INTRODUCTION
Rationale
As Vietnam integrates and develops, the demand for English-speaking individuals is rising, emphasizing the crucial role of English in education and national development Proficiency in English is essential for effective verbal communication with the global community and for accessing advanced technology Today, English is not only a vital medium for international communication but also a key to unlocking opportunities in science, technology, and various other fields.
The Ministry of Education and Training, along with the Bac Ninh Department of Education and Training, has prioritized "Improving the quality of English teaching at all levels" as a key initiative in recent years, leading to various efforts aimed at enhancing English education Que Vo 1 High School has made significant strides in improving teaching methodologies and English proficiency However, despite these efforts, the implementation of innovative teaching practices in English remains low, resulting in limited overall quality in English education.
The effectiveness of teaching and learning English relies on several key factors, including syllabuses, teaching methods, materials, evaluation procedures, teacher training, and learner engagement While innovating teaching methods and updating textbooks are essential, the most crucial element in enhancing the quality of English education is motivating learners to engage actively in their learning process.
Research indicates that motivation plays a crucial role in successful language learning, with a strong correlation between motivation and learning outcomes Highly motivated learners tend to achieve their language goals, and this perceived success further reinforces their motivation to continue learning.
The learner-centered approach in teaching English highlights the significance of motivating students to enhance their sense of competence and independence When learners are given the opportunity to work autonomously, they are likely to feel more secure and make progress Despite the inherent advantage of teaching a widely valued subject like English, I face daily challenges in motivating my students Understanding that motivation plays a crucial role in language acquisition, I recognize that effectively inspiring learners is essential yet complex Various internal and external factors can significantly impact an individual's motivation, making it a multifaceted challenge for language educators.
With sixteen years of teaching experience, I observed a significant lack of learning motivation among my grade 11 students during the 2018-2019 school year This prompted me to investigate the key factors influencing students' motivation to learn English The primary goal of my thesis is to identify the most impactful factors affecting this motivation Notably, I discovered that there has been a lack of research on the factors influencing English learning motivation at the selected school.
Aims of the study
This research aims to investigate the factors affecting the motivation of grade 11 students in learning English at Que Vo 1 High School, with the goal of providing recommendations to enhance their motivation in English language learning.
In order to achieve the above aim, this research needs to fulfill the tasks as followings:
- To investigate the current states of grade 11 students’ English-learning motivation in Que Vo 1 High School
- To determine the factors and their impacts on grade 11 students’ learning motivation in this school
- To provide suggestions and recommendations on improving the English- learning motivation of grade 11 students in Que Vo High School
The research questions
With the given aims of the study, the study seeks to answer the following research question:
- What are the factors that affect grade 11 students’ motivation in learning English at Que Vo 1 High School?
Scope of the study
This study investigates the motivation of grade 11 students at Que Vo 1 High School in learning English, aiming to enhance the quality of English teaching and learning Conducted during the second semester of the 2018-2019 school year, the research involved 160 students from four selected classes: 11A1, 11A2, 11A3, and 11A4, with the principal's approval The findings will inform future strategies to motivate students in their English studies, addressing the complex factors influencing language learning success or failure.
Firstly, grade 11 students’ reasons for learning English
Second, grade 11 students’ interests, expectations in learning English and teachers’ teaching methods
And then, this study also moves to make some implications for stimulating grade 11 students to learn English
The significance of this study
This study is significant as it contributes to the innovation of teaching methods for grade 11 students at Que Vo 1 High School and public schools in Vietnam The research findings aim to assist English teachers and administrators in evaluating student motivation, identifying factors that influence learning, and understanding students' perspectives on current teaching methods Recommendations provided in this study will aid English teachers in designing effective teaching strategies and incorporating activities to enhance students' motivation and interest in learning English Additionally, this paper is intended as a valuable resource for other researchers and English educators exploring similar topics.
Design of the thesis
The thesis consists of five chapters as follows:
Chapter 1 - Introduction provides a general introduction of the study with the specific reference to the rationale, the aims, the objectives, the methods, the significance and the design of the thesis
Chapter 2- Literature review aims to critically examine the theoretical background for the thesis with the focus on the main points: different psychological views on motivation in language learning; an overview of motivation in foreign and second language learning; kinds of motivation and the importance of motivation in foreign and second language learning; factors affecting motivation and characteristics of motivated learners in foreign and second language learning
Chapter 3 - Methodology presents the methodology underlying the research, including the background information of the subjects of the study, the instruments used to collect data, and the procedures of data collection Along with this, the teaching and learning English at Que Vo 1 high school is described Also, a detailed description of data analysis is presented; and some explanations and interpretations of the findings of the study are explored in this chapter
Chapter 4 - Findings and discussion In this chapter, by using SPSS software to process data tables, the research would like to draw out the main findings through identifying the features of explanatory - the considered factors and their effects to the students’ motivation in learning English In addition, this part seeks to compare and contrast the above findings with what the literature would have predicted
Chapter 5 presents the conclusion of the study, summarizing key findings and highlighting implications for enhancing student motivation in learning English Additionally, this chapter offers suggestions for future research avenues.
LITERATURE REVIEW
Theoretical background
Motivation, derived from the Latin word "moveo-movere," meaning "to move," refers to the forces that drive our behaviors This concept encompasses various interpretations, including longing, push, volition, wish, pressure, interest, aim, and purpose Despite extensive study, scholars have yet to agree on a singular definition of motivation, leading to a diverse range of interpretations within the field.
Motivation, as defined by Williams & Burden (1997, p 120), is a cognitive and emotional state that triggers a conscious decision to act and sustains intellectual or physical effort This perspective emphasizes that motivation is crucial not only during the initial stages of engaging in an activity but also requires ongoing arousal and determination to see the action through to completion.
In the same view, Gardner (1985, p 50) extends this idea by stating that:
Motivation comprises four key elements: a goal, the effort put forth, a desire to achieve that goal, and positive attitudes towards the activity The goal serves as a catalyst for motivation, while individual differences in motivation are evident in the other three components.
Motivation is defined by two key components: the goal pursued by an individual and the effort exerted to achieve it Our behaviors can be influenced by various agents, including internal factors like interest and curiosity, as well as external influences such as rewards and social or cultural factors Typically, multiple agents contribute to our actions, and these factors often interact with one another, sometimes even without a direct link to the intended goal.
Motivation is defined as goal-directed behavior influenced by various internal or external factors To successfully achieve these goals, it is essential to sustain and energize this activated motivation through both intrinsic and extrinsic incentives.
Sources of motivation can be categorized into internal and external factors According to Deckers (2010), internal sources include biological motivations, like hunger, and psychological motivations, such as personal interests In contrast, external sources consist of incentives and goals that draw individuals toward specific outcomes While internal motivations drive individuals to take action from within, external motivations, represented by incentives and goals, serve to guide behavior toward achieving desired results.
Internal motivation stems from various inner signals, encompassing biological and psychological conditions, emotional responses, and other intrinsic factors Biological motivators relate to essential bodily needs for survival, such as thirst prompting the desire to drink In contrast, psychological motivators focus on fulfilling our mental and emotional needs.
(2010) believes that the most important psychological factors that influence human behaviors are the need to belong and value system of an individual
According to Deckers (2010), internal sources of motivation have evolved throughout human history, with certain elements like attitudes and values also shaped by individual life experiences These internal motivators are crucial for understanding what drives an individual’s motivation.
The concept of needs is crucial as motivation begins with an unmet need Needs are essential for a fulfilling and productive life, serving as fundamental requirements for an individual's survival and growth.
Needs can be categorized into two main types: primary needs, which are essential for human survival, including food, water, sleep, oxygen, sex, clothing, and shelter, and secondary needs, which are acquired over time and encompass intellectual and spiritual desires As individuals grow and receive education, their unique composition of needs evolves, shaped by factors such as age, gender, education, and occupation, resulting in a complex and personalized structure of needs.
Our attitudes often emerge as we seek to fulfill our needs, with positive attitudes linked to the objects and tools that aid in this satisfaction Conversely, negative attitudes develop towards people or things that hinder our needs According to Gardner (1985), attitudes, alongside desire, are key factors influencing motivational intensity, which reflects the effort an individual invests in reaching their goals A positive attitude towards an activity significantly increases the likelihood of successfully achieving the desired outcome.
Values are essential elements in our lives that we respect, admire, and cherish, encompassing moral, social, and artistic standards According to Feather (1992), values serve as motivating forces that drive individuals to pursue activities they deem important These values significantly influence the appeal of different goals, ultimately shaping our motivation to achieve them.
Values play a crucial role in shaping an individual's motivation and behavior When a person assigns significant value to a goal, their motivation to achieve it increases substantially.
Interest plays a crucial role in an individual's motivation, representing a mental state that focuses on specific objects, events, or activities It reflects a long-term positive relationship between the individual and their chosen area of interest, driving engagement and commitment over time.
External or environmental sources, as defined by Deckers (2010), are events and situations from the outside world that serve as incentives and goals, motivating individuals through external rewards or consequences These sources of motivation, which can include positive outcomes like good grades or negative repercussions such as extra homework, evoke feelings of satisfaction and joy that the activity alone may not provide Deckers highlights various external sources of motivation that are utilized across a wide spectrum of human activities.
Review of previous studies
Over the years there have been innumerable studies on motivation in foreign and second language learning (L2) In these studies, researchers have attempted to explain what is meant by motivation
Keller (1984), as cited in Ellis (1994), identifies "interest" as a key element of motivation, describing it as a favorable reaction to a stimulus that engages learners' existing cognitive frameworks, thereby stimulating and maintaining their curiosity.
Most studies on motivation in foreign and second language learning are heavily influenced by Gardner's (1985) definition, which describes motivation as a combination of effort, a desire to achieve learning goals, and a positive attitude towards language acquisition.
Motivation is a complex construct that encompasses four key aspects: setting a goal, engaging in effortful behavior, having a desire to achieve that goal, and maintaining positive attitudes toward language learning Gardner (1985) distinguishes between orientation and motivation, where orientation refers to the reasons behind studying a language, while motivation pertains to the actual effort invested by learners He identifies two types of orientation: integrative orientation, where learners aim to connect with the culture of the target language, and instrumental orientation, which is driven by external objectives such as passing exams, financial incentives, or career opportunities.
Motivation plays a vital role in second language learning, as highlighted by Littlewood (1998), who states that it influences whether a learner engages in a task, the effort they invest, and their persistence This complex phenomenon encompasses various elements, including an individual's drive, need for achievement, curiosity, and desire for new experiences.
Littlewood underscores the crucial role of motivation in second language learning, describing it as a "highly complex construct." He asserts that a motivated learner is likely to commit the necessary energy and time to engage in specific tasks effectively.
Furthermore, McKay and Tom (1999, p.2) point out that the need and drive to communicate with others in a new language provide strong motivation for most learners
Motivation in second language learning is a multifaceted concept, as defined by Lightbown and Spada (1999, p.56) It encompasses two key factors: the communicative needs of learners and their attitudes towards the community of the target language.
Learners who require proficiency in a second language for various social interactions or to achieve professional goals recognize its communicative value, which in turn enhances their motivation to develop their language skills.
Likewise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them”
In Britain and Vietnam, the learning of French and English, respectively, lacks established functions within the learner's community, primarily serving as tools for communication with outsiders This disconnect leads to a diminished motivation for language acquisition, as learners do not recognize a significant communicative need for the language Furthermore, if the sole motivation for learning a second language stems from external pressure, it can foster negative attitudes towards the learning process, resulting in substantial internal barriers that hinder effective language acquisition.
Obviously, motivation is an extremely difficult concept to define because it involves many interrelated factors, among which learners’ interests, drive, desire, effort, attitudes serve as the basis for motivation.
Motivation in second language acquisition
2.3.1 The importance of motivation in foreign and second language learning
Learners’ motivation can change overtime and have effect on their language learning Different studies have found that motivation is strongly connected to success in language learning
Integrative motivation significantly influences learners' success in acquiring French in Canada and English in the USA, while instrumental orientation is crucial for achieving proficiency in English in the Philippines, Bombay, and Japan, as highlighted by Gardner and Lambert (1972), Lukmani (1972), and Niitsuma (1992).
According to Gardner (1985), success in learning a second language is significantly affected by one's attitudinal and motivational traits While an integrative motive can enhance language achievement, it is important to note that it is not the sole factor influencing this process.
Research indicates that successful learning significantly boosts motivation, highlighting an interactive relationship between learning achievement and motivation Gardner and Smythe (1981) emphasize that the strong correlation between motivation and successful learning underscores the critical role of motivation in the classroom, regardless of whether learners come with it or develop it through their educational experiences.
2.3.2 Types of motivation in second language learning
Motivational subsystems in language learning include intrinsic and extrinsic motivation, integrative and instrumental motivation, as well as positive and negative motivation, along with social motivation These types of motivation are widely recognized in theories related to motivation in second language (L2) learning.
Harter (1981) distinguishes five separate dimensions forming motivation in the classroom environment, each of which is determined by and intrinsic and extrinsic pole:
Intrinsic motivation fosters a preference for challenges and encourages curiosity and interest, while extrinsic motivation often leads to a preference for easier tasks, driven by the desire to please teachers or achieve good grades Independent mastery promotes self-reliance in problem-solving, contrasting with a dependence on teachers for guidance Additionally, intrinsic learners develop their own criteria for success, whereas extrinsic learners often rely on external standards set by educators.
Intrinsic motivation is the drive that originates from within an individual, rather than from external rewards like money or grades This type of motivation stems from the enjoyment of the task itself and the fulfillment derived from completing it.
An intrinsically motivated individual engages with tasks, such as solving math equations, purely for the enjoyment they bring This motivation stems from the pleasure derived from overcoming challenges, rather than external rewards like prizes, payments, or grades.
An intrinsically motivated student is inherently eager and prepared to learn English, requiring no external prompts about the language's significance or its status as a universal means of communication This internal readiness fosters a more effective and engaging learning experience.
Extrinsic motivation refers to our tendency to perform activities for known external rewards, whether they be tangible (e.g., money) or psychological (e.g., praise) in nature
Extrinsic motivation is the drive to engage in behaviors fueled by external rewards like money, fame, grades, and praise Unlike intrinsic motivation, which comes from within, extrinsic motivation is influenced by outside factors.
Extrinsic motivation in learning English occurs when a student exerts effort primarily for external rewards, such as passing exams or satisfying parents and teachers This motivation stems from outside influences rather than a genuine inner desire to learn the language.
This hypothesis is valuable for educators seeking to understand the fluctuating motivation levels of students For instance, a student motivated by the desire to communicate effectively in English may engage passionately with the language through films and music However, their motivation can wane when faced with learning specific grammatical rules solely for good grades, as this situational motivation lacks a compelling reward Conversely, this theory also clarifies why some students excel in tests yet struggle with practical communication skills.
Gardner and Lambert (1972) identified two distinct types of motivation for language learning: integrative and instrumental Instrumental motivation is driven by external goals, such as securing a job, reading correspondence, or achieving promotions In contrast, integrative motivation stems from a learner's desire to connect with the culture of the language's speakers This type of motivation encourages students to learn a language to understand and communicate effectively, fostering interactions with people from diverse backgrounds and gaining insights into their cultures.
Integrative motivation, described by Dornyei (2005, p 68), is a detailed construct based on a practical research that consists of three main elements, each of which is further divided into several subcomponents:
Integrativeness, which subsumes integrative orientation, interest in foreign languages, and attitudes toward the L2 community
Attitudes toward the learning situation, which comprises attitudes toward the language teacher and L2 course
Motivation, that is, effort, desire, and attitude toward learning
Promoting instrumental and integrative motivation in the classroom is challenging for teachers, as these motivational types often extend beyond the educational environment However, educators can foster these motivations by encouraging a positive attitude towards the community that speaks the language, raising awareness of the foreign country's customs and cultural background, and emphasizing the importance of language proficiency for future career opportunities.
Prince (2013, p.1) in her article explains that Applied Behaviour Analysis recognizes two types of motivation: positive and negative
Positive motivation enhances the likelihood of desired behaviors reoccurring by providing a rewarding stimulus after the behavior is exhibited This type of motivation is driven by the pursuit of rewards, fostering internal interest and engagement For instance, when a student receives praise for completing homework meticulously or earns money for achieving good grades at the end of the school year, these examples illustrate the effectiveness of positive motivation in encouraging continued effort and success.
Negative motivation arises when an aversive stimulus is removed following a specific behavior, thereby increasing the likelihood of that behavior being repeated in the future to avoid the negative consequence, such as psychological stress When the unpleasant stimulus cannot be eliminated, it is classified as punishment, representing another form of motivation.
Summary
This chapter provides an overview of relevant literature regarding motivation in the context of learning English It defines motivation, explores its various sources and types, and offers insights that can enhance the understanding of both teachers and students about the factors influencing student motivation in English language learning.
RESEARCH METHODOLOGY
Research design
This study investigates the factors affecting the motivation of grade 11 students learning English at Que Vo 1 High School It utilizes a theoretical framework derived from relevant literature on both dependent and independent variables, alongside previous research, to analyze empirical data Elghrabawy (2012) suggests employing a deduction approach, which utilizes valid theories and hypothesis testing for data analysis This approach allows for the application of motivational theories discussed earlier to effectively address the research questions (Dakhelalla, 2014).
The study gathers primary data through a survey targeting grade 11 students from four classes to explore their motivation for learning English and the factors that influence it The questionnaire features multiple-choice questions and employs a Likert scale to assess students' perceptions of the elements contributing to their motivation This quantitative research utilizes statistical methods, beginning with data collection based on established hypotheses and theories, followed by verification, validation, and recording, leading to subsequent analysis.
The setting of the study
Que Vo 1 High School, situated in the heart of Que Vo district in Bac Ninh province, is a leading educational institution known for its exceptional academic performance Ranking first in the district, it is among the top two hundred schools in Vietnam with the highest percentage of students successfully passing university entrance exams Since achieving national standard status in 2012, the school has been recognized for its spacious and modern facilities.
The school boasts 45 classes, each accommodating 30 to 50 students, and offers relatively good facilities compared to local institutions While the teaching aids for English instruction are adequate, the school has two language laboratories; however, the number of cassettes available is insufficient to meet the needs of all classes.
3.2.2 The curriculum and text book
The current curriculum fails to align with the students' proficiency levels, as many have already studied English in secondary school yet struggle to meet the expectations set by their teachers Additionally, there is a significant mismatch between the curriculum and the test design; while the curriculum emphasizes all four language skills—reading, speaking, listening, and writing, along with grammar and pronunciation—the achievement tests primarily concentrate on grammar exercises and reading comprehension.
The English 11 basic curriculum textbook features accurate content that aligns with Vietnam's realities, organized thematically into 16 units and 6 reviews Each unit is systematically arranged to correspond with specific topics and focuses on essential language skills, including reading, speaking, listening, and writing.
The textbook offers partial support for teachers and students in adopting innovative foreign language teaching and learning methods in schools With its scientific presentation and effective illustrations, it enhances the educational experience.
Data collection
According to Greenfield (1996), a questionnaire should be concise and easily comprehensible to elicit accurate responses He emphasizes that a well-designed, multi-page questionnaire with a clear and user-friendly layout is preferable to a shorter one that appears crowded and confusing However, he notes that achieving simplicity in questionnaire design can be challenging and is influenced by the specific research problem being addressed.
According to Melville and Goddard (1996, p.43), a well-structured questionnaire should feature clear and understandable questions, primarily utilizing closed formats with a four-point scale to minimize neutral responses It must be concise, ensuring a quick completion time for respondents, and include straightforward instructions while focusing solely on relevant questions Additionally, the questionnaire should effectively gather all essential data required by the researcher, incorporating objective questions that do not suggest specific answers.
The questionnaire was designed to gather both qualitative and quantitative data, structured around the research questions It consisted of three sections, each addressing a specific research question The first section utilized Likert-scale questions, while the second featured open-ended questions, allowing for comprehensive data analysis and chart creation To facilitate information retrieval, the first part was categorized into three themes: Classroom Effect, Parental Factors, and Teacher’s Factors The Classroom Effect section focused on classroom materials and environmental aspects, the Parental Factors section explored the role of parents in enhancing student motivation, and the Teacher’s Factors section examined teachers’ teaching methods and behaviors that foster learner motivation.
Participants evaluated 24 statements across three sections, each containing eight statements, by selecting responses that ranged from "strongly agree" to "strongly disagree." This approach enabled us to efficiently gather data in a short timeframe.
The questionnaire aims to gather insights into students' challenges and their parental background knowledge It serves as a valuable tool for identifying the issues students encounter and understanding how their family situations influence their motivation.
The research gathered significant data that addressed the research questions effectively A questionnaire was distributed to 160 students during their free time at school, allowing them unlimited time to provide their responses.
A total of 160 questionnaires have been returned from the applicants and all of them were used in the analysis
The analysis began by examining the results of each motivational factor individually, followed by calculating the percentages and ratios of each item to determine their influence on student motivation Statistical analysis was conducted to assess the significance of each motivational factor, leading to the preparation of three distinct charts (refer to Table 1, 2, and 3) that visually represent the findings.
The questionnaire was designed with a focus on validity and reliability, ensuring that each aspect was adequately represented through similar questions To enhance validity, unrelated items were removed, and all statements were crafted for clarity and testability.
In this study, we assumed that all participants answered the questions honestly and candidly, demonstrating a genuine interest in contributing to our research Additionally, we ensured that all participants had comparable levels of experience in English learning.
- Purpose: The interview was conducted at the end of the research with the aim of gaining more insights factors affecting grade 11 students' motivation in learning English
- Structure of interview: This interview included 3 open-ended questions relating to factors affecting grade 11 students' motivation in learning English
- Participants: The researcher selected 16 students from class 11A1, 11A2, 11A3, 11A4 to ask questions This number of students could provide enough information for making inference
- Procedure: Each student was interviewed in about 5 minutes and the interview was recorded by the researcher’s mobile phone
Data analysis
The research is done by qualitative and quantitative methods
Data analysis, along with data collection, creates a central part of any research process
Data analysis has become more manageable with the advent of advanced computer software technologies In this study, the author utilized the Statistical Package for Social Sciences (SPSS Version 20 for Windows) for data analysis By employing SPSS, the analysis involved calculating the correlation coefficient to explore the relationships between various motivational factors and overall satisfaction levels.
The findings from the questionnaire and interviews were organized using Microsoft Excel 2010, which facilitated the analysis of the data Due to the small sample size, the author initially counted responses manually, categorized them, and then utilized Excel's division function to calculate percentages Additionally, Microsoft Excel allowed the researcher to create visual representations of the results, enhancing the clarity and understanding of the data.
Video recordings were analyzed and transcribed to collect data on the factors influencing Grade 11 students' motivation in learning English The qualitative analysis included questionnaires and interviews, which provided insights into the elements affecting students' motivation These data sources highlighted the key factors that impact students' engagement and interest in English learning.
Summary
This chapter provides a comprehensive overview of the student participants involved in the study, along with a detailed description of the study's setting, including the school, curriculum, and textbook used Additionally, Chapter 3 outlines the data collection instruments and the procedures for data analysis.
FINDINGS AND DISCUSSION
Research questions revisited
The purpose of the study was to investigate and identify the factors affecting grade
11 students’ motivation in learning English at Que Vo 1 High School The researcher chose to conduct a mixed method analysis to complete the research study.
Findings
The findings of this study are summarized in the tables below, displaying data in both percentages and frequencies Each questionnaire statement is presented alongside its corresponding percentage, such as in Statement 1.
The questionnaire consists of statements organized in numerical order, accompanied by three tables Table 1 displays the percentage data related to parental factors, while Table 2 outlines the percentage data concerning teacher factors Lastly, Table 3 illustrates the percentages of statements regarding classroom factors.
The study revealed that students possessed a strong awareness of their learning environments, enabling them to effectively shape their surroundings and manage their motivation The questionnaire aimed to identify the challenges they faced while concentrating on learning a foreign language, particularly English.
1 My parents insist I should devote more time to my English studies
2 My parents encourage me to practice my English as much as possible
3 My parents help me when I have difficulty doing my homework
5 My parents have stressed the importance of
6 I usually go abroad to visit my relatives 50 20 0 30
7 My parents show considerable interest in anything to do with my English class
8 My parents feel that I should continue studying
A recent questionnaire revealed that 70% of participants felt more motivated in their English studies due to their parents' belief in the importance of dedicating time to the subject, while 12% disagreed Additionally, 78% reported a positive impact on their motivation when encouraged by their parents to practice English However, 45% indicated that parental assistance with homework did not enhance their motivation Interestingly, 33% found their parents' knowledge of English motivating, in contrast to 17% who did not Furthermore, 68% were motivated by their parents emphasizing the significance of English upon graduation, and 38% felt encouraged by their parents' interest in English class, although 22% strongly disagreed with this sentiment Notably, 75% strongly agreed that their parents' encouragement to continue studying English was motivating, while only 5% stated that their motivation remained unaffected by parental influence.
1 Teacher creates realistic learner beliefs 0 0 12 88
2 Teacher gives clear information why students are involved in an activity and goal of it
3 Teacher is in maximum eye-contact with the students
4 Teacher stops at every single error and treats it when students make a mistake
5 Teacher performs in a friendly manner in the classroom
6 Teacher uses realia or authentic materials 0 0 25 75
7 Teacher gives positive feedback when students accomplish something
8 Teacher punishes students in order to keep discipline
A significant majority of participants, 88 percent, reported increased motivation when teachers fostered realistic learner beliefs Furthermore, 63 percent of students strongly agreed that their motivation improved when teachers provided clear explanations regarding the purpose and goals of activities Additionally, 83 percent of participants found that a teacher's consistent eye contact was a motivating factor, with only 7 percent expressing strong disagreement with this notion.
A study found that all participating students felt unmotivated when teachers interrupted them for every mistake In contrast, 88% of the students (141 out of 160) reported feeling more motivated when teachers maintained a friendly demeanor in the classroom, with only 5 students expressing strong disagreement Additionally, the use of realia or authentic materials by teachers positively influenced student motivation.
A study revealed that 75% of participants (120 out of 160) reported increased motivation, with 85% (136 out of 160) feeling more motivated when teachers provided positive feedback for accomplishments In contrast, only 10% (16 out of 160) found motivation in teacher discipline through punishment, while a significant 90% (144 participants) disagreed with this approach.
1 My motivation is interrupted by the friends when they talk
2 I want to work with my friends 18 30 32 20
3 Pictures and materials in the classroom are helpful to learn better
4 The classroom’s brightness affects my learning 13 20 42 25
5 I am afraid to talk in front of the others 12 18 20 50
7 I can easily ask questions to my friends when I need help
8 Positive classroom climate helps me in understanding the content of the lecture being communicated
A significant number of learners reported that their motivation was often disrupted by friends during discussions, with 60% acknowledging interruptions Despite this, 32% expressed a desire to collaborate with friends Additionally, 63% of participants strongly agreed that visual aids and materials in the classroom enhance their learning experience, and none disagreed Furthermore, 42% believed that classroom brightness impacts their learning, while half of the learners felt anxious about speaking in front of others A notable 38% preferred studying with friends over working individually Moreover, 35% affirmed they could seek help from friends when needed, and an overwhelming 88% felt that a positive classroom atmosphere contributed to their understanding of the lecture content.
In the interview, participants were asked to say how teachers, parents and classroom factors affect their motivation in learning English
Classroom dynamics play a significant role in student motivation to learn English Participants reported feeling motivated when classmates show interest and enthusiasm for the language, particularly when peers actively engage in speaking English during lessons The presence of students with strong English skills also enhances motivation Conversely, factors such as disruptive jokes from friends, low attendance, and the physical environment—like small class sizes, dirty desks, and overcrowded classrooms—can lead to demotivation among students.
Participants expressed that they feel motivated when teachers are near-native English speakers who display confidence and possess a strong knowledge of the language and its culture Additionally, a teacher's professional appearance can enhance motivation Conversely, students reported feeling demotivated by aggressive behavior, shyness, or a lack of confidence from the teacher Other demotivating factors include the teacher's inability to answer questions related to the topic, a monotonous teaching style, insufficient breaks, excessive pressure on students, and a lack of teaching skills.
Participants indicated that watching English films with their parents would enhance their motivation to learn the language They also expressed a desire for their parents to engage in English conversations with them, as this would further boost their enthusiasm Conversely, excessive pressure from parents regarding English learning was a significant demotivator Additionally, a lack of both moral and material support from parents contributed to their feelings of demotivation.
Discussion
The primary purpose of this thesis was to identify the factors affecting grade
Research has identified key factors influencing students' motivation in learning English, highlighting the significant impact of parental involvement Additionally, the study reveals a strong correlation between students' motivation and the teaching strategies employed by educators.
The study highlights that key strategies and factors significantly influence learners' motivation in learning English, with parental support being crucial Students exhibit higher motivation levels when their parents emphasize the importance of English in their lives and provide both moral and material encouragement Additionally, parents serve as role models, shaping attitudes and behaviors that foster future success and the development of interest in English-related activities.
Approximately 90% of students reported increased motivation when teachers set realistic learning objectives and clearly explain the purpose of activities Friendly teacher behavior is recognized as a highly effective strategy for enhancing student motivation Additionally, students find it motivating when teachers utilize diverse teaching resources, foster a positive attitude towards the language, and cultivate a caring and supportive classroom environment.
In-classroom factors significantly impact student motivation, with many students showing increased enthusiasm when collaborating with friends Conversely, a crowded and noisy environment, along with heating issues, tends to demotivate participants, highlighting the importance of a conducive classroom setting for effective learning.
The teacher plays a vital role in motivating students to learn, employing various strategies to enhance the teaching and learning process.
The recent study identified effective strategies and behaviors that enhance student motivation and foster positive attitudes towards learning English These findings offer valuable insights for teachers and parents, highlighting practical approaches that can significantly boost students' motivation in their language studies.
CONCLUSION AND RECOMMENDATIONS
Summary of the study
The thesis aimed to identify the factors influencing grade 11 students' motivation in learning English, serving as a valuable resource for teacher candidates By understanding the personal and environmental challenges faced by their learners, educators can create more motivating learning environments.
The study revealed key parental, environmental, and teacher-related factors that significantly impact learners' motivation in educational settings It highlighted that teachers play a crucial role in fostering concentration by providing clear and consistent communication To cater to diverse learning styles, educators must adopt various teaching strategies tailored to individual students' understanding abilities Additionally, parental support is vital; a positive attitude towards language learning from parents enhances learners' motivation The study also emphasized the importance of a conducive learning environment, where classrooms are well-lit, clean, and equipped with usable materials Furthermore, learners often fear speaking in front of peers due to the potential for mistakes, which poses a significant challenge Therefore, both teachers and classmates should be mindful of their comments, as even minor misunderstandings can hinder a student’s learning process.
Further research could uncover additional factors influencing learners' motivation, making this study valuable for related investigations in the field Additionally, it serves as a resource for new teachers, helping them better understand their students and the challenges encountered in language learning.
Recommendations
Basing on the findings drawn from the research instruments, the researcher would like to suggest some recommendations about this research:
- Teachers should motivate the students by establishing environment of affection, coordination and participation
- Teachers should enhance the learning goals among the students by emphasizing on their positive feedback
- Teachers should be friendly enough to students and foster a close relationship with them
Teachers should adopt a flexible approach in utilizing teaching aids and authentic materials, along with motivational strategies such as positive comments and compliments, to enhance student engagement and foster a love for learning during lessons.
- Teachers should assist the students to understand their talents so that the students can be motivated towards good academic achievements
Teachers not only enhance their teaching skills but also focus on developing effective communication abilities to inspire students in their English learning journey By employing positive motivational strategies, educators can create an engaging environment that encourages students to actively participate and improve their language skills.
- Not only teachers but parents should also participate for removing the educational limitations of their children Students need guidance and motivation in order to enhance their educational performance
- Teachers and parents should let students have opportunities to share their own point of view then they will find some intellectual relief and motivation to work
Teachers should proactively reach out to parents to share positive student behaviors, rather than only communicating during negative incidents This approach fosters a stronger and more positive relationship between home and school, enhancing the overall educational experience for students.
- Classroom environment should support the assessment criterion for the purpose of student’s evaluation.
Limitations
Despite achieving its objectives, the research faced several limitations Firstly, the sample of students surveyed was not random, and the study was confined to a small group from a single high school in Que Vo district, which restricted the use of advanced statistical analysis and limited the applicability of the findings to a broader population Additionally, the reliance on a questionnaire as the research instrument posed challenges, as participants may not have fully engaged with the statements or completed the survey thoughtfully To enhance the generalizability of the results, future studies should include a larger and more diverse participant pool across multiple high schools.
Suggestions for further study
Due to time constraints and limited resources, the researcher is unable to comprehensively examine all the factors influencing students' motivation to learn English in school Therefore, several recommendations for future studies on this topic can be proposed.
- A study on how socioeconomic status and demographics may impact student academic motivation and student achievement
- A more in-depth study on strategies to enhance students’ motivation in learning English
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Please complete the motivation questionnaire by marking an (X) in the box that best reflects your level of agreement with each statement, using the following scale: 1 (Strongly Disagree), 2 (Disagree), 3 (Agree), and 4 (Strongly Agree) Your participation is greatly appreciated.
1 My parents insist I should devote more time to my
2 My parents encourage me to practice my English as much as possible
3 My parents help me when I have a difficulty to do my homework
5 My parents have stressed the importance of English when I finish school
6 I usually go abroad to visit my relatives
7 My parents show considerable interest in anything to do with my English class
8 My parents feel that I should continue studying English.
1 Teacher creates realistic learner beliefs
2 Teacher gives clear information why students are involved in an activity and goal of it
3 Teacher is in maximum eye-contact with the students
4 Teacher stops at every single error and treats it when students make a mistake
5 Teacher performs in a friendly manner in the classroom
6 Teacher uses realia or authentic materials
7 Teacher gives positive feedback when students accomplish something
8 Teacher punishes students in order to keep discipline
1 My motivation is interrupted by the friends when they talk
2 I want to work with my friends
3 Pictures and materials in the classroom are helpful to learn better
4 The classroom’s brightness affects my learning
5 I am afraid to talk in front of the others
7 I can easily ask questions to my friends when I need help
8 Positive classroom climate helps me in understanding the content of the lecture being communicated.