VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES DO THI THUY THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND THEIR OUT-OF-CLASS LEARNING STRATEGIES: A SURVEY AT A HIGH SCHOOL IN VIETNAM Quan hệ giữa động lực và các chiến lược học tập ngoài giờ học của học sinh: Nghiên cứu khảo sát tại một trường trung học phổ thông ở Việt Nam M.A MINOR PROGRAMME THESIS Tield: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES pO THI THUY THE RELATIONSIDP BETWEEN STUDENTS’ MOTIVATION AND THEIR OUT-OF-CLASS LEARNING STRATEGIES: A SURVEY AT A HIGH SCHOOL IN VIETNAM Quan hệ giữa động lực và các chiến lược học tập ngoài giờ học của học sinh: Nghiên cứu khảo sát tại một trường trung học phỗ thông ở: Việt Nam M.A MINOR PROGRAMME TITESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Lé Van Canh HANOI - 2017 DECLARATION | hereby assure that this dessertation is my own work and it has not been previously submitted to any institution in application for admission to a diploma or other qualifications Hanoi, 2017 D6 Thi Thuy TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENT ABSTRAC TABLE OF CONTENTS. LIST OF ABBREVIATIONS LIST OF TABLES. LIST OF FIGURES.
PART A: INTRODUCTIO! 1, Rationale for the study. 2, Research aims and objectives. Research questions: 4, Scope of the research. Significance uf the research.
Organization of the thesis. PART B- DEVELOPMENT CHAPTER L REVIEW OF THE LITERATURE. Definition of motivation. Prominent motivation theories.
Dérnyei’s motivational self system .Conceptualizations of learning strategy - 10 1. Oxford's language learning strategy inventory. LIST OF TABLES Table 1: Reasons for learning English. - - 19 'Tahle 2: Summary of desoriptic statistic for language learning strategy use.
20 Table 3: Out-of-class activities 21 Table 4: Motivation types - 22 Table S: Correlations between motivation types and out-of-class learning siralcgios 25 Table 6: Correlations between motivation and out-of-class learning strategies. 27 vill ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to all the lecturers of the Faculty of Post-graduate Studics, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their invaluable instructions and assistance. Their step-by-step guidance helps me get closer to scientific researches and equips me with necessary knowledge to be able to carry out research on foreign/ second language (L2) on my own. Especially, I would like to express my decp gratitude to my supervisor, Assoc.
Le Van Canh, whose erudite understanding of various fields related to L2 teaching and leaming has enlightened me. Ile himself is not only a great and devoted lecturer but also a famous researcher. [ could not have finished my thesis without his supervision. ‘My special thanks also go to my family member, my friends and colleagues who always stand by me to support me and encourage me to complete the coursc.
Besides, T would like to thank my beloved students in Yen Dinh 3 high school for their contribution to my paper. Finally, I would like to express my gratitude to other people working at ULIS for their help. Implications 4, Limitations of the study. Suggestions for further study.
Implications 4, Limitations of the study. Suggestions for further study. Out-of-class learning strategies AB 114. The role of out-of-class learning in foreign language teaching 15 11.
Previous studies on the relationship between motivation and out- of -class learning strategies CHAPTER TI: METHODOLOGY. The research setting. Data Collection Procedure. CILAPTER I: FINDINGS AND DISCUSSION.
Reasons tor learning English. The students’ main types of language learning strategies and activities.1 Language learning strategies. 22 Table 2: Summary of descriptic statistic for language learning strategy use - - - 23 3. Out— of — class learning activities.
Students’ motivation types. The relationship between students'motivation and their out-of-class learning strategies. Major findings of the study. TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENT ABSTRAC TABLE OF CONTENTS.
LIST OF ABBREVIATIONS LIST OF TABLES. LIST OF FIGURES. PART A: INTRODUCTIO! 1, Rationale for the study. 2, Research aims and objectives.
Research questions: 4, Scope of the research. Significance uf the research. Organization of the thesis. PART B- DEVELOPMENT CHAPTER L REVIEW OF THE LITERATURE.
Definition of motivation. Prominent motivation theories. Dérnyei’s motivational self system .Conceptualizations of learning strategy - 10 1. Oxford's language learning strategy inventory.
ABSTRACT This study focuses on identifying students’ motivation and their out-of- class learning stratcgics and investigating whether there is any relationship between them. A total of 90 ten-grade students were asked to complete the survey questionnaires within 30 minutes. They had to complete 15 sentences on motivation drawn from Attitude/Motivation Test Battery by R.Gardner with 6 point Likert scale and 10 sentences on out-of-class learning strategies extracled from the Strategy Inventory for Language Leaming by R.Oxford with 5 point Likert scale. ‘he results show that instrumental motivation ranks first and metacognitive strategies are the most frequently used.
The majority of the students learned English because they had to lake English exams. When they were not in class, they often listened to English songs or played games in English to acquire this language. Besides, most of motivation types have positive and significant correlations with six calegorics of leaning siraLcgics except for compensation strategies. Intrmsic motivation has the highest cocficients.
Also, the more demotivated the students were, the less strategic they were. Base on the findings, it is suggested that students should be encouraged to acquire knowledge both inside and outside classroom context. TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENT ABSTRAC TABLE OF CONTENTS. LIST OF ABBREVIATIONS LIST OF TABLES.
LIST OF FIGURES. PART A: INTRODUCTIO! 1, Rationale for the study. 2, Research aims and objectives. Research questions: 4, Scope of the research.
Significance uf the research. Organization of the thesis. PART B- DEVELOPMENT CHAPTER L REVIEW OF THE LITERATURE. Definition of motivation.
Prominent motivation theories. Dérnyei’s motivational self system .Conceptualizations of learning strategy - 10 1. Oxford's language learning strategy inventory. Out-of-class learning strategies AB 114.
The role of out-of-class learning in foreign language teaching 15 11. Previous studies on the relationship between motivation and out- of -class learning strategies CHAPTER TI: METHODOLOGY. The research setting. Data Collection Procedure.
CILAPTER I: FINDINGS AND DISCUSSION. Reasons tor learning English. The students’ main types of language learning strategies and activities.1 Language learning strategies. 22 Table 2: Summary of descriptic statistic for language learning strategy use - - - 23 3.
Out— of — class learning activities. Students’ motivation types. The relationship between students'motivation and their out-of-class learning strategies. Major findings of the study.
LIST OF ABBREVIATIONS AMIB: Attitude’ Motivation Test Battery EEL: English as Foreign Language ELT: English Language Teaching ESL: English as Socond Language GLL: Good Language Learner 1.2: Second or Foreign |anguage SILL: Strategy Inventory for Language learning SPSS: The Statistical Package for Social Science vil LIST OF TABLES Table 1: Reasons for learning English. - - 19 'Tahle 2: Summary of desoriptic statistic for language learning strategy use. 20 Table 3: Out-of-class activities 21 Table 4: Motivation types - 22 Table S: Correlations between motivation types and out-of-class learning siralcgios 25 Table 6: Correlations between motivation and out-of-class learning strategies. 27 vill ABSTRACT This study focuses on identifying students’ motivation and their out-of- class learning stratcgics and investigating whether there is any relationship between them.
A total of 90 ten-grade students were asked to complete the survey questionnaires within 30 minutes. They had to complete 15 sentences on motivation drawn from Attitude/Motivation Test Battery by R.Gardner with 6 point Likert scale and 10 sentences on out-of-class learning strategies extracled from the Strategy Inventory for Language Leaming by R.Oxford with 5 point Likert scale. ‘he results show that instrumental motivation ranks first and metacognitive strategies are the most frequently used. The majority of the students learned English because they had to lake English exams.
When they were not in class, they often listened to English songs or played games in English to acquire this language. Besides, most of motivation types have positive and significant correlations with six calegorics of leaning siraLcgics except for compensation strategies. Intrmsic motivation has the highest cocficients. Also, the more demotivated the students were, the less strategic they were.
Base on the findings, it is suggested that students should be encouraged to acquire knowledge both inside and outside classroom context. Implications 4, Limitations of the study. Suggestions for further study. Implications 4, Limitations of the study.
Suggestions for further study. Out-of-class learning strategies AB 114. The role of out-of-class learning in foreign language teaching 15 11. Previous studies on the relationship between motivation and out- of -class learning strategies CHAPTER TI: METHODOLOGY.
The research setting. Data Collection Procedure. CILAPTER I: FINDINGS AND DISCUSSION. Reasons tor learning English.
The students’ main types of language learning strategies and activities.1 Language learning strategies. 22 Table 2: Summary of descriptic statistic for language learning strategy use - - - 23 3. Out— of — class learning activities. Students’ motivation types.
The relationship between students'motivation and their out-of-class learning strategies. Major findings of the study. ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to all the lecturers of the Faculty of Post-graduate Studics, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their invaluable instructions and assistance. Their step-by-step guidance helps me get closer to scientific researches and equips me with necessary knowledge to be able to carry out research on foreign/ second language (L2) on my own.
Especially, I would like to express my decp gratitude to my supervisor, Assoc. Le Van Canh, whose erudite understanding of various fields related to L2 teaching and leaming has enlightened me. Ile himself is not only a great and devoted lecturer but also a famous researcher. [ could not have finished my thesis without his supervision.
‘My special thanks also go to my family member, my friends and colleagues who always stand by me to support me and encourage me to complete the coursc. Besides, T would like to thank my beloved students in Yen Dinh 3 high school for their contribution to my paper. Finally, I would like to express my gratitude to other people working at ULIS for their help. ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to all the lecturers of the Faculty of Post-graduate Studics, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their invaluable instructions and assistance.
Their step-by-step guidance helps me get closer to scientific researches and equips me with necessary knowledge to be able to carry out research on foreign/ second language (L2) on my own. Especially, I would like to express my decp gratitude to my supervisor, Assoc. Le Van Canh, whose erudite understanding of various fields related to L2 teaching and leaming has enlightened me. Ile himself is not only a great and devoted lecturer but also a famous researcher.
[ could not have finished my thesis without his supervision. ‘My special thanks also go to my family member, my friends and colleagues who always stand by me to support me and encourage me to complete the coursc. Besides, T would like to thank my beloved students in Yen Dinh 3 high school for their contribution to my paper. Finally, I would like to express my gratitude to other people working at ULIS for their help.
ACKNOWLEDGEMENT First of all, I would like to express my sincere thanks to all the lecturers of the Faculty of Post-graduate Studics, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their invaluable instructions and assistance. Their step-by-step guidance helps me get closer to scientific researches and equips me with necessary knowledge to be able to carry out research on foreign/ second language (L2) on my own.
