RATIONALE FOR THE STUDY
In an article entitled “How motivation affects learning and behavior”, Ormrod
Motivation plays a crucial role in students' academic and social engagement, influencing their interests and participation in various activities While some students may excel in their studies and actively participate in classroom discussions, others may focus more on social interactions and community events This strong motivation significantly impacts students' learning behaviors, shaping their choices, goals, and the effort they invest in their education When students feel motivated, they are more likely to dedicate themselves to their studies with persistence and energy.
Many English teachers face the ongoing challenge of keeping students engaged in learning the language, as highlighted by Hussin, Nooreiny, and D'Cruz (2001) It is crucial for educators to find a balance between exam preparation and fostering lifelong language skills.
Researchers and educators recognize the critical role of motivation in the learning process, leading to ongoing efforts to enhance student motivation through various studies Since the 1960s, motivation has remained a popular research topic, attracting global interest from scholars aiming to understand and improve motivational strategies for students.
The old adage "You can lead a horse to water, but you cannot make him drink" highlights the importance of student motivation in the learning process As a teacher, I understand that while we can guide students towards knowledge, we cannot force them to embrace it; instead, we must inspire them to learn independently A teacher's role is to present engaging and motivating paths to knowledge, tailored to each student's interests and learning objectives Recognizing what motivates or demotivates students is essential, especially for those pursuing specific fields like natural sciences, who may seek alternative teaching methods that resonate with their passions.
I aim to study the motivation of high school students specializing in English at the High School for Gifted Students, Hanoi National University of Education (HNUE), focusing on grades 10, 11, and 12 My passion for the English language drives this research, as I seek to understand the dedication of students who have chosen this subject as their major.
AIMS OF THE RESEARCH
This study investigates the motivations of English major students at the High School for Gifted Students, HNUE, and explores differences among students in grades 10, 11, and 12 The findings will serve as a valuable resource for teachers, enabling them to adapt their teaching methods to better engage and motivate their students.
OBJECTIVES OF THE RESEARCH
This study aims to examine the changes in motivation over time among gifted students, particularly at the High School for Gifted Students (HNUE) According to Ryan (2000), intrinsic motivation tends to decline with each advancing grade The research also hypothesizes that gifted students may exhibit stronger instrumental and extrinsic motivation compared to integrative and intrinsic motivation The objectives of the study are designed to test these hypotheses within this specific student population.
To identify what types of motivation exist among students at High School for Gifted Students (HNUE) and which types of motivation prevail among students
To find out if students of different grades have different types of motivation.
RESEARCH QUESTIONS
In this investigation, the following research questions were addressed:
1 What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail?
2 Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences?
SCOPE OF THE RESEARCH
This study specifically examined the motivations for learning English among students majoring in English at the High School for Gifted Students, rather than those who study English as a regular subject.
SIGNIFICANCE OF THE RESEARCH
This study explored the motivations of English gifted students and the variations in motivation across different grade levels The survey not only raised students' awareness of the significance of motivation in their learning process but also encouraged them to identify strategies to enhance their motivation Furthermore, the findings offer valuable insights for teachers, enabling them to tailor their teaching methods and activities to better engage and motivate students in learning English.
STRUCTURAL ORGANIZATION OF THE THESIS
The thesis is organized as follows:
Part A - Introduction – provides the rationale of the study, aims and objectives and the significance of the study as well as raises research questions
Part B - Development - consists of three chapters:
Chapter One – Literature review – presents an overview of relevant literature on the issues of motivation in second/foreign language learning
Chapter Two – Research methodology – provides a description of research methods, selection of the participants, data collection instruments, and data collection procedures
Chapter Three – Findings and discussions - presents the results of the study and the discussion of the results
Part C – Conclusion - summarises the main points of the study, draw some conclusions, points out the limitations of the study and make some suggestions for further research
LITERATURE REVIEW
Theoretical Background
The importance of motivation in learning, particularly in acquiring a second or foreign language, is widely recognized by researchers and educators globally Numerous studies have explored the relationship between motivation and academic performance, aiming to enhance student achievement However, defining motivation is complex due to its multifaceted nature, which encompasses various disciplines, including psychology and sociolinguistics As noted by Keblawi (2011), understanding language learning motivation (LLM) requires insights from educational, social, and cognitive psychology, among other fields This complexity arises from the need to explain individual actions and behaviors, which cannot be adequately addressed through a single perspective Despite extensive research, the topic remains "uneven and inconsistent" (Dornyei, 2003).
Dornyei highlights the confusion surrounding the concept of motivation by likening it to an old umbrella that encompasses many concepts with minimal commonality This complexity is further illustrated through various definitions gathered from multiple sources.
Motivation is defined as the reasons for acting with interest or enthusiasm (Online Oxford Dictionaries, 2013) Harmer (2007) aligns with Dornyei and Otto (1998) in describing motivation as a dynamic internal drive that influences cognitive and motor processes, guiding how desires are prioritized and acted upon Gardner (1985) emphasizes that motivation reflects the individual's effort to learn a language driven by a desire for achievement and the satisfaction gained from the learning experience.
The complexity of motivation in language learning cannot be fully captured by simple definitions A comprehensive understanding requires an exploration of the historical development of motivation theory, which encompasses various components viewed from multiple perspectives.
Researchers have differing opinions on the components of Language Learning Motivation (LLM) and their roles, including individual and situational differences, social and cultural factors, and cognition This complexity arises from LLM's involvement in various aspects of learning Initially, LLM was examined through a behavioral framework focused on what drives an organism to act, relying on concepts like instinct and need However, this perspective is less relevant to educational contexts The emergence of cognitive approaches has shifted the focus to understanding why students engage in academic tasks, leading to the development of several influential models in LLM.
Initial studies on language learning motivation, influenced by social and cultural factors, were conducted by social psychologists, with the Socioeducational Model by Gardner (1985) being the most significant Gardner defines motivation as the combination of effort, desire to learn a language, and positive attitudes towards the learning process He identified two types of motivation: integrative motivation, which focuses on connecting with the culture of the language, and instrumental motivation, which emphasizes practical benefits of language acquisition.
Learners driven by integrative motivation seek to learn a foreign language primarily to connect with its speakers and explore regions where the language is spoken Their interest often leans more towards the culture associated with the language than the language itself This motivation arises from a genuine desire to communicate and engage with the target language community, highlighting their eagerness to integrate and build friendships.
According to Falk (1978), individuals who possess positive attitudes towards speakers of the target language, appreciate the target culture, and wish to integrate into communities where the language is spoken are often more successful in language learning This type of motivation is referred to as integrative motivation (Ahmadi, 2011).
Individuals with high instrumental orientation learn a language primarily to achieve practical goals, such as passing exams and enhancing their professional prospects (Gardner & Lambert, 1959) Instrumental motivation highlights the practical benefits of language learning, including increased job opportunities, empowerment, and access to valuable scientific and technical information For instance, Ahmadi (2011) illustrated this concept through the example of a recent design graduate in Chile who aspires to secure a lucrative job that requires proficiency in English, using this career opportunity as motivation to improve his language skills and transform his economic situation.
Integrative and instrumental motivation are essential for learners' success, with integrative motivation being particularly significant for long-term achievement, as highlighted by Taylor, Meynard & Rheault (1977), Ellis (1997), and Crookes et al (1991) in Ahmadi’s study Gardner and Lambert also emphasize the importance of integrative motivation over instrumental motivation in formal learning settings.
The socioeducational model encompasses several key components assessed through the Attitude/Motivation Test Battery (AMBT) First, attitudes towards the learning situation reflect individuals' perceptions of the academic environment, including their views on teachers and course content Next, integrativeness is determined by one's attitude towards the target language group, interest in the language, and overall integrative orientation Lastly, motivation is gauged by the effort invested in language learning, attitudes towards the language, and a personal affinity for acquiring the target language.
Source: Gardner (2001), cited in Keblawi (2009)
In Gardner’s model, integrative motivation plays a crucial role and comprises three key components: integrative orientation, integrativeness, and integrative motivation He emphasizes that orientation pertains to the reasons behind a learner's pursuit of the target language, while motivation reflects the effort, desire, and enjoyment invested in the learning process.
The theory faced significant criticism due to the ambiguous definition of integrative motivation, which varies among researchers According to Clement & Kruidenier (1983), motivations for language learning can be categorized differently; what some may view as instrumental reasons might be seen as integrative by others.
Shaw (1981) argues that although Gardner emphasizes integrative motivation, it plays a minimal role in language learning, as only a limited number of learners have the opportunity to engage in authentic interactions.
Researchers advocating for the constructivist approach express concerns that an emphasis on integrative motivation could jeopardize individual identities They argue that the model suggests that achieving greater success in learning a target language may require individuals to relinquish their own identities in favor of adopting a new one, effectively leading to assimilation.
8 does not mean this model should be eliminated In fact, it became the base for further expansion, which belongs to the cognitive revolution from the seventies onward
Cognitive Revolution consists of the three prominent theories as follows:
Review of Previous Studies Related to the Research Area of the Thesis
A study by Carreira (2006) examined the motivation for learning English among Japanese elementary school students, focusing on intrinsic and extrinsic factors The research involved 174 third graders and 171 sixth graders, revealing five key motivational factors: interest in foreign countries, intrinsic motivation, encouragement from caregivers, instrumental motivation, and anxiety Notably, the study found significant differences in intrinsic motivation, interest in foreign countries, and instrumental motivation between third and sixth graders, along with a decline in both intrinsic and extrinsic motivation as students progressed While the study utilized quantitative methods through questionnaires, the researcher acknowledged limitations and suggested that qualitative approaches, such as interviews or classroom observations, could provide deeper insights Despite its drawbacks, the study enhanced the understanding of English learning motivation among Japanese elementary students.
A study by Akram and Ghani (2013) explored the relationship between motivation and gender among 240 grade 12 students in Pakistan, comprising 63 males and 87 females from urban and rural backgrounds Utilizing a questionnaire based on Gardner’s Attitudes/Motivation Test Batteries (1985), the researchers assessed students' attitudes and motivations towards learning English The findings revealed no significant differences in attitudes and motivation between male and female students, contradicting earlier studies on the topic Akram and Ghani (2013) also referenced previous research by MacIntyre et al (2002) and Baker, highlighting this divergence in results.
MacIntyre (2003) showed a significant difference between female and male, and Sung & Padilla (1998) revealed a significantly higher motivation in female students compared with male students
Vaezi (2008) conducted research focusing on the motivation of Iranian undergraduate students learning English as a foreign language, specifically examining instrumental and integrative motivation The study involved 79 non-English major students from the Islamic Republic of Iran, who completed a modified questionnaire assessing their motivation levels Results indicated that these students exhibited a very high overall motivation for learning English, with instrumental motivation being significantly higher than integrative motivation The researcher suggested that this preference for instrumental motivation may stem from a desire to preserve their cultural identity, as students fear that embracing English culture and values could lead to socio-cultural and religious integration.
Students reported that their primary field of study was a significant burden, leaving them with little time to focus on learning English Additionally, many students lacked sufficient proficiency to communicate effectively in the target language at the university level The limited time and overcrowded classrooms hindered the development of all four language skills, resulting in minimal student participation during lessons.
Phan (2010) conducted a study exploring the motivation of Vietnamese technical English majors and the influencing factors on their motivation Data were gathered through semi-structured interviews with seven students and eight English teachers, along with students’ weekly diaries The results revealed that the students were primarily intrinsically motivated to learn English; however, various external motivations overshadowed their intrinsic drive Additionally, specific cultural practices in Vietnam significantly impacted their motivation levels.
Summary
Motivation is a vital factor in learning English, categorized into various types based on different language learning theories It can be divided into integrative motivation, aimed at connecting with the target language community, and instrumental motivation, where language serves as a means to an end Additionally, according to self-determination theory, motivation can be intrinsic or extrinsic Goal-setting theories further classify motivation into internal and external aspects, including performance-oriented and mastery-oriented goals Attribute theories also highlight internal and external reasons for motivation Understanding these classifications helps identify learners' motivations and enhance their learning incentives, which has led to an increase in research on this topic.
This study is grounded in the socioeducational and self-determined models, focusing on two key categories: instrumental and integrative motivation, as well as intrinsic and extrinsic motivation, which serve as the theoretical foundation for the research.
RESEARCH METHODOLOGY
Research Setting
The study was conducted at the High School for Gifted Students (HNUE), which offers classes in various majors, including Mathematics, Physics, Chemistry, Biology, Informatics, Literature, and English, along with two non-majored classes, A1 and A2 Students from different regions of Vietnam, pursuing diverse academic paths, exhibit varying motivations for learning While those specializing in English are generally expected to have a higher motivation for studying, it is hypothesized that even among English gifted students, their motivations may differ significantly.
Subjects
A study involving 158 students from six English classes at the High School for Gifted Students (Hanoi National University of Education) highlights the school's unique characteristics and academic schedule for English majors As a specialized institution for gifted learners, it provides distinct educational orientations Two key milestones for these students include the English national competition for grades 11 and 12, and the university entrance exam for grade 12 This context leads to the hypothesis that motivation levels may vary significantly between different grade levels Although the researcher aimed to survey all students across the six classes, the timing of the questionnaire distribution at the end of the school year resulted in lower participation, with only 158 out of 184 students completing the survey.
Table 3: Information on the Number of Students Surveyed
Research Types
This study aims to investigate the motivation of gifted English students and identify variations in motivation across different grade levels Utilizing quantitative data through survey research, the study encompasses a comprehensive sample of the target population to ensure robust results.
Data Collection Instruments
The study utilizes a survey research design, employing a questionnaire as the primary instrument to assess motivation This questionnaire, originally developed by Gardner in 1985, is adapted from the International Attitudes/Motivation Test Batteries (2004) for secondary school students learning English as a foreign language It has been translated and utilized in research across various countries, including Brazil, Croatia, Japan, Poland, Romania, and Spain (Catalonia) Each item in the questionnaire features a 6-point Likert scale, ranging from strongly disagree to strongly agree, allowing students to express their opinions effectively.
The second part of the questionnaire is designed to determine the feelings of students to a number of things with 7 point Likert scale
The study focuses on high school students aged 15 to 18, who often struggle with lengthy questionnaires due to their short concentration spans, leading to potentially unreliable results To address this, a shortened questionnaire was developed, consisting of 25 statements using a 6-point Likert scale, 8 statements with a 7-point Likert scale, and two multiple-choice questions aimed at identifying the primary goals of gifted students Specifically, questions 1, 7, and 14 explore intrinsic motivation, while questions 9, 10, 11, 13, and 15 examine extrinsic motivation, and question 2 investigates instrumental motivation.
The study utilized a questionnaire to gather data on integrative motivation through questions 5 and 6, while demotivation was assessed via questions 16, 17, and 18 The original questionnaire was composed in English and subsequently translated into Vietnamese to ensure clarity for the student respondents.
18 the essence of the items surveyed The degrees of the 6 point scale are not translated into Vietnamese, but the researcher is available to explain if necessary (See Appendix)
As I mentioned above, the students surveyed are English gifted students, so they have a different learning schedule compared with average students They stand a big chance of joining a national competition which may allow them to enter the university they like if they achieve good results enough Thus, if the teacher understands more about their goal, they may have a more appropriate schedule for these gifted students For example, if the majority of them wish to prepare for the entrance exams only, teacher may reduce the difficulty level of the academic tasks assigned in class That also explains why a question regarding students’ goals of learning is included at the beginning of the questionnaire.
Data Collection Procedures
The main study followed a systematic procedure, beginning with the development and pilot testing of a questionnaire among class 10A1 students to identify any comprehension issues After modifications, the questionnaire was distributed to English gifted students in grades 10, 11, and 12 at the High School for Gifted Students (HNUE) in late May The researcher, also a teacher at the school, obtained permission from the head teachers and personally delivered the questionnaires, providing clear explanations of the questions and the Likert Scale to ensure students understood the task Initially, some grade 10 students were apprehensive, mistaking the questionnaire for a test; however, once they grasped its purpose, they engaged seriously in completing it A significant challenge arose due to the timing of the survey, coinciding with the end of the school year, which affected students' motivation and attendance Despite this drawback, the researcher’s role as a teacher and prior communication with head teachers helped mitigate some issues, encouraging student participation.
Data Analysis
The collected data was analyzed using two distinct methods, with questions 2 and 3 visually represented through graphs to facilitate a clear comparison and contrast of choices among students across three different grades.
The analysis of the second type of data, consisting of Likert Scale statements, was conducted using the Statistical Package for Social Sciences (SPSS) This analysis included calculating the mean and standard deviations (SD) for grades 10, 11, and 12 for each question To facilitate comparison and contrast, the statements were organized into subcategories based on various types of motivation and other influencing factors.
DATA ANALYSIS
Students’ Main Goal of Learning
The first question illustrates the various reasons that prompted students to choose English as their specialized subject, concerning their initial goal orientation, which somehow reflects their learning motivation
B English is necessary for my future
D My parents want me to do so
Table 4: Percentage of Reasons for Choosing English as a Specialized Subject
Figure 5: Students’ Reasons for Choosing English Specialized Subject
A significant factor driving students across all grades to learn English is the belief that it is essential for their future, with over 50% of students acknowledging its importance; this belief is especially pronounced among grade 12 students, where the percentage rises to 84% Additionally, a strong passion for the English language ranks as the second most common reason, again with the highest enthusiasm noted among grade 12 students.
56 percent The aptitude for English and the parental encouragement also play a similar role in the choice of students of grade 11 and 12 Meanwhile, for the junior students,
Less than 10 percent of students attribute their choice of English as a specialized subject to minor reasons Many students express additional motivations for selecting English gifted classes, including a desire to retain their knowledge, a lack of proficiency in other subjects, viewing English as their last option, or aspirations to live abroad in the future.
Main Goal of Learning
The second question is to investigate the main goal of students during three years learning at gifted school
A For the National Competition of English
B For the university entrance exam
The chart illustrates a notable distinction in the learning goals of students across three grades A significant 84 percent of grade 12 students aim to pass the entrance exam, highlighting their focus on this objective In contrast, junior students exhibit a more varied set of goals, with only 30-40 percent prioritizing the entrance exam Interestingly, younger students show a strong enthusiasm for participating in the national English competition, with nearly 30 percent expressing interest, compared to their grade 11 counterparts.
20 percent and only 6 percent of senior students setting their main goal of learning as to take part in the national exam
A significant number of grade 12 students are hesitant to invest substantial effort in preparing for this challenging exam, while many grade 10 and grade 11 students express intentions to study abroad Additionally, students have diverse goals for their learning, such as engaging with authentic materials like television, communicating with foreign friends, and enhancing their future careers, although some indicate they lack a specific purpose.
Intrinsic and Extrinsic Motivation
Figure 8: Intrinsic and Extrinsic Motivation of Grade 10 Students
Figure 9: Intrinsic and Extrinsic Motivation of Grade 11 Students
Figure 10: Intrinsic and Extrinsic Motivation of Grade 12 Students
Mean scores Grade 10 Grade 11 Grade 12
Table 11: Mean Value of Intrinsic and Extrinsic Motivation
Question 1, 7 and 14 aimed to investigate the intrinsic motivation of students, while question 9, 10, 11, 13 and 15 aimed to study their extrinsic motivation
Ryan and Deci (2000) argue that while intrinsic motivation is vital, individuals often lack it in many activities, particularly as they face mounting social pressures to engage in tasks that are not inherently interesting This phenomenon is particularly evident in educational settings, where intrinsic motivation tends to diminish over time.
The hypothesis suggested that grade 10 students would exhibit the highest intrinsic motivation among the three grades surveyed However, the survey results revealed a different outcome.
Students across all grades show a strong interest in understanding various aspects of English, with average scores around 4.5, while grade 11 students lead slightly with a score of 4.8 Additionally, grade 11 pupils demonstrate a greater appreciation for learning English as a means to understand English culture and global events Overall, grade 11 students appear to be more intrinsically motivated compared to their grade 10 and grade 12 peers.
Grade 11 students exhibit the highest level of extrinsic motivation for learning English, with an average score nearing 4, surpassing the other grades, which average around 3.5 Interestingly, peer pressure to learn English is minimal across all grades, with scores below 2.5 Additionally, parental pressure and the desire for respect from others do not significantly motivate students, averaging around 2.6 However, the motivation to learn English for practical purposes, such as accessing information online or understanding various media, is a strong driving force for students in all grades, particularly for grade 11 students, who report the highest motivation scores of 5.3 and 5.6.
Instrumental and Integrative Motivation
Instrumental motivation is investigated via questions 2, 3, 4, and 12, while integrative motivation information can be obtained from question 5 and 6 as presented in the following table:
Figure 12: Instrumental and Integrative Motivation of Grade 10 Students
Figure 13: Instrumental and Integrative Motivation of Grade 11 Students
Figure 14: Instrumental and Integrative Motivation of Grade 12 Students
Table 15: Mean Comparison among Three Grades
Grade 11 students exhibit the lowest level of instrumental motivation, scoring an average of 3.81, while grades 10 and 12 show a similar pattern with slightly higher scores around 4.1 In contrast, grade 11 students demonstrate the highest level of integrative motivation, with a mean score of 5.35, significantly surpassing their peers in grades 10 and 12.
Learning English is crucial for students aiming to secure a successful career, as evidenced by their high motivation scores across all grades This reflects a strong awareness among students of the importance of English for future employment opportunities From the outset of their academic journey, whether in choosing their major or progressing through different grades, students maintain a consistent focus on their long-term career goals However, while their long-term aspirations remain stable, their short-term objectives may vary.
Among surveyed students, the motivation to achieve good grades and pass exams appears to vary significantly Senior students in grades 11 and 12 prioritize exams over grades, while 10th graders focus more on achieving high grades This trend is understandable, as students in higher grades are nearing critical exams in their academic journey and recognize the need to invest more effort in their studies.
When examining different types of motivation among students, it is evident that those motivated integratively achieve high scores Grade 10 and Grade 12 students display similar motivational patterns, while Grade 11 students exhibit a notably stronger motivation, with an average score close to 5.5 Additionally, the significant standard deviation in Grade 12 students' integrative motivation suggests less consistency in their motivational levels.
Amotivation
The amotivation pattern is assessed through three key questions that gauge an individual's desire to learn English, including their willingness to continue studying after leaving school and whether they are experiencing a decline in motivation to learn the language.
Figure 16: Amotivation Pattern of Grade 10 Students
Figure 17: Amotivation Pattern of Grade 11 Students
Figure 18: Amotivation Pattern of Grade 12 Students
Table 19: Comparison of Amotivation Pattern among Three Grades
The data indicates a similar pattern of amotivation among students across three grades, with Grade 12 students showing a higher average score, suggesting they are more likely to lose motivation in learning English compared to their Grade 10 and Grade 11 counterparts Additionally, the higher standard deviation among Grade 12 students reflects less consistency in their motivation levels Although the average score is not alarmingly high, it is crucial to implement timely interventions to prevent further decline, especially as these students approach significant milestones in their education The pressures associated with learning, exams, and the challenges faced by gifted students may contribute to this increased amotivation.
DISCUSSION
Research Question 1
What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail?
The study reveals a diverse mix of motivations among students across three grades, including intrinsic, extrinsic, integrative, instrumental, and mastery goals Notably, students demonstrate high levels of both intrinsic and extrinsic motivation, with mean scores exceeding 3.5 Intrinsic motivation is particularly strong, driven by curiosity, a desire to learn, and enjoyment of the learning process, rather than external pressures like parental expectations or exam stress This positive intrinsic motivation suggests that students are likely to engage in independent study, benefiting their long-term educational journey The findings indicate that students' interest in classroom activities and inspiration from teachers significantly contribute to their motivation, especially among grade 10 students, as evidenced by their favorable attitudes toward learning activities.
Table 20: Attitude Towards Learning Activities
The findings from part 2 of the questionnaire (with the information analyzed from questions 3 and 4) also provide more clues to explain the higher intrinsic motivation among students
My interest in foreign languages 5.8 6 6.2759
My desire to learn English 5.52 6.04 5.4483
Table 21: Students’ Interest and Desire to Learn English
Students demonstrate a strong interest in learning English, highlighting their high intrinsic motivation Teachers can leverage these findings to adapt their teaching methods, thereby enhancing student motivation By recognizing that students learn to understand and derive pleasure from the language, educators should create engaging activities that encourage self-directed study, rather than relying on monotonous tasks that instill fear of failure or low grades.
On the whole, in terms of self determination theory, intrinsic motivation is the type that prevails among students
According to Gardner’s model, the surveyed students exhibit strong instrumental and integrative motivation, with average scores ranging from 3.8 to 5.4 Notably, these gifted students demonstrate a higher level of integrative motivation compared to instrumental motivation, indicating their primary desire to learn English for communication rather than solely for passing exams or achieving high salaries.
Motivation to learn English in order to communicate with English speaking people
Figure 22: Students’ Motivation to Learn English to Communicate
The table from question 1, part 2 reveals that students, particularly those in grade 11, exhibit a strong desire to learn English for communicative purposes, indicating a high level of integrative motivation This finding surprises the researcher, who initially expected students to be more instrumentally motivated Unlike previous generations, today's learners engage in various clubs and communities, allowing them to interact with native speakers and practice authentic language outside the traditional classroom setting This marks a significant shift in language learning trends.
30 gifted students like the researcher herself, whose main purpose is to gain good grades, and find a good job
Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences?
Research indicates that motivation levels vary among students in different grades Specifically, grade 11 students exhibit higher intrinsic and extrinsic motivation compared to their grade 10 and grade 12 counterparts, whose motivation levels are nearly equal This trend suggests that students in grade 11, having acclimated to the school curriculum and teaching methods, feel more motivated In contrast, grade 10 students are still adjusting, while grade 12 students face significant exam pressure, leading to a decline in motivation.
In examining the motivational patterns among high school students, it is evident that grades 10 and 12 exhibit similar levels of instrumental and integrative motivation, with a slightly stronger inclination towards integrative motivation In contrast, grade 11 students show a significant disparity, displaying lower instrumental motivation while being more integratively focused than their peers This suggests that grade 11 students, accustomed to the school’s grading and testing system and not yet facing the pressures of final exams, feel less anxious and are more inclined to pursue their integrative goals.
The study reveals significant insights into the motivation levels of students at the High School for Gifted Students, indicating that grade 12 students experience a notable decline in motivation to learn English compared to their grade 10 and 11 counterparts This decline is likely attributed to the intense pressure from family expectations and the numerous exams they face in their final year Teachers should be aware of this trend to better support their students.
31 provides a timely boost and encouragement it would be much better for those senior students
Junior students are often the most diligent and attentive in maintaining their English skills, frequently seeking help from teachers when faced with academic challenges This behavior is understandable, as they are new to high school and lack experience in a gifted educational environment To foster their motivation and enhance their autonomy, teachers should encourage self-study and assign tasks that promote independent learning while minimizing the need for direct teacher involvement.
RECAPITULATION
This minor thesis explores the motivation for learning English among gifted students at the High School for Gifted Students, Hanoi National University of Education It addresses two key research questions: the types of motivation present among these students and the prevailing type, as well as potential differences in motivation levels across three grade levels Utilizing a survey with a 33-item questionnaire, the study involved 158 participants from six English gifted classes Findings indicate a strong presence of both intrinsic and extrinsic motivation, as well as instrumental and integrative factors Notably, motivation levels vary slightly by grade, with grades 10 and 12 exhibiting similar patterns, while grade 11 shows a minor difference The study concludes with several insights based on these results.
CONCLUSION
The study encompasses various motivational theories, revealing that participating students exhibit strong intrinsic, extrinsic, instrumental, and integrative motivations for learning English Notably, students demonstrate a higher inclination towards intrinsic and integrative motivations, prioritizing their desire to understand the subject matter over external pressures Additionally, they express a greater aspiration to learn English for effective communication in real-life contexts.
The analysis of the second research question reveals that the levels of intrinsic and extrinsic motivation among students in grades 10 and 12 are almost identical, indicating a consistent motivational pattern across these two grades In contrast, the motivation levels in grade 11 differ significantly, suggesting unique factors influencing this group's drive compared to their peers in the other grades.
Students in grade 10 demonstrate a stronger motivation, both instrumental and integrative, compared to their grade 11 peers In contrast, grade 11 students show less instrumental orientation in their motivation Additionally, the motivation levels of grade 12 students align closely with those in grade 10, indicating a notable difference in motivational strength across these grades.
Students at 33 years old are highly motivated to learn English for communication Recognizing this strong drive, teachers should capitalize on this motivation to enhance students' English proficiency during this crucial learning period.
Grade 12 students exhibit the highest levels of demotivation compared to their peers in grades 10 and 11 In contrast, grade 10 pupils demonstrate greater diligence and attentiveness to homework and maintaining their English skills However, they often lack independence and rely heavily on their teachers for problem-solving Additionally, all surveyed students expressed concerns about their speaking abilities, particularly in authentic interactions with native English speakers.
To enhance language mastery among students, teachers should focus on engaging activities that foster autonomy, reducing the need for strict supervision For grade 11 students, who are highly motivated, it is essential to incorporate communicative activities that build their confidence in speaking, and encouraging them to lead English clubs can further enhance their skills Grade 10 students should be assigned tasks that gradually promote independence, capitalizing on their industrious nature In contrast, grade 12 students require additional support from teachers and parents to maintain their motivation during their final year, as they are more prone to losing interest in learning compared to their peers in the other grades.
LIMITATIONS OF THE RESEARCH
Despite the researcher's commitment to conducting the study professionally, she faced several challenges during implementation that led to certain limitations in the research.
The survey primarily utilized a quantitative research method through questionnaires distributed to students in English gifted classes Incorporating qualitative research methods, such as interviews with students and teachers and classroom observations, could uncover additional insights and deeper findings.
The questionnaire aims to explore various types of motivation but primarily focuses on instrumental, integrative, intrinsic, and extrinsic motivations, neglecting other important types such as mastery and performance goals The research seeks to assess the motivation levels of gifted English students at the High School for Gifted Students (HNUE) across grades 10, 11, and 12 To examine these differences in motivation, the researcher utilized a cross-sectional study approach, analyzing the motivation of students in each grade level.
Cross-sectional studies are less effective in identifying individual differences in growth and establishing causal relationships, as noted by Morrison (2000) Instead, longitudinal studies, which examine the motivation of the same subjects across different stages, such as grades 10 and 11, provide more reliable insights.
SUGGESTIONS FOR FUTURE RESEARCH
The following suggestions for future research aim to compensate for the limitations of this study
To gain deeper insights into student and teacher motivation, the survey should incorporate qualitative research methods, including interviews and classroom observations.
Future research should focus on longitudinal data collection to accurately examine how motivation changes with age By surveying the same subjects at various time intervals, researchers can identify shifts in motivation However, this approach may require significant time and effort to implement effectively.
The questionnaire can be expanded to incorporate additional items that examine motivation through various theoretical frameworks, including goal theories and attribution theories However, this can present challenges, as the overlapping categories may complicate the identification of specific types of motivation.
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My name is Tran Hoai Linh I am conducting a research on the topic:
“A study on the motivation in learning English of gifted students at High School for Gifted Students, Hanoi National University of Education.”
Please take a moment to complete this survey questionnaire There are no right or wrong answers, as this is not a test Your responses will be kept confidential and used solely for research purposes To ensure the success of this investigation, we kindly ask you to answer sincerely Thank you for your cooperation!
1 Which grade are you in? _
2 Why did you choose English as your specialized subject?
B English is necessary for my future
D My parents want me to do so
3 What is your main goal of learning: (You may have more than one choice)
A For the National Competition of English C For studying abroad
B For the university entrance exam D Others: Part 1:
Decide to what extent you agree with the following statements by circling the number representing the corresponding degree:
Strongly Moderately Slightly Slightly Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
1 I have a strong desire to know all aspects of English
2 I study English because I will need it for my career
3 I study English because it will be useful in getting a good job
4 I study English only because I want to pass the examinations
5 I study English because it will allow me to meet and communicate with more and varied people
6 I hope I will have many native English speaking friends
7 I study English because it will enable me to better understand and appreciate the English way of life
8 I want to learn English so well that it will become natural to me
9 I learn English because I am worried that other students in my class will study English better than I do
10 I learn English because my parents want me to do so
11 I learn English because other people will respect me more if I know English
12 I study English only because I want to get good grade in English
13 Studying English can be important to me because I will be able to search for information and materials in English on the Internet
14 Studying English can be important to me because I will learn more about what’s happening in the world
15 I study English so that I can understand English-speaking films, videos, TV, books or radio
16 I haven’t any great wish to learn more than the basics of English
17 When I leave school, I will give up the study of English because I am not interested in it
18 I’m losing desire I ever had to learn English
19 I put off my English homework as much as possible
20 I keep up to date with English by working on it almost every day
21 I look forward to going to class because my English teacher is so good
22 I enjoy the activities of our English class much more than those of my other classes
23 Learning English in class is great
24 My English teacher is a great source of inspiration to me
25 When I have a problem understanding something in my English class, I always ask my teacher for help
The next section of the questionnaire aims to assess your feelings on various topics Each item features a scale with labels at both ends and a range from 1 to 7 in between Please select and circle the number that best represents your feelings for each item.
1 My motivation to learn English in order to communicate with English speaking people is
2 My attitude toward English speaking people is:
3 My interest in foreign languages is:
4 My desire to learn English is:
5 My attitude toward learning English is:
6 My motivation to learn English for practical purposes (e.g., to get a good job) is:
7 My motivation to learn English is:
8 My parents encourage me to learn English:
THANK YOU FOR YOUR COOPERATION
PHIẾU ĐIỀU TRA ĐỘNG LỰC HỌC TIẾNG ANH Tên tôi là Trần Hoài Linh Tôi đang làm một nghiên cứu về chủ đề:
Nghiên cứu về động lực học tiếng Anh của học sinh chuyên tiếng Anh tại trường THPT Chuyên, Đại học Sư phạm Hà Nội không phải là một bài kiểm tra, do đó không có câu trả lời đúng hay sai Mọi thông tin thu thập từ khảo sát này sẽ được sử dụng cho mục đích nghiên cứu và được bảo mật hoàn toàn Chân thành cảm ơn sự hợp tác của các bạn.
1 Bạn đang học lớp mấy? _
2 Tại sao bạn lại chọn tiếng Anh là môn chuyên của mình?
A Tôi thích tiếng Anh B Tiếng Anh cần thiết cho tương lai của tôi
C Tôi giỏi tiếng Anh D Bố mẹ tôi muốn vậy
E Lý do khác: (Xin hãy nêu rõ)
3 Mục đích chính của bạn trong học tiếng Anh là gì? (Có thể có hơn một sự lựa chọn)
A Mục đích là kỳ thi quốc gia C Mục đích là du học
B Mục đích là kỳ thi Đại học D Mục đích khác:
Phần 1: Hãy đọc và khoanh vào số tương đương với mức độ đồng thuận mà bạn lựa chọn:
1 Phản đối mạnh mẽ 2 Phản đối mức vừa phải
3 Hơi phản đối 4 Hơi đồng tình
5 Đồng tình mức vừa phải 6 Rất đồng tình
1 Tôi có mong muốn mạnh mẽ được hiểu biết hết các mặt của tiếng Anh
2 Tôi học tiếng Anh vì tôi sẽ cần nó cho nghề nghiệp của mình
3 Tôi học tiếng Anh vì nó hữu ích cho việc có được công việc tốt
4 Tôi học tiếng Anh vì tôi chỉ muốn qua các kỳ kiểm tra
5 Tôi học tiếng Anh vì nó giúp tôi gặp gỡ và giao tiếp với đa dạng đối tượng hơn
6 Tôi hy vọng tôi sẽ có nhiều người bạn nước ngoài nói tiếng Anh bản địa
7 Tôi học tiếng Anh vì nó giúp tôi hiểu hơn về cách sống của người Anh
8 Tôi muốn học tiếng Anh tốt đến mức tôi có thể sử dụng nó một cách tự nhiên
9 Tôi học tiếng Anh vì tôi lo là các bạn khác trong lớp sẽ học tốt tiếng Anh hơn tôi
10 Tôi học tiếng Anh vì bố mẹ tôi muốn tôi làm vậy
11 Tôi học tiếng Anh vì người khác sẽ tôn trọng tôi nếu tôi biết tiếng Anh
12 Tôi học tiếng Anh vì chỉ vì tôi muốn đạt điểm cao trong môn tiếng Anh
13 Học tiếng Anh quan trọng với tôi vì tôi có thể tìm kiếm thông tin và tài liệu bằng tiếng Anh trên Internet
14 Học tiếng Anh quan trọng với tôi vì tôi sẽ biết được những gì đang diễn ra trên thế giới
15 Tôi học tiếng Anh để tôi có thể hiểu các phim, video, đọc sách, nghe đài bằng tiếng Anh
16 Tôi không mong muốn nhiều hơn việc học những kiến thức cơ bản của tiếng Anh
17 Khi tôi học cấp 3 xong, tôi sẽ không học tiếng Anh nữa vì tôi không thấy thích thích với nó
18 Tôi đang mất dần ham muốn được học tiếng Anh
19 Tôi luôn trì hoãn việc làm bài tập tiếng Anh
20 Tôi cập nhật tiếng Anh của mình bằng cách “động” đến nó hằng ngày
21 Tôi mong ngóng đến lớp học vì giáo viên tiếng Anh của tôi rất tuyệt
22 Tôi hứng thú với các hoạt động tiếng Anh hơn bất cứ môn học nào khác