MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY BUI HOANG TUAN ANH 443022 EXAMINING STUDENTS' INTRINSIC AND EXTRINSIC MOTIVATED FACTORS IN LEARNING LEGAL ENGLISH AT HANOI LAW UNIVERSITY Hanoi — 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY BUI HOANG TUAN ANH 443022 EXAMINING STUDENTS' INTRINSIC AND EXTRINSIC MOTIVATED FACTORS IN LEARNING LEGAL ENGLISH AT HANOI LAW UNIVERSITY Major: Legal English GRADUATION THESIS Supervisor Vu Van Tuan, Ph. Hanoi — 2023 il STUDENT DECLARATION I hereby state that I: Bui Hoang Tuan Anh — ID 443022, being a candidate for the degree of Bachelor of Arts 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. April 21, 2023 Supervisor’s confirmation Researcher’s signature Vu Van Tuan, Ph.
Bui Hoang Tuan Anh ill ACKNOWLEDGMENT Completing a thesis is a demanding and challenging task that requires dedication, hard work, and perseverance. The researcher expresses gratitude to the many individuals who supported and encouraged throughout this journey. Without their help, this thesis would not have been possible. First and foremost, the researcher extends his sincere gratitude to Dr.
Vu Van Tuan, the supervisor, for their unwavering support, guidance, and expertise. The supervisor's invaluable insights and feedback played a crucial role in shaping the ideas and improving the quality of work. The researcher acknowledges the faculty members of the Foreign Languages Department at Hanoi Law University for their inspiring lectures, insightful discussions, and valuable feedback. The faculty members' dedication to excellence was a constant source of motivation and contributed significantly to the researcher's growth as a researcher.
The members of the thesis defense committees deserve recognition for their generosity in offering their time and expertise to evaluate the work. Their constructive criticisms and suggestions were helpful in refining the arguments and improving the overall quality of the thesis. The researcher is grateful to the student participants who participated in the study with enthusiasm and dedication. Their willingness to share their thoughts and experiences enriched the research and provided valuable insights into the topic studied.
Finally, the researcher extends deepest appreciation to their family and friends who supported and encouraged throughout this journey. Their unwavering love, understanding, and encouragement were a constant source IV of inspiration and motivation. The researcher acknowledges all those who, in one way or another, contributed to the fruition of this work. ABSTRACT Many countries in the world adopt distinct legal systems to govern their activities, and emphasize the need for graduates to possess a strong grasp of legal English.
In many educational systems, students are equipped with legal knowledge, particularly in non-native English-speaking countries where legacy and English language knowledge is merged. This study aimed to explore the intrinsic and extrinsic motivated strategies used by students at Hanoi Law University to learn legal English to identify the most common learning strategies and factors that influence their effectiveness. A quantitative method was employed in data collection and analysis with 65 respective legal English major students at Hanoi Law University in the second term of the 2022-2023 academic year. The study utilized a survey questionaire to gather data on students' motivation, attitudes towards the subject matter, and learning strategies.
The findings reveal that students are highly motivated to learn legal English with positive attitudes towards the subject matter. However, some students experience test anxiety and difficulty understanding the material. The study also shows that students use various learning strategies such as asking themselves questions, summarizing key concepts, and creating outlines. The research further indicates that intrinsic motivation plays a more significant role in effective learning outcomes than extrinsic motivation.
The study has practical implications for language instructors and curriculum developers in designing instructional materials encompassing students’ intrinsic motivation, and employing effective learning strategies. Overall, this study contributes to the body of knowledge on the motivated strategies used by Legal English major students at Hanoi Law University and provides insights for improving legal English language teaching and learning practices. vi TABLE OF CONTENTS Page Student declaration ill Acknowledgement IV Abstract vi Table of contents VI List of tables x List of abbreviations XI PART 1. Rationale for study 1 2.
Aims and Objectives of the Study 4 2. Aims of the study 4 2. Objectives of the study 5 3. Scope of the Study 5 5.
Significance of the Study = 6. Structure of the Study 6 PART IT. Motivation in English language learning 8 1. Strategies in English language learning 11 Vil 1.
The relationship between motivation and strategies in English 12 language learning 1. Research Question Restated 16 2. Procedures of data collection 17 2. RESULTS AND DICUSSION 74 3.
Demographic information of the respondents 20 3. The analysis on general motivated strategies on learning 21 English of English major students 3. The analysis of intrinsic motivation for learning English of 27 English major students 31 3. The analysis extrinsic motivation for learning English of English major students 3.
The analysis of the differences between gender with motivated 34 strategies for learning English 36 3. The analysis of the differences between residence with motivated strategies for learning English 3. Summary 38 Vili PART III. Summary of the main findings 39 4.
Limitations and suggestions for further research Al 4. Suggestions 42 REFERENCES 43 APPENDIX Questionnaire 1X LIST OE TABLES Page Table 1. Profiles of the respondents involving in the study 21 Table 2. General Motivated Strategies for Learning English 23 Table 3.
Intrinsic Motivation for learning English 29 Table 4. Extrinsic Motivation for learning English 33 Table 5. The differences between gender with Motivated Strategies 35 for Learning English Table 6. The differences between Residence with Motivated 37 Strategies for Learning English ABREVIATIONS HLU : Hanoi Law University EFL : English as a Foreign Language ESP : English for Specific Purposes GE : General English EAP : English for Academic Purposes ELT : English language teaching L2 : Second language SDT : Self-determination theory XI PART I.INTRODUCTION This part provides the context of the research by explaining the rationale, aims of the study, research questions, significance and scope of the study, along with the structure of the paper.
Rationale for study Global integration requires people have to use one means of common language to communicate with one another. To meet this requirement, Vietnamese State enacted Decree No.14/2001 TC-TTg on the Renovation of the Vietnamese General Education Curriculum', which enforced the Ministry of Education and other ministries and governmental bodies concerned to design the new curriculum entailing which foreign languages should be taught at general Education. In order to intensify the learners' competency of foreign languages, the State promulgated the Scheme on foreign language teaching and learning in the national education system in the 2008-2020 period? signed by Prime Minister No. 1400/QD-TTg on September 30, 2008, and this Scheme has been lengthened by Decision No.
2080/QD-TTg of the Prime Minister inked on December 22, 2017: Approving the adjustment and supplementation of the Scheme on teaching and learning foreign languages in the national education system for the period 2017 — 20253. Thus, English has been taught at all levels in Vietnamese Education System, especially at schools, colleges, universities where English is a compulsory subject and learners have to achieve certain levels of English competence, which is specified in Circular No. 01/2014/TT-BGDDT of the Ministry of Education and Training: Promulgating the 6-level foreign language competency ! https://vanban.aspx?pageid=27 1 60&docid=9 112 ? https://vanban.aspx?pageid=27 1 60&docid=78437 3 https://vanban.aspx?pageid=27 1 60&docid=1 92343 1 framework for Vietnam. To meet the demand of the current situation, Teaching and learning English for Specific Purposes (ESP) rather than general English (GE) or English for Academic Purposes (EAP) has become a focal concern in the field of English language teaching (ELT).
Legal English has become an increasingly important skill for law students and legal professionals around the world. With the growth of globalization and international law, proficiency in legal English is crucial for effective communication and success in the field. In Vietnam, as in many other countries, legal English is now a mandatory course in law school curricula. However, despite its importance, some students may struggle to learn legal English effectively.
One potential factor that can affect the success of students in learning legal English is their motivation. Motivation is a key aspect of learning, as it can influence the amount of effort and persistence that students devote to their studies. According to self-determination theory (SDT), students can be intrinsically or extrinsically motivated to learn. Intrinsic motivation refers to learning for the sake of enjoyment, interest, or personal growth, while extrinsic motivation refers to learning for external rewards such as grades, recognition, or social status., Alizadeh, 2016; Carrió-Pastor & Mestre, 2014, Chalak & Kassaian, 2010) have shown that intrinsic motivation is associated with more positive learning outcomes, such as higher academic achievement, greater creativity, and better long-term retention of information.
On the other hand, extrinsic motivation can lead to a focus on achieving external goals rather than on the learning process itself, which can result in shallow learning and lower engagement. However, the relationship between motivation and learning outcomes is complex, and there may be individual 4 https://vanban.aspx?pageid=27 1 60&docid=172297 2 differences in the types and levels of motivation that are most effective for different learners. Therefore, it is important to investigate the role of motivation in learning legal English among law students. Specifically, this study aims to explore the strategies that students use to motivate themselves to learn legal English, and to investigate the relationships between these motivational strategies, their levels of intrinsic and extrinsic motivation, and their learning outcomes.
By understanding the factors that contribute to successful learning of legal English, this study can inform the development of effective teaching and learning practices in this important field., Carrló-Pastor & Mestre, 2014; Goktepe, 2014, Kamaruddin et al, 2017) have investigated the relationship between motivation and learning outcomes in various academic disciplines, including language learning. However, a few studies have specifically focused on the role of motivation in learning legal English, particularly in the context of Vietnam. Therefore, this study might fill a gap in the literature by providing a more detailed understanding of the motivational factors that influence the success of law students in learning legal English at Hanoi Law University (HLU). To achieve these aims, this study used a descriptive quantitative method approach.
First, a survey would be administered to a sample of legal English major students at HLU to assess their levels of intrinsic and extrinsic motivation and the strategies that they used to motivate themselves for learning legal English. The survey would also gather information about students' demographic backgrounds, prior English language proficiency, and their intrinsic and extrinsic motivated strategies. Finally, the survey was exploited to identify patterns and relationships between motivational strategies, motivation types. The quantitative data was analyzed to identify key themes and patterns in the interview data.
Overall, this study had the potential to contribute to our understanding of the role of motivation in learning legal English among law students in Vietnam, and to provide insights into effective legal English teaching and learning practices. The findings of this study might have implications for the development of more effective pedagogical approaches for teaching legal English, as well as for the design of educational policies related to language learning in Vietnam. For the mentioned reasons, the researcher would like to conduct a study on “Students' intrinsic and extrinsic motivated strategies for learning legal English at Hanoi Law University”. The study was to investigate students’ intrinsic and extrinsic motivated strategies when learning legal English.
The researcher decided to implement this study with K45 legal English major students at Faculty of Legal Foreign Languages at HLU during the second term of the 2022-2023 academic year.