi Kim Oanh (2013) says that motivation is a psychological factor that reflects the subject's ability to satisfy the needs of the subject, orientation, promotion and maintenance of the subject's activities to occupy field that object. Duong Thi Oanh (2013) also show that learning motivation is a psychological factor that reflects the object capable of satisfying the needs of learners, orienting, promoting and maintaining learning activities of learners to dominate. Motivation in general and learning motivation in particular are issues of basic theoretical and practical significance in psychology.
Correct or misleading learning motivation has the meaning of determining the success or failure of the activity and the direction of human development. In the study " Learning Motivation of Students at Ho Chi Minh City University of Social Sciences and Humanities" (2003), Ph. D Nguyen Hoi Loan said: Learning motivation is what often motivates push, stimulates active activity, passion for learning for knowledge as well as methods to discover them or because you want to have a prestigious position in the collective, society. Directly contribute to determining the quality of learning in each student.
Pham Thi Duc (1994) with her research results confirmed that the reason for students' cognitive motivation to be formed and developed at a high level is that from the very beginning, students' learning actions are directed right into the grasp of basic concepts of theoretical. The author believes that: Cognitive motivation is the object of learning activities, which is reflected in the student's head, which will motivate the child to be active. Review of theoretical background 4 Theories and concepts which are related to the thesis: motivation, theories of motivation, motivation measurements, motivation components, learning motivation constitution factors, classifications of motivation, the role of motivation in learning.1 Motivation and Learning Motivation Motivation is the process that initiates, guides, and maintains goal- oriented behaviors and it is also a psychological factor reflecting an object which is capable of satisfying learners' needs, orienting, promoting and maintaining learners' learning activities in order to occupy the object as known as learning motivation. As Woodworth concludes, “Motivation is the state of the individual which disposes him to certain behavior for seeking goal.
Skinner also found that motivation in school learning involves arousing, persisting, sustaining and directing desirable behavior. Duong Thi Kim Oanh explained a student's learning motivation is a psychological factor that reflects an object which is capable of satisfying students' needs. It orients, promotes and maintains students' learning activities in order to occupy that object. Based on those definition, the thesis is going to clarify students learning motivation of English linguistics students 1.