Statement of the problem and rationale of the study
Recent educational innovations have shifted the focus of English Language Teaching research from teaching methodologies to language learning This transition from teacher-centered to learner-centered approaches highlights that teaching methods are no longer the sole determinants of success in second language acquisition Factors such as learner autonomy, learning strategies, and learners' beliefs and attitudes now play a critical role According to Ellis (1985), motivation and language learning strategies are essential components that significantly impact individual language learners Therefore, it is vital for both teachers and learners to identify motivating factors and effective strategies that enhance the English learning process.
Research has demonstrated a significant link between motivations and language learning strategies (Ellis, 1994; Wen, 2004) However, there is a lack of studies directly examining the extent of this influence and the specific aspects that illustrate their relationship Therefore, further research is needed to explore students' motivations and their English learning strategies, particularly in Vietnam and other countries.
Understanding the relationship between motivations and language learning strategies is essential for students to enhance their English proficiency This insight inspired the researcher to investigate this relationship specifically among first-year students studying English as a second language at the Faculty of Electrical Engineering Technology, Hanoi University of Industry.
Objectives of the study
This study aims to explore the various motivational orientations of students and their use of learning strategies, specifically examining the significant connections between language learning motivations and the selection of language learning strategies Additionally, it seeks to identify the relationship between motivations and learning strategies among first-year students at the Faculty of Electrical Engineering Technology at Hanoi University of Industry To achieve these objectives, three key research questions have been formulated.
What are language learning motivations of first-year students at Faculty of Electrical Engineering Technology, Hanoi University of Industry?
What are language learning strategies of first-year students at Faculty of Electrical Engineering Technology, Hanoi University of Industry?
To what extent is motivation correlated with strategy use for learning English of first-year students at Faculty of Electrical Engineering Technology, Hanoi University of Industry?
Scope of the study
This study examines the connection between motivations and language learning strategies among freshmen studying English as a second language at the Faculty of Electrical Engineering Technology, Hanoi University of Industry, while considering the limits of personal capabilities and available reference materials.
Methods of the study
A survey research study was conducted to explore the relationship between language learning strategies and motivation among first-year students at the Faculty of Electrical Engineering Technology, Hanoi University of Industry Utilizing questionnaires and interviews as research instruments, the study involved 100 participants from four different classes Data collection took place during regular English classes in the first semester of the 2016-2017 academic year.
Significance of the study
This study offers a comprehensive quantitative analysis of the motivational orientations and learning strategy preferences among first-year students at the Faculty of Electrical Engineering Technology, Hanoi University of Industry By examining the relationships between these variables, the research equips educators with insights into students' developmental trends in language learning styles, enabling them to select and implement more effective teaching techniques Additionally, the findings can help learners cultivate positive attitudes towards learning English and establish appropriate short-term and long-term goals to achieve their objectives more efficiently.
Organization of the study
The study consists of three main parts:
Part I: Introduction, presents the rationale of the study, the objectives, the scope, the method, the significance and the organization of the study
Part II: Development, includes three chapters:
Chapter 1: Literature Review, reviews the theories on motivation, second language learning strategies and related previous studies on relationship between motivation and learning strategies
Chapter 2: Methodology outlines the study's setting, participant details, and research methods employed This section also details the data collection instruments utilized and the procedures followed during the research process.
Chapter 3: Data analysis and discussion, analyzes the figure and information collected, followed by discussion of findings
Part III: Conclusion, gives concluding remarks, pedagogical implications, its limitations and suggestions for further studies
LITERATURE REVIEW
The overview of motivation in second language learning
1.1.1 Definition of motivation in second language learning
Motivation can be understood as a goal-oriented behavior that is initiated and sustained by expectations about the outcomes of actions, as defined by Bandura (1986) Similarly, Myron (2004) emphasizes that motivation encompasses the internal processes that provide energy and direction to behavior, including goals, beliefs, perceptions, and expectations.
Motivation, derived from the Latin verb "movere" meaning "to move," is essential in second language learning According to Dürnyei (2005), it is a dynamic and ever-changing process that serves as the primary impetus for initiating language acquisition and the driving force that sustains learners through the often lengthy and challenging journey of mastering a second language.
Motivation encompasses the compelling reasons that drive individuals to exert effort, ignite desire, and elevate expectations, ultimately enhancing the learning process.
1.1.2 Related studies on motivation in second language learning
According to Dürnyei (2005), the history of motivation research in second language learning can be categorized into three key periods: the social psychological stage from 1959 to 1990, the cognitive-situated phase during the 1990s, and the process-oriented period that has emerged since then.
Gardner's social psychological model (1985) distinguishes between two key motivational orientations for learning a second language: instrumental and integrative motivation Instrumental motivation is driven by practical goals, such as passing exams, securing better job opportunities, or traveling, while integrative motivation stems from the desire to engage and connect with the target language community In this socio-educational framework, integrativeness and attitudes toward the learning environment are crucial factors influencing learner motivation Integrativeness is evaluated through attitudes toward the target language group, interest in foreign languages, and a person's integrative orientation, whereas attitudes toward the learning situation encompass perceptions of the language course and the teacher.
During the cognitive-situated period, various models emerged to define motivation through different components, notably the expectancy-value model developed by Eccles and Wigfield, which identifies expectations of success and subjective task value as key factors influencing achievement-related choices Additionally, the self-determination theory by Deci and Ryan classifies motivation into intrinsic and extrinsic categories, with extrinsic motivation driven by the desire for rewards and the avoidance of punishment, highlighting the importance of external factors like grades and teacher approval in engaging learners in educational activities.
14) Intrinsic motivation refers to “learning itself having its own reward” (Arnold,
Intrinsic motivation drives learners to pursue knowledge they find valuable, as noted by Crookes and Schmidt (1991), who expand on Gardner’s model by identifying four key components: interest, relevance, expectancy, and the influence of rewards or punishments.
Dürnyei's (2005) process-oriented model of motivation delineates three distinct phases: the pre-actional stage, which focuses on choice motivation; the action stage, emphasizing executive motivation; and the post-actional stage, involving motivational retrospection Additionally, Schmidt and Watanabe (2001) identify thirteen key motivational factors, providing a comprehensive framework for understanding the various aspects of motivation in their research.
Intrinsic motivation, statements expressing enjoyment of language learning
Instrumental orientation, statements concerning the financial, social, or other benefits of learning a language
Integrative orientation, statements about being able to interact with members of another cultural group
Heritage language orientation, statements concerning the students’ attachment to the language as part of their own identity and cultural heritage
Interest in foreign languages and cultures, in general (not a specific language)
Task value, that is, the value of the language course
Expectancy, statements concerning a student’s belief that s/he will do well and receive a good grade in the course
Anxiety, statements concerning test and speaking anxiety
Language aptitude, the student’s own perception of her/his aptitude for grammar, pronunciation
Competitiveness, statements about doing better than other students and getting good grades
Cooperativeness, statements concerning relationships with other students and the teacher and learning in a cooperative environment
Motivational strength, statements concerning one’s intention to put one’s best effort into learning the language, keep up with the course, etc
While no single model can fully encapsulate the complexities of language learning motivation, researchers focus on understanding its nature and various types In studies of second language (L2) acquisition, four primary types of motivation are commonly identified: instrumental, integrative, intrinsic, and extrinsic motivation Additionally, the motivational scale created by Schmidt and Watanabe (2001), which includes thirteen motivational factors, is widely recognized as an effective tool for assessing motivation in language learning.
The overview of language learning strategies
According to Chamot (1987, p.71), language learning strategies are defined as the techniques and deliberate actions students employ to enhance their ability to learn and remember linguistic and content area information She notes that while some of these strategies can be observed, others may remain unobservable.
According to Oxford (1990), learning strategies are essential steps that students take to improve their learning experience She defines these strategies as specific actions that make learning easier, faster, more enjoyable, self-directed, effective, and applicable to new situations.
Language learning strategies are defined as specific cognitive behaviors that individuals employ to process information effectively, aiding in comprehension, learning, and retention (O’Malley & Chamot, 1990) According to Ellis (1994), these strategies possess key characteristics that facilitate the learning process Cross and Steadman (1996) describe learning strategies as methods that assist learners in acquiring new information Additionally, Cohen (1998) emphasizes that learning strategies involve consciously chosen processes that enhance the learning and application of a second or foreign language, focusing on the storage, retention, recall, and utilization of language-related information.
In conclusion, from above researchers’ definition, language learning strategies can be viewed as special techniques or methods that individuals use to facilitate their L2 learning and enhance learning achievement
1.2.2 Related studies on language learning strategies
Language learning strategies have been categorized in various ways, beginning with the foundational work of Rubin and Stern in 1975, which highlighted the traits of effective language learners Subsequent research by Naiman et al (1978) and Rubin (1981), among others, emphasized that language learning strategies are vital tools for mastering a new language According to Rubin, a good language learner actively seeks opportunities to practice and communicate without hesitation, while Oxford notes that effective learners employ more and superior strategies compared to their less successful counterparts.
Language learning strategies (LLS) are defined by Oxford (1990) as techniques that individual learners use to enhance their understanding and use of a second or foreign language According to Rubin (1981), these strategies are categorized into direct and indirect types Direct strategies include clarification/verification, monitoring, memorization, guessing/inductive inference, deductive reasoning, and practice, while indirect strategies consist of creating opportunities for practice and employing production tricks.
In 1990, Oxford developed the Strategy Inventory for Language Learning (SILL), a 50-item questionnaire designed to evaluate the extent to which language learners employ different strategies in their studies SILL categorizes L2 learning strategies into six major types, providing a comprehensive framework for understanding language acquisition methods (Oxford, 1990, p 18–21; 2001, p 167–168).
Cognitive strategies: processing information and structuring it, for example, reasoning, analyzing, summarizing (14 items)
Memory strategies: remembering information by making connections, for example, grouping, using keywords, imagery, rhyming and structured reviewing (9 items)
Metacognitive strategies are essential for effectively managing the learning process and tackling language tasks These strategies include focusing attention, planning for language activities, actively seeking practice opportunities, selecting appropriate resources, and self-evaluating progress while monitoring errors By employing these nine key strategies, learners can enhance their language acquisition and overall learning efficiency.
Compensation strategies: compensating for knowledge gaps, such as guessing meanings from the context in reading and listening, using synonyms/ gestures to convey meaning (6 items)
Affective strategies: identifying one’s affective traits and knowing how to manage them, such as anxiety reduction, self-encouragement and self-reward (6 items)
Social strategies: learning from and/or with others, such as asking for cooperation, working in pairs/ groups, cooperating with native speakers of the language and becoming culturally aware (6 items)
Oxford’s Strategy Inventory for Language Learning (SILL) has gained significant traction among researchers across various English as a Foreign Language (EFL) contexts, establishing itself as a standardized tool Its adaptability has led to the development of multiple versions tailored for language learners of diverse languages Subsequent studies by Park (1995) and Liao (2000) have further explored its applications and effectiveness.
Li (2010), Griffiths & Parr (2001), Khamkhien (2006) and Zhao (2009) applied this instrument to investigate learners’ strategy use
In summary, Oxford's Strategy Inventory for Language Learning (SILL) identifies six key categories of second language (L2) learning strategies: memory, cognitive, metacognitive, compensation, affective, and social strategies These categories have served as a theoretical framework in numerous studies aimed at understanding the strategies that learners commonly employ while studying English.
Related previous studies on the relationship between motivations and
According to Ellis (1994), individual learner differences, such as beliefs, affective strategies, general factors, and previous learning experiences, along with situational factors like the target language, learning environment, instructional methods, and specific tasks, significantly influence the choice of learning strategies This highlights the importance of various variables in selecting effective learning approaches Notably, motivation emerges as one of the most critical factors affecting learners' use of strategies (Oxford & Nyikos).
Numerous studies, including those by Oxford & Nyikos (1989) and Schmidt & Watanabe (2001), have explored the crucial relationship between language learning motivation and the use of strategies Research involving 1,200 university students indicates that motivation is the primary factor influencing language learning strategies (Oxford & Nyikos, 1989) Additionally, a study of 107 high school students learning Japanese found a strong connection between motivation and strategy use (Oxford et al., 1993) Ehrman and Oxford (1995) also confirmed that motivation factors correlate significantly with language learning strategies Their findings revealed positive correlations between the Strategy Inventory for Language Learning (SILL) mean and various motivational aspects, including total motivation (r=0.44, p