MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND LEARNER AUTONOMY AMONG FIRST-YEAR LEGAL ENGLISH MAJORS AT HANOI LAW UNIVERSITY. GRADUATION PAPER Hanoi — 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI LINH CHI 443001 THE RELATIONSHIP BETWEEN LEARNING MOTIVATION AND LEARNER AUTONOMY AMONG FIRST-YEAR LEGAL ENGLISH MAJORS AT HANOI LAW UNIVERSITY SUPERVISOR Dong Hoang Minh, MA. Hanoi — 2023 DECLARATIONS I hereby state that I: Nguyen Thi Linh Chi — Class 4430, 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 4th, 2023 Supervisor’s confirmation Student’s signature Dong Hoang Minh, M.A Nguyen Thi Linh Chi ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to those who provided me with invaluable advice on my graduation thesis. I am genuinely grateful to my supervisor, Dong Hoang Minh (MA), for his unwavering guidance, constructive criticism, and practical suggestions throughout my thesis. I sincerely respect all the distinguished faculty members of the Department of Legal Studies for their invaluable assistance during my formal education at Hanoi Law University. I would like to offer sincere thanks to Legal English-majored students from course 47 for their active participation in the data collection process.
I am immensely grateful to my dear family and close friends for their wise advice and thoughtful listening during this journey. Without the unconditional, explicit, and unrestricted support of these people, my dissertation would not have been completed. il ABSTRACT The traditional teacher-centered approach to English teaching 1n Vietnam has recently given way to a more student-centered approach. Educators are grappling with how to motivate students and raise awareness of autonomous learning.
This study aims to explore the relationship between learning motivation and learning autonomy of first-year Legal English Majors at Hanoi Law University. This study used a mixture of both quantitative and qualitative research methods to measure and analyze the hypothesized relationships between the study variables. The study was conducted in collaboration with 89 questionnaire respondents, along with 9 interviews from students majoring in legal English at HLU (course 47). This study employs statistical, correlation and regression analysis.
The findings indicate that first-year English students have a relatively high level of motivation and autonomy in their English learning. Furthermore, there is a significant positive correlation between the initiative and motivation of learners to study English. In summary, the study enlightens the relationship between motivation and self-control in English learning of first-year students majoring in legal English. 1H TABLE OF CONTENTS DECLUARA THƠ NG.0680906806 ii ABSTRACT ssscncsssssnsncssnvensonsonsncaveneronsnsnanessncnsnmnananenncns cnnaneenunonsnaunenmmmamonneanns iii LIST OF TABLED sscsscsssssssssvessonssescssveensanensvanisnssaveanssenssorsssvens senusernsearsasensuensasusswons vii LIST OF ABBIREVHA TIONS.
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Data from the Questionnaire. Data from the IRI{€TVICW.-- ¡+ t2 tr tre 20 "PT. 20 CHAPTER 3: RESULTS AND DISCUSSION. Results and discussion of the questIO'iaITe.
Learning motivation associated with English language learning of first-year 1/21 5252 sa. The autonomy in learning English of first-year Legal English students at Hanoi Law Unversity. The Relationship Between Learning Motivation and Learner Autonomy Among First-year Legal English Majors at Hanoi Law UnIversIty. Results of the Inf€TVIGW.
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The influence of teachers on the motivation to learn English of first-year Legal English Majors at Hanoi Law University. Recommendations for teachers in inspiring students’ learning motivation. 57 IẤO NHÀ HO nnaueseaerrrnotoetsekrbiobieeititprvva9A0000000 0003016004001 00100010011010E05/000/D159300/101010E800S0SNG0I2014 58 1. Strữary (0Ÿ [re trai TH THTDE ¡aasainnoosnuagiiniiiiinii cerans semen a sane ĐHIN130123861804 0118101818486 58 2.
Limitations and suggestions for further research .------¿-:+c+c++xscvxvsxsrerxsrrree 59 REFERENCES scssscsssesssssscesssccssersesvnsesssasssesavonssusesonncasveosasennsascsasoeisonassssseessoussesssasatenteos 61 APPIEENTD ÏYX. 0 0 00 0000000008908 68 VI LIST OF TABLES Table 1. Variables and Distributions of Questionnaire Ïtems. Motivation to learn English from the Intrinsic Interest of first-year Legal English J0S0.
Motivation to learn English from the Immediate Achievement of first-year Legal English stud€TIS. -- - - c1 1122111311191 1 911111111 11 911 H11 HH HH TH Hy 24 Table 4. Motivation to learn English from the Learning Situation. Motivation to learn English from Going abroad.
Motivation to learn English from Social ResponsIbiÏIfy. Motivation to learn English from Individual DevelopmenI. Motivation to learn English from Information Media. Descriptive Statistics for Learning MOfIVAfIOTS.
Autonomy in Identifying teachers’ ØOaÌS. - ---- c6 + 1321 1* 1£ Sky set 32 Table 11. Autonomy in Setting appropriate objectives and plans. Autonomy in Selecting and implementing learning strategies.
Autonomy in Monitoring the strategies uS€C. Autonomy in Evaluating the learning process. Autonomy in Evaluating the learning pFOC€SS. Correlation between learning motivation and learner autonomy.
Pearson correlation between motivation and autonomy subscales. Regression Analysis of the Effect of Learning Motivation on Learner Autonomy. Regression Analysis of the influence of learning autonomy with learning ITOfIVAfIOTI.- - c GcGG G1000 29111010 61 1 1 c9 59 62g 44 Vil LIST OF ABBREVIATIONS EFL : English as a Foreign Language HLUU : Hanoi Law University SPSS _ : Statistical Package for the Social Sciences Vili INTRODUCTION The principal objective of this section is to form the basis of the research paper with a detailed explanation of its rationale, aims, research questions, scope, significance, and organization. Rationale of the study There is no doubt that motivation is a principal factor in language acquisition for language learners.
According to Gardner (1985), motivation is a key factor in successfully acquiring a language. He defines motivation as "the combination of effort plus desire to achieve the goal of learning language plus favorable attitudes toward learning the language." Motivation is the only factor that has a direct impact on students’s academic success, while all other factors have an indirect impact on academic success because they affect motivation. Specifically, students' learning motivation reflects their level of orientation, concentration, and effort in the process of learning the subject's content (Nguyen Dinh Tho et al. Consequently, we can assess learners’ ability to succeed and their life purpose based on learning motivation during their time at the institution.
As a result, different learning motivations cause learners to approach learning activities differently and have different abilities; in other words, there is a significant difference in learning ability between people who have a clear motivation to learn and those who do not know their learning motivation. If learners have the right learning motivation, they will be more active in their learning, test more honestly, and pay more attention to study and self-study skills, cultivating the skills required for their future. In other words, motivation to study is critical in orienting and stimulating learners' learning activities. Similarly, learner autonomy has emerged as a critical component of education as Holec (1981) defines learner autonomy as follows: “to take charge of one’s own learning is to have, and to hold, the responsibility for all | the decisions concerning the objectives".
These days, the teaching method in universities is "guided self-study". The lecturer is only the person who guides and supports the students, and they play a central role in their learning. The teacher is the one who poses the problem and uses the suggestive method for the students to approach and find a way to solve that problem. Especially in the context of the Covid-19 pandemic, where school systems around the world are being replaced by online learning, students’ self-study ability is extremely important, directly affecting student learning outcomes.
Thus, both theory and practice show that self-learning and motivation play a very important role in human cognitive activities. For university training, self-study and self-research activities of students are considered inevitable and regular work; moreover, it is also a mandatory requirement and is represented by a certain proportion of time in the structure of the course duration when applying for credit-based training. However, at present, the self-study and self-research activities of Vietnamese students, including students at Hanoi Law University, have not been given due attention and the results achieved are very modest, not meeting the credit-based training requirement of the university. This situation is caused by many reasons, but first and foremost, students' self-study ability is still limited, and students have not given themselves proper motivation to study.
Therefore, improving students' learning autonomy capacity and giving students motivation to study is an urgent requirement for higher education in our country today in general and for Hanoi Law University in particular. Aims of the study The primary objective of this research is to investigate the motivation to promote the learning process and the learning autonomy of first-year English majors at Hanoi Law University, with the goal of drawing a correlation between learners' motivation and learning autonomy when learning English. Research quesfions The study was designed to address the following three specific questions: 1. To what extent are first-year students majoring in Legal English motivated to learn English? 2.
To what extent do Legal English major first-year students have learner autonomy? 3. What is the correlation between motivation to learn English and learner autonomy? 4. Scope of the study The study mainly focused on determining the level of academic autonomy and motivation of freshmen majoring in Legal English. The research subject is a Class of first - year students majoring in Legal English (class 47).
The selected target samples are those who have been studying for the first-year credits of Legal English. Furthermore, the students are taking a number of subjects in listening, speaking, reading, and writing skills and have begun to approach basic legal English. As a result, first-year Legal English students are deemed appropriate for the scope of the study. Significance of the study In recent years, universities have increasingly promoted a mechanism for learning in which students are active researchers and lecturers serve as the instructor-guides on how to study.
As a result, this method of learning necessitates a high level of self-discipline in students’ learning. If they are not persistent and active enough in learning, they will have a hard time understanding the lessons in class. This research is meaningful because it attempts to provide an overall picture of the subject's self-control and learning motivation, as well as to determine the relationship between these two factors. For this reason, it helps students recognize their abilities and find the motivation to work harder in their studies.