MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443011 H GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI THU PHUONG 443011 SUPERVISOR Dong Hoang Minh, MA. Hanoi-2023 DECLARATIONS I hereby state that I: Nguyen Thi Thu Phuong, 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. Supervisor Student (Signature) (Signature) Dong Hoang Minh Nguyen Thi Thu Phuong April 4" , 2023 il ACKNOWLEDGEMENTS First of all, I would like to express my sincere gratitude and respect to my supervisor, Mr.
Dong Hoang Minh, MA, for his constructive guidance, continued support, and invaluable scientific advice throughout the conduct of this research. Thanks to his kindness and encouragement, I was able to overcome all my academic and non-academic challenges. My special thanks go to all the lecturers and staff of the Faculty of Legal English, Hanoi Law University, for their invaluable knowledge, guidance and support throughout my four years of study in the university. I would also like to thank our Legal English students in Course 46 for their tremendous assistance in collecting the data to complete this research.
Finally, my genuine thanks go to my family and friends for their support and strong encouragement to me during the study. ill ABSTRACT The purpose of this study is to explore the factors motivating English major students at Hanoi Law University in writing lessons, and to examine the extent these factors have on their writing performance. The study employs both quantitative and qualitative methods to achieve its goals. The study participants were 100 sophomores (K46) majoring in Legal English at Hanoi Law University.
During the research process, the participants were given a survey questionnaire which included statements related to the factors that motivate them to learn writing lessons. Five students were then randomly selected from the participants to conduct interviews, which provided the researcher with qualitative data. The data collected from these two methods were analyzed to identify the factors that motivate students in writing lessons. The research results indicate that students are motivated to learn to write by factors related to students, teachers, learning environment, and course books and content.
These factors are of great significance to both students and teachers in terms of teaching and learning writing lessons. IV TABLE OF CONTENTS (W/1.-x5yaidaaẳiiiiaiaiiiiiiaiẳẳáaẳiaẳaäaáồaẳáaáẳẳaảồáồ4Ả.- il JAC INGIYY Li DG IEILEGIN Uc nung anes snsans ana sora ac tin et css ee ane US 38i801-180 ill ˆ). IV TABLE OF CONTIENTS.- - - G HH H nHHnnH HH V LIST OF FIGURES AND TABLES.--- G112 sseseessks Vill INTRODUCTIƠN.-- HH HH HH HH He | 1. Rationale for the Study .- - - 11111 HH ghế 1 Be (ÊUIIITS COL BIN SUMO ccs saree asenes khinh 200003.
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c1 vn vn 37 students at Hanoi Law University in writing lessons. StUAONIS’ fACIOTS ẽnẽne. Learning ENvirOnimen ni. Course Dooks ANd COHÍCHÍ.- 119 1 1n TH HH kh 43 CHAPTER 4: RECOMMENDATIONS.
Recommendations for English major students in writing lessons. Recommendations for English teachers to teach better in writing U01. 47 GON CILUSIOIIN :aeenssmsei can nha sais HH G2210531GẦN NGIR.5080161-300188 RAED RAI SOLES 2 SRE 01800 128 48 1. Summary of the main findings .- -- - -- 1n HT HH HH 49 3.
Limitations and suggestions for further research. 51 PLP HGINI LỆ LƯI, «ccc cos. coosr wn eh ttc Ce SE an cn ti 58 Vil LIST OF FIGURES AND TABLES Figure 1. Gender ratio of K46 English majors at Hanoi Law University Figure 2.
English proficiency levels of K46 English majors at Hanoi Law University Table 1. Factors motivating English-majored students concerning themselves Table 2. Factors motivating English-majored students concerning teachers Table 3. Factors motivating English-majored students concerning learning environment Table 4.
Factors motivating English-majored students concerning course books and content Vill INTRODUCTION 1. Rationale for the study English is an international language that is receiving great attention in the world in the context of globalization today. When learning English, you need to hone the four skills of reading, listening, writing, and speaking. When learning a language, writing is usually the last skill to learn and also the most difficult skill for learners.
Learning to write is the most vital skill for students in obtaining a language that helps students activate their thinking and communicate effectively. Grabe and Kaplan (1996) said that writing is a vital and viable means of self-expression, communication, and information. Walsh (2010) also thinks that writing is an important skill because it is a skill that is widely used in university and work environments. If a student does not know how to express their ideas in writing, they will not be able to communicate well with professors, employers, friends, or anyone else.
Therefore, students need to learn writing lessons. According to Rhalmi (2021), “A writing lesson involves training learners to develop writing skills”. Understanding the importance of writing skills, almost all universities and colleges teach English writing as a compulsory subject for graduation. In particular, Hanoi Law University is one of the universities that has been teaching writing lessons for students majoring in legal English.
However, students often find writing lessons challenging because it requires more concentration, cognition, and attention. Grami (2010) argued that writing is a difficult skill to learn or teach because it is not a simple cognitive activity. Rather, it is thought to be a complex mental product that requires “careful thought, discipline, and concentration”. On the other hand, Setyowati, Sukmawan, and Latief (2017) found that students were not interested in writing lessons.
One of the most important reasons is that teachers often just “give and collect” without paying much attention to teaching students how to approach the problem and the steps to fulfill the requirements of the test. Acquiring a foreign language is not really easy, especially in writing lessons. Writing is not easy for most students, especially non-native speakers. It is more difficult for students from different cultural, educational, and linguistic backgrounds.
Hence, students struggle to solve the difficulty of writing English, but they cannot do well. They lose their courage and motivation (Thesen, 1997). According to Casanave (2004), writing is a social practice that requires reading and engaging with other writers. Therefore, as can be seen from the above statement, writing is not a solitary task but requires the interaction and reaction of writers with other written documents and other writers.
In addition, learners need to take their teachers and peers to improve their writing practice. However, writing remains a challenging cognitive task because it requires critical thinking. Teachers can therefore take on many responsibilities to instill in learners the spontaneous motivation to accomplish this important task. Consequently, to get the learner to think when they learn writing lessons, motivation plays an important role.
We must identify the primary purpose of learning or, in other words, create the motivation that helps us to conquer and overcome the challenges of the written lessons. Alderman (1999) said that encouraging students to work on writing tasks is key to improving their writing skills, besides, purpose orientation increases motivation. If students are properly motivated, they will feel more motivated during writing lessons. Therefore, it is important to be clear about the motivating factors that will not only make the learning process easier but also make it more enjoyable for students.
Of course, writing is not easy, but it is less difficult than many students and their teachers imagine (Brookes & Grundy, 2006). The author of this graduation thesis is aware of the paramount importance of writing lessons for improving students’ writing skills in university and finding out what motivates learners, and how these factors will 2 have a heavy impact on students in learning written lessons. To fill this research gap, the author has created a comprehensive and systematic study that seeks to shed light on these concerns. Through careful analysis and exploration of the existing literature, as well as the author’s own empirical research, this project aspires to contribute to a deeper understanding of the factors that motivate English major students to take written lessons.
By doing so, it is hoped that this study will provide valuable insights into what motivates students to learn more effectively, help them stay motivated and overcome challenges when learning to write so that learning will become more interesting. The topic is named “A study on factors motivating English major students at Hanoi Law University in writing lessons ”. Aims of the study The purpose of the study investigates the factors that motivate English major students at Hanoi Law University to learn in writing lesson. In addition, the study is to determine motivating factors affect English major students.
Moreover, some recommendations will also be given for students to develop motivation in learning and for teachers to apply more effective methods in teaching writing lessons. Research questions The following research questions addressed in this study are: (1) What are the factors that motivate learning writing lessons from the perspective of students? (2) To what extent do the motivating factors affect English major students at Hanoi Law University in writing lessons? 4. Scope of the study Because of the limitations of time and other related factors, this study focuses on investigating and indicating the level of the common motivating factors in writing lessons of English major students in classes at Hanoi Law University. Furthermore, this study was limited and addressed only students of course 46.
Questionnaire, and interview were data gathering tools. Significance of the study The findings of this study were hypothesized to have the following values. First, the study is going to be a reference material for English major students of Hanoi Law University wishing to explore the factors that motivate them to study writing in English classes in their research. In addition, it may benefit the English language teachers by indicating factors that motivated the learners towards the writing lessons.
Finally, it could develop the learner’s perspective on the role of motivation towards practicing the writing skills in their lessons. Organization of the study This study consists of three main parts: Introduction, the development, and Conclusion. The Introduction is divided into Rationale, Aims, Research questions, Scope, Significance, and Organization of the study.