Abstract This study focuses on exploring common factors that have influences on non- English major students’ motivation to learn English at BVU. To discover motivational elements of these students, a conceptual framework was designed with six major factors based on previous studies about motivation, including learning objectives, learning method, teaching method, learning content, learning environment, and parents. The present research program’s results were found by analysing quantitative data (from the survey with the participation of 100 non-English major students) and qualitative data (from the interview with eight non-English major students and four experienced teachers). The mean scores were calculated to determine what factors affect BVU’s non-English major students’ English learning motivation.
In addition, the findings from the interview also supported the statistical analysis. The results indicated that non-English major students at BVU are influenced by extrinsic motivation than intrinsic motivation in the process of learning English. Additionally, the results revealed the four significant factors influencing non-English major students’ motivation to learn English at BVU are learning method, teaching method, learning goals, and learning environment. Meanwhile, it was also shown that learning content and parents had minor effects on these students’ interest in learning English.
Further discussion about the results and education implications is provided. Key words: EFL, motivation, learning goals, learning method, teaching method, learning content, learning environment, parents, influence, affect, non-English major students, BVU, English learning; ii TABLE of CONTENTS List of Tables. v List of Figures. vi List of Abbreviations .vii Statement of Original Authorship.
ix Chapter 1: INTRODUCTION. Background of the study. Purposes of the study. Significance and Scope of the study.
5 Chapter 2: LITERATURE REVIEW. Definition of second language learning motivation. Types of L2 learning motivation. Factors that influence L2 learners’ motivation.
Procedure and Timeline. 38 Chapter 4: FINDINGS AND DISCUSSIONS. Analysis of the data from the survey. Analysis of the data from the structured interview.
Discussion of the results. 80 iv List of Tables Table 3. Summary Table of research tools. A summary of the respondents’ background information.
Respondents’ opinions on the reasons of learning English. Respondents’ opinions on their current English learning method. Respondents’ opinions on their English teachers’ teaching method. Respondents’ opinions on their current English learning materials.
Respondents’ opinions on the current English learning environment. The respondents’ opinions on influences of parents on their motivation to learn English. The correlation between the six factors and the respondents’ English proficiency. A summary of major findings.
A summary of suggestions to enhance English learning motivation. 70 v List of Figures Figure 2. Conceptual Framework: Factors influencing EFL learning motivation. 21 vi List of Abbreviations BVU Ba Ria-Vung Tau university; EFL English as Foreign Language; L2 the second language; vii Statement of Original Authorship The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution.
To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signature: _________________________ Date: _________________________ viii Acknowledgements First and foremost, I would like to express my sincere gratitude to my research supervisor, Le Hoang Dung, Ph., for his continuous support, patience, motivation, enthusiasm, and immense knowledge. His motivation has deeply inspired me to complete the thesis. He has taught me the methodology to carry out the research and to present the research works as clearly as possible.
His guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better advisor and mentor for my study. Besides my supervisor, I am grateful to the Rector of Ba Ria-Vung Tau university and the Deans of all faculties at this school for offering me the opportunities to allow me doing the survey and interviews with their students. My sincere thanks also goes to non-English major students and English teachers at Ba Ria-Vung Tau for spending taking their time on doing the survey and answering my interview questions.
I thank my fellow colleagues for their encouragements and useful comments. Last but not least, I would like to thank my family and friends for supporting me spiritually throughout my life. ix CHAPTER 1: INTRODUCTION 1. Background of the study English is currently an international language and spoken widely all over the world.
Nowadays, English is used for numerous purposes such as study, business, international cooperation, research, and so on. In Vietnam, English is also considered extremely essential. Vietnam has currently been globalizing and integrating by joining and being a member of many international organizations for many years, therefore, English is an indispensable tool for Vietnamese people to communicate with the world as well as obtain more knowledge from international resources. Being aware of the necessity of English, Vietnamese government is centering on training English for Vietnamese citizens who would live and work in the global working environment.
Accordingly, English is a compulsory subject in Vietnamese national educational system and it is set in college and university curriculum to build up generations with outstanding English ability and meet up the human resources need. English is officially trained for students from grade 3 to grade 12 to establish a firm foundation of English grammar and vocabulary. Then for university level, it is more focusing on communicative purposes. At Ba Ria – Vung Tau university (BVU), non-English major students are training general English within 30 credits (approximately 338 hours) spreading out three semesters.
They start learning English from the second term to the fourth term. Students are provided lessons which give them a great deal of opportunities to improve their English skills, including Listening, Speaking, Reading and Writing. Students are studying with both Vietnamese teachers and native teachers. However, experiencing from the real teaching context, during period of time that the author has been working at the faculty of Foreign Languages at BVU, the author of the current study, who has been teaching English for non-English major students at BVU for three years, has perceived that students sometimes have different attitudes towards the various lessons they are learning.
Although there are many effective, appropriate, and exciting activities organized during the lessons, in several parts, students are not willing to learn. A great number of students come to class only for attendance checking without paying attention to the lessons. They do not show 1 their interests in class. Additionally, according to the observation from the latest final examination, the researcher found that some students have performed their English skills awfully in spite of learning English for many hours at school.
This drew the researcher to wonder why non-English major students at BVU have conflicting behaviors in different lessons, different tasks, and different activities. While learning motivation is considered a key in language learners’ success or failure (according to the theory of second language acquisition), it is believed that non- English students at BVU behave differently in each lesson because of their motivation to learn English. Although many studies have been conducted so far to investigate components affecting EFL learning motivation of students at each level, from kindergarten to higher education, limited research about factors which have impacts on Vietnamese non-English major students’ motivation to learn English was done. In an attempt to find out the types of motivation that non-English major students at BVU possess in the process of learning English, this study was implemented.
Briefly, motivation brings many positive effects on EFL learners’ attitudes toward learning English and decides how hard they are on the way achieving the target language. Although many studies have been written to discuss the types of motivation presented by Vietnamese students, and the influences of internal factors from inside learners and external factors like teaching method, learning method, learning context and some other components on learning motivation (these studies are discussed in a greater detail in Chapter 2), there are limited studies working on the factors that may have influences on motivation to learn English as foreign language (EFL) of non- English major students at university in Vietnam, particularly at Ba Ria-Vung Tau university (BVU). In the present study, it is argued that non-English major students at BVU are influenced by a variety of motivational factors, which affects their learning results. Therefore, it is imperative to conduct this study to find out the common factors which have influences on motivation to learn English of non-English major students at BVU.
Purposes of the study The role of motivation in learning foreign languages is substantial, which helps language learners achieve high level of learning English (Hayikaleng, Nair & 2 Krishnasamy, 2016). It is very challenging for learners to make success in learning a language if they are lacking desire to learn (Alizadeh, 2016). More research has addressed factors having impacts on EFL learners’ motivation (e., Deci & Ryan, 1985; Hamidah A., 2017) like teaching methods, learning environment, learning method, peers and parents. However, little is written about the influences of these factors on EFL learning motivation of non-English major students.
The present study was conducted to explore factors affecting learning motivation of non-English major students at BVU. The current research aimed to (1) find out the types of motivation that BVU’s non-English major students present when learning English, (2) discover the major components which have influences on motivation to learn English of non-English major students at BVU, (3) figure out in what ways parents influence non-English major students at BVU in Vietnamese context. The research is guided by the ensuing questions: 1. What types of motivation do non-English major students at BVU report? 2.
What are major factors that influence EFL non-English major students’ learning motivation at BVU? 1. Significance, Scope, Definitions 1. Significance of the study The study about exploring the factors that have effects on motivation to learn English of non-English major students at BVU is necessary to conduct. Firstly, English is currently prioritized in Vietnamese educational system, and motivation is believed playing an integral role in EFL learners’ performance and achievements.
Therefore, studying about factors having effects on motivation is needed to improve their English skills and learning outcomes. Secondly, from a practical perspective, with the concern that non-English major students have been ignoring some tasks or lessons or feeling demotivated with a number of units during the course, which lead to their poor results in learning process. Throughout the survey and the discussion, the researcher could identify main factors which affect EFL learning process of non-English major students at her school. These findings help to enhance non-English major students’ motivation in learning English 3 as well as encourage them to be interested in learning English.
The researcher expected that educators may have a better understanding of motivational factors influencing on EFL learners, so they are able to design appropriate English materials, choose the most appropriate teaching methods, and boost EFL learners by different attractive activities and policy. As a result, those non-English major students are possible to improve English learning performance and feel more confident in using English in daily life, at school and international working environment after graduating from the school. Additionally, in the aspect of theoretical contribution, there is little written about the factors influencing non-English learners’ motivation to learn English in Vietnamese context. With this present research, the findings could provide a deeper understanding of common factors that may affect this group of university students as well as in what ways these factors have influences EFL learners’ motivation in term of Vietnamese culture.
Accordingly, doing this research is completely important and imperative. Scope of the study This study was focusing on key factors influencing non-English major learners’ motivation to learn English at BVU. A survey at the university where the researcher has been working for was implemented in order to find out the motivational components and types of motivation these students possess.
