INTRODUCTION
The statement of problem and rationale for the study
Recent decades have seen a significant shift in research focus towards second language learners and their learning processes, rather than solely on teachers and teaching methods This change represents an essential educational transformation that enhances the understanding of second language education for both educators and students Since the latter half of the twentieth century, studies examining the effectiveness of second language learning have gained prominence, contributing valuable insights to the field (Ellis).
Research has highlighted the importance of learner autonomy in language acquisition, with significant studies conducted by Stern (1975), Oxford (1990), and Griffiths (2003) These scholars emphasized that the effectiveness of second language learning largely depends on the students' ability to actively engage in their own learning and seize available opportunities.
Language learning strategies (LLSs) have become a significant focus of research, particularly in second language acquisition (L2) Pioneering studies by Rubin and Stern (1970) highlighted the benefits of LLSs for language learners, while Bialystok (1978) emphasized their role as optimal tools for enhancing second language competence Oxford (1990) further demonstrated that students could effectively engage in self-study by employing these strategies Research consistently shows that the use of LLSs correlates with improved proficiency and achievement in mastering a target language (Lee, 2003; O'Malley and Chamot, 1990; Rahimi et al., 2008; Griffiths, 2003; Hong, 2006; Oxford, 1993).
Numerous scholars have explored the variables influencing the use of language learning strategies (LLS), including awareness, age, sex, nationality, learning style, personality traits, motivation, learning context, teaching methods, and language proficiency (Zare & Nooreen, 2011; Khamkhien, 2010; Rahimi et al., 2008; Chemot, 2004; Griffiths, 2003; Hong-Nam and Leavell, 2007; Green and Oxford, 1995; Ehrman and Oxford, 1989) Taguchi (2002) identified gender, English proficiency, and motivation as the most significant factors in both Japan and Australia, while Khamkhien (2010) highlighted motivation as the primary factor affecting students' choice of LLS, followed by experience and gender Despite the growing body of research on motivation, studies have shown a modest examination of its relationship with LLS use, often lacking consistency in approach and overlooking the types of motivation involved Although some research has addressed the correlation between motivation and LLS use (Al-Qahtani, 2013; Khamkhien, 2010; Lau & Chan, 2003; Liu et al., 2014; Mochizuki, 1999; Oxford & Nyikos, 1989), there remains limited understanding of how motivation predicts LLS use among EFL learners.
Honda Motor Co has historically not conducted research on language learning, but since 2015, the company announced its plan to make English the official language by 2020, threatening termination for employees unable to communicate in English To support this transition, Honda provides free English classes for all staff members, aiming to improve their language skills This shift in the company's learning and teaching environment prompts an exploration of the relationship between motivation and the use of language learning strategies (LLSs) This study focuses on Vietnamese employees at Honda in Vinh Phuc, Vietnam, who are participating in these English classes, potentially enhancing their motivation to learn the language.
The researcher did not explore the relationship between gender and language learning strategies (LLSs) at Honda due to the predominance of male employees, which could complicate respondent diversity Additionally, the Vietnamese staff at Honda typically hold degrees in technical, economic, or legal fields, resulting in similar English proficiency levels ranging from elementary to intermediate This uniformity could yield inconclusive findings regarding the link between English proficiency and LLS usage Consequently, the study aimed to enhance understanding of the relationship between motivation and LLS use, particularly focusing on how different types of motivation influence and predict L2 learners' application of LLSs.
In short, being aware of the rather new teaching and learning situation, the gap in research and the possibility of Vietnamese employees' increasing motivation
Significance of the study
This study explores the connection between Language Learning Strategies (LLS) and the motivation to learn English among Vietnamese employees at Honda Vietnam The findings will be valuable for the target group, their English instructors, and researchers in the field of language education.
This study aims to equip Vietnamese employees at Honda Vietnam with essential knowledge about Language Learning Strategies (LLSs) and encourage their appropriate use to enhance language learning effectiveness The research findings will provide participants with insights into their current LLS usage and motivation for learning English, highlighting the important correlation between these factors As a result, learners may modify their choice of effective LLSs and adopt a more proactive and positive attitude toward their studies, making the language learning process more engaging and successful.
English teachers can utilize the findings of this research to gain insights into their students' use of Language Learning Strategies (LLS) and motivation By doing so, they can encourage and guide students to use LLS more effectively Additionally, teachers may need to adapt their teaching methods and assignments to better align with students' motivational needs, making necessary adjustments to course content for improved learning outcomes.
In conclusion, the researcher aims for this paper to serve as a credible reference for fellow researchers in the same or related fields, providing a solid foundation for their future work and developments.
Objectives of the study and research questions
This study investigates the relationship between motivation and the use of instructed language learning strategies (LLSs) among Vietnamese employees at Honda Vietnam, with a particular focus on how different types of motivation influence L2 learners' LLS usage The research identifies the extent to which these employees utilize trained LLSs in their English learning and examines their motivation levels towards learning the language Ultimately, the study explores the correlation between the use of LLS and the motivation for learning English among the respondents.
In a nut shell, the study reported in this the thesis aims at answering three questions below:
1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Vietnam?
2 What are Vietnamese employees‟ dominant types of motivation for English language learning?
3 In what way does Vietnamese employees‟ use of language learning strategies correlate with their types of motivation for learning English?
Method of the study
The methods employed in this study to find out the answers to the proposed research questions are both qualitative and quantitative analyses
The quantitative analysis conducted at Honda Company, Vietnam, involved data collection through a questionnaire featuring fifty statements on Language Learning Strategies (LLSs) derived from Oxford's Strategy Inventory Version 7.0, along with an adapted list of nineteen items pertaining to motivation types This comprehensive approach facilitated the subsequent data analysis, which provided insightful results addressing each research question and the overall study topic.
To enhance readers' understanding of language learning strategies (LLSs) and motivation, the researcher conducted a comprehensive review and evaluation of global literature on the topic This extensive analysis informed the development of a research instrument, allowing for a comparison of new findings with those from prior studies.
This study aims to uncover valuable insights into the connection between language learning strategies and motivation among learners, with the goal of enhancing English learning for Vietnamese employees at Honda Vietnam.
Organization of the study
The study consists of 5 chapters
Chapter 1: Introduction of the research
Chapter 2: Literature review (Other researches on this topic are discussed)
Chapter 3: Methodology (the way the researcher collected the data as well as analysis them is showed)
Chapter 4: Findings and discussion (features in learners‟ use)
LITERATURE REVIEW
Language learning strategies
2.1.1 Definitions and characteristics of language learning strategies
Language learning strategies (LLS) are crucial for successful language acquisition, as highlighted by various scholars Tarone (1983) defined LLS as efforts to develop linguistic and sociolinguistic competence in the target language, while Rubin (1987) emphasized their role in constructing the learner's language system O'Malley and Chamot (1990) described LLS as unique methods for processing information that enhance comprehension and retention Additionally, Scarcella and Oxford (1992) identified LLS as specific actions and techniques, such as seeking conversation partners or motivating oneself to tackle challenging tasks This evolution in definitions reflects a shift from what learners acquire to how and why they learn (Wenden, 1991) It is also important to distinguish between LLS and learning styles, as the former are specific strategies employed by learners, while learning styles refer to individual preferences in learning.
“natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills” (Reid, 1995, p.viii) Ellis (1994, p 532-533) affirmed that
Strategies in language learning encompass both general approaches and specific techniques, which can be behavioral or mental, and visible or invisible Scholars like O'Malley, Chamot, and Oxford have emphasized that learners intentionally use these strategies until they become automatic Research indicates that the use of learning strategies has a significant impact on the learning process, enhancing students' problem-solving abilities, language skills, proficiency, communicative competence, autonomy, and self-confidence Ultimately, these strategies aim to make the language learning experience more effective and manageable.
Language learning strategies (LLS) play a crucial role in facilitating language acquisition, making the learning process easier for students According to Jacet (2005, cited in Kitakawa, 2008), LLS empower learners to take a more self-directed approach, enabling them to consciously select strategies based on their needs These strategies can be categorized as either behavioral, which are observable, or mental, which are not Additionally, LLS can have both direct and indirect effects on inter-language development It is important to note that LLS are not inherently good or bad; rather, they can be effective or ineffective depending on the context Proper guidance helps students utilize these strategies effectively Finally, the use of LLS is influenced by various internal factors, such as age, belief, and cultural background, as well as external factors like the target language and learning environment.
Over the years, numerous researchers have developed various systems for language learning strategies (LLS), leading to diverse definitions and classifications This variability contributes to the controversy surrounding LLS, as noted by Oxford (1990) The lack of consensus among researchers has resulted in differing perspectives on the quantity and categorization of LLS, which is deemed "inevitable" (Oxford, 1990).
In 1971, Rubin explored the strategies employed by effective language learners to enhance second language acquisition, aiming to apply these insights to less proficient learners Naiman et al (1976) supported previous research, emphasizing the importance of learner strategies in the learning process They distinguished between "good" and "poor" language learners, discovering that the latter utilized a narrower range of strategies Characteristics of successful language learners include being willing and accurate guessers, possessing a strong drive to communicate, being uninhibited, embracing mistakes, focusing on patterns and analysis, seizing practice opportunities, monitoring their own and others' speech, and paying close attention to meaning The learning process of students is significantly influenced by these language strategies.
In 1987, Rubin identified three primary groups of strategies that significantly enhance students' language learning, which include 'learning strategies' alongside 'metacognitive strategies.'
Cognitive strategies, communication strategies, and social strategies are key components of a language learning framework While cognitive strategies directly enhance learning, communication and social strategies have an indirect impact However, Ellis (1986) contended that an overreliance on communication strategies, such as effectively guessing meanings, could hinder the motivation to learn the language further.
O'Malley and Chamot (1990) identified three main types of language learning strategies (LLS): cognitive strategies, which involve specific techniques like repetition, summarization, note-taking, reasoning, and analysis; meta-cognitive strategies, focused on the learning process through organizing, evaluating, planning, and monitoring; and socio-affective strategies, which address the social and emotional aspects of learning.
O'Malley and Chamot (1990) highlighted the significance of cognitive strategies in learning, identifying repetition as the most commonly utilized method They stressed the importance of meta-cognitive strategies, arguing that students lacking these approaches are directionless and unable to effectively plan, monitor, or evaluate their learning progress This aligns with Rubin's strategies while also incorporating social strategies, which recognize the crucial role of interaction in language acquisition (Griffiths, 2004).
Based on previous research, Oxford developed a comprehensive taxonomy of learning strategies, recognized as the most detailed classification to date (Ellis, 1994) She categorized these strategies into two main classes: direct and indirect The direct strategies include cognitive strategies for understanding and producing the target language, memory strategies for storing and retrieving information, and compensation strategies that enable communication despite limited knowledge (Oxford, 1990) The indirect strategies consist of meta-cognitive strategies for self-regulation of learning, affective strategies for managing emotions and motivation, and social strategies that facilitate learning through interaction with others.
Following is the table contains detail information of specific strategies of each group
Table 1: Oxford‟s (1990) language learning strategy taxonomy
(require mental processing of the language)
I Memory (help learners to store new language information and retrieve this later)
II Cognitive (entail conscious ways of handling the target language)
D Creating structure for input and output
III Compensation (enable learners to communicate despite knowledge limits)
B Overcoming limitations in speaking and writing
(support indirectly the process of learning)
I Metacognitive (facilitate students‟ control of their cognition, their own learning)
II Affective (control and regulate emotion, motivation, and behaviors)
III Social (improve social interaction with other people)
Oxford's (1990) system is notably more specific regarding primary strategies while remaining general for secondary ones, distinguishing it from earlier inventories A key difference is her emphasis on affective and social strategies, aligning with her assertion that the six fundamental strategies in language learning serve as "tools for active, self-directed involvement," which are crucial for enhancing communicative competence.
Researchers have identified similarities in language learning strategies, particularly in the cognitive, memory, and compensation strategies outlined by Oxford, which align with O'Malley's cognitive group Both researchers also share meta-cognitive strategies, while O'Malley's social-affective strategies encompass Oxford's affective and social categories Oxford's classification stands out for its comprehensive and systematic nature, effectively covering various language learning actions (Brown, 2007; Ellis, 1994) Notably, Oxford developed the Strategy Inventory of Language Learning (SILL) based on this taxonomy, which assesses how students utilize language learning strategies The SILL, particularly its version for speakers of other languages learning English, has been widely used in research and served as the instrument for this study.
Previous studies on the frequency of language learning strategies (LLS) used by L2 learners have yielded varied results Research by Al-Hebaishi (2012), Al-Qahtani (2013), and Chand (2014) identified metacognitive and cognitive strategies as the most commonly employed Conversely, Hayati (2015) highlighted the prominence of metacognitive and memory strategies among students In contrast, Mochizuki (1999) and Oxford and Ehrman (1995) reported that compensation strategies were utilized most frequently These discrepancies in findings can be attributed to the diverse characteristics of participant samples, including differing study levels and learning environments, suggesting that multiple factors influence the choice of learning strategies, which will be explored further in this paper.
2.1.3 The role of language learning strategies in language learning and teaching
Language Learning Strategies (LLS) play a crucial role in enhancing the language learning process by improving comprehension, retention, and overall learning efficiency According to O'Malley and Chamot (1990), LLS are designed to facilitate the understanding and retention of information Similarly, Oxford (2001) emphasizes that LLS aid in language acquisition, making the learning experience easier, faster, more enjoyable, self-directed, effective, and applicable to new situations.
The positive effects of Language Learning Strategies (LLS) are highlighted in the correlation between learners' language proficiency and their use of these strategies, as evidenced by the findings of Nisbet et al (2005) and Oxford's report on South African learners.
Motivation in language learning
Motivation research benefits from a solid foundation established by influential scholars like Gardner and Lambert, who have conducted meticulous studies in the field However, the debate surrounding the conceptualization of motivation remains unresolved.
Gardner (1985) identified three key components of motivation in language learning: 'effort', 'desire', and 'attitudes' 'Effort' refers to the time and drive dedicated to language acquisition, while 'desire' reflects the learner's motivation to enhance their language skills 'Attitudes' encompass the emotional responses learners exhibit during their educational journey Brown (2000) later simplified motivation as "the anticipation of reward," emphasizing its impact on learners' efforts and decisions Research by scholars such as Deci and Ryan (1985) and Dürnyei and Skehan (2003) underscores the vital role of motivation in second language (L2) learning, highlighting that motivated students set clear goals, invest more effort, experience less anxiety, and derive enjoyment from their learning experiences.
LLSs as an effective tool to reach the goals, and are likely to achieve higher foreign language proficiency than the unmotivated
Motivation is defined as an "internal drive" that compels learners to take action (Harmer, 1991, p.3) This concept is echoed by Brown (2000, p.160), who describes it as the intrinsic force that motivates individuals to achieve their goals Similarly, Atkinson (cited in Arnold, 2000, p.13) emphasizes the importance of motivation in driving behavior.
“a cluster of factors that “energize” the behaviors and give it “direction””
In 2003, renowned expert Dornyei defined motivation as a dynamic process involving cumulative arousal that drives an individual's actions, persistence, and effort His framework includes three phases: choice motivation (pre-action), executive motivation (action), and motivational retrospection (post-action, where learners reflect on their actions) Dornyei's perspective shares similarities with Wlodwoski's earlier views from 1985, highlighting the evolving understanding of motivation in educational contexts.
In his 1994 research, Ellis established that motivation significantly impacts language learners' persistence, behavior, and overall achievement He reiterated this in 2003, stating that "motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2" (p.75).
Motivation plays a crucial role in enhancing learners' determination and guiding their actions towards achieving language learning goals Despite various definitions, authors agree that motivation strengthens the learner's spirit and drives them to succeed in their language studies.
2.2.2 Types of motivation in language learning
Motivation in language learning has been extensively studied, with Gardner (1983) and Gardner and Lambert (1972) identifying two primary types: integrative and instrumental motivation Integrative motivation relates to learners' desire to connect with and identify within a specific society.
Integrative motivation in language learning involves a desire to connect with the culture and community of the target language, as highlighted by Gardner and Lambert (1972) and Saville-Troike (2006) Wilkins (1972) noted that integratively motivated learners seek to understand the culture and values of the foreign language group and engage with its speakers A common example is English-speaking Canadians learning French In contrast, instrumental motivation arises from practical needs, such as academic requirements or job opportunities For instance, a learner may study a language to pass an exam, enhance career prospects, or fulfill educational mandates, as described by Wilkins (1972).
Research by Csizer and Dürnyei (2005) and Yu (2013) indicates that integrative motivation plays a more significant role in achieving success in second language (L2) learning compared to other motivation types This finding aligns with earlier studies by Dürnyei (1990), Gupta and Woldemariam (2011), Lukmani (1972), Rehman et al (2014), and Warden and Lin, which emphasize the importance of motivation in language acquisition.
In EFL contexts with limited opportunities for language use and interaction with native speakers, instrumental motivation tends to outweigh integrative motivation among learners (Yu, 2014) This is particularly evident in environments like Vietnam, where students are often driven by practical reasons such as the need for promotions, reading professional documents in English, or obtaining necessary qualifications, leading to a stronger interest in learning the language.
Researchers have identified two main types of motivation: intrinsic and extrinsic, as outlined in Self-Determination Theory by Deci and Ryan (1985) Intrinsic motivation involves engaging in activities for their inherent enjoyment or interest, while extrinsic motivation is driven by external outcomes, such as achieving good grades or receiving praise from others Understanding these distinctions is crucial for enhancing learning motivation.
Intrinsic motivation, as defined by Harmer (1994) in line with Deci & Ryan, pertains to internal factors within the classroom, such as learners' attitudes, beliefs, and personal needs, driving them to engage in learning willingly and voluntarily Conversely, extrinsic motivation arises from external influences, like the desire to pass exams, earn rewards, or secure future vacations, which shape learners' behaviors and encourage participation in educational activities While intrinsic and extrinsic motivations are distinct, they often coexist and complement each other, as most individuals study English for a combination of both Harmer (1991) further categorized integrative and instrumental motivations as forms of extrinsic motivation, highlighting the multifaceted nature of what drives learners.
Deci and Ryan (1985) argue that extrinsic motivation can negatively impact learning, as students may lose motivation when rewards or punishments are removed Conversely, some researchers suggest that extrinsic motivation can be beneficial for those with low motivation levels In contrast, Lightbown and Spada (1999) assert that intrinsic motivation, which originates from within the individual, has no detrimental effects and is a crucial factor for success in second language (L2) learning (Baleghizadeh & Rahimi, 2011; Grabe, 2009; Guthrie & Wigfield, 2000; Liu et al., 2014).
Ellis (2003) introduced the concept of "resultative motivation," highlighting that while various types of motivation are believed to enhance language learning and drive achievement, motivation can also stem from the learning process itself He argued that success and a sense of accomplishment in language learning can either maintain or increase existing motivation levels, or in some cases, even diminish motivation.
Ellis (2003) categorizes motivation into four types: integrative, instrumental, resultative, and intrinsic He suggests that integrative, instrumental, and resultative categories fall under extrinsic motivation This research utilizes Ellis's motivation framework as it encompasses all primary types of motivation identified in previous studies.
Language learning strategies and motivation in language learning
Numerous researchers have explored the factors influencing the use of strategies by L2 learners While only a limited number of studies have addressed this topic, a significant correlation between L2 learning strategy use and motivation has been identified For instance, research conducted on foreign language learners in Midwestern America by Oxford and Nyikos highlights this relationship.
Motivation plays a crucial role in language learning, as highlighted by research from 1989, which found that it is the most significant factor influencing the choice of language learning strategies (LLS) A higher level of motivation correlates positively with the variety and frequency of strategies employed by students This dominance of motivation over other factors such as study experience, gender, major, English proficiency, and enjoyment in determining LLS selection and usage has been supported by studies conducted by Khamkhien (2010), Lau and Chan (2003), and Mochizuki.
(1999) Besides, significant correlation between LLS use and motivation was also reported in Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), Gupta and Woldemariam (2011), Liu et al (2014), Matsumoto, Hiromori, and Nakayama
Moreover, this relationship between LLS use and motivation was found to be mediated by different strategies and motivation types Schmidt and Watanabe‟s
Research indicates a strong correlation between cognitive and metacognitive strategies and motivation (2001) While Oxford and Nyikos (1989) found no link between students' instrumental desires and communication strategies, Ehrman (1990) presented contrasting findings Al-Qahtani (2013) revealed that both integrative and instrumental strategies are significantly associated with language learning strategy (LLS) use, with integrative strategies showing a stronger correlation Additionally, Vandergrift (2005) and Baleghizadeh and Rahimi (2011) demonstrated significant correlations between both intrinsic and extrinsic motivation and the use of strategies.
The studies conducted by Oxford and Nyikos (1989) and Schmidt and Watanabe (2001) showcased significant strengths, including large participant samples of 1,200 and 2,089, respectively, and robust evidence supporting the reliability and validity of the SILL However, gaps and limitations were identified in the research by Gupta and Woldemariam (2011) and Lau and Chan.
Research by Matsumoto, Hiromori, and Nakayama (2013) and Vandergrift (2005) primarily focused on strategies for only one of the four essential English skills—writing, reading, or listening—thus failing to encompass the full spectrum of language learning strategies (LLSs) Similarly, Baleghizadeh and Rahimi (2011) limited their study exclusively to metacognitive strategies Additionally, several studies, including those by Khamkhien (2010), Mochizuki (1999), and Oxford and Nyikos (1989), featured inadequate measurement of motivation, with the number of motivational items being relatively low (thirteen, one, and six, respectively).
Previous studies, including those by Oxford and Nyikos (1989) and Dürnyei & Skehan (2003), have highlighted limitations in motivation questionnaires, such as the use of simplistic two-point scales that fail to capture the complexity of student motivation Additionally, many investigations into the relationship between language learning strategy (LLS) use and motivation have focused on only one or two types of motivation without providing comprehensive results for each type Scholars have noted that motivation can fluctuate based on various factors, including study outcomes and social contexts, suggesting that different types of motivation may be advantageous in distinct settings (Grabe, 2009; Brown, 2007) Consequently, the findings from prior research may not be universally applicable, and most studies have primarily conducted correlation analyses rather than exploring causality in the LLS use and motivation relationship This indicates a pressing need for further research, particularly in second language contexts, to better understand the interplay between LLS use and various motivation types.
In conclusion, a connection exists between learners' motivation and their choice and frequency of using language learning strategies (LLSs) However, the impact of various strategy groups and types of motivation on this relationship has not been sufficiently explored in prior research This gap highlights the need for further investigation, which serves as the foundation for the current study.
This chapter explores two key aspects of the research: Language Learning Strategies (LLS) and motivation, incorporating perspectives from various scholars It provides a detailed analysis of their concepts and classifications, comparing the two elements Additionally, the chapter examines the relationship between learners' use of LLS and their motivation The insights gained serve as a foundation for developing questions for the questionnaire and shaping the research design, which will be elaborated upon in the subsequent chapter.
This study examines 3 research questions:
1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Company?
2 What are Vietnamese employees‟ dominant types of motivation for English language learning?
3 In what way does Vietnamese employees‟ use of instructed language leaning strategies correlate with their types of motivation for learning English?
A total of 150 Vietnamese employees from Honda Co in Vinh Phuc participated voluntarily in this study, providing valuable insights to address the three key research questions.
Participants for the study were selected from all three English classes at Honda Co., where English is taught over two semesters each year Based on placement test results at the start of each semester, employees are assigned to appropriate English classes at three levels: elementary, intermediate, and advanced However, due to the limited number of employees in the elementary and advanced classes, the focus of this study was primarily on participants from the intermediate level.
The 32-lesson English course utilized the New English File intermediate level textbook to enhance students' listening, speaking, reading, and writing skills Aimed at meeting the company's 2015 policy, English teachers collaborated to integrate effective language learning strategies into the curriculum Students not only learned the four essential English skills but also developed vocabulary, grammar, and communication abilities For vocabulary enhancement, teachers encouraged sentence creation and situational visualization, while also incorporating synonyms and interactive guessing games Communication skills were fostered by using English exclusively in class, allowing students to seek clarification and creating a supportive environment for shy learners Additionally, students were encouraged to use gestures and familiar phrases to convey meaning To improve grammatical fluency, teachers provided short email and letter samples, prompting students to identify sentence patterns and practice writing responses for review in subsequent lessons.
The researcher visited three classes to present the research and invite students to participate voluntarily Questionnaires were distributed to those who agreed, and after removing incomplete responses, a total of 120 completed questionnaires were used for the study.
The study focuses on Vietnamese employees at Honda Company, comprising 32 females and 88 males, aged between 23 and 35, all of whom have Vietnamese as their first language They have studied the same English curriculum, "New English File," primarily at an intermediate level A reformed English project introduced in 2015 and implemented in 2020 has significantly impacted their job opportunities and English learning This initiative presents an opportunity for skill enhancement, which may increase employee motivation to learn English Consequently, the research aims to explore the types of motivation among employees and their language learning strategies.
This study employs a questionnaire as its data collection tool, which is divided into two key sections: one focuses on the participants' use of language learning strategies (LLSs), while the other addresses their motivation for learning English (refer to Appendix 1).
This study aimed to identify the language learning strategies (LLSs) employed by Vietnamese employees at Honda Company, addressing the first research question The researcher utilized Oxford's Strategy Inventory for Language Learning (SILL) version 7.0, originally developed by Oxford in 1989 for non-native English speakers While the SILL includes a background questionnaire, this study omitted that section due to differing research objectives; Oxford's work focused on factors influencing LLS choice among university students, while this research specifically examined the link between instructed LLS use and motivation for learning English Consequently, certain questions deemed irrelevant to the narrower focus of this study were excluded.
Data analysis procedure
After collecting the questionnaire responses, the researcher followed a systematic approach to analyze the data Initially, items were categorized based on their relevance to the research questions Subsequently, the data was converted into numerical format using SPSS version 16.0, treating all variables (the questionnaire items) as ordinal.
The study examined the language strategies employed by participants and their corresponding motivations, utilizing rating scales to gather data that addressed the initial research questions The frequency of each response was quantified and presented in percentage format, with the findings visually represented through tables and stacked bar charts.
The final research question investigates the relationship between respondents' use of Language Learning Strategies (LLS) and their motivation levels To analyze this correlation, a Spearman-rho test was conducted, which is designed to assess the connection between ordinal variables Spearman's correlation serves as a statistical measure to determine the strength of the monotonic relationship between the paired data sets.
In this study, the relationship between LLS frequency and motivation level is quantified using the correlation coefficient denoted as r, which ranges from -1 to +1 A value of r close to +1 or -1 signifies a strong monotonic relationship, while values near 0 indicate no correlation Positive r values suggest that as one variable increases, the other also tends to increase, whereas negative r values imply that an increase in one variable corresponds with a decrease in the other According to Ratner (2004), an r value of 0 indicates no linear relationship, meaning there is no consistent trend of one variable increasing or decreasing with respect to the other Values of r between 0 and +0.3, or between -0.3 and 0, reflect a weak correlation.
0) indicate a weak correlation r values from 0.3 to less than 0.7 (from more than -0.7 to -0.3) indicate a moderate correlation r values from 0.7 to less than 1.0 (from more than -1.0 to -0.7) indicate a strong correlation r = +1 or -1 indicates a perfect linear relationship: as one variable increases (decreases) in its values, the other variable also increases (decreases) via an exact linear rule
The Spearman-rho test in SPSS provides both the r value and the p-value, which helps determine the presence of monotonic correlation in the population A p-value less than 0.05 indicates strong evidence against the null hypothesis of no correlation, allowing for its rejection (Rumsey, 2011) In this thesis, a small p-value confirmed a statistically significant monotonic correlation between LLS use and the population's motivation for learning English.
The analysis of the converted data revealed insights into the use of instructed Language Learning Strategies (LLSs) among Vietnamese employees at Honda Co., highlighting their frequency and popularity The study identified the primary reasons for learning English and the predominant motivations among participants, showcasing the most common motivation types Additionally, the correlation between LLS usage and motivation levels was examined through the values of r and p, determining the strength and significance of their relationship A statistical comparison was conducted to uncover the strongest connections, leading to conclusions for each questionnaire item and research question.
This chapter outlines the research methodology employed in the study, which involved a questionnaire distributed to 120 Vietnamese employees at Honda Co It highlights the data collection and analysis process, beginning with voluntary sampling and the distribution of questionnaires The chapter also addresses participant inquiries and incorporates their feedback to refine the questionnaire Additionally, it provides a detailed explanation of the questionnaire's format and content The collected data was converted into numerical formats and illustrated through charts and graphs, facilitating a smoother transition to the subsequent chapter.
The range of language learning strategies used by Vietnamese employees at Honda Company, Vietnam
Firstly, the range of the first group of direct strategies- memory strategies employed by the Vietnamese employees is found with detailed information shown in the chart below
Figure 1: Frequency of using memory strategies
According to statistical data, the majority of respondents employ various memory strategies in their language learning, with the percentage of employees who never use a specific strategy ranging from 2.7% to 16.4%.
LLS1 LLS2 LLS3 LLS4 LLS5 LLS6 LLS7 LLS8 LLS9
Always or almost always true of me Usually true of me
In a recent survey on memory strategies, it was found that the majority of respondents, approximately 60%, reported that they "always" or "usually" use language learning strategies (LLS) Notably, the first two options on the scale, which include "always" and "usually true," were the most frequently selected by participants, indicating a strong preference for these strategies in enhancing memory retention.
The most effective strategies for learning and remembering new English words involve creating mental connections with known concepts and visualizing situations where the new words are used, with 60.3% and 61.6% of participants employing these methods, respectively These strategies are favored, as only 8.2% and 9.6% of learners reported that they rarely or never use them This preference is likely due to participants being trained to visualize word usage in their English classes Conversely, using flashcards is the least popular method, with nearly half of the respondents indicating they never or rarely use this strategy, and just over 20% applying it consistently.
Approximately one-third of respondents occasionally utilize memory strategies, specifically LLS 1, 5, 6, 7, while 42.5% report using LLS 8 at times This indicates that a limited number of employees engage in memory strategies less frequently than occasionally.
The findings suggest that learners are drawn to acquiring English through mental and physical imagery, as well as sounds, a method encouraged by their teachers Creating mental images of contexts for word usage helps learners not only remember the words but also understand their appropriate application Additionally, learners show a preference for spontaneous images encountered in everyday life rather than traditional study tools like flashcards They tend to establish connections between familiar and new concepts, facilitating easier and quicker memorization through comparisons of spelling, meaning, language use, and collocation.
The respondents reported using cognitive strategies less often compared to the first group of direct language learning strategies (LLS) in their English studies, as illustrated in Figure 2.
Figure 2: Frequency of using cognitive strategies
The cognitive group employs two primary activities favored by learners, with 67% of respondents avoiding word-for-word translation and 63.1% practicing new English words through repetition Notably, only 8.2% of participants rarely or never use the first strategy, highlighting its popularity This trend suggests that employees often engage with numerous professional documents, necessitating the development of reading skills for quick comprehension.
LLS 10 LLS 11 LLS 12 LLS 13 LLS14 LLS 15 LLS 16 LLS 17 LLS 18 LLS 19 LLS 20 LLS 21 LLS 22 LLS 23
Always or almost always true of me Usually true of me
Somewhat true of me Usually not true of me
In professional settings, the need to communicate effectively often drives individuals to expand their vocabulary, particularly through the repetition of new English words This strategy, known as LLS 10, is essential for those who must write reports and deliver speeches to senior colleagues By consistently practicing new vocabulary, they can achieve fluency in both pronunciation and spelling, ultimately enhancing their overall communication skills in the workplace.
A rarely utilized language learning strategy among respondents is seeking words in their native language that resemble new English vocabulary, with 67.1% indicating they seldom employ this method This limited use may stem from the participants' intermediate proficiency, which restricts their ability to connect knowledge across languages Additionally, the lack of reading for pleasure in English is evident, as indicated by a significant 31.5% gap compared to the most commonly used strategies While respondents may not oppose reading in English during their leisure time, they tend to prefer more entertaining options like TV shows and movies, with about 60% expressing strong agreement or agreement Furthermore, many participants likely do not regularly engage with word formation, affix meanings, or English pronunciation, indicating a potential gap in their language learning practices.
Compensation strategies, as identified by Oxford (1990), consist of six categories that empower learners to communicate effectively despite their limited knowledge The responses depicted in Figure 3 indicate that a significant number of learners actively seek methods to overcome their limitations.
Figure 3: Frequency of using compensation strategies
LLS 26, 27, and 28 represent a segment of participants who frequently report that these strategies do not apply to them, coupled with a low usage rate of under 50% Consequently, these strategies—creating new words, reading English without checking every unfamiliar term, and anticipating what others might say in English—are among the least utilized within the group.
In the LLS categories 24, 25, and 29, a significant proportion of participants frequently utilize strategies, with usage rates ranging from nearly 55% to over 68% Notably, LLS 25 and 29, which involve using gestures or synonyms for unfamiliar words, are consistently employed by 16.4% and 19.2% of respondents, respectively, marking the highest rates for "always" among all compensation strategies Furthermore, LLS 29 also has the largest percentage of respondents who typically choose this strategy, at 49.3%.
The findings show that the target population often relies on gestures or synonyms for unfamiliar words, a language learning strategy frequently encouraged by their English teachers during the course, rather than creating new words, which may lead to significant uncertainty.
LLS 24 LLS 25 LLS 26 LLS 27 LLS 28 LLS 29
19,2 Always or almost always true of me Usually true of me
Usually not true of me
Understanding nonverbal communication across cultures is crucial, especially when interacting with foreigners Creating new words can be risky, as it may result in misunderstandings Consequently, Language Learning Strategy (LLS) 26 is less commonly chosen, with a significant 46.6% difference in regular use compared to the more popular LLS 29.
Learners often resort to guessing and substituting words when they cannot recall the correct terms, which aligns with their strategy of linking known concepts to new information in English By comparing familiar and unfamiliar terms, employees can infer the meanings of new vocabulary and utilize their existing knowledge to convey their intentions effectively.
The correlation between students‟ use of LLSs and their types of motivation in
A Spearman-rho product moment correlation was run to examine the correlations between variables (See Table 2)
Table 2: Correlations between the Vietnamese employees’ use of LLSs and their motivation at Honda Co (N = 120)
Strategy Memory Cognitive Compensation Metacognitive Affective Social Motivation 755 ** 416 ** 634 ** 577 ** 672 ** 537 ** 654 **
The study revealed a significant positive correlation between respondents' motivation and their frequency of using language learning strategies (LLSs), with a strong correlation coefficient of r = 755 (p < 01) This finding aligns with previous research conducted by Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), and Gupta and Woldemariam.
(2011), Lau and Chan (2003), Liu et al (2014), Khamkhien (2010), Matsumoto, Hiromori, and Nakayama (2013), Oxford and Nyikos (1989), Schmidt and Watanabe
Research by Xu (2011) indicates that higher levels of student motivation are associated with increased use of language learning strategies (LLSs) This relationship, however, varies based on the categories of LLSs and types of motivation Notably, general motivation shows a significant correlation with all strategy types, with the strongest link found in metacognitive strategies (r = 672, p < 01) Additionally, overall strategy use is positively correlated with all types of motivation, particularly integrative motivation, which has the strongest correlation (r = 700, p < 01).
The analysis of specific LLS groups and motivation types reveals significant correlations between the use of cognitive, compensation, metacognitive, affective, and social strategies with all forms of motivation Additionally, the memory group demonstrated a correlation with all motivation types, excluding resultative motivation.
Research has shown that cognitive, metacognitive, and social language learning strategies (LLSs) are closely interrelated with motivation types, likely due to their frequent use In contrast, memory strategies have the weakest correlation with motivation types Among the four motivation types, integrative, instrumental, and intrinsic motivations are rated higher and more strongly correlated with LLS use than resultative motivation Notably, integrative motivation has the strongest relationship with strategy use, surpassing instrumental motivation, which supports previous findings by Vandergrift (2005), Baleghizadeh and Rahimi (2011), and Al-Qahtani (2013).
The study highlights the significant role of motivation types in the use of Language Learning Strategies (LLSs) among L2 learners, revealing that only integrative and intrinsic motivations are strong predictors of LLS exploitation Interestingly, while instrumental motivation was the most prevalent among EFL learners, it did not correlate as strongly with LLS use, aligning with previous research by Al-Qahtani (2013), which also found a stronger correlation between integrative motivation and strategy use This suggests that the students' high levels of instrumental motivation may have rendered it less effective in predicting LLS use Additionally, the lack of contribution from resultative motivation could be attributed to its low rating as a motivating factor by participants.
This study demonstrates that the relationship between motivation and the use of Language Learning Strategies (LLS) is influenced not only by the level of motivation but also by the types of motivation This finding supports the notion that various aspects of motivation, beyond just the motivation level, significantly affect how EFL learners engage with LLS (Al-Qahtani, 2013; Baleghizadeh & Rahimi, 2011; Ehrman, 1990; Oxford & Nyikos).
The study reinforces the importance of integrative motivation as a key factor in students' success in second language (L2) learning, contrasting with instrumental motivation, which was found to be less significant Research by Csizer & Dürnyei (2005) and Yu (2013) supports this conclusion, highlighting the critical role of integrative motivation in enhancing language acquisition.
The findings of this study contrast with earlier research, such as Lukmani (1972) and Warden and Lin (2000), which emphasized instrumental motivation and found no support for integrative motivation in second language (L2) learning It is important to note that these studies did not focus on the use of language learning strategies (LLS), an area that has seen limited exploration Additionally, motivation is dynamic and can evolve due to various factors, including changes in learning achievements, environments, contexts, beliefs, and emotions (Brown, 2007; Dữrnyei & Skehan, 2003; Grabe, 2009; Mazumder, 2014; Waninge, Bot, & Dữrnyei, 2014; Xu).
& Case, 2015) This, to some extent, can account for the variations and conflicts in findings across studies to date
This chapter presents the findings and results related to the three research questions, revealing that a significant percentage of respondents utilize all language learning strategies (LLSs) Additionally, it addresses the dominant types of motivation among participants, providing insight into their preferences Finally, the chapter explores the correlation between the use of LLSs and the motivation levels of the participants, highlighting key relationships.