INTRODUCTION
Research in English language learning highlights the significant impact of second language (L2) learning motivation on students' success The researcher, drawing from her teaching experience, recognizes that motivation is crucial in the language acquisition process As a result, she has actively pursued strategies to inspire her students and improve their learning experiences This commitment ultimately led her to conduct a study focused on L2 learning motivation.
The researcher emphasizes the importance of qualitative research that closely examines individual learners while considering their differences and identities While L2 learning motivation has garnered significant attention from researchers and educators, most studies predominantly focus on stable and generalized motives (Zaragoza, 2011) Many quantitative studies tend to investigate learners' current motivations without acknowledging their past and future motivations Additionally, by gathering data from a large participant pool, these studies often highlight common motives, overlooking the diverse learning experiences and the dynamic nature of motivation.
The research focuses on the L2 language motivation of visually impaired students at the University of Languages and International Studies in Vietnam, where such learners face significant challenges due to a lack of institutional support Recognizing these difficulties, the researcher aims to explore the motivational factors that drive sightless learners to pursue language education despite barriers This study provides valuable insights into the unique learning motivations and obstacles encountered by visually impaired students, emphasizing the importance of understanding their L2 self and identity in the language learning process.
The research was conducted to seek the answers for the following question: What factors affect second language learning motivation of visually impaired students?
3 Aims& objectives of the study
This study seeks to understand the motivations behind visual impairment students learning a second language (L2) both prior to and after their university experience Additionally, it aims to identify the various factors that influence their motivation for L2 learning.
This study aims to explore the language learning motivation of visually impaired students both in and outside the classroom The research focuses on two visually impaired students from the University of Language in International Studies, selected based on their visual impairment, academic background, and willingness to participate Conducted at the Faculty of English Language Teacher Education, which is the largest provider of English teachers in the country, this research is particularly relevant as all students in this faculty are English majors and aspiring English teachers The inclusion of visually impaired students in this program provides an ideal context for examining their language learning motivation.
This study utilizes a case study approach to explore the motivations of visually impaired students in learning a second language (L2) The research objectives are met through qualitative data collection and analysis The investigation follows a structured process to ensure comprehensive insights into the factors that drive these students’ language learning experiences.
First, the language learning autobiography was employed to find out their second language learning stories in the connection with learning motivation
Second, personal interviews with two students were conducted in order to:
Study their rationales for learning
Study their past and present learning experience to find out how L2 learning motivation was generated and changed
Find out the difficulties in students‘ L2 language learning and their impacts on L2 motivation
Then, the data were collected, sorted and analyzed qualitatively to obtain realistic results
To end with, pedagogical implications for enhancing students‘ motivation in L2 language learning was proposed based on the results found from all data collection instruments
This study is significant as it aims to raise awareness among English teachers and parents about the crucial role of motivation in L2 learning for visually impaired students It seeks to provide valuable insights into the motivation of sightless students in learning a second language, addressing the lack of attention given to this area in education for students with disabilities The findings are expected to inspire both current and future English language learners, helping them to prepare effectively for their language learning journey Additionally, the study may serve as a resource for understanding motivation in learning from the perspective of visually impaired individuals.
This research consists of five chapters:
This chapter aims at stating the research problems as well as the significance of the study, proposing questions to answer, and explaining the used methodology
This article explores essential definitions related to motivation, specifically focusing on L2 (second language) learning motivation and the L2 motivational self-system Additionally, it reviews various prior studies on motivation and L2 motivation to identify existing research gaps in the field.
This chapterpresents research methodology;the setting of the study and participants;data collection instruments and procedures The portrait of participants is also clearly analysed in this chapter
This chapter outlines the results of the data analysis, structured into four key sections: a portrait of two learners, the reasons behind their learning, their learning experiences, and the challenges they faced Subsequently, the findings will be interpreted through the lens of the L2 motivational self system.
In this chapter, the three conclusions of the paper will be presented.
LITERATURE REVIEW
Motivation
―Motivation is, without question, the most complex and challengingissue facing teachers today.‖ (Scheidecker & Freeman, 1999)
Motivation is widely recognized as a crucial element in the learning and teaching process, yet researchers have not reached a consensus on its precise definition (Dornyei, 1998) Steel and Konig (2006) highlight the complexity of motivation, noting that its inconsistent definitions stem from the intricate and realistic situations in which it occurs Despite this lack of agreement, many scholars concur that motivation encompasses the choice of action, persistence, and effort involved (Dornyei, 2000) Broadly defined, motivation refers to the reasons, desires, and willingness to act in specific ways (Oxford Advanced Learners Dictionaries), making motivation studies essential for understanding why individuals think and behave as they do (Graham & Weiner, 2006).
Motivation plays a crucial role in language learning, significantly influencing learners' academic success due to various social and cultural factors (Dürnyei, 2003) In the context of second language acquisition, Gardner's motivation theory is considered the most impactful in the educational landscape.
Motivation plays a crucial role in language learning, acting as a key factor alongside language aptitude in determining success in the classroom (2001) Crookes and Schmidt (1991) emphasize that motivation to learn a second language is rooted in the learner's goals and orientation towards that language L2 motivation encompasses the reasons behind a learner's pursuit of a second language, their persistence in studying it, and their desire to achieve proficiency.
Motivation in second language teaching and learning is a complex concept that is often easier to observe than to define, similar to gravity Despite its intricacies, researchers have engaged in extensive debates to understand and study the various facets of motivation throughout its history in this field.
Previous Research on Motivation and L2 Motivation
2.2.1 The History of Motivation Research
In the fields of education and psychology, researchers propose various approaches to enhance students' motivation in second language acquisition, leading to the emergence of numerous motivational theories Notable examples include the Socioeducational Model by Gardner (1985), Expectancy-Value Theory from the 1970s, and Attribution Theory by Bernard, among others Graham and Weiner (2006) highlight that the evolution of motivation theory has significantly influenced educational practices at different historical moments This chapter aims to provide a comprehensive overview of the development and transformation of motivational theories in the context of language learning.
Motivation can be understood through two primary approaches: the mechanistic approach and the cognitive approach (Graham & Weiner, 2006) The mechanistic approach, which emerged between 1930 and 1960, focuses on understanding what drives an inactive organism into action, relying heavily on concepts such as instinct, drive, need, and homeostasis (Weiner, 1990) Research by Pintrich and Schunk (2002) indicates that human behavior is often viewed through a mechanistic lens, likening it to nonhuman actions governed by natural laws (as cited in Lamb, 2007) Notable theories from this approach include Hull's Drive Theory, which posits that behavior is a function of drive and habit (Behaviour = Drive x Habit), and Lewin's Field Theory, which asserts that behavior is a function of both personal and environmental factors (Behaviour = f(P,E)) Both Hull and Lewin agree that motivated behavior is influenced by personal needs, goal priorities, and directional variables (Graham & Weiner, 2006) This foundational period significantly shaped subsequent theories in second language (L2) motivation.
The 1960s marked a significant shift in psychology as humanistic psychologists like Carl Rogers and Abraham Maslow challenged the mechanistic views of behaviorism Maslow introduced concepts that emphasized individual potential and personal growth, highlighting the importance of human experience in psychological understanding.
1970 (as cited by Dornyei, 2001), the famous ―Hierarchy of Needs‖ distinguished between five basic classes of needs, which were defined as:
• physiological needs (e.g hunger, thirst, sexual frustration);
• safety needs (need for security, order and protection from pain and fear);
• love needs (need for love, affection and social acceptance);
• esteem needs (need to gain competence, approval and recognition);
• self-actualisation needs (need to realise one's potential and capabilities, and gain understanding and insight)
Physiological needs must be met before individuals can pursue deeper happiness and fulfillment through higher-level needs According to Dornyei (2001), the primary motivating force in human lives is the self-actualizing tendency, which reflects the desire for personal growth and the full development of our inherent capacities and talents.
The cognitive revolution in the latter half of the 20th century reshaped our understanding of motivation, portraying humans as rational beings influenced by their thoughts and beliefs rather than mere instinct-driven machines (Lamb, 2007) According to Dornyei (2001), cognitive theories emphasize the role of an individual's conscious attitudes and interpretations in shaping behavior, highlighting that decisions are primarily influenced by beliefs regarding the value of an action and the individual's self-assessment of their ability to meet challenges, as well as the anticipated support from their environment (p.8).
The cognitive perspective on motivation encompasses a variety of alternative and competing sub-theories Dornyei (2001) presents a comprehensive table that offers readers an overview of the motivation theories associated with this cognitive approach.
Expectancy of success; the value attached to success on task
Motivation to complete tasks is driven by two main factors: an individual's expectation of success in the task and the significance they place on achieving that success.
Expectancy of success, incentive values, need for achievement, fear of failure
Achievement motivation is determined by conflicting approach and avoidance tendencies
Self-efficacy is the belief in one's ability to perform specific tasks, which influences the activities individuals choose to engage in, the effort they put forth, and their level of persistence in overcoming challenges.
Attributions about past successes and failures
`causal attributions') of why pastsuccesses and failures have occurred have consequences on the person‘s motivation to initiate future action
People are highly motivated to behave in ways that enhance their sense of personal value and worth
Goal properties: specificity, difficulty and commitment
Human action is caused by purpose, and for action to take place, goals have to be set and pursued by choice
Ames (1992) Mastery goals and performance goals
Mastery goals, which emphasize learning and understanding content, are more beneficial than performance goals that prioritize demonstrating ability and achieving high grades This focus on mastery fosters a preference for challenging tasks, cultivates intrinsic motivation for learning activities, and promotes positive attitudes toward the learning process.
Intrinsic motivation refers to engaging in activities for their inherent enjoyment, while extrinsic motivation involves actions taken to achieve external rewards or to evade negative consequences.
A great deal of human motivation stems from the socioculturalcontext rather than from the individual
Attitudes, subjective norms, perceived behavioural control
Attitudes exert a directive influence on behaviour, because someone‘s attitude towards a target influences the overall pattern of the person‘s responses to the target
The reason for this diversity might lie on the variety of motives that can potentially influencehuman behaviour
Dornyei's research (2001) highlights that the psychology of motivation during this period was significantly influenced by two main theoretical frameworks: expectancy-value theories and attribution theories These theories were rooted in Lewin's resultant valence theory and Atkinson's theory of achievement motivation, along with Rotter's contributions.
Social learning theory posits that individuals strive to achieve their personal goals by engaging in activities they perceive as valuable and relevant According to Weiner (1992), the underlying principle is that people optimize their pursuit of pleasure by choosing actions that are most likely to lead to their most cherished objectives.
The history of motivation research reveals a diverse array of theories, each contributing uniquely to our understanding of motivation While these theories have their limitations, they have significantly influenced the development of the field, highlighting the complexity of motivational factors.
2.2.2 Traditional Approaches to L2 Learning Motivation
L2 learning motivation research has evolved from a social psychological perspective that links motivation to L2 achievement, to a more comprehensive understanding of the complex and multifaceted nature of motivation across various contexts (Lee, 2001).
Early research in second language (L2) motivation, beginning around the 1960s, marked the emergence of the socio-psychological period, which led to the development of several influential theories Notable examples include Gardner's theory of L2 motivation, linguistic self-confidence proposed by Clément, the intergroup model by Giles and Byrne, and Schumann's acculturation theory.
Visual Impairment
Visual impairment is defined as any form of vision loss, encompassing individuals who cannot see at all as well as those with partial vision loss (Doctor Salvin, n.d.) This condition can result in the permanent loss of sight, regardless of potential interventions such as eyeglasses, contact lenses, medication, or surgery (Williams, n.d.) Both experts agree on the various causes of visual impairment.
- Amblyopia, or the lack of use of an eye in childhood
- Eye injuries, such as accidentally being poked in the eye at work
- Inherited conditions, such as retinitis pigmentosa
- Infections such as German measles and chlamydia that can be transmitted from the mother to a fetus during pregnancy
In conclusion, the definition of visual impairment condition and its causes are highly agreed by experts
Vietnam has approximately one million disabled individuals, largely due to the effects of prolonged wars and challenging natural conditions (Tran, 2008) Most of these individuals reside in rural and mountainous regions, where limited living conditions hinder access to education, particularly for children with disabilities Consequently, it is crucial for the government, educators, and parents to focus on improving L2 language learning opportunities for visually impaired students.
Previous Research on L2 Motivation of Impaired Students
Motivation plays a crucial role in the education of all students, yet research on its impact for students with disabilities remains limited (Sideridis & Scanlon, 2006) Studies indicate that motivation significantly enhances the academic achievement of impaired students Margalit (2003) emphasized that motivational cognitions can mediate the stress from failure, which is vital for the healthy functioning of students with learning disabilities (LD) in school Additionally, Nelson and Manset-Williamson's experimental study revealed that cognitive interventions incorporating motivational components positively affect students' emotional experiences and academic success Further insights were provided by Sideridis et al (2006), who explored the predictors of LD, underscoring the importance of motivation in this context.
Motivation, Metacognition, and Psychopathology: An ROC Analysis, stated that motivation was essential for teachers to understand reading comprehension difficulties of learners with learning disabilities and provided recommendations for practice
Recent research has explored strategies to enhance L2 learning motivation among students with learning disabilities (LD) Weiser, in her article on motivating students with LD, outlines effective strategies and instructional routines, including feedback techniques and activities like the RAFT writing strategy and Think-Tac-Toe Additionally, Jedynak (2010) highlights the importance of well-prepared materials and in-class activities tailored for visually impaired students to foster their L2 motivation While these studies underscore the critical role of teachers, they overlook the significance of learner autonomy and self-regulation In contrast, Csizér (2015) focuses on intrinsic motivation in his study of young Deaf and hard-of-hearing learners in Hungary, aiming to explore their foreign language motivation However, the study's large sample size (105 participants) limits its ability to provide a nuanced understanding of the motivational aspects related to self and identity.
Coşkun (2013) emphasized the importance of training teachers to effectively instruct visually impaired learners in his study, "English Language Teaching for the Visually Impaired Learners: Training Non-native English Teachers." This research outlined essential stages of an international initiative aimed at equipping non-native English teachers in Turkey with the knowledge to utilize technology, such as T3, as a tool for teaching English Additionally, the study introduced various aids for visually impaired students, including screen readers, touch screens with voice output, Braille devices, MP3 players, large print books, and magnified screens It also addressed the challenges faced in teaching English to visually impaired learners, highlighted classroom tasks that should be avoided or adapted, and provided useful communication skills and teaching tips tailored for sightless students.
Previous Research on the Education of Visually Impaired Students in Vietnam
Despite the limited international research on L2 learning motivation among impaired students, studies on the education of visually impaired children in Vietnam do exist One notable work, "Đại Cương Về Giáo Dục Trẻ Khiếm Thị" by Tran (2008), presents a comprehensive overview of the challenges faced by visually impaired children, focusing on their mentality, cognition, and language, as well as the Vietnamese education system While the study offers valuable insights, particularly into the psychological barriers these children encounter, it sometimes generalizes their characteristics, suggesting they are inherently shy and unconfident in communication This overlooks the fact that visual impairment does not necessarily equate to reluctance in communication Furthermore, there has been a growing emphasis on early intervention strategies for children with visual impairments among educators in Vietnam.
Early intervention for blind children aged 0 to 6 at Nguyen Dinh Chieu Special School in Da Nang City is crucial for enhancing their quality of life Nguyen (2011) emphasizes the importance of improving early intervention services and outlines various technical methods to achieve this objective effectively.
Research Gap
Recent research aims to enhance understanding of L2 learning motivation among visually impaired students in Vietnam, addressing a gap in existing studies Unlike previous research that focused on specific groups, this study will analyze individual motivations using a qualitative approach, avoiding the macro perspective common in quantitative designs Furthermore, while many prior studies emphasized stable and generalized motives, this research will explore the complexity and dynamism of L2 motivation by examining learners' lifelong experiences through the L2 motivational self-system framework and autobiographical instruments, highlighting shifts in their motivation to learn a second language.
METHODOLOGY
Research methodology
This study employs qualitative methods to explore the unique and complex language learning motivations and challenges faced by visually impaired students While most L2 motivation research has relied on large-scale quantitative data collection, this qualitative approach allows for in-depth insights into the participants' lifelong experiences with language learning Given the distinct characteristics of visually impaired learners, their motivations and difficulties cannot be adequately captured through traditional quantitative instruments like surveys or questionnaires Thus, this research aims to provide a rich understanding of the motivations and barriers encountered by these two sightless students in their language learning journey.
This study focuses on two visually impaired participants to explore their L2 learning motivation through a detailed case study approach, which allows for an in-depth analysis of individual experiences over time (Casanave, 2010) By employing qualitative data, the research aims to uncover the unique challenges and motivations of sightless students in their English learning journey The case study design is particularly advantageous as it provides insights into the complexities of individual cases, which are often overlooked in group research (Birnbaum, Emig, & Fisher, 2005) This methodology enables a comprehensive understanding of the participants' specific learning motivations, as well as a comparison of their sources of motivated behaviors Utilizing language learning autobiographies and semi-structured interviews, the researcher effectively sheds light on the distinct learning experiences and difficulties faced by these students.
Ha language learning autobiography Semi-structured interview Hang
The setting of the study and participants
Over the past two years, the researcher has served as an English language lecturer at two universities in Hanoi, teaching a diverse range of students with varying backgrounds and motivations Through her experience, she discovered that no single teaching method effectively engages all learners, as each individual possesses unique motivations and learning styles This realization sparked her interest in exploring second language (L2) learning motivation and differences among learners A conversation with her mentor and colleague revealed the presence of visually impaired students at a language university in Hanoi, prompting her to consider the exceptional motivation that drives these individuals to succeed in their L2 studies despite their challenges As a result, she decided to recruit these high-achieving learners for her motivation research.
The research was conducted at the Faculty of English Language Teacher Education at a university in Hanoi, focusing on visually impaired learners Core participants were selected based on three criteria: visual impairment, diverse academic backgrounds, and a willingness to participate The varied academic backgrounds aimed to explore how different learning experiences influence individual motivation Additionally, participants were required to be open to sharing their insights through interviews and language learning autobiographies Ultimately, two visually impaired learners from the university were chosen for the study.
Name Age Gender Level of English Student status
Ha 22 Female Advance Last year student Hang 22 Female Intermediate Second year student
Both participants in the study are completely blind, with Hang being congenitally blind and Ha losing her sight at the age of seven due to eye degeneration Their learning experiences differ significantly from those of sighted students, as they rely on Braille writing devices for writing and reading Braille documents They also utilize recorders to capture lessons and laptops equipped with screen reading software like Jaws and NVDA, which convert on-screen text into auditory or tactile formats For learning English, they find listening to stories, songs, and movies most effective, often noting down new vocabulary and practicing pronunciation However, they face significant challenges in reading, as many learning materials are not available in accessible formats, limiting the effectiveness of screen readers.
Data collection instruments and procedures
In the present study, language learning autobiography and semi-structured interview were employed as data collection instruments
The recent research utilized language learning autobiographies as a subtle yet effective data collection instrument, allowing participants to share rich, personal insights into their second language (L2) experiences Writing serves as a powerful medium for storytelling, enabling individuals to express their thoughts, feelings, and ideas authentically, as seen in novels and diaries Through the process of writing their autobiographies, participants were able to reflect on their L2 learning journeys in a comfortable, private setting, exercising full control over their narratives without researcher interference As noted by Kim (2007), language autobiographies offer an emic perspective, providing valuable insider views that illuminate the participants' lifelong language learning experiences and highlight how these experiences have shaped their current motivation to learn a second language.
Qualitative interviews are essential for understanding subjects' perspectives, as highlighted by Kvale (1996), which allows researchers to gather detailed and subjective information (Carolyn & Palena, 2006) This method is particularly relevant for exploring L2 motivation among visually impaired students, offering flexibility to delve into complex topics through targeted questioning Conducting interviews outside the classroom creates a comfortable atmosphere, encouraging participants to openly discuss their disabilities and learning challenges Additionally, interviews provide a longitudinal view of students' L2 learning motivation, encompassing both past and present experiences, making them an ideal choice for data collection in this research.
In summary, the language learning autobiography allowed the researcher to gather insights into participants' lifelong experiences and motivations for learning a second language (L2) Additionally, the interviews provided an opportunity to explore intriguing and valuable information derived from the autobiographical accounts.
Participants were invited to craft an autobiography detailing their journey of learning a second language (L2) While no specific format was mandated, they were provided with a set of guiding questions to help shape their narratives.
- How do you define yourself?
- Who would you like to become?
- What is your very first English learning experience? How do you feel about it?
- Why do you study English? Do you have any learning goal or motivation?
- Do you have any learning barriers?
- Have you overcome these barriers? How?
- Are there any differences in your learning experiences (before and after you entered the University)?
- What / Who affected your learning motivation? How?
Participants were encouraged to share their personal language learning stories, including their perceptions, ideas, and feelings, without researcher influence They documented their L2 learning history from early childhood, reflecting on how past experiences shaped their current motivation for learning a second language Each participant typed their language learning autobiography on a laptop and submitted it via email to the researcher The collected data was analyzed prior to conducting interviews, with all autobiographies written in English.
The researcher developed a clear objective for the interviews and crafted a tailored set of questions, refining them based on insights from the participants' language learning autobiographies Conducted in Vietnamese, the native language of both the participants and the researcher, the interviews aimed to encourage deeper responses by leveraging the participants' language proficiency Each interview lasted approximately forty-five minutes, and following the sessions, the researcher transcribed the audio recordings in Vietnamese and sent the transcripts to the participants for their review.
Data analysis methods
The data collection process utilized language learning autobiographies and semi-structured interviews as primary instruments Following data collection, the dataset underwent thorough analysis, employing thematic analysis as outlined by Merton (1975) and further developed by Braun and Clarke, to identify and categorize key themes and patterns.
Thematic analysis is a flexible and effective research tool that offers a detailed and nuanced account of data, making it ideal for exploring participants' specific learning motivations This method involves coding data without imposing pre-existing frameworks or the researcher’s biases, ensuring reliability and objectivity in the findings (Braun & Clarke, 2006).
The researcher meticulously analyzed the data set, identifying recurring patterns related to the learning environment, perceptions of L2 language learning, and overall learning experiences This initial exploration led to the development of coding ideas, where the researcher annotated texts and tagged significant excerpts To ensure no valuable insights were overlooked, themes such as motivation (both integrative and instrumental), identity, learning challenges, cultural interests, and rationales for learning were coded The researcher then organized these codes into potential themes, ultimately identifying three main themes—rationales for learning, learning experiences, and learning difficulties—that were most prominent in the data These themes encapsulated critical aspects of participants' L2 learning motivation The researcher further refined these themes by reviewing all related extracts to confirm their coherence and alignment with the L2 motivational self-system framework.
The Portrait of Participants
In the following part, the researcher is going to present the portrait of the two participants by analyzing the data taken from their learning autobiography and semi-structured interview
Ha, a final-year student at one of Vietnam's leading language universities, has demonstrated remarkable academic excellence, consistently achieving high marks throughout her studies.
At times, I receive grades that I perceive as poor, yet they are not significantly low compared to my usual performance Although my overall scores are generally good, the consistency in my results leaves me feeling unsatisfied with myself.
Ha, a petite and gentle girl with a strong will, views her visual impairment not as a disadvantage but as a difference She advocates for equal learning conditions and fair evaluations, emphasizing the importance of being treated on par with her peers rather than receiving preferential treatment.
Excerpt 2: Ha’s language learning autobiography
My visual disability sets me apart from my university peers, but I view it not as a limitation, but rather as a unique difference Despite the challenges it presents in my studies, I receive the same education and assessments as my fellow students.
Born and raised in Hanoi, she was fortunate to begin learning English early in life, despite the limited opportunities available for visually impaired individuals Her journey with the language began 18 years ago, and since then, English has become her passion.
Excerpt 3: Ha’s language learning autobiography
Eighteen years ago, as a four-year-old girl, I began learning English by sitting next to my cousin during his lessons, listening to what his sister taught him Initially, I had no specific goal in mind; I simply joined in to keep myself entertained while he studied This playful approach allowed me to absorb English subconsciously, sparking my love for the language Starting with a limited vocabulary and basic structures, I gradually became comfortable making simple conversations, with my cousin as my first communicative partner.
Ha, driven by her passion for the English language, aspires to become an English teacher In her interview, she acknowledged the challenges she faces but remains committed to overcoming them From the outset of her conversation with the researcher, Ha demonstrated her identity as an independent individual rather than someone defined by her physical limitations Her strong determination to express herself is evident in her pursuit of her dreams.
Excerpt 4: Ha’s language learning autobiography
I have the confidence to tackle challenges in my own unique way When unexpected difficulties arise, I remind myself to stay calm and resilient, listening to the inner voice that encourages me to take control of my circumstances By following this guidance, I empower myself to overcome obstacles and navigate through tough situations.
I have overcome all challenges I think it can be the response to those who were once afraid that I would drop the courses early due to their difficulty
Compared to Ha's gentle and calm demeanor, Hang's personality shines with her lovely and outgoing traits Residing in Nam Dinh, a place with limited opportunities and resources for visually impaired individuals seeking to learn English, it took Hang two years to discover a university that welcomes students with visual impairments Now in her second year, she proudly embraces her achievements while feeling apprehensive about the challenges that lie ahead Despite the obstacles, Hang's determination to advance in her education remains unwavering, reflecting her deep passion for the English language.
Excerpt 5: Hang’s language learning autobiography
English is one of my favorite subjects because learning a foreign language is my fascination when I was a child I started to learn English since 2009
Hang's passion for the English language drives her academic pursuits, as she dreams of studying abroad and securing a fulfilling job in an English-related field.
I: What about your long-term goal of learning English?
Q: My long-term goal is to study abroad
I: Have you chosen any country yet?
H: Maybe it is Australia, because Australia is very supportive full of opportunities I: After studying abroad, do you have any other plans?
H: I plan to apply for NGO to have more opportunities to help people with disabilities
Hang is an optimistic L2 language learner with beautiful dreams rooted in her desire to support individuals with physical limitations.
Excerpt 7: Hang’s language learning autobiography
In the future, I aspire to become an English teacher to support individuals with visual impairments, like myself I recognize that their access to learning English is often limited, and I am passionate about providing them with the skills they need to enhance their job opportunities and improve their lives.
When the researcher asked her about her hobby of reading English products, she once again expressed her desire for helping students like her:
I: Do you read the documents, books, newspaper because you want to gain more knowledge or for any other purpose?
H: I want to enrich my knowledge Moreover, later, when I teach the visually impaired students, maybe I will tell them stories and share the information that I have read from those materials
In summary, both participants share key similarities, having been exposed to English from a young age and maintaining a positive attitude towards the language Their common aspiration is to become English teachers; however, Ha aims to demonstrate her abilities and identity, while Hang is motivated by her desire to support the sightless community through her learning journey.
This chapter presents a comprehensive overview of the qualitative methodology employed in the study It begins with a detailed description of the research context, participants, and materials, followed by an explanation of the rationale behind selecting a case study approach Additionally, the chapter includes an in-depth account of the data collection instruments used Finally, it concludes with a thorough explanation of the methods and procedures applied in the data analysis process.
FINGDINGS
Rationales for L2 learning
Participants in the study unanimously recognized their reasons for learning English, with many citing improved job opportunities as a primary motivator, viewing English as essential for career advancement They believe that proficiency in English will enhance their future prospects and express a genuine interest in the language and its cultural products Despite facing challenges with reading tasks, they find enjoyment in the learning process and aspire to articulate their opinions in English both inside and outside the classroom Additionally, the participants shared unique motivations for their second language acquisition The researcher will provide a detailed analysis of the learning goals and motivations of two specific students in the following section.
All participants demonstrated a positive attitude towards English, citing their interest in the language as the primary motivation for learning it For instance, Hang's response highlights this enthusiasm.
I: Who do you study English for?
H: Firstly, I learn English because English is my favorite
My parents explored suitable job options for the blind and discovered that many recommended learning languages This guidance influenced my career orientation, but the primary motivation for my choice was my passion for learning English.
It is noticeable that although parents influence also accounts for Hang‘s learning motivation, it comes after her interest in English Ha‘s response did not differ from Hang‘s:
I learnt English for myself, and I was not influenced by anybody
Everyone just encouraged me Nothing affected or changed my interest in English
Throughout the interview, participants consistently expressed their motivations for learning English, highlighting a strong and enduring interest in the language Notably, this enthusiasm for English can be traced back to their previous learning experiences For instance, Hang elaborated on her passion for English, revealing the factors that have fueled her interest over time.
I: Why are you interested in English?
H: When I was 7 years old, I often stayed at home alone, as my parents went to work all the time Therefore, my parents always opened the cartoon disks and English songs for me to hear Besides, when I was at school, I was taught English by teachers Then, I did not realize when I liked it
From her initial experience with L2 learning, she developed a deep appreciation for the language, which flourished over time Similarly, Ha shares this journey but possesses a clearer understanding of her passion for the language.
To Ha, she did not love English at the first place, but just enjoyed the feeling of learning it:
I: According to your autobiography, you have started learning English with your cousin since you were a child So is it right that through it, you started keening on learning English?
H: At that time, I just liked sitting and studying with her, and I had no idea whether I liked it or not Actually, I also enjoyed learning and worked hard on it but it is not because I love it
The L2 learning experience, encompassing factors such as teachers, peers, and classroom dynamics, plays a crucial role in shaping motivation within Dornyei's L2 motivational self system According to Dornyei, learners without clear internal or external self-guides have their L2 motivation influenced primarily by their learning environment Data from two participants revealed that, having been exposed to English from a young age, they lacked a distinct vision of their L2 learning goals, leading to their motivation being primarily driven by their immediate learning experiences.
Ha and Hang expressed a significant motivation to learn English, driven by its importance for their future careers Ha specifically mentioned that mastering English is essential for securing a good job.
English serves as a vital tool for enhancing job opportunities in today's competitive job market As more companies adopt English as a primary means of communication, proficiency in the language significantly increases the chances of securing a desirable position.
Hang agreed about the essence of English when commenting that it was
In Vietnam, the perception of English as a crucial communication tool is significantly shaped by social discourse, particularly the belief that proficiency in English is essential for employment opportunities According to Dürnyei (2009), learners' motivation to acquire English reflects their "ought-to L2 self," which is influenced by societal expectations and pressures This self-image serves as a guiding force for learners, helping them navigate potential challenges and avoid feelings of failure and disappointment in their future careers.
The research revealed that participants' motivations for learning a second language (L2) are closely tied to their ideal L2 self, which serves as a significant driving force in their language acquisition journey As highlighted by Jamie Kathryn Butler (2016), the concept of the ideal L2 self is a crucial motivator in the pursuit of mastering a second language.
Our dreams encompass our hopes, aspirations, and wishes, guiding our vision of future possibilities For the two participants, envisioning themselves as L2 users highlights their desire to become teachers, a role they see as essential for securing their future and fulfilling their dreams As Hang expressed in her language learning autobiography, this journey is not merely a necessity but a profound aspiration.
Excerpt 14: Hang’s language learning autobiography
In the future, I aspire to become an English teacher to support blind individuals like myself I recognize that their access to English education is limited, and I am passionate about providing them with the skills they need to enhance their job prospects.
Ha also indicated that the dream of being a teacher was her long-term goal of learning English:
Excerpt 15: Ha’s language learning autobiography
Initially, I aspired to be an editor, but I later shifted my focus to becoming an English teacher After thoughtful reflection, I remain committed to this goal.
Their ideal L2 self has played a substantive role as a self-guide in determining motivated behavior For example, Ha indicated her study effort after she decided her future career:
Excerpt 15: Ha’s language learning autobiography
Being aware of job orientation, I spent more time on self-study
In other words, Ha and Hang are eager to study the second language in order to achieve their desired ―self-image‖ as English teachers
L2 learning experiences
This chapter examines the past and present learning experiences of participants concerning L2 learning motivation, focusing on classroom dynamics, teacher influence, peer interactions, and successful language acquisition According to MacIntyre, Mackinnon, and Clément (2009), the L2 learning experience is closely linked to the motivation derived from previous interactions with the current learning environment Consequently, the researcher will analyze the L2 learning journeys of two participants by exploring their historical and contemporary lessons.
Both participants reflected on their past learning experiences with fondness, which fostered a positive attitude toward English Their initial exposure to the language sparked a lasting interest and motivation to study English, leading to a blossoming enthusiasm for learning.
Ha's early English learning experiences at home, characterized by lessons with a cousin and solitary days filled with cartoons and English songs, led to an unconscious absorption of the language, making it her favorite subject Research by MacIntyre, Mackinnon, and Clément (2009) highlights that positive second language (L2) learning experiences are key predictors of both motivation and proficiency in learners This is particularly true for young learners who may lack stable self-images to foster self-regulated learning The researcher emphasizes Dornyei's assertion that a learner's motivation in acquiring a second language is significantly influenced by their learning environment and experiences, especially for those without internal or external self-guides, as illustrated by Ha's journey.
Excerpt 26: Ha’s language learning autobiography
Initially, I had no specific goal for learning English; I simply joined my cousin's lessons to pass the time while he studied This casual approach allowed me to absorb the language subconsciously, sparking a genuine love for English that has continued to grow ever since.
Her initial positive learning experience sparked a deep love for English Key factors that enhanced her motivation in learning a second language included the learning environment, teachers, subject content, and syllabus Among these, the influence of teachers was the most significant.
I: Do you know when you have started being interested in this subject?
H: I don‘t remember exactly Maybe when I was at Secondary School, my English teacher at school taught very well and was also enthusiastic I also had private tuition from one older brother His teaching method was not so good, but it made me more excited to learn
Teachers significantly influence her enthusiasm for learning English When asked how her tutor could enhance her excitement for the subject, she highlighted his "not so good" yet "special teaching style."
He taught me how to use language Vocabulary and grammar are just tools to use language, and we just focus on them for tests when studying at high school
She found the traditional teaching methods that emphasize grammar, vocabulary, textbook exercises, and tests to be burdensome In contrast, she believes that a teaching approach focused on language usage and pronunciation is much more engaging and enjoyable.
Integratively motivated language learners, who seek to connect with speakers of the language, tend to achieve greater success than those with instrumental motivations, according to the Center for Open Educational Resources & Language Learning at The University of Texas at Austin Therefore, teachers play a vital role in enhancing students' understanding of the importance of using English for meaningful interactions with speakers of other languages.
Teachers have been found to be one of the most influential (de)motivators in many studies (e.g Falout et al., 2009; Kikuchi, 2009; Lai, 2008; Sakai & Kikuchi, 2009; Shahbaz & Liu, 2012; Yashima, 2007, 2009; Yashima & Zenuk-Nishide,
In 2008, it was demonstrated that Ha is an independent and capable L2 learner; however, her motivation to learn was somewhat influenced by the learning environment established by her teacher.
When Ha emphasized teachers‘ role in influencing her learning motivation, Hang, on the other hand, mentioned how peers motivated her L2 learning
I: Do you have any learning experiences, moments, memories that bring you a feeling of love and pleasure?
H: I sat next to a friend studying with me now His name is Hai
He enjoys speaking English and converses with me in English every day during class We frequently practice our speaking skills, discussing everyday topics in English I feel happy to have someone who shares the same passion for the language as I do.
Engaging in conversations in English with peers creates a comfortable and enjoyable learning environment This positive experience encourages her to invest effort in voluntary learning outside of class Specifically, her friends inspire her to practice speaking English as a self-regulated learner, while various materials also play a significant role in motivating her to enhance her language skills.
I: Since you start learning English until now, does your love of English change a lot?
H: Yes, especially when I enter university When I get into university, I like it more Even though I have to run many deadlines, I get to learn more, get access to more materials I feel that it is much more interesting
It is noteworthy that when L2 learning environment supports her Ideal L2 self as knowledgeable, her L2 learning motivation is also supported
Both participants agree that the learning environment significantly influences L2 motivation They believe that a high-pressure setting can lead to stress, while a comfortable and enjoyable atmosphere fosters excitement and a greater willingness to learn.
I: In your opinion, does the learning environment affect your learning and your learning motivation How does it affect?
H: Yes, because when I come to class, teachers and friends make me feel happy, so I am interested in absorbing knowledge and working
A consistently stressful classroom environment, characterized by psychological challenges or unrealistic expectations, can lead to increased pressure for students.
Ha also agreed with Ha that the learning environment created by teachers has an effect on students‘ motivation In her interview, Ha shared how learning environment impacts her L2 learning:
[ ]the pressure in the classroom made me feel stressed and heavy
In addition, the two learners also emphasized the support factor
I: Do you have any expectations for your English learning environment? Which environment do you feel very encouraging and give you great learning motivation?
H: According to me, I need the environment providing enough equipment to support myself, teachers, and friendly friends
Agreed with Hang about how a motivated learning environment should be,
Ha also added the importance of equality
L2 learning difficulties
This chapter explores the perceptions of two visually impaired students regarding the challenges they face in learning a second language (L2) and how these difficulties influence their motivation to learn.
One of the primary challenges faced is the issue of accessing learning materials She highlighted her struggles with material sources, noting the limitations in the documents available to her.
I: How does your deficiency affect your learning English?
H: Actually, it does not affect very much It just causes that I cannot read the material easily, so the sources of material I can approach is less For example, ordinary people can buy books to read easily, but I have to use computer resources to support Hence, the sources of documents are not various
Ha views physical impairment as a minor setback that does not hinder her motivation, while Hang perceives it as a significant barrier that has long impacted her learning experience.
Excerpt 36: Hang’s language learning autobiography
Since 2009, I have been learning English, but as a blind student, I faced challenges due to the lack of Braille English resources This scarcity made it difficult to enhance my knowledge, leading me to spend much of my free time transcribing English books into Braille Unfortunately, this process often left me feeling discouraged in my efforts to study the language effectively.
In her language learning autobiography and during her interview, she highlighted her inability to read and the absence of documents as her primary concerns and challenges.
H: We see the document problem makes the biggest impact on us because we all use the soft copy documents However, sometimes, there are some books without soft copies If there is a PDF file, that PDF file is the image file, so we cannot read We also cannot read hard copy books Therefore, I realize that it affects a lot
Sometimes, there are some great materials, but we do not have the opportunity and the conditions to reach them
Hang strives to achieve her Ideal L2-self by seeking knowledge, which highlights the significant impact of material challenges on her learning journey Additionally, her passive demeanor in the classroom, stemming from her visual impairment, further exacerbates her feelings of frustration in the learning process.
In the classroom, teachers review exercises and often call on me for corrections I wanted to inform them that the file was an image format, making it unreadable for me However, I hesitated to express this concern, fearing that they might perceive me as relying on my disabilities and being overly demanding As a result, I sometimes felt shy about sharing my challenges with the teachers.
Hang's struggles with reading stemmed from a communication gap with her teachers, highlighting the need for educators to be well-informed about the challenges faced by visually impaired students To bridge this gap, it is essential for learners with visual impairments to proactively communicate their difficulties and seek assistance A prime example of this is Ha, who consistently voices her concerns first to address her challenges effectively.
While studying, I remain actively engaged by requesting necessary books during the first lesson Throughout the learning program, I feel comfortable asking teachers for support whenever I need assistance.
Besides, to compensate for her physical defect, she puts more effort into learning, especially in reading skill
I: How do you solve if you cannot read the documents in class?
H: At secondary school, it was easier to read because I had documents in braille At high school and university, I asked the teachers to send me the soft copy of documents and textbooks Of course, I had to spend more time and effort doing exercise than ordinary people I have to try a lot to finish exercises, but I'm still lucky because I have documents to learn
Ha demonstrates a commendable positive attitude towards the challenges posed by her visual impairment Her vision of an ideal second language self, which she perceives as capable and respectable, highlights her determination Rather than using her visual impairment as an excuse, Ha consistently strives to overcome obstacles and achieve her goals.
In addition to the material problem, the two participants have to meet the challenge of reading tasks In her interview, Hang indicated her fear relating to reading skills:
I: So which moment, memory do you feel uncomfortable when learning English?
H: I remember and am still afraid of learning skills of doing reading exercises until now For normal people, it is very easy because they just need to look and skim through to find the keywords Nevertheless, I read via the computer, it took me a long time to listen to what computer spoke
Ha also shared her anxiety for dealing with reading exercises:
I also determine that I have the disadvantage in reading, especially extremely difficult reading exercise I'm afraid of this skill, and the results I achieve in Reading is not really good
Both participants expressed that reading posed a significant challenge in their second language (L2) learning, leading to anxiety about reading tasks This anxiety may stem from a lack of effective reading strategies tailored to their needs Hang noted that despite her teachers and friends providing her with reading tips, these strategies ultimately did not yield positive results.
For instance, my friends told me that I just needed to skim through