Aims of the study
This study investigates the motivation for English acquisition among first-year non-English students at the Infantry Weapon Faculty, representing military participants, alongside civilian students from the Information Technology Faculty at Tran Dai Nghia University The research focuses on understanding key motivational factors influencing language learning in this diverse student population.
- To analyze students’ perception of the English learning for general purposes
- To evaluate the influence of students’ motivation in the language learning process in which divided into two opposite dimensions: motivating and de-motivating
- To suggest some useful tips to foster students’ motivation in English learning
The thesis aims to solve the following questions:
- What kinds of factors that motivate as well as de-motivate students’ positive attitude in English acquisition?
- What approaches should be applied inside English for general purpose classes in a military school?
Scope of the study
Motivation plays a crucial role in determining students' success or failure in learning a foreign language This study examines the factors that influence students' positive attitudes during interactions in Basic English courses The findings aim to enhance student engagement in the military environment at Tran Dai Nghia University, focusing specifically on this institution rather than all universities in Vietnam.
This study utilizes a case study approach, defined as an investigation employing multiple sources of evidence to examine a contemporary phenomenon in its real-life context (Bonoma et al., cited in Kaplan et al., 1988) By integrating qualitative and quantitative methods, the research explores students' perceptions and attitudes toward English learning through classroom activities Qualitative research is particularly suitable for this study as it seeks to answer specific questions using systematic procedures, collects evidence, and produces findings that extend beyond the immediate scope Methods include open-ended interviews with students regarding their attitudes toward language tasks and analysis of responses from survey questionnaires In contrast, quantitative research, as described by Mackey & Gass (2005), begins with an experimental design, followed by data quantification and numerical analysis This study employs quantitative methods to gather and analyze data from survey questionnaires, ultimately deriving insights and implications from the analyzed data.
The study consists of three parts organized as follows:
The introduction of this study presents essential background information, including the rationale, objectives, scope, methods, and design, providing a comprehensive overview of the research context.
Part II, the ‘DEVELOPMENT’, is subdivided into three chapters
Chapter 1 presents a comprehensive literature review that outlines essential theoretical concepts related to motivation and de-motivation in foreign language learning, serving as a foundation for the study's main content.
Chapter 2: ‘METHODOLOGY’ presents the methodology performed in the study The chapter also deals with the participants’ feature and research instruments
Chapter 3, titled ‘FINDINGS AND DISCUSSION’, presents an analysis and discussion of the data derived from survey questionnaires and student interviews This chapter synthesizes the collected results from these instruments, providing evidence to support the investigation process.
Part III, the ‘CONCLUSION’ provides some recommendations to foster students’ positive attitude in language learning for general purposes and suggestions for further research
Motivation, derived from the Latin word 'movere' meaning 'to move,' is a crucial factor in understanding the underlying reasons behind specific activities, addressing key questions such as what, who, why, and how This psychological concept has garnered significant attention from contemporary psychologists, who recognize its importance across various fields of study.
Motivation is a complex phenomenon that is difficult to define, as noted by Gardner (2006) It encompasses various aspects and can be understood as the driving force behind why individuals pursue their goals and objectives Essentially, motivation explains the reasons behind a person's actions and their persistence in the face of challenges and obstacles.
In his former research, he chose to define motivation through specifying four aspects of motivation:
- effortful behaviour to reach the goal
- a desire to attain the goal
- positive attitudes toward the goal (Gardner, 1985)
Motivation is understood differently across various theories, with Brown (2000) defining it from a behavioral perspective as an individual's anticipation of future rewards.
Besides that, in their own field, cognitivists analyze the role of motivation which is related to the learner’s decisions, that can be seen by Gardner (2007, 11)
6 in his saying, ‘the choices people make as to what experiences or goals, they will approach or avoid, and the degree or effort they exert in that respect’
According to Dörnyei (1998), motivation is not merely a reflection of internal forces like instincts or willpower, nor is it solely defined by behavioral aspects such as stimuli and reinforcement.
Wlodwoski (1985) defined motivation as the processes that stimulate and initiate behavior, provide direction and purpose, sustain behavior over time, and influence the selection or preference for specific actions.
From a cognitive perspective, Burden (1997) posits that motivation is linked to the reasons behind individuals' behaviors, the factors influencing their choices, and the rationale students use when striving to achieve their goals.
Motivation is a psychological state that drives individuals to pursue and achieve specific goals in various situations It encompasses decision-making, the determination to fulfill one's mission, and the anticipation of ultimate rewards.
It can be sure that long-term goals for proficient learning achievement are hard to accomplish, even individuals with the most remarkable abilities without any sufficient motivation
In learning a second language, a number of linguists discussed motivation They stated very different points of view about interest in foreign languages, orientation, and attitudes toward the learning situation
Gardner distinguishes between language learning motivation and classroom learning motivation, highlighting their differences in the context of second language acquisition In his socio-educational model, he emphasizes the importance of social context in understanding how motivation influences language learning.
7 the self-determination model, the willingness to communicate model, and the extended motivational framework to name a few’
The following table describes what he gives more explanation the first among the above list that serves for the second language acquisition:
Table 1: Gardner’s Social-Educational Model of Motivation ( Adapted from Dörnyei, (1994)
(can include an integrative orientation)
(can include an evaluation of a language teacher or course)
A great contribution to keep in mind belongs to Dörnyei (1994) (about of his conceptualization of a general framework of L2 motivation:
The Language level is described in two broad motivational subsystems: integrative motivational subsystem and instrumental motivational subsystem
The learner level includes two components: need for achievement; self- confidence which is about language use anxiety, perceived L2 competence, casual attributions and self-efficacy
Learning situation level is constructed from
Course specific motivational components consists of four elements: interest (in the course), relevant (of the course to one’s needs), expectancy (of success), satisfaction (one has in the outcome)
Teacher specific motivational components relates to afflictive motive; authority type; direct socialization of student motivation which are modeling, task presentation and feedback
Group specific motivational components is concerned with goal- orientedness, norm and reward system, group cohesion, classroom goal structure
Crookes and Schmidt (1991) classify L2 learning motivation into four areas:
The micro level: involves the cognitive processing of L2 input At the micro level learner motivation is evidenced by the amount of attention given to the input
At the classroom level, the application of expectancy-value and self-determination theories highlights that students' motivation is influenced by their expectations of success and their perceived control over activities.
The syllabus level: refers to the choice of content presented and can influence motivation by the level of curiosity and interest aroused in the students
Outside the classroom level: involve informal interaction in the L2 and long term factors
In addition to this, Williams and Burden (1997) also contribute into the system of perceptions about motivation in language learning
Table 2: William and Burden’s (1997) framework of L2 motivation
- intrinsic value attributed to the activity
The nature of interaction with significant others
- the nature and amount of feedback
- the nature and amount of appropriate praise
- punishments, sanctions Sense of agency
- locus of control RE process and outcomes
- ability to set appropriate goals
- time of the day, week, year
- class and school ethos Mastery
- awareness of developing skills and mastery in a chosen area
- societal expectations and attitudes Self-concept
- realistic awareness of personal strengths and weaknesses in skills required
- personal definitions and judgments of success and failure
- to language learning in general
- to the target community and culture
According to Park (2002), motivation in language learning is influenced by various factors within the learning environment, including the target languages, their associated cultures, teachers, learning tasks, and available resources.