INTRODUCTION
Background of the study
English is a global language spoken extensively around the world, serving various purposes including education, business, international collaboration, and research.
In Vietnam, English is deemed essential due to the country's ongoing globalization and integration into international organizations As a vital communication tool, English enables Vietnamese citizens to connect with the world and access global knowledge Recognizing its importance, the Vietnamese government focuses on English training for individuals preparing to enter the global workforce Consequently, English is a mandatory subject in the national education system and is incorporated into college and university curricula, aiming to cultivate generations with strong English proficiency to meet the demands of the labor market English language instruction begins in grade school, ensuring foundational skills are developed early on.
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 undergo a comprehensive English training program totaling 30 credits, equivalent to around 338 hours, over three semesters Beginning in the second term and continuing through the fourth term, students engage in lessons designed to enhance their Listening, Speaking, Reading, and Writing skills The program features instruction from both Vietnamese and native English-speaking teachers, providing diverse opportunities for language improvement.
During the author's three years of teaching English to non-English major students at BVU, it has become evident that students exhibit varying attitudes toward their lessons Despite the implementation of engaging and effective activities, many students attend class solely for attendance purposes, often disengaging from the learning process This lack of interest highlights a significant challenge in fostering a productive educational environment.
Despite extensive English instruction at BVU, many non-English major students displayed poor performance in their final examinations, prompting the researcher to investigate the reasons behind their inconsistent behaviors across various lessons, tasks, and activities.
Learning motivation plays a crucial role in the success of language learners, particularly among non-English major students at BVU, who exhibit varied behaviors in their English lessons based on their motivation While numerous studies have explored factors influencing EFL learning motivation across different educational levels, there is a lack of research focused specifically on Vietnamese non-English major students This study aims to identify the types of motivation these students possess during their English learning process.
Motivation significantly impacts EFL learners' attitudes toward learning English and influences their dedication to achieving language proficiency While previous studies have explored the types of motivation among Vietnamese students and the effects of internal and external factors on their learning motivation, there is a lack of research specifically addressing the motivational influences on non-English major university students in Vietnam, particularly at Ba Ria-Vung Tau University (BVU) This study aims to identify the various motivational factors affecting the English learning outcomes of non-English major students at BVU, highlighting the necessity of this research to enhance understanding of their learning motivations.
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 &
Learning a language can be particularly difficult for learners who lack the desire to succeed (Alizadeh, 2016) While various studies have explored factors affecting the motivation of English as a Foreign Language (EFL) learners, such as teaching methods, learning environments, and social influences (Deci & Ryan, 1985; Hamidah A R, Azizah R., 2017), there is a notable gap in research regarding how these factors specifically impact non-English major students' motivation in EFL contexts.
This study investigates the factors influencing the learning motivation of non-English major students at BVU The research aims to identify the types of motivation these students exhibit while learning English, uncover the key components that impact their motivation, and examine the ways in which parents influence their learning experiences within the 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?
Researching the factors influencing the motivation to learn English among non-English major students at BVU is essential, as English is prioritized in the Vietnamese educational system Understanding these motivational factors is crucial, as motivation significantly impacts the performance and achievements of EFL learners By identifying and addressing these factors, we can enhance students' English skills and overall learning outcomes.
From a practical standpoint, many non-English major students have shown a tendency to overlook certain tasks and lessons, resulting in decreased motivation and poor academic performance Through surveys and discussions, the researcher identified key factors influencing the English as a Foreign Language (EFL) learning process for these students These findings aim to improve motivation and enhance the overall learning experience for non-English majors studying English.
The researcher aims to enhance educators' understanding of the motivational factors that influence English as a Foreign Language (EFL) learners By doing so, educators can create tailored English materials, select effective teaching methods, and engage students through appealing activities and policies Consequently, non-English major students are likely to improve their English learning performance and gain confidence in using the language in everyday situations, academic settings, and international workplaces after graduation.
This research addresses the lack of literature on the factors influencing non-English learners' motivation to study English within the Vietnamese context By exploring these factors, the study aims to enhance understanding of how they impact university students' motivation to learn English as a foreign language (EFL), particularly in relation to Vietnamese culture Therefore, conducting this research is both significant and essential.
This study investigates the key factors that influence non-English major learners' motivation to learn English at BVU A survey was conducted to identify the motivational components and types of motivation among these students The researcher distributed a questionnaire and conducted interviews to gain insights into students' attitudes toward their English lessons and the varying reasons behind their interests The findings aim to reveal the types of motivation present and the specific factors affecting non-English major students' motivation to learn English in higher education.
The study focused exclusively on non-English major students at a single university, emphasizing five key factors that motivate these students to learn English in higher education However, it did not explore the potential components that could demotivate their English as a Foreign Language (EFL) learning motivation Future research should address these limitations by investigating additional factors that influence motivation in this context.
Several factors significantly influence students' motivation to learn languages, including cultural contexts and historical educational systems Additionally, research into the English learning motivation of English major students across various universities reveals important insights into these dynamics Understanding these elements can enhance strategies for fostering language learning motivation among students.
This research is divided into six chapters
Chapter one provides an overview of the research background, aims, significance, and limitations Chapter two offers a comprehensive review of relevant theories and previous research, establishing the conceptual framework for the study Chapter three details the research design, including participant description, research instruments, data collection, and analysis procedures Chapter four presents the survey results, summarizing findings in relation to the literature review and relevant theories Finally, chapter five concludes the thesis, offering recommendations to enhance EFL learning motivation for non-English major students, discussing study limitations, and suggesting implications for future research.
Thesis Outline
This research is divided into six chapters
The article outlines the structure of a research thesis, beginning with Chapter One, which introduces the research background, context, aims, significance, research questions, and the study's scope and limitations Chapter Two provides an in-depth review of relevant theories and research papers, highlighting the conceptual framework that guides the study Chapter Three details the research design, including participant descriptions, research instruments, data collection methods, and data analysis procedures Chapter Four presents the survey results and summarizes the findings by comparing them with the literature review and relevant theories Finally, Chapter Five concludes the thesis, offering recommendations to enhance EFL learning motivation for non-English major students, discussing the study's limitations, and suggesting implications for future research.
LITERATURE REVIEW
Types of L2 learning motivation
Gardner and Lambert (1972) identified two primary types of motivation in language learning: integrative and instrumental Integrative motivation reflects learners' desire to connect with the culture of the language they are studying, aiming to enhance their language skills and gain new insights In contrast, instrumental motivation is driven by external factors such as rewards, excitement, job requirements, or the necessity of passing tests Brown (2000) supports these findings, noting that language learners often exhibit both integrative and instrumental motivations, depending on the context This understanding aligns with the motivations of non-English major students at BVU, highlighting the multifaceted nature of language learning motivation.
According to Deci and Ryan (1985), motivation in language learning is categorized into intrinsic and extrinsic types Intrinsic motivation involves learners engaging in language study for personal satisfaction and improvement, emphasizing autonomy and voluntary participation It encompasses three levels: intrinsic motivation to know, which focuses on understanding; intrinsic motivation to accomplish, which drives participation in class activities to achieve goals; and intrinsic motivation to experience, which encourages application in real-world contexts In contrast, extrinsic motivation arises from external factors such as school policies, exams, and rewards, and is subdivided into external regulation, where tasks are completed for rewards; introjected regulation, where tasks are done to avoid shame; and identified regulation, where tasks are valued for their usefulness.
Factors that influence L2 learners’ motivation
and Ryan’s results detailed groups of motivation, which specify and give more examples of levels of motivations
Language learners typically exhibit intrinsic and extrinsic motivation, both of which significantly influence their learning outcomes (Deci and Ryan, 2000) While some researchers suggest that ESL learners are driven by a single type of motivation (Lai, 1990; Oller et al., 1977), it is evident in contemporary classrooms that students have diverse motivations Some students express a passion for English, seeking knowledge and personal growth, while others focus solely on meeting graduation requirements through certification This indicates that EFL learners are influenced by both intrinsic motivation, stemming from personal aspirations for self-improvement, and extrinsic motivation, which arises from external rewards and benefits (Deci and Ryan, 1985).
This study examines the motivation levels of non-English major students at BVU, highlighting both intrinsic and extrinsic factors as outlined by Deci and Ryan (1985) The findings informed the development of targeted survey questions and checklists to assess the motivation of these students in their lessons, focusing on specific aspects of intrinsic and extrinsic motivation.
2.3 Factors that influence L2 learning motivation
Students' learning objectives, or goals, play a crucial role in driving their enthusiasm and engagement in educational activities These goals serve as motivational factors that influence learners' decisions to study a particular language By setting clear goals, learners can effectively guide their behaviors and adopt suitable learning strategies, ultimately improving their academic performance in both studies and professional settings (Norman, 2013; Chiang et al., 2014).
Many individuals are motivated to learn a language for various reasons, with one significant factor being their desire to communicate effectively within an international community (Cook, 2007) This self-awareness drives learners to enhance their language skills.
10 foreign language in order to meet the requirement of interacting with other people for different purposes in global environment This encourages learners a lot in learning foreign languages
L2 learners are driven by a need for competence, seeking challenging tasks that enhance their confidence and expand their skills and knowledge Research shows that students, such as those in third grade, often disengage from simple assignments, preferring more difficult activities that stimulate their intrinsic motivation (Reed & Natalie) Engaging in challenging exercises not only motivates learners to explore new knowledge but also leads to improved academic performance, as they are more likely to achieve higher results when faced with stimulating tasks (Miller and Meece, 1999).
The motivation to learn a second language (L2) is significantly influenced by learners' desire to master the language through engaging with challenging tasks they select.
A study by Eva F (2014) identified four primary motivations for university students to learn English: improving language skills, seeking career-relevant content, achieving good grades, and managing a lighter workload The research highlighted that the main objectives for learners were to enhance English proficiency and prepare for their future careers Similarly, a Russian study revealed that individuals pursued English for self-education and self-development, emphasizing its importance in various industries and the increased job opportunities it offers in international settings These findings align with Eva's assertion that students are primarily driven to learn a language to gain new knowledge and prepare for their professional futures.
According to the research conducted by Filiz Y & Mustafa K (2011), many English learners reported that their primary motivation for learning the language is to achieve success in their chosen fields of study This highlights the importance of English proficiency in academic and professional contexts.
Participants in the study indicated that their enjoyment of learning English significantly contributed to their motivation They expressed a desire for self-respect that comes with mastering the language and highlighted the importance of being able to communicate with foreigners Furthermore, they recognized that learning English enables them to grasp various concepts that are beneficial in society.
Setting educational goals is crucial for student motivation, as it empowers learners to take control of their learning journey and achieve desired outcomes (Ford, 1992, 1995) According to Melissa Williams (2019), when students establish personal learning objectives that align with their individual strengths and needs, they are more likely to be motivated and successful in their educational pursuits.
Learning strategies are essential steps that learners take to acquire, practice, and produce new knowledge (Oxford, 1989) In the context of language learning, these strategies encompass both physical and mental actions that enable learners to consciously understand and effectively use the target language (Cohen, 1998; Ellis, 1994) By incorporating effective learning strategies, learners can enhance their motivation, enjoyment, and direction throughout the learning process, which facilitates the acquisition of new information and its application in various situations (Oxford, 1990).
Language learning methods encompass key features that support both direct and indirect learning, enhance communicative proficiency, involve specific learner actions, and are influenced by various factors, demonstrating flexibility (Oxford, 1990) According to Pintrich et al (1991), there are three primary types of learning strategies: metacognitive, organizational, and peer strategies Metacognitive strategies focus on learners’ self-awareness in language acquisition, enabling them to select, plan, monitor, and evaluate their approaches for effective task performance Organizational strategies involve structuring and managing information to facilitate learning.
Effective reading and analysis of core materials enhances learner performance and fosters active participation in class activities Additionally, peer learning creates a supportive community, encouraging language learners to engage in discussions that deepen their understanding of the material These strategies collectively boost learners' motivation, as highlighted by Stefanou and Salisbury‐Glennon (2002).
Learning autonomy plays a crucial role in influencing language learning methods, as it reflects the voluntary engagement of L2 learners in tasks they perceive as beneficial for their development Internal factors such as knowledge, accomplishment, and stimulation significantly impact language learning motivation (Noels et al., 2000) Learners are motivated to acquire knowledge and enhance their skills without external pressure or stress Autonomy manifests both inside and outside the classroom (Hyland, 2004), where highly autonomous learners actively participate in classroom activities and select effective learning strategies to improve their language skills beyond the classroom (Lamb, 2004) Ultimately, the need for autonomy is a key element of intrinsic motivation (Deci & Ryan).
Research indicates that second language (L2) learning motivation is significantly influenced by learning autonomy, a key aspect of effective learning strategies Learners who actively invest time, effort, and engagement in their studies develop a strong sense of value towards their learning process (Ryan & Deci, 2017), which in turn enhances their creative performance.
Synthesis
Previous research has identified various factors influencing the motivation of EFL learners However, there is a scarcity of studies focusing on the motivation of non-English major students, particularly within the Vietnamese context, where these students often exhibit low interest in English lessons Therefore, it is essential to conduct this current study to explore these motivational factors further.
This chapter highlights extensive research on second language (L2) learning motivation and the various factors influencing it The literature review offers a valuable theoretical framework for understanding the diverse elements that impact English learning motivation across different contexts.
The motivation of ELF learners is influenced by a variety of internal and external factors This study specifically focuses on six key factors, with particular emphasis on the learning method employed.
The learning goals, teaching methods, learning environment, learning content, and parental involvement significantly influence EFL learners' motivation in a unidirectional manner Specifically, the teaching method directly impacts learners' motivation to study English, which in turn affects their learning approaches and overall English proficiency While numerous studies have examined the effects of teaching methodologies, learning strategies, and contexts on L2 learning motivation across various student levels, there is a notable lack of research focusing on the common factors that enhance EFL learning motivation among non-English major students at BVU.
Figure 2.1 Conceptual Framework: Factors influencing EFL learning motivation
Whereby the key components in the framework are characterized in this way
This chapter identifies six key components that significantly influence EFL learners' motivation: learning goals, learning methods, teaching methods, learning content, learning environment, and parental involvement Learning goals encompass both internal motivations, stemming from students' self-awareness of their language learning journey, and external motivations related to their surrounding environment Meanwhile, learning methods refer to the specific actions learners employ throughout their educational process to effectively acquire new skills and knowledge.
Effective learning in English as a Foreign Language (EFL) involves various methods and factors Students engage in self-study, peer interaction, and diverse learning activities, while teachers employ enthusiastic teaching methods and well-designed lessons to foster engagement The content of the course, including topics and tasks from the course book, significantly impacts learners' motivation through its visual design and relevance Additionally, the learning environment, characterized by classroom design, school policies, peer dynamics, and opportunities for language use, plays a crucial role in shaping the educational experience Lastly, parental influence, stemming from their own English learning backgrounds and encouragement strategies, can further motivate learners in their language acquisition journey.
Various factors impact learners' motivation to study English, particularly among non-English major students at BVU This research aims to explore the relationship between motivational elements and EFL learning motivation, framed within the theory of six key components that influence second language learners' motivation.
METHODOLOGY
Research methods
In recent decades, initial research on L2 learning motivation primarily utilized quantitative methodologies, as it was believed that this approach would effectively measure L2 learners' motivation (Dornyei, 2001) Today, quantitative data remains prevalent in L2 motivation studies, allowing researchers to identify various types of motivation and explore relationships between different motivational variables among large participant groups (Dornyei & Ushioda, 2011) This study employed a quantitative method to gather insights from a substantial number of participants regarding their motivation to learn English.
This study investigates the factors influencing the motivation of non-English major students at BVU to learn English By incorporating qualitative methods alongside quantitative research, the study aims to provide a comprehensive understanding of EFL learners' motivation (Noels, 2009; Ushioda, 2008) The mixed methodology approach (Creswell, 2009) enhances the depth of insights and clarity of perspectives regarding the factors affecting EFL learning motivation, resulting in more explicit findings.
The study used mixed methods to answer three following research 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 at BVU?
This study employed a quantitative methodology to address research questions 1, 2, and 3, utilizing inferential statistics to explore the relationship between various factors and English as a Foreign Language (EFL) learning motivation among non-English major students at BVU To gain deeper insights into how these factors influence EFL students' motivation, the research also incorporated qualitative data, allowing participants to share their opinions and experiences Ultimately, conclusions were drawn from the comprehensive analysis of both quantitative and qualitative data.
The study was conducted at Ba Ria - Vung Tau University, selected for its extensive experience in training both English and non-English major students, which enhances its credibility The researcher, having worked at the institution for over three years, is well-acquainted with the staff and students, facilitating the research process Additionally, the researcher aims to contribute to the enhancement of students' motivation in learning English by identifying motivational factors and suggesting effective strategies to inspire them in their studies.
The current research comprised a pilot phase followed by two main stages, utilizing both questionnaires and interviews An overview of the research design is provided, with a more detailed discussion of the procedures, participants, and instruments for each stage to follow in this chapter.
With the purpose of examining the clarity of questions and ensure that they are clear and appropriate enough, a trial questionnaire and interview, called the pilot, with
A pilot study was conducted with eight Vietnamese non-English major students from BVU, all at a pre-intermediate English proficiency level The survey and interview questions were translated into Vietnamese to ensure equivalence with the original version, focusing on motivations to learn English After discussing the wording of the questionnaire, the researcher introduced guided questions for a semi-structured interview The group provided feedback to enhance the clarity of the interview questions Following these adjustments, the researcher was prepared to proceed with the full survey and interviews.
The questionnaire, designed with multiple-choice questions in Vietnamese, consisted of three parts and was distributed online to second-year non-English major students at BVU studying English at a pre-intermediate level It was based on six factors influencing L2 learning motivation identified in the literature: learning method, target language competence, learning context, teaching strategies, learning content, and parental influence The purpose was to explore the types of motivation these students possess and identify factors that could enhance their motivation to learn English Quantitative data were collected and analyzed using SPSS statistics, leading to insights that addressed the research questions.
Following the completion of the survey, an interview was organized to gain a deeper understanding of the motivational factors influencing non-English major students at BVU in their pursuit of learning English The interview focused on identifying the specific types of motivation reported by these students, with participants selected from those who had previously engaged in the survey.
A total of 26 students completed an online questionnaire, but only 8 were selected for the focus group interview due to time constraints and specific criteria, including strong literacy skills, English learning experience, and confidence in public speaking Additionally, 4 experienced teachers from BVU, who specialize in teaching English to non-English major students, were invited to participate in the interviews to provide insights into the motivations of these students in learning English The interviews were conducted in a semi-structured format, featuring 7 guided questions for students and 5 for teachers.
Prior to the focus group discussion, interviewees received guided questions to contemplate, fostering an environment for honest and open feedback Conducted in Vietnamese, the discussion aimed to gather accurate and reliable qualitative data This data was later translated into English for analysis, focusing on the comparison of words and expressions Ultimately, the researcher successfully addressed research questions 1, 2, and 3 with detailed insights.
Participants
This current research embraced three separated stages in which the participants were also partly different The students who took part in each stage are detailed as follows
The pilot stage participants were chosen via email, targeting 30 non-English major second-year students from various disciplines at BVU, all at a pre-intermediate level of general English The researcher emphasized the necessity for participants to possess strong literacy skills and the ability to provide feedback This group's characteristics closely aligned with those intended for the official study, making it crucial to select appropriate students for the pilot stage to ensure effective commentary on word usage in the questionnaire and to verify comprehension of the questions.
27 interview Depending on those comments and feedback, the researcher could adjust the questions for the interviews and complete the final version of the questionnaire
Beauford, Nagashima, & Wu (2011) recommend that a pilot study should involve three to ten participants In this instance, eight students agreed to participate after receiving an email invitation The group comprised three students from Tourism, two from Logistics and Supply Chain, two from Hospitality, and one from Business Administration All eight students participated in both the survey and interview components of the pilot study.
A survey was conducted among second-year non-English major students at BVU, initiated by a request to the Dean of the Faculty of Foreign Languages and Social Sciences for the total number of these students and the English classes offered in the current semester The Dean facilitated the process by notifying all lecturers teaching English to these students about the survey and providing a comprehensive list of all relevant classes.
At BVU, there are 480 non-English major students who have achieved a pre-intermediate level in English, divided into 12 separate classes For this study, the researcher employed systematic random sampling, selecting every third class from the initial list, resulting in four classes (1, 4, 7, and 10) being chosen A total of 100 students participated in the questionnaire, comprising 44% males and 56% females The selected students hail from various faculties, including Economics-Laws-Logistics, Technology & Engineering, Foreign Languages and Social Sciences, and Tourism, majoring in fields such as Business Administration, Logistics and Supply Chain Management, Oriental Studies, Accounting, Information Technology, and Mechanical Engineering Technology With over a year of English learning experience at BVU, these pre-intermediate students possess sufficient knowledge and background in the language.
BVU enabled students to gain clarity on their motivations for learning English, as well as their successes and setbacks throughout the process This increased their confidence in sharing their experiences and perspectives, leading to more reliable information being gathered from them.
The researcher compiled a list of students for the study and requested the email addresses of their English lecturers This enabled the researcher to communicate the study's objectives and distribute the online questionnaire to the lecturers via email.
The interviewees were selected from students who participated in the survey Following the submission of their questionnaire responses, each student was invited to join a focus group interview The researcher shared her email address with all participants, allowing those who consented to the interview to respond via email.
Out of 100 survey respondents, 15 students expressed willingness to participate in interviews, but due to time constraints and the need for participants to articulate their thoughts effectively, 8 students were randomly selected for the focus group This group included representatives from all three faculties, reflecting the diverse population of non-English major students at BVU Additionally, to explore factors influencing learners' motivation from the teachers' perspective, 4 experienced English teachers who instruct non-English major students at BVU were also randomly chosen for interviews.
The interviewees openly discussed their thoughts on the English lectures at BVU, exploring the various types of motivation that drive their learning and the factors influencing their engagement They were encouraged to participate comfortably in discussions, share their perspectives honestly, and respectfully challenge others' viewpoints to reach insightful conclusions This approach aimed to gather reliable information and gain a deeper understanding of their learning motivations.
To understand the varying perceptions and expressions regarding different lessons, as well as the factors influencing students' motivation to learn English, the researcher asked participants to record their responses This approach allowed for accurate transcription and effective analysis of their insights following the interviews.
Research instruments
In this study, the researcher employed two instruments—a questionnaire and interviews—to gather essential information for addressing the two research questions The questions were meticulously crafted based on the conceptual framework detailed in Chapter 2 of the literature review Additionally, all questions and response options were translated into Vietnamese to ensure clarity and accessibility for participants.
The instruments used in the study were originally in English, posing challenges for the predominantly EFL learners who lacked fluency in the language Consequently, translating the instruments was essential to ensure comprehension The translation process involved two stages: first, translating the survey and interview questions from English to Vietnamese to facilitate participant responses and classroom observations; second, translating participants' answers and observational notes back into English for research documentation To maintain translation quality, the researcher sought review from two experienced English teachers with high IELTS scores and Master's degrees in Applied Linguistics, both of whom have over a decade of teaching experience This careful approach to translation aimed to preserve the meaning and structure of the original questions, ensuring that participants could fully understand the research objectives.
Thirty individuals felt confident in their experience and qualifications to revise her translated documents, enabling the researcher to refine the wording and achieve the most accurate versions of the questionnaire, observation criteria, and interview topics.
In this study, the researcher utilized a questionnaire as the primary instrument for data collection Dornyei (2003) highlights that questionnaires offer the advantage of gathering extensive information efficiently, both in terms of time and cost Additionally, administering the questionnaire online streamlined the data collection process, allowing the researcher to easily access and summarize participant responses without the need to manage physical paper forms.
The questionnaire was designed to address research questions 1, 2, and 3, comprising two main sections Part I focused on participants' English learning backgrounds, featuring five questions about their major, learning outcomes, and overall learning status Part II explored factors influencing the motivation of non-English major students at BVU, consisting of six key questions aligned with the conceptual framework: learning goals, learning methods, teaching methods, learning content, learning environment, and parental influence Each question utilized a 5-point scale (1=completely disagree; 5=completely agree) with accompanying open-ended questions for deeper insights Participants were also prompted to identify the three most significant factors affecting their motivation and to suggest additional influences The overall aim was to identify common factors that impact English learning motivation among EFL non-English major students at BVU, particularly the role of Vietnamese parents in shaping their children's motivation.
2 (Disagree), 3 (Partly agree), 4 (Agree), or 5 (Completely agree) depending on their
31 own educational background and experience All the questions and options in this instrument were translated into Vietnamese
In this research, interviews were conducted to gain a deeper understanding of students' motivation to learn English from both students' and teachers' perspectives While questionnaires are effective for collecting large amounts of data, the interviews provided valuable insights into the factors influencing English as a Foreign Language (EFL) learning motivation among non-English major students at BVU A total of 7 questions were designed for students and 5 for teachers, allowing participants to elaborate on the factors affecting their motivation The qualitative data collected through these interviews enabled the researcher to obtain more reliable answers for the research questions.
The summary of tools using in the current study is outlined in the table below
Table 3.1 Summary table of research tools
Factors Questionnaire items (Q1.1-6.4) Interview questions
- Students’ desire for English proficiency (Q1.1 - 1.3)
- Students’ desire to get new knowledge (Q1.4 - 1.5)
- The reasons why students selected English to learn at BVU (QB.2)
- Students’ interaction with their peers (Q2.1 – Q2.2)
- Students’ interaction with their teachers (Q2.3 - 2.4)
- Students’ participation in the school’s extracurricular activities (Q2.5)
- Students’ own learning strategies in the class and outside the class and effects of those learning methods (QB.1)
- Students’ contribution in class activities (QC.1)
- Teachers’ interaction with their students (Q3.6)
- The ways teachers implement their lessons in the class (QB.3)
- Teachers’ teaching techniques and students’ reflection (QC.3)
- The activities in the course book (Q5.5)
- Students’ favorite parts of the course book (QB.4)
- The competition among students in the class (Q4.5-4.6)
- The opportunities to produce the language (Q4.7-4.10)
- The classroom’s design and its effects on motivation to learn English (QB.5)
- Organization of class activities (QC.5)
6 Parents - Students’ parents’ English learning background (Q6.1)
- Effects of parents on students’ motivation (QB.6)
7 Others - Three most influencing factors (Q7)
- Recommendations to enhance English learning motivation (QB.7)
Procedure and Timeline
In this part, the researcher presented how the research methodology was conducted with actual survey, and interview as well as the procedure of processing the collected data
The pilot study aimed to assess the clarity and comprehension of the questions used in stages 1, 2, and 3 Prior to this, the researcher dedicated time to translating the English questions into Vietnamese, resulting in a translated questionnaire.
In the pilot stage of the research, 33 students participated by reviewing a questionnaire over two days Following their review, a meeting was held with the researcher to discuss the wording in the translated questionnaire This discussion led to edits that clarified misunderstandings and ensured consistency in meaning between the Vietnamese and English versions Participants noted that the initial phrasing of Q1 regarding reasons for learning English was overly lengthy, prompting revisions After consulting with supervisors and experienced teachers, the phrase "I learn English because " was removed from each item and integrated into the question itself It took one week to finalize the questionnaire for Stage 1, resulting in the number of questions used in Stage 2 of the research design.
Procedure and Timeline of the survey
In early February, the researcher sought permission from the Dean of the Faculty of Foreign Languages and Social Sciences at BVU to conduct a study involving English non-major students Upon receiving approval, the researcher collaborated with lecturers to obtain a list of 420 students across 12 classes Utilizing systematic sampling, the researcher randomly selected 4 classes by choosing every third class, resulting in a sample of 100 students for the survey.
The researcher distributed an online questionnaire to a list of student participants via email, which included their email addresses The email contained a link to the Vietnamese version of the questionnaire, along with an explanation of the research objectives, survey details, and ethical considerations to ensure participants felt comfortable Additionally, the email specified the timeline for completing the questionnaire, allowing students to manage their time effectively.
A survey was conducted over a one-week period, allowing students ample time to thoughtfully complete the questionnaire After this timeframe, the researcher assessed the total number of participants and inputted the data into statistical software for quantitative analysis Ultimately, 100 participants submitted their responses.
Procedure and Timeline of the interview
The Faculty of Foreign Languages and Social Sciences at BVU granted permission for a survey and interviews, allowing the researcher to invite participants for a focus group discussion after data collection Criteria for interviewees included fluency in literacy, confidence in sharing ideas, and experience in learning English Interested students were required to confirm their participation via email within three days, resulting in 15 students expressing their willingness to join Given time constraints and specific characteristics, the researcher selected 8 participants for the focus group and communicated the interview schedule to them Additionally, to gain insights into students’ attitudes and behaviors in learning English from a teacher’s perspective, 4 teachers were also invited to participate in the interview.
To enhance the comfort of interviewees, the researcher provided both students and teachers with the interview questions one week prior to the official meeting This advance notice allowed them to read the questions thoroughly and draft their answers beforehand, fostering deeper reflection and thoughtful responses By encouraging this level of preparation, the researcher aimed to ensure that the collected data would be more reliable and valuable The interviews were conducted online.
On the day of the interview, the researcher provided each participant with a link to join the online meeting via Microsoft Teams To ensure optimal communication, both students and teachers were advised to use earphones and find a quiet location with a reliable high-speed Internet connection.
The researcher conducted interviews with participants in a welcoming environment, clearly outlining the research objectives and ethical considerations before obtaining consent to record their voices Each interview lasted approximately one hour, during which the researcher posed questions and encouraged participants to share their thoughts freely To gain deeper insights, the researcher engaged in discussions with both students and teachers, exploring factors that influence their English learning motivation at BVU The interview process was divided into two phases, ensuring a structured approach for both groups.
During the interviews, the researcher recorded the voices of students and teachers while also taking notes on key points from their responses To ensure accuracy, the researcher restated the notes at the end of each interview, allowing participants to verify and add any additional information Following this, participants were invited to sign a consent form to confirm their involvement in the research Furthermore, the researcher encouraged ongoing discussions and idea sharing via email for one week after the interviews.
The official interview was conducted in one day, followed by a week of gathering additional information from participants through email The collected data was processed, with responses categorized and analyzed based on word usage A detailed analysis of the data is presented in the following section.
Data analysis
The process of data analysis embraced two steps which allowed the researcher to analyze the quantitative data collected from the survey with questionnaire and the
36 qualitative data recorded as well as gathered from the interview and the classroom observation It was described specifically as follows
The data collected from the questionnaire was treated as quantitative data and, after translating the survey into English, responses were exported and analyzed using SPSS version 20 To ensure the reliability of the questionnaire items, the Cronbach’s alpha tool was employed to assess internal consistency To address the first research question, the researcher utilized three key SPSS commands: Transform, Analyze, and Compare Means, which facilitated the computation of variables, frequency counts, and percentage analysis of responses The mean scores and standard deviations for each question were calculated to provide a comprehensive overview of the results Subsequently, the statistical analysis revealed the frequency of agreement levels among EFL non-English major students at BVU, determining their intrinsic or extrinsic motivation This analysis identified the predominant types of motivation and the key factors influencing their English learning motivation.
After analyzing the quantitative survey data, the researcher proceeded to evaluate qualitative data from interviews to gain deeper insights into research questions 1 and 2 Upon completing the interviews, the researcher compiled the data into a Word file and encoded each response to facilitate correlation analysis and comparisons among the results.
To ensure the accuracy of the imported content, the researcher transcribed all recorded interviews into written format, translating the qualitative data into English This process involved analyzing the information by identifying common expressions and synonymous terms, as detailed in Chapter 4 The findings were derived directly from the interviewees' responses Through analysis and synthesis, the researcher gained a deeper understanding and valuable insights related to the research questions.
1, and 2, which were about the factors affecting non-English-major students’ motivation to learn English and what types of motivation these non-English major students are possessing.
Ethics
The current research involved a significant number of students who participated voluntarily in a survey and group discussions, emphasizing strong ethical considerations The researcher obtained approval from the school and faculty before inviting participants, clearly outlining the study's objectives To ensure anonymity, the questionnaire did not collect personal information such as names, birth dates, or identification codes, and final summaries excluded email addresses, thus safeguarding participants' identities.
During the interview process, participants were only asked about their academic backgrounds, specifically their majors, without disclosing personal information The discussions and shares were recorded and meticulously safeguarded by the researcher, with all recording devices and written documents securely stored in a locked office Additionally, the data was saved in a password-protected file on the researcher's laptop, ensuring that all information collected from the survey and interviews remained confidential.
Synthesis
This study employed a mixed methodology to enhance the reliability and authenticity of the data collected, providing valuable insights into the motivational factors affecting BVU non-English major students' motivation to learn English The quantitative approach revealed how learning content influences these students' motivation, while the qualitative method offered a deeper understanding of how various factors impact their motivation and identified the types of motivation present Ultimately, the research highlighted the content that can effectively engage non-English major students in their English lessons at BVU.