VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ------------------- TRẦN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI NATIONAL UNIVERSITY OF EDUCATION (NGHIÊN CỨU VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH CHUYÊN, TRƯỜNG THPT CHUYÊN, ĐẠI HỌC SƯ PHẠM) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2014 TIEU LUAN MOI download : skknchat@gmail.com VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ------------------- TRẦN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI NATIONAL UNIVERSITY OF EDUCATION (NGHIÊN CỨU VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH CHUYÊN, TRƯỜNG THPT CHUYÊN, ĐẠI HỌC SƯ PHẠM) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof. Hoàng Văn Vân HANOI – 2014 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby certify that the minor thesis entitled “A Study on the Motivation in Learning English of Gifted Students at High School for Gifted Students, Hanoi National University of Education” is the result of my own work in partial fulfillment of the requirements for the degree of Master of Arts in English Teaching Methodology at Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi.
The research has not been submitted to any other university or institution wholly and partially. Hanoi, 2014 Trần Hoài Linh i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people. First and foremost, I would like to express my sincere gratitude to Prof. Hoang Van Van, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher.
A special word of thanks goes to my students, without whom it would never have been possible for me to have this thesis accomplished. Last by not least, I am greatly indebted to my family for the sacrifice they have devoted to the fulfillment of this academic work. ii TIEU LUAN MOI download : skknchat@gmail.linguist ABSTRACT This study was intended to investigate the motivation of English gifted students at High School for Gifted Students, Hanoi National University of Education (HNUE). More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now.
More importantly, the study aims to investigate the type of motivations that exist among English gifted students at High School for Gifted Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of English learning motivation. In the study, 158 students participated in completing the questionnaire reflecting the learning motivation. The results of the study reveal that the student surveyed had high motivation of learning English, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation. Moreover, it was also found that students of grade 11 were more integrative and intrinsic oriented than those in grade 10 and grade 12.
Finally, based on the findings, some suggestions for teachers of these classes are offered. iii TIEU LUAN MOI download : skknchat@gmail.linguist LIST OF ABBREVIATIONS, TABLES AND FIGURES Figure 1: Socioeducational Model. 7 Figure 2: General Model of Goal Setting Theory. 10 Table 1: Information on the Number of Students Surveyed.
16 Table 2: Percentage of Reasons for Choosing English as a Specialized Subject. 20 Figure 3: Students’ Reasons for Choosing English Specialized Subject. 20 Table 3: Students’ Main Goal of Learning. 21 Figure 4: Students’ Main Goal of Learning.
22 Figure 5: Intrinsic and Extrinsic Motivation of Grade 10 Students. 22 Figure 6: Intrinsic and Extrinsic Motivation of Grade 11 Students. 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students. 23 Table 4: Mean Value of Intrinsic and Extrinsic Motivation.
23 Figure 8: Instrumental and Integrative Motivation of Grade 10 Students. 24 Figure 9: Instrumental and Integrative Motivation of Grade 11 Students. 25 Figure 10: Instrumental and Integrative Motivation of Grade 12 Students. 25 Table 5: Mean Comparison among Three Grades.
25 Figure 11: Amotivation Pattern of Grade 10 Students. 26 Figure 12: Amotivation Pattern of Grade 11 Students. 26 Figure 13: Amotivation Pattern of Grade 12 Students. 27 Table 6: Comparison of Amotivation Pattern among Three Grades.
27 Table 7: Attitude Towards Learning Activities. 28 Table 8: Students’ Interest and Desire to Learn English. 28 Figure 14: Students’ Motivation to Learn English to Communicate. 29 Abbreviations LLM: Language Learning Motivation HNUE: Hanoi National University of Education L2: second language AMBT: Attitude / Motivation Test Battery iv TIEU LUAN MOI download : skknchat@gmail.linguist TABLE OF CONTENTS DECLARATION .III PART A: INTRODUCTION.
RATIONALE FOR THE STUDY. AIMS OF THE RESEARCH. OBJECTIVES OF THE RESEARCH. SCOPE OF THE RESEARCH.
SIGNIFICANCE OF THE RESEARCH. STRUCTURAL ORGANIZATION OF THE THESIS. 4 CHAPTER 1: LITERATURE REVIEW. Definition of Motivation.
Language Learning Motivation. Review of Previous Studies Related to the Research Area of the Thesis. 15 CHAPTER 2: RESEARCH METHODOLOGY. Data Collection Instruments.
Data Collection Procedures. 19 CHAPTER 3: DATA ANALYSIS. Students’ Main Goal of Learning. Main Goal of Learning.
Intrinsic and Extrinsic Motivation. 22 v TIEU LUAN MOI download : skknchat@gmail. Instrumental and Integrative Motivation. LIMITATIONS OF THE RESEARCH.
SUGGESTIONS FOR FUTURE RESEARCH. V vi TIEU LUAN MOI download : skknchat@gmail.linguist PART A: INTRODUCTION 1. Rationale for the Study In an article entitled “How motivation affects learning and behavior”, Ormrod (2014), it claims that the motivation exists in most students, in one way or another. One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society including communicative events and similar occasions.
It is undeniable that the motivation has a strong impact on the learning and behaviour of students. Specifically, it affects students’ choice, their goals in learning. It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the study. According to Hussin, Nooreiny, and D'Cruz (2001), a persistent issue claimed by many English teachers is the effort to maintain the students’ interest in learning English.
Teachers have to well balance the preparation for the exam and the life- long language skills. Since most researchers and teachers are aware of the importance of motivation in learning, they have been attempting to figure out ways to increase the students’ motivation by carrying out studies of motivation among students. Numerous studies about motivation dated back from the 1960s and have still been one of the favored themes for researchers worldwide. As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you cannot reinforce them to “swallow” the knowledge, instead you can let them acquire the knowledge themselves by providing them with learning motivation.
I am myself a teacher and I know how crucial the motivation is for teaching and learning. Hence a teacher’s goal is to show his or her students an interesting way to the water by making him a motivated student. To work out the proper way, teachers are supposed to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in learning. A student who is oriented to pursue natural sciences and does not care much about English would wish to experience a different way of learning and teaching in comparison TIEU LUAN MOI download 1: skknchat@gmail.linguist with the one who is totally devoted to English and studies this subject as his major or passion.
This is also the reason I would like to conduct a study on the motivation of students of 3 levels: grade 10, grade 11 and grade 12, who are specialized in English at High School for Gifted Student, Hanoi National University of Education (HNUE). Aims of the Research The study aims at investigating the types of motivations of students majoring in English at High School for Gifted Students, HNUE and whether there are any differences among the motivation surveyed among students in grade 10, grade 11 and grade 12. The results can be a useful source of reference information for teachers of the classes surveyed as well as the classes to come to work out the proper way to improvise the teaching methods and make their students more strongly motivated. Objectives of the Research The study is originally conducted to identiy the change in motivation among gifted students in terms of time.
As stated by Ryan (2000), intrinsic motivation fades out with “each advancing grade”. It was also assumed that students were not much as integratively as well as intrinsically motivated as instrumentally and extrinsically motivated. Thus, to find out whether these hypotheses are true among gifted students at High School for Gifted Students (HNUE), the objectives are determined as below: To identify what types of motivation exist among students at High School for Gifted Students (HNUE) and which types of motivation prevail among students. To find out if students of different grades have different types of motivation.
Research Questions In this investigation, the following research questions were addressed: 1. What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail? 2. Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences? TIEU LUAN MOI download 2: skknchat@gmail. Scope of the Research This study only focused on investigation of the motivation of learning English of students majoring in English, not students who learn English as a normal subject in general, at High School for Gifted Students.
Significance of the Research This study aimed to investigate the types of motivation that exist among English gifted students, and the differences in the motivation among students of different grades. Firstly, the survey itself, partly helped students be aware of the importance of motivation in learning, and they could themselves figure out different ways to increase their motivation. Secondly, the results of the finings can be of great use for the teachers of the classes surveyed in the way that they can adapt their teaching methods as well as activities so that their students can be more motivated in learning English. Structural Organization of the Thesis The thesis is organized as follows: Part A - Introduction – provides the rationale of the study, aims and objectives and the significance of the study as well as raises research questions.
Part B - Development - consists of three chapters: Chapter One – Literature review – presents an overview of relevant literature on the issues of motivation in second/foreign language learning. Chapter Two – Research methodology – provides a description of research methods, selection of the participants, data collection instruments, and data collection procedures. Chapter Three – Findings and discussions - presents the results of the study and the discussion of the results. Part C – Conclusion - summarises the main points of the study, draw some conclusions, points out the limitations of the study and make some suggestions for further research.
TIEU LUAN MOI download 3: skknchat@gmail.linguist PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.