Aims of the study
This study aims to explore the factors influencing the learning goals and motivation of second-year students studying English at the Military Academy of Logistics The primary objective is to determine the relationship between students' learning goals and their motivation levels.
Research questions
To achieve these aims, the study sets out to answer the following research questions:
1 What are the students’ learning goals regarding English learning?
2 To what extent are their learning goals related to their motivation in learning English?
Significance of the study
The study explores the learning goals and motivation of second-year students at the Military Academy of Logistics, providing valuable insights for English teachers at the institution It identifies key factors influencing these learning goals and motivation levels, while also examining the correlation between the two Ultimately, this research aims to enhance students' English learning experiences and assist educators in refining their teaching strategies.
Scope of the study
The Military Academy of Logistics offers three training levels: College, Junior College, and Vocational Training This study focuses specifically on second-year students at the College level.
Numerous researchers have focused on the relationship between learning goals, motivation, and their impact on second language acquisition This expansive topic encompasses various dimensions, making it a significant area of study However, due to time constraints within the framework of a Master's minor thesis, the exploration of this subject will be limited.
This article provides an overview of the learning goals and motivation of second-year students in English language acquisition, highlighting the factors that influence their progress The focus on second-year students is intentional, as this is when they typically begin their formal English education at school Understanding their motivation is crucial for enhancing their learning experience.
I also intend to focus on the intrinsic and extrinsic motivation.
Design of the study
The thesis consists of three parts: the introduction, the development, and the conclusion
Part One – Introduction: provides rationales, aims of the study, research questions, significance, and the scope of the study and its design
Part Two – Development: is organized around three chapters as follows:
Chapter 1: Literature review: conceptualizes the framework of the study through the discussion of the issues and ideas on theories of learning goals and motivation, and the relationship between them
Chapter 2: Methodology: presents the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis
Chapter 3: Findings and Discussions: consists of a comprehensive analysis of the data and a discussion on the findings of this study
Part Three – Conclusion: offers a summary of the findings, recommendations, limitation, and future directions for further study.
LITERATURE REVIEW
Definition of learning goals and motivation
Goal Theory, developed by Dweck in 1986, is a social-cognitive framework that focuses on achievement motivation, particularly in the context of academic motivation since the late 1980s Unlike other motivational theories that explore students' beliefs about success and failure, Goal Theory emphasizes the underlying reasons that drive students to engage in their academic pursuits.
Miyamoto and Nasu (1995) assert that individuals behave rationally and economically to achieve specific goals Consequently, Goal Theory can be applied to predict a student's learning behavior and outcomes based on their individual objectives (Dweck, 1986).
Latham and Locke (2006) define a goal as a desired level of performance to achieve within a specific timeframe, emphasizing that goal setting creates a constructive dissatisfaction with current performance They argue that specific and challenging goals enhance performance more effectively than vague objectives like "doing your best." When faced with a goal, individuals leverage their knowledge and skills, engage in deliberate planning, and develop task strategies through cognitive and behavioral mechanisms, which help focus attention and effort on activities relevant to the goal (Latham & Locke, 2002).
According to Harmer (1991, p.3), second language learning goals can be categorized into two types: short-term goals and long-term goals Short-term goals involve immediate objectives, such as students aiming to pass exams or achieve high grades In contrast, long-term goals reflect learners' aspirations for the future, including obtaining better job opportunities or enhancing their ability to communicate effectively in the target language.
In a pioneering study on the relationship between personality and goal setting, Campbell (1982) proposed that various personality traits influence key elements of goal-setting behavior, including the likelihood of setting goals and the specific nature of the goals established.
(3) the stability of set goals over time; (4) the typical specificity of goals set; and (5) the typical difficulty of goals set
Motivation, derived from the Latin word "movere," refers to the forces that drive individuals to take action Since the early 20th century, it has emerged as a prominent research topic, captivating the interests of scholars in both psychology and education Various motivation theories aim to address the complex question of why humans behave in certain ways, highlighting that there is no simple or straightforward explanation for this phenomenon.
According to Gardner's socio-educational model (1985), motivation in language learning encompasses a combination of effort, desire, and favorable attitudes He defines effort as the time dedicated to studying the language and the learner's drive, while desire reflects the learner's aspiration for proficiency Additionally, affect pertains to the emotional responses that learners experience during their language studies.
According to Crookes and Schmidt (1991), motivation encompasses both internal and external factors Internal aspects involve the individual's interest, the relevance they perceive in the material, their expectations of success or failure, and their view of potential rewards Conversely, external factors include the conscious choice to engage in learning, consistent learning behaviors, and a high level of involvement Ultimately, effective learning occurs when students find enjoyment in their activities and are willing to put in the effort.
Motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes towards the second language community (Lightbrown & Spada, 1999) When learners recognize the necessity of using the second language in various social contexts or to achieve professional goals, they are more likely to appreciate its communicative value and strive for proficiency Additionally, positive attitudes towards speakers of the language can enhance learners' desire for interaction and engagement with that community.
Malone (1981) emphasizes that motivation is influenced by the challenge level of tasks presented by teachers He argues that activities must align with students' varying skill levels; tasks that are too easy or too difficult can lead to decreased motivation Conversely, when students encounter appropriately challenging activities, their interest increases, resulting in more effective learning outcomes.
Another concept of motivation stated by Dornyei (2001, p 61) is that motivation as
The learning of a second language is significantly influenced by the learner's willingness to engage with and adopt the culture associated with that language According to the author, motivation encompasses two key dimensions of human behavior: direction and magnitude, which play crucial roles in this process (2001, p.7).
Different approaches to motivation offer unique perspectives on L2 and foreign language learning Most researchers agree that three key components define motivation: the conscious decision to pursue the goal of language learning.
(2) the effort expanded to achieve that goal, and (3) the sustenance of the goal/effort
1.1.3 Adopting the Common European Framework (CEFR) at Military Academy of Logistics
The CEFR for languages was developed by the Council of Europe over more than
20 years before being officially launched during the European Year of Languages in
2001 Since then the CEFR has grown in popularity both in Europe and across the world
The CEFR framework serves as a benchmark for assessing communicative language skills in reading, writing, speaking, and listening It categorizes language proficiency into three levels: basic users (Level A), independent users (Level B), and proficient users (Level C).
Military Academy of Logistics (MAL) has set Level B1 as English language proficiency target for the students from the second year to the pre-graduation time since 2013
Table 1 and Table 2 show the framework at Level B1 which students have to achieve
Table 1: Common Reference Levels: self-assessment grid (Level B1)
I can grasp the key ideas of clear standard speech on familiar topics related to work, school, and leisure Additionally, I understand the main points of various radio and TV programs about current events or personal and professional interests, provided the delivery is slow and clear.
I can understand texts that consist mainly of high frequency everyday or job related language I can understand the description of events, feelings and wishes in personal letter
I am capable of navigating various situations while traveling in areas where the language is spoken I can engage in spontaneous conversations on familiar topics such as family, hobbies, work, travel, and current events, even without prior preparation.
Motivational theory
The cognitive-situated theories of motivation, while distinct from earlier models, build upon the foundations established by social psychology These contemporary perspectives on motivation, particularly in real-world settings like classrooms, can be effectively studied alongside previous theories, highlighting the evolution of our understanding of motivational processes (Dửrnyei, 2005).
Intrinsic motivation, driven by autonomy and competence, refers to engaging in activities for their inherent interest and the enjoyment they bring For instance, an individual may delight in learning a language, deriving satisfaction from mastering new concepts (competence) and experiencing joy from the learning process itself.
Intrinsic motivation is the drive that originates from within an individual, rather than from external rewards like money or grades It stems from the enjoyment of the task itself or the satisfaction derived from engaging with it For instance, an intrinsically motivated student may desire a good grade on an assignment, but if the topic does not captivate their interest, the allure of a high grade will not be sufficient to inspire them to invest effort into the project.
Furthermore, Dornyei (2001) subdivides intrinsic motivation into three subtypes:
Intrinsic motivation encompasses three key aspects: the desire to know, which drives individuals to engage in activities for the joy of understanding and satisfying their curiosity; the motivation toward achievement, characterized by the fulfillment gained from overcoming challenges and striving for personal goals; and the motivation to experience stimulation, where individuals seek out activities that provide enjoyable sensations Each of these elements highlights the internal satisfaction derived from engaging in various pursuits, emphasizing the importance of personal fulfillment in motivation.
Extrinsic motivation is fundamentally different from intrinsic motivation, as it focuses on external rewards rather than long-lasting learning effects According to Dornyei (2001, p.27), extrinsic motivation drives individuals to engage in behaviors primarily as a means to achieve specific external goals, highlighting the influence of environmental factors on student behavior.
Extrinsically motivated individuals engage in tasks primarily for the external rewards they anticipate, regardless of their interest in the activity These rewards can range from simple acknowledgments, like a smiley face, to significant achievements such as fame or wealth For instance, a student may find an assignment tedious or uninteresting, yet the prospect of earning a good grade serves as a powerful motivator, prompting them to invest the necessary effort to succeed.
Self-determination theory highlights that extrinsic motivation can differ significantly in its autonomy levels For example, a student may complete homework solely to avoid parental punishment, reflecting a low level of autonomy In contrast, another student may engage in the same task because they recognize its value for their future career, demonstrating a higher degree of personal endorsement and choice While both scenarios involve external factors, the former represents compliance with external control, whereas the latter reflects a more autonomous motivation.
Extrinsic motivation, as described by Dornyei (2001), is categorized into four subtypes Firstly, external regulation is the least self-determined form, driven by external factors like rewards or threats; for example, a student may learn English due to parental or teacher encouragement Secondly, interjected regulation involves adhering to externally imposed rules to avoid feelings of guilt, such as a student completing homework to prevent guilt Thirdly, identified regulation occurs when a student values an activity and recognizes its usefulness, like learning English to enjoy English songs or films Lastly, integrated regulation reflects behavior that aligns with an individual's values and identity, exemplified by a student learning English as part of embracing an educated cosmopolitan culture.
Intrinsic and extrinsic motivation are clearly observable in foreign language classrooms, irrespective of the cultural beliefs and attitudes of both learners and teachers (Brown, 2000) Furthermore, Schmidt (1996) noted that while the distinction between intrinsic and extrinsic motivation parallels the integrative and instrumental distinction, they are not identical concepts.
This study aims to investigate the intrinsic and extrinsic motivations of second-year students at MAL, considering the constraints of an M.A minor thesis.
The relationship between learning goals and motivation
Eccles (1983) defined expectancies for success as children's beliefs regarding their anticipated performance on future tasks, whether in the near or distant future In contrast, ability beliefs refer to an individual's perception of their current competence in a specific activity This distinction highlights that ability beliefs are centered on present capabilities, while expectancies for success are oriented towards future outcomes.
Expectancies, which focus on future success, are distinct yet related to ability beliefs that emphasize present capabilities (Wigfield & Eccles, 2002) Subjective task values reflect the task's quality that affects an individual's likelihood of selecting it (Eccles, 2005) Both expectancies and values are shaped by personal goals and self-schema, including short- and long-term objectives, self-concept, ability beliefs, and task difficulty perceptions Additionally, values are influenced by an individual's emotional responses, while factors such as past performance, aptitude, and the expectations and behaviors of socializers play a significant role in shaping these goals, self-schema, and affective reactions.
Achievement goals are competence-oriented objectives that individuals pursue in evaluative contexts Initially, two main types of achievement goals were recognized, centered on the concept of personal competence: mastery goals and performance goals, as outlined by Dweck and Leggett in 1988.
Mastery goals emphasize a person's perceived competence based on absolute standards and task mastery, where the primary focus is on learning and mastering the task for its own sake When students are intrinsically motivated, they assess their performance against the task's requirements and their past achievements, prioritizing effort and improvement According to Dweck (1989), individuals with a mastery goal orientation actively seek challenging experiences, viewing failures as opportunities for personal growth rather than setbacks In this framework, failure serves as constructive feedback, indicating that the current approach may be inadequate and that increased effort and creativity are necessary to achieve mastery (Elliot & Dweck, 1988).
Performance goals emphasize the demonstration of competence and the assessment of ability in comparison to others In contrast to students with a mastery goal orientation, those with a performance goal orientation are more inclined to withdraw from challenging tasks if they perceive a higher likelihood of failure Consequently, a student's confidence in tackling a specific task is influenced by their self-assessment of their current abilities to succeed.
Individuals with a strong performance goal orientation often shy away from challenging situations, opting for easier tasks to ensure success and evade judgments of incompetence (Elliot & Dweck, 1988) This tendency leads them to avoid learning opportunities that may involve errors and the risk of being perceived as incompetent by others (Dweck, 1989) Furthermore, when faced with task failure, these individuals typically respond with negative emotions and unfavorable self-assessments of their abilities (Bandura & Dweck).
1985, Leggett & Dweck, 1986), and low levels of task persistence (Farr et al., 1993)
Students with a mastery goal orientation prioritize learning over external validation, willingly engaging in challenging tasks to enhance their skills, even if they initially lack ability In contrast, those with a performance goal orientation require a high perception of their abilities and a strong likelihood of success before tackling difficult tasks, often opting for easier tasks that assure positive judgments rather than focusing on genuine learning (Bandura & Dweck, 1985).
Goal orientations significantly impact achievement outcomes, with task orientation generally seen as more adaptive than ego orientation Task-oriented individuals tend to choose challenging tasks, employ effective study strategies, and maintain positive attitudes and emotions towards learning In contrast, ego-oriented individuals often opt for easier tasks, use trivial learning strategies, and may focus on social status, leading to avoidance behaviors when faced with challenges However, a combination of high perceived competence and task orientation can enhance the positive effects of ego orientation on achievement outcomes.
Self-determination theory (SDT) emphasizes the difference between autonomous and controlled motivation Autonomy is defined as acting with a sense of volition and choice, where intrinsic motivation exemplifies this by engaging in activities for their inherent enjoyment, such as learning for fun Conversely, controlled motivation arises from external pressures, leading individuals to feel compelled to act Early experiments, like those conducted by Deci in 1971, demonstrated that extrinsic rewards can foster controlled motivation SDT asserts that autonomous and controlled motivations vary in their regulatory processes and experiences, allowing behaviors to be categorized based on their autonomy Both forms of motivation are intentional, contrasting with a-motivation, which signifies a lack of intention and drive.
Self-Determination Theory (SDT) differentiates between a-motivation, which signifies a lack of motivation and intention to act, and motivation that involves intentionality Within the realm of motivation, SDT categorizes it into autonomous motivation and controlled motivation Autonomous motivation encompasses both intrinsic motivation and well-internalized extrinsic motivation, meaning that individuals who are autonomously motivated engage in activities driven by their personal interests or because they have integrated the value and regulation of the activity into their sense of self.
Controlled motivation includes external regulation and introjected extrinsic motivation, highlighting how external factors influence an individual's drive The extent of controlled motivation indicates how much a person feels compelled or tempted by external rewards or internalized pressures.
Autonomous motivation, controlled motivation, and a-motivation are key concepts that describe an individual's relationship with activities, influenced by both the social environment and personal causality orientations The level of autonomous motivation in the workplace is determined by the support for autonomy and an individual's autonomous orientation, while controlled motivation is shaped by the presence of control in the work environment and a person's controlled orientation Additionally, a-motivation arises from a lack of motivating factors in the work context and is linked to an impersonal orientation Understanding these motivational dynamics can enhance workplace engagement and performance.
According to Ford (1992), behavior is often shaped by multiple interconnected goals, which can vary in complexity High-level goals, such as the desire to become bilingual, are supported by lower-level goals like excelling in a specific class, and are further broken down into actionable steps, such as studying to achieve a high grade on a Spanish test These goals can encompass various aspects of life, including achievement, security, and socialization, with the most motivating activities arising from the pursuit of multiple objectives simultaneously.
Since mastering a language is not a goal to be achieved within a short time, Dửrnyei
In 1994, it was proposed that planners establish short-term sub-goals, known as proximal sub-goals, which can be accomplished quickly These sub-goals serve a significant motivational role by offering learners immediate feedback on their progress Successfully achieving these goals can enhance self-efficacy and boost motivation.
Students who experience a sense of self-determination and focus on their tasks are more inclined to exhibit higher intrinsic motivation levels (Ryan and Connell, 1998) Furthermore, Brunel (2001) highlights that goal orientation is associated not only with intrinsic motivation but also with identified regulation, which represents a highly self-determined type of extrinsic motivation.
METHODOLOGY
In this chapter, the context and the subject of the study, the data collection instruments, the data collection procedure, and the data analysis procedures will be presented
The Military Academy of Logistics (MAL) in Long Bien District, Hanoi, Vietnam, is renowned for its comprehensive training in army ordnance across two campuses: Son Tay and Long Bien MAL offers two levels of training—Civil and Military—with the latter encompassing various majors such as Ordnance, Finance, Petrol, and Construction Each year, around 500 male students aged 18 to 23 enroll in the Military training program, having passed entrance exams in Math, Physics, and Chemistry, and possessing a basic understanding of English However, many students struggle with English proficiency, with their skills in the language being notably limited.
At MAL, English is a key subject within the Faculty of Basic Society After a year of training in Son Tay, students return to the Long Bien campus to continue their studies, which include English Over a span of two and a half years, students must complete 32 credits in English, totaling 540 periods, in order to qualify for the Graduation examination, where they are expected to achieve an A1 level according to the CEFR by the end of their fourth year.
The English Department at MAL is equipped with high-quality language learning resources, including CD players, tape players, and reference books In 2015, the institution established approximately 10 multimedia classrooms, each furnished with computers, screens, and projectors, accommodating an ideal class size of 30 to 35 students The department boasts 20 English teachers, all graduates from various Vietnamese universities, primarily holding M.A degrees, though none have studied abroad While they are young, enthusiastic, and dynamic, some teachers lack experience and formal training, leading to challenges in classroom management and pedagogical situations.
A total of 120 male students, aged 18 to 20, from various regions of Vietnam, including rural and urban areas, participated in this study at MAL Despite having studied English for seven to eight years, most of these students are at an Elementary level of proficiency, with some falling below this level Their lack of consistent English practice during a year of training at Son Tay has led to significant knowledge gaps Furthermore, they face challenges adapting to MAL's instructional approach, which emphasizes the four key skills: listening, speaking, reading, and writing Consequently, these factors contribute to their difficulties in learning English and result in poor academic performance during their second year.
Most individuals primarily communicate in Vietnamese, which significantly limits their opportunities to practice English Additionally, their time at school is restricted, and the lack of internet access, as well as the absence of English clubs or centers, hinders their ability to improve their language skills Consequently, they only get minimal exposure to English during classroom interactions with teachers and peers.
This study employs a mixed method design that includes both qualitative and quantitative research methods so as to get a more detailed and comprehensive picture about what is investigated
In my research, qualitative data was collected through interviews, while quantitative data was obtained via questionnaires To ensure participants fully comprehend the content, both the interviews and questionnaires were conducted in Vietnamese.
The questionnaire consists of two parts with ended questions:
Part I: Types of learning goals and motivation
The questionnaire designed to assess students' learning goals in English consists of five targeted questions This study utilizes the NCSSFL-ACTFL Can-Do Statements, developed by Jacqueline Bott VanHouten and Elvira Swender, as a foundational framework to explore these learning objectives effectively.
The motivation questionnaire comprises two components: intrinsic and extrinsic motivation, utilizing a Five-point Likert scale for its 10 statements This study references the Intrinsic-Extrinsic Motivational Questionnaire by Schmidt et al (1996), as it aligns well with the participants involved However, due to the constraints of a Master's minor thesis, the original 20-item questionnaire is condensed to 12 selected items that effectively represent both intrinsic and extrinsic motivational factors.
Part II: The relationship between learning goals and motivation: consists of four questions to find out the way how learning goals relate to the student‟s motivation
In this study, interviews were conducted the week following the administration of questionnaires to 120 randomly selected students for more comprehensive data collection The purpose of the interviews was to gain deeper insights into the research questions and to explore topics raised in the questionnaires Each interview lasted approximately 10 minutes, with informal discussions sometimes occurring during breaks To facilitate natural expression, the interviews were primarily conducted in Vietnamese, and basic questions were prepared in advance (see Appendix 3) With the interviewees' consent, the sessions were recorded and noted, and all interview data were analyzed interpretatively.
The questionnaire underwent an initial pilot test with 50 students to assess its validity and reliability After revisions, it was distributed to 70 students and ultimately administered to 120 students during the middle of the second term of the 2015-2016 school year Students were given 20 minutes to complete the questionnaire, during which the study's purpose and significance were explained, and any questions were addressed Remarkably, all 120 questionnaires were returned.
Interviews were conducted to explore students' learning goals, motivations, and the negative factors influencing them at MAL Following the analysis of questionnaires, 15 students were randomly selected for face-to-face interviews, which were either noted or tape-recorded These interviews provided essential insights into the factors impacting learning goals and motivation at MAL.
After all the questionnaires were returned, I collected them to check, sort, and number carefully The results of the recording process were then input into my computer for analyzing
I conducted a comprehensive analysis using both qualitative and quantitative methods to explore students' learning goals and motivations The quantitative approach revealed the types of motivation associated with students and their relationships with learning objectives Additionally, qualitative interviews provided deeper insights into the reasons behind students' specific learning goals and motivations.
To maintain data consistency, I independently analyzed the results from both the questionnaires and interviews, except for the initial recording of participants' responses.
This chapter has thoroughly outlined the context, subject, and instruments used in the study, as well as the procedures for data collection and analysis The next chapter will focus on the findings and discussions.
FINDINGS AND DISCUSSIONS
This chapter examines students' learning goals and their intrinsic and extrinsic motivations, highlighting the connection between these elements Insights are drawn from data collected through questionnaires and interviews, providing a comprehensive analysis that enhances understanding of these topics Ultimately, this foundation sets the stage for further discussions and recommendations in the subsequent sections of the study.
3.1 Learning goals and motivation of the second-year students
Question 1 aims at finding out the students‟ level of English at MAL It is students‟ grades in the examination when they start studying the second year The form and level of the test is based on CEFR level with total mark of 100
Chart 1: Students’ level of English
The chart reveals that nearly 80% of the students who only get 0-44 marks in the test have low level of English ability and 12.5% of them achieve CEFR level A2
Chart 1: Students' level of English
A small percentage of students, specifically 8.3%, achieve higher marks, typically falling within the 45-69 range During interviews, these students openly acknowledge their struggles with English, often describing their skills as extremely poor.
“I only get 21 marks in the test I cannot hear any information in Listening part.” (Student 12)
“When I learnt at high school, I used to be fairly good at learning English; however, after a long time I do not use it so I forget so much.” (Student 2)
In order to measure students‟ learning goals at MAL, the goals to four skills of learning English considered include presentational speaking, presentational writing, interpretive listening, and interpretive reading
Question 2 measures the student‟s goals toward learning Speaking skill
1 I can introduce myself to someone 20.7
2 I can ask and talk about friends, classmates, and teachers 19.2
3 I can talk about my favorite music, movies, and sports 22.8
4 I can talk about jobs and career plans 37.2
Table 3: Student’s goals toward learning Speaking skill
The data indicates that discussing jobs and career plans is the primary objective for speaking learners, representing 37.2% of responses Additionally, 22.8% of participants aim to converse about their interests in music, movies, and sports Notably, 5 out of 120 students selected the "Others" category, with 2 of them expressing during interviews that they are motivated to improve their English speaking skills for more significant aspirations.
“After graduation, I want to have opportunities to study abroad; therefore, I want to speak English fluently.” (Student 1)
“I have liked speaking English since I was small so that I really hope I can speak
English naturally as the natives” (Student 7)
Approximately 20.7% of students feel confident introducing themselves, while 19.2% are able to discuss friends, classmates, and teachers Their objective is to convey personal information and engage in familiar topics by utilizing a diverse range of vocabulary, phrases, and memorized expressions.
Question 3 measures the student‟s goals toward learning Writing skill
1 I can write lists and memorized phrases on familiar topics 19.1
2 I can write short messages and notes on familiar topics related to everyday life
3 I can write on a wide variety of familiar topics using connected sentences
4 I can write on topics related to school, work, and community in a generally organized way
Table 4: Student’s goals toward learning writing skill
The findings from question 3 indicate that second-year students at MAL prioritize writing short messages and notes on familiar everyday topics (40.9%) and composing connected sentences on a variety of familiar subjects (30.5%) as their main writing goals In contrast, 19.1% of the students aim for a more basic objective of writing lists and memorized phrases related to familiar topics One student expressed their perspective on the goals for developing writing skills.
Student 3 expresses a desire to improve their writing skills, stating that their current vocabulary and grammar limitations restrict them to only writing simple information, such as messages or classroom activities.
Among the participants, 9.5% aim to improve their English writing skills, focusing on organized expression related to school, work, and community topics This group primarily consists of high-achieving students who have demonstrated a strong foundation in English, allowing them to set more ambitious goals compared to their peers.
Question 4 measures the student‟s goals toward learning Listening skill
1 I can recognize some familiar words and phrases when I hear them spoken
2 I can often understand words, phrases, and simple sentences related to everyday life
3 I can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies
4 I can usually understand a few details of what I overhear in conversations
Table 4: Student’s goals toward learning listening skill
Over half of students aim to grasp the main ideas in messages and presentations across various topics, including everyday life, personal interests, and academic studies They particularly seek to comprehend short YouTube clips and identify the services promoted in television advertisements.
A significant 22.4% of participants expressed a desire to frequently comprehend words, phrases, and simple sentences relevant to daily life For instance, responses from interviews highlighted this need for practical language understanding.
“I hope to be able to recognize the names of some parts of the body in a health or fitness class.” (Student 12)
“Because I like science, my goal is to recognize the names of the planets in a online science class which I am taking part in.” (Student 9)
In a recent survey, 15.8% of students reported being able to recognize familiar words and phrases when heard, while only 11.5% aimed to understand specific details from conversations they overhear.
Question 5 measures the student‟s goals toward learning Reading skill
1 I can understand some learned or memorized words and phrases when I read
2 I can sometimes understand the main idea of what I have read 50.4
3 I can understand the main idea of texts related to everyday life and personal interests or studies
4 I can easily understand the main idea in messages and presentations on a variety of topics related to everyday life
Table 5: Student’s goals toward learning reading skill
The data indicates that a significant number of students set low reading goals, with only 3.2% expressing confidence in their ability to grasp the main ideas in messages and presentations across various topics Additionally, just 15.9% of students aim for a basic understanding at an elementary reading level, highlighting a need for improvement in reading comprehension among learners.
After collecting all the questionnaires, the participants' responses were analyzed using Excel 2007 The DCOUNT function was utilized to determine the frequency of each response option—ranging from 1 (Strongly Disagree) to 5 (Strongly Agree)—for every item in the questionnaire across all categories.
In this analysis, I utilized the SUM and AVERAGE functions to determine the total and average number of participants who selected the response options of Strongly Disagree (SD), Disagree (D), and Undecided (U), as well as Strongly Agree (SA) and Agree (A) Subsequently, I compared the total counts of SD and D against the combined totals of SA and A.
Table 6 and Chart 2 show that students in this study have a strong extrinsic motivation in learning English
No % No % No % No % No %
Table 6: The frequency distribution of items measuring extrinsic motivation (n 0)
Chart 2: Frequency distribution of items measuring extrinsic motivation
A significant 73.7% of students express agreement regarding extrinsic motivation for learning English Notably, 89.2% of participants believe that mastering English is essential for securing a good job in the future, while 89.1% acknowledge it as a mandatory subject at MAL Additionally, 82.5% of students assert that English proficiency is crucial for everyone in Vietnam However, 61.7% indicate that their primary motivation for learning English is to pass exams at MAL, and 45.8% also recognize the importance of learning English for communication with foreigners.