B ACKGROUND OF THE STUDY
In today's globalized world, English has emerged as a vital international language, prompting many countries to mandate its study in educational institutions Despite this requirement, numerous students struggle to learn English effectively, often resorting to minimal effort strategies just to pass exams This trend is particularly evident in countries like China, Taiwan, and Vietnam, where English is a compulsory subject Research indicates that various internal and external factors affect the language learning process, including the learning environment, teaching quality, learner attitudes, language aptitude, intelligence, and motivation Therefore, it is essential to thoroughly investigate these influential factors to address the challenges faced in second and foreign language acquisition.
Motivation is a crucial factor in language learning success, as highlighted by Gardner (2001), who stated that it, along with language attitude, significantly influences classroom outcomes He noted that many variables affecting language acquisition depend on motivation for their impact to be realized This perspective is supported by researchers like Ely (1986), Spolsky (1989), and Scarcella and Oxford (1992), who assert that motivation influences students' effort, use of language learning strategies, interaction with native speakers, and overall proficiency In Vietnam, while some studies, such as those by Tran & Baldauf (2007), have explored motivational aspects of English language learning in universities, most have primarily examined the link between motivation and academic achievement, leaving a gap in understanding the specific motivational factors affecting Vietnamese students' language learning experiences.
As an English lecturer at HUBT, the researcher has observed that despite the significant emphasis placed on English education, students, particularly those in the Faculty of Business and Finance (FoBF), are not achieving success in learning the language Conversations with students and personal observations suggest that a lack of motivation may be a contributing factor to this issue However, there is a noticeable gap in research focused on investigating students' motivation in learning English at HUBT, especially among those in the FoBF.
The research titled "Motivation in Learning English Among Second-Year Students in the Faculty of Banking and Finance at Hanoi University of Business and Technology" was prompted by various significant reasons.
A IMS OF THE STUDY
This study aims to explore the motivational factors influencing second-year students at FoBF in their English learning, distinguishing between intrinsic and extrinsic motivations Additionally, it seeks to identify the primary demotivating factors that negatively impact their motivation, along with their frequency Based on the research findings, the study will propose strategies to enhance English learning motivation for second-year students at FoBF and students at HUBT more broadly.
R ESEARCH QUESTIONS
This study is guided by the following questions:
1 What is Banking and Finance second-year students‟ motivation in learning English in terms of intrinsic and extrinsic motivation?
2 What factors affect negatively the motivation in learning English of second-year students in FoBF?
3 Which demotivating factors are the most frequent as perceived by second-year students in FoBF?
S IGNIFICANCE OF THE STUDY
This study aims to provide a comprehensive understanding of the English learning motivation among second-year students at FoBF, HUBT By examining the factors influencing their motivation, the researcher and English teachers can gain insights into students' learning experiences This knowledge will enable educators to identify effective strategies to enhance student motivation and mitigate the negative impacts of demotivating factors in English language learning.
S COPE OF THE STUDY
This study aims to analyze the types of motivation, specifically intrinsic and extrinsic motivation, along with demotivating factors, in the context of English language learning Focusing on second-year students in the Faculty of Business and Foreign Languages (FoBF) at Hanoi University of Business and Technology (HUBT), it particularly examines the motivations of students who have an interest in utilizing the Internet for their language studies.
D ESIGN OF THE STUDY
This study is composed of three following parts:
Part A: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study
Part B: Development is organized around three chapters as follows
Chapter 1- Theoretical background, conceptualizes the framework of the study through the discussion of issues and ideas on theories of motivation, types of motivation and demotivation
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 C: Conclusion, offers a summary of the findings, recommendations, limitations, and future directions for further study
THEORETICAL BACKGROUND
Definition of motivation in L2 learning
Motivation has been a prominent research topic since the early 20th century, garnering significant interest from scholars in psychology and education Despite varying approaches to its study, definitions of motivation remain consistent Essentially, motivation—derived from the Latin verb meaning "to move"—is the driving force behind actions It encompasses a process involving goals and both physical and mental activities, which are initiated and maintained over time (Pintrich & Schunk, 1996, p.4-5) In summary, motivation is characterized by its direction, duration, and intensity.
The concept of motivation in second language (L2) or foreign language learning lacks a consistent definition According to Oxford and Shearin (1994) and Dörnyei (1998a), despite the frequent use of the term in educational and research contexts, there is significant disagreement in the literature regarding its precise meaning within the realm of L2 learning.
Keller (1983) defined motivation in education as the choices individuals make regarding the experiences or goals they pursue and the effort they invest in achieving them He identified four key motivational conditions that educators should understand to effectively inspire students: (1) Interest (Attention), which involves stimulating learners' curiosity; (2) Relevance, which ensures that the desired goals are perceived as connected to the teacher's instruction; (3) Expectancy (Confidence), relating to the learner's belief in their likelihood of success; and (4) Satisfaction (Outcome), which assesses whether both extrinsic rewards and intrinsic motivation align with learners' expectations.
Gardner (1985) defines motivation in second language (L2) learning as the degree to which an individual exerts effort to learn a language driven by a genuine desire and the satisfaction gained from the learning process This definition highlights three key components of motivation: the effort invested to reach a learning goal, the intrinsic desire to acquire the language, and the enjoyment derived from the language learning experience.
Crookes and Schmidt (1991) proposed a comprehensive definition of language learning motivation, highlighting its internal and external dimensions Internal factors encompass the learner's interest, the perceived relevance of the language, expectations of success or failure, and the anticipated rewards Conversely, external factors involve the conscious choice to learn, consistent learning behaviors, and a strong commitment to the process.
Motivation is defined as a cognitive and emotional state that prompts a conscious decision to act, leading to sustained intellectual or physical effort toward achieving specific goals (Williams & Burden, 1997) It encompasses the process of generating interest, maintaining that interest, and dedicating time and energy to put forth the necessary effort to reach desired outcomes.
Motivation, as defined by Dörnyei (1998), is a dynamic process that involves the emergence of an instigating force that initiates and sustains action This force continues to motivate behavior until it is countered by another force that diminishes it or until the desired outcome is achieved (Dörnyei, 1998, p.118).
Different approaches to motivation in L2/foreign language learning highlight varying perspectives, as researchers define motivation based on diverse languages, contexts, subjects, and learning conditions Despite these differences, most scholars agree on three key components of motivation: (1) a conscious decision to pursue language learning, (2) the effort invested to reach that goal, and (3) the persistence in maintaining that goal and effort.
Classification of motivation in language learning
Researchers offer various reasons for language learning motivation, leading to diverse classification methods This paper focuses on the influential theories of motivation by Gardner, and Deci and Ryan, as they are pivotal in the realms of motivational psychology and education.
By the early 1990s, Gardner's motivation theory became the leading framework in the field According to Gardner, motivation is a composite construct that includes goal setting, the desire to achieve those goals, effortful behavior, and positive attitudes towards the activities involved in reaching those goals He identified two primary orientations of motivation: integrative orientation and instrumental orientation.
Integrative motivation involves a genuine interest in the target language group, fostering a desire to learn a second language (L2) to connect with its community In contrast, instrumental motivation is driven by practical goals, such as enhancing job prospects, achieving promotions, securing scholarships, or passing necessary exams (Gardner, 1985).
EFL learners can be categorized as instrumental performers, who study the language primarily to pass exams, enhance their professional opportunities, or communicate in countries where the language is spoken In contrast, integrative performers exhibit a genuine appreciation for the culture and speakers of the target language, recognizing the intrinsic value of learning a foreign language and embracing diverse cultural experiences.
Gardner and Lambert (1972) proposed that individuals with an integrative orientation exhibit stronger motivation in learning a second language (L2), leading to higher proficiency levels Consequently, integrative motivation is often regarded as the more effective of the two orientations (Crook & Schmidt, 1991).
(1985) claimed, “an integrative motive is not the only predictor” (p.83) of achievement in
L2 but simply those who are integratively motivated will be more successful in language learning than those who are not so motivated (Gardner, 1985)
Gardner's classification, widely recognized in motivation research, has faced criticism from several scholars, including Shaw (1981) and Dörnyei et al (1994, 2001) Critics argue that while Gardner's framework is influential, it may not fully capture the complexities of motivational factors in language learning.
In regions where English is taught as a foreign language, integrative motivation, as defined by Gardner, plays a limited role in language acquisition, given that English is viewed as a global language not tied to specific countries (Shaw, 1981) For instance, in Vietnam, English as a Foreign Language (EFL) learners often lack opportunities for interaction with native speakers or travel to English-speaking nations, making instrumental motivation more significant and prevalent Furthermore, researchers Clement, Dörnyei, and Noels (1994) argue that integrative and instrumental motivations are intertwined rather than distinct, suggesting that distinguishing between the two is challenging and that framing them as oppositional is ineffective.
Deci and Ryan's (1985) theory of intrinsic and extrinsic motivation is a cornerstone of motivational psychology, highlighting two primary types of motivation Intrinsic motivation refers to engaging in an activity for the inherent pleasure and satisfaction it brings, such as the joy of learning or satisfying curiosity In contrast, extrinsic motivation involves performing an activity to achieve a specific outcome, like earning rewards or avoiding penalties Understanding these motivational types is crucial for enhancing individual performance and satisfaction.
Although intrinsic motivation and extrinsic motivation are typically considered uni- dimensional constructs, Vallerand (1997) has divided intrinsic motivation into three sub- types and extrinsic motivation into four sub-types
Intrinsic motivation can be categorized into three types: intrinsic motivation to know, intrinsic motivation toward achievements, and intrinsic motivation to experience stimulation (Dörnyei, 2001, p.28) The intrinsic motivation to know involves engaging in activities for the joy of learning and satisfying curiosity Intrinsic motivation toward achievements is driven by the desire to surpass oneself and tackle challenges, focusing on goal realization and task mastery Lastly, intrinsic motivation to experience stimulation is the drive to engage in activities that provide enjoyable sensations, highlighting the pleasure derived from the activity itself (Dörnyei, 2001).
Extrinsic motivation is divided into four subtypes, namely external regulation, introjected regulation, identified regulation, and integrated regulation
External regulation, as defined by Dörnyei (2001), is the most basic form of extrinsic motivation, driven entirely by external factors like rewards or threats For instance, a student may learn English due to parental pressure or encouragement from a teacher Since this motivation stems from outside influences, a student exhibiting external regulation is likely to show diminished effort and engagement in language learning if those external incentives are withdrawn.
Introjected regulation, as defined by Dörnyei (2001), refers to the acceptance of externally imposed rules that students follow to avoid feelings of guilt For example, a student motivated by introjected regulation may complete English reading exercises at home to alleviate guilt for not doing so This form of motivation indicates that learning occurs when individuals seek to reduce guilt or enhance their self-image Compared to external regulation, introjected regulation represents a more internalized subtype of extrinsic motivation.
Identified regulation refers to a student's commitment to an activity that they value and find personally meaningful, recognizing its usefulness (Dörnyei, 2001) For instance, a student may be motivated to learn English to enjoy listening to English songs or watching films in the language.
The last and also the most developmentally advanced form of extrinsic motivation is integrated regulation As Dörnyei (2001) stated, integrated regulation involves
Choiceful behavior aligns with an individual's values, needs, and identity For example, a student who learns English because they believe proficiency is essential for embracing an educated, cosmopolitan culture reflects this integration.
Extrinsic motivation has often been seen as detrimental to intrinsic motivation, as some studies indicate that students may lose their natural enthusiasm for an activity when it becomes tied to external requirements However, Deci and Ryan (1985) suggest that external rewards can actually foster intrinsic motivation if they enhance the individual's sense of competence.
Integrative and instrumental motivation, while challenging to distinguish, can be analyzed through intrinsic and extrinsic factors in foreign language classrooms, as noted by Brown (2000) Schmidt et al (1996) highlighted that the intrinsic-extrinsic distinction parallels the integrative-instrumental distinction, though they are not identical Both types of motivation can be categorized as subtypes of extrinsic motivation, as they are linked to specific goals or outcomes Furthermore, they emphasized that integrative and instrumental motivation are not mutually exclusive; some learners may be motivated by both, while others may not identify with either type.
Factors affecting negatively students’ motivation in L2/foreign language learning
In the realm of L2 and foreign language learning motivation research, motivation is often viewed as a cumulative force that varies in strength along a continuum, ranging from zero to strong (Dörnyei, 2001) However, both teachers and students have observed that negative influences, referred to as demotives, can significantly impact motivation levels Dörnyei (2001) describes demotives as external factors that diminish the motivational foundation of a behavioral intention or ongoing action Demotivation is a common challenge in L2 and foreign language learning, particularly when the language is a mandatory subject in school.
(1983) stated, many L2/foreign language teachers may be familiar with some student who,
Students exhibiting disengagement in their learning often show a lack of interest and poor concentration, resulting in minimal homework completion and failure to bring necessary materials to class They may claim to have lost their materials and generally do not respond positively to additional help This disengagement can stem from a lack of self-belief, leading to feelings of lethargy and a "what's the use?" attitude Furthermore, such students often respond negatively to praise and display unwillingness to cooperate, which can distract their peers and hinder the overall learning environment.
Despite the widespread occurrence of demotivation in second language (L2) learning, research on the subject remains limited Chamber's (1993) study explored demotivation in four UK schools through questionnaires aimed at gathering insights from both teachers and students Teachers identified various factors contributing to demotivation, including psychological, social, historical, and geographical influences In contrast, students primarily attributed their demotivation to their teachers and the learning materials used Ultimately, Chamber's findings provided only limited conclusions regarding the effects of demotivation on the language learning experience.
Oxford's 1998 study significantly advanced the understanding of demotives by conducting a content analysis of essays from nearly 250 American students This research, spanning five years, utilized various prompts to explore students' learning experiences.
The study identified four primary sources of demotivation in classroom settings: the teacher's personal relationship with students, characterized by a lack of caring; the teacher's negative attitudes towards the course material, reflecting a lack of enthusiasm; conflicts in teaching styles between educators and students; and the nature of classroom activities While the prompts from Oxford focus on the teacher's influence in fostering demotivation, it is important to note that other potential sources may not have been explored by the study participants.
Dörnyei's (1998b) research identified nine key demotivating factors affecting students, with teachers being the most significant source of demotivation Issues related to teachers include their personality, commitment, attentiveness to students, subject competence, and teaching methods Reduced self-confidence, often stemming from past failures and linked to teacher interactions, is the second most common demotivator Inadequate school facilities, such as oversized classes or frequent teacher changes, are equally impactful A negative attitude towards the second language (L2) and the compulsory nature of L2 study also contribute to demotivation, as students may feel pressured to choose popular languages like English Additionally, interference from studying another foreign language and negative perceptions of the L2 community, including unattractive cultural aspects, further demotivate learners Group dynamics play a role as well, with students feeling embarrassed about their language skills due to peer attitudes Lastly, the course book used in instruction can also serve as a demotivating factor (Dörnyei, 2001, p.152-153).
Dörnyei's 1998b study is notable for its focused examination of demotivation among students specifically identified as demotivated This targeted approach provides valuable insights into the sources of their demotivation, as these learners have likely reflected deeply on their experiences However, the study may overlook a broader range of demotivating factors, as it excludes students who do not identify as demotivated, despite the fact that all learners encounter feelings of demotivation at some point during their second language (L2) learning journey.
In Vietnam, a study by Tran and Baldauf (2007) explored demotivation in English language learning by analyzing stimulated recall essays from 100 university students regarding their foreign language learning experiences The research provided a comprehensive framework for understanding demotivation in this context.
Tran and Baldauf (2007) identified that demotivation is a significant issue in EFL learning in Vietnam, primarily stemming from teacher-related factors Their study found that teaching methods are the leading source of demotivation, with inappropriate classroom behavior from teachers negatively impacting students' attitudes towards English Additionally, 21% of demotivating factors are linked to the learning environment, while 5% relate to external obligations and course changes Internal factors account for 36% of demotivation, with students' experiences of failure being the most prevalent Furthermore, inadequate background knowledge of English contributes to students' demotivation, as university syllabi often set progressive standards that students struggle to meet if they lack foundational skills, leading to feelings of inadequacy and disengagement.
This chapter has explored key theories of motivation, types of motivation, and factors leading to demotivation in learning a second language Despite the recognized importance of motivation in English as a Foreign Language (EFL) learning, particularly in Vietnam and at HUBT, there has been limited research on this topic Specifically, studies focusing on business students' intrinsic and extrinsic motivation to learn English and the factors contributing to their demotivation are scarce Therefore, this study aims to illuminate these issues within the specific context of the Faculty of Business Finance at HUBT.
METHODOLOGY
Context of the study
This study focuses on Hanoi University of Business and Technology (HUBT), a prominent private institution located in Hoang Mai District, Hanoi, Vietnam, known for its strong programs in business and technology Among its various disciplines, Banking and Finance stands out as the most popular major, attracting around 1,000 new students each year to the Faculty of Banking and Finance (FoBF), which significantly contributes to the university's reputation and student enrollment.
At HUBT, English is a crucial subject for all students, regardless of their major Students are required to study English for three and a half years, completing 72 credits, which equates to 1080 periods, before they can take the graduation examination at the end of their fourth year.
HUBT is committed to enhancing the quality of English teaching and learning by introducing the DynEd English course for freshmen (K15) and sophomores (K14) in the 2010-2011 school year This innovative online English-learning software enables students to practice their language skills at home while allowing teachers to efficiently manage study records online.
To enhance English language learning, the school has established approximately 20 multimedia classrooms equipped with computers, projectors, and screens These classrooms also feature high-quality language learning tools, including CD players, tape players, and supplementary reference books Each week, students participate in a video lesson designed to improve their listening skills and pronunciation With an average class size of 30 students, the environment is conducive to effective language acquisition.
The "Market Leader" series—Elementary, Pre-Intermediate, and Intermediate—authored by David Cotton, David Falvey, and Simon Kent from London Guildhall University, serves as essential course materials for Banking and Finance students These books are specifically tailored for business English courses, aimed at enhancing communication skills vital for success in the business environment while expanding students' understanding of the business world By engaging with this curriculum, students are expected to gain fluency and confidence in business language, ultimately boosting their career prospects.
The assessment process includes two examinations each semester: the End-of-Semester exam and a Computer-Based Multiple-Choice Test The End-of-Semester exam evaluates students' proficiency in the four English skills: speaking, listening, writing, and reading Following this, students complete a Computer-Based Multiple-Choice Test, which consists of 120 questions to be answered in 90 minutes, all derived from the course material.
English teachers at HUBT, who graduated from various universities in Vietnam with a focus on English, are predominantly young, enthusiastic, and dynamic However, some lack teaching experience due to insufficient training, making classroom management challenging, particularly in certain pedagogical situations.
Subjects
A total of 900 second-year students from the Faculty of Business and Finance (FoBF) at HUBT were invited to participate in this study, comprising 238 males (26.5%) and 662 females (73.5%), all born in 1990 or 1991 These students hail from various regions of Vietnam, ranging from rural and mountainous areas to major cities, leading to diverse instructional experiences and varying levels of English proficiency Although they are all expected to be at a Pre-intermediate level, having studied English for at least eight years and completed their first year of business English at HUBT, they predominantly communicate in Vietnamese in their daily lives Consequently, opportunities to use English outside of classroom interactions with teachers and peers are limited.
Data collection instruments
This study employs a mixed method design that includes both quantitative and qualitative research methods in order to get a more detailed and comprehensive picture about what is investigated
This study utilizes qualitative data from semi-structured interviews and quantitative data from self-report questionnaires The self-report questionnaire is employed because, as Dörnyei (2001) notes, motivation is an abstract concept that cannot be directly observed but must be inferred from indirect indicators like self-reports To ensure clarity and comprehension, both the questionnaire and interviews are conducted in Vietnamese.
The questionnaire consists of three parts The table 2 displays the structure of the questionnaire
Part I: Background Information: This part is designed to gather the information about the participants‟ demographic information including gender, number of years of learning English, and hometown
Part II: Motivational Questionnaire The Motivational Questionnaire includes two compositions: intrinsic motivation and extrinsic motivation Intrinsic motivation consist of
The questionnaire utilized in this study is based on the Intrinsic-Extrinsic Motivational Questionnaire developed by Schmidt et al (1996), which consists of 10 statements rated on a Five-point Likert scale It distinguishes between intrinsic motivation, represented by statements 2, 4, 6, 8, and 10, and extrinsic motivation, represented by statements 1, 3, 5, 7, 9 This framework is particularly relevant as Schmidt et al.'s research focused on the intrinsic and extrinsic motivations of EFL adult learners in Egypt, aligning closely with the participants and context of the current study.
20 items of Schmidt et al (1996); hence, the researcher only chose 10 items which most obviously indicate intrinsic and extrinsic motivation factors and also are most appropriate with Vietnamese students
Part III: Demotivating factors questionnaire This part includes 20 items (from statement 11 to statement 30) All statements are in a Five-point Likert-scale All 20 items are developed based on Tran and Baldauf‟s (2007) framework of demotivating factors mentioned by Vietnamese Economics Students (see Appendix 3) Tran and Baldauf‟s
The 2007 framework was selected for this study due to its comparable participants and context To maintain brevity, only the 20 most frequently cited demotivating factors from the original 48 are included in the questionnaire.
Table 2: Structure of the motivation questionnaire
Content Category No of items
Gender, years of learning English, hometown
Attitudes towards English 2 (Q11, Q12) Experience of failure or lack of success
Semi-structured interviews were conducted with 20 students who completed a questionnaire to gather in-depth insights into their motivation for learning English and the factors that demotivate them at HUBT.
Data collection procedure
The sampling method aimed to maximize the number of completed questionnaires, focusing specifically on second-year students in the Faculty of Business and Finance (FoBF) who frequently use the Internet An initial email was sent to all second-year students to gauge their willingness to participate, emphasizing that the questionnaire would take no more than 10 minutes to complete and that their responses would remain confidential for research purposes Despite these efforts, only 269 out of 900 students (approximately 29.9%) responded positively The participants were primarily those with easy access to the Internet, who regularly use it to connect with friends and submit assignments, thus identifying them as Information Technology enthusiasts.
The questionnaire was initially piloted with a sample of 60 students to assess its validity and reliability After revisions, it was distributed to 269 students six weeks prior to the 2010-2011 school year Students were informed they could take their time completing the questionnaire and return it via email Remarkably, all 269 questionnaires were successfully returned.
Interviews were conducted to explore the factors influencing students' motivation in learning English at HUBT Following the analysis of questionnaires, 20 students were selected for interviews, comprising 10 extrinsically motivated learners and 10 intrinsically motivated ones These interviews took place online via Yahoo! Messenger, with participants invited to join a chat room at mutually convenient times All interview content was transcribed into Word for further analysis.
Data analysis
After collecting all the questionnaires, the researcher organized and coded the responses, assigning identifiers such as P1, P2, and so on To efficiently analyze the large volume of data within a limited timeframe, five English teachers, colleagues of the researcher, assisted in recording the participants' responses The recorded data was then entered into a computer for analysis using Word 2000 and Excel 2000 The researcher calculated and compared the total number of respondents for each answer choice—Strongly Disagree (SD), Disagree (D), Undecided (U), Agree (A), and Strongly Agree (SA)—utilizing the DCOUNT, AVERAGE, and SUM functions.
The researcher compiled the interview responses from 20 students into Word 2000, carefully analyzing each student's reasons for learning English as well as the factors that demotivated them.
To maintain data consistency, the researcher independently analyzed the data collected from the questionnaires and interviews, except for recording participants' responses.
This chapter has thoroughly outlined the context, subject, and the two sets of instruments used, along with the procedures for data collection and analysis The next chapter will focus on the findings and discussions.
FINDINGS AND DISCUSSIONS
Findings
3.1.1 Students’ motivation in learning English in terms of intrinsic and extrinsic motivation
After all the questionnaires were collected, all the participants‟ responses to the questionnaires were input into a computer, and then analyzed with the programme Excel
In 2000, a questionnaire was developed to assess Intrinsic and Extrinsic Motivation, categorizing responses into five levels: 1-Strongly Disagree (SD), 2-Disagree (D), 3-Undecided (U), 4-Agree (A), and 5-Strongly Agree (SA) The DCOUNT function was utilized to tally the frequency of each response for all participants, and the results were organized into two tables (Table 2 and Table 3) Subsequently, the SUM and AVERAGE functions were employed to compute both the total and average number of respondents selecting each option, including SD, D, U, A, and SA A comparison was made between the totals of SD and D against those of A and SA to analyze the motivational trends.
The findings presented in Table 2 and Chart 1 indicate that students exhibit a significant level of extrinsic motivation for learning English, with an average of 72.7% expressing agreement with related statements Notably, all participants (100%) affirmed their intention to learn English to secure better job opportunities in the future.
A significant 90% of students believe that everyone in Vietnam should be proficient in English Additionally, 76.6% of participants expressed that learning English is essential for effective communication with foreigners While 67.3% indicated that they study English due to its status as a compulsory subject at HUBT, only 80 out of 269 students stated that their sole motivation for learning English is to pass exams at the university.
Table 2: The frequency distribution of items measuring extrinsic motivation (n = 269)
No % No % No % No % No %
Frequency & Distribution of items measuring extrinsic motivation
Chart 1: Frequency and distribution of items measuring extrinsic motivation
The interview results reveal that all participants learned English for practical purposes, including securing better job opportunities, enhancing their career prospects, and pursuing higher education abroad For instance, when asked "Why do you study English?", respondents highlighted these motivations as key factors driving their language learning efforts.
In today's job market, proficiency in English is essential for career success, particularly in the Finance and Banking sectors Mastering English not only enhances communication skills but also serves as a crucial asset for professional advancement.
My entire family is involved in the banking industry, and they encourage me to continue this family tradition They emphasize the importance of learning English, stating that without it, I may struggle to advance in my banking career Therefore, mastering English is essential for securing a successful job in the future.
After completing my studies at HUBT, I aspire to pursue higher education abroad, particularly in Australia, where my older brother resides Therefore, mastering English is essential for me to achieve this goal.
Nine out of twenty students emphasized the significance of English as a global language during their interviews They highlighted that mastering English not only facilitates easier access to the Internet but also enhances their ability to connect with English-speaking individuals.
English serves as a global language, utilized in nearly every country worldwide For Vietnam to progress and develop, proficiency in English is essential Therefore, it is crucial for everyone in Vietnam to learn and understand English.
“I think that English is an essential condition in the integration process of Vietnam If I know English, I can contribute more to the development of our country” (S20)
“I want to travel oversea, to make friends with foreigners and to introduce our country, our culture, and our people to other countries.”(S8)
Frequent Internet users benefit significantly from English proficiency, as it enhances their online experience Mastering English allows individuals to access a wider range of e-books, movies, and music available on the web.
Second-year students in the Faculty of Business and Finance (FoBF) demonstrate a strong extrinsic motivation to learn English, primarily driven by the desire for better job opportunities in the future Additionally, the significant global importance of English serves as a key factor encouraging these students to enhance their English language skills.
The data presented in Table 3 and Chart 2 highlight the intrinsic motivation levels among second-year students at FoBF regarding their English learning experience at HUBT A significant 51.5% of participants expressed enjoyment in learning English, with 47.5% wishing classes would extend beyond their scheduled time Additionally, 59.5% indicated they would continue taking English classes voluntarily However, a notable 68% admitted to disliking English challenges, and despite 76.6% acknowledging the importance of English for communication with foreigners, 54.7% reported not utilizing their English skills outside the classroom.
Table 3: The frequency distribution of items measuring intrinsic motivation (n= 269)
No % No % No % No % No %
Frequency and distribution of items measuring intrinsic motivation
Chart 2: The frequency distribution of items measuring intrinsic motivation
The results of the semi-structured interviews with participants help to understand more about students‟ intrinsic orientation in learning English at HUBT
Four out of twenty students interviewed stated that they learned English partly because they considered English an interesting language Take the following answers of some interviewers as examples
Since I began learning English, I have developed a strong appreciation for the language My goal is to master it to deepen my understanding of its culture, the people who speak it, and the nuances of the language itself.
“English language is really great Maybe it is quite strange but I like listening to the sounds of English It is so melodic.”(S15)
Some interviewees considered English lessons a challenge that they wanted to overcome so that they could surpass themselves
Many individuals believe that learning English is a daunting task, often feeling discouraged by the challenge it presents Personally, I share this sentiment, yet I am determined to conquer this obstacle Each time I successfully communicate in English, I experience a profound sense of pride, akin to winning a personal battle.
In ninth grade, I encountered a foreigner who asked me a question about Hanoi Although I understood his inquiry, I was unable to respond due to my lack of speaking skills.
At that time, I felt very ashamed, and I made a decision that I must learn English well I challenged myself Now I am very satisfied with my result, and I also like English more.”(S16)
Discussions
3.2.1 Students’ intrinsic and extrinsic motivation
This study aims to investigate the motivation for learning English among second-year students in the Faculty of Business and Finance (FoBF) The results from both the questionnaire and interviews indicate that these students exhibit a greater level of extrinsic motivation compared to intrinsic motivation.
Extrinsic motivation plays a significant role in driving second-year students in the Faculty of Business and Finance (FoBF) to learn English Key factors include the desire for a good job in the future, the opportunity to communicate with foreigners, and the recognition of English's vital role in Vietnamese society According to the data, 100% of respondents acknowledge that proficiency in English is essential for securing a job in the Finance and Banking sector, as most job advertisements require it Consequently, there is a growing trend among students to enroll in English programs at universities and language centers.
The significance of the English language in Vietnamese society drives many students in the FoBF program to prioritize English studies According to recent findings, 90% of respondents view English as an essential international language for Vietnam's development Consequently, there is a consensus that proficiency in English is crucial for all Vietnamese citizens to enhance the country's progress This insight is particularly noteworthy, as it highlights a previously unexplored motivation for Vietnamese students to learn English: the desire to contribute to national development.
A significant 76.6% of students in FoBF prioritize learning English to communicate with foreigners, recognizing the importance of English in their future careers Many students come from high-income families, providing them with opportunities to travel and study abroad, which further motivates their desire to engage with English-speaking individuals This understanding highlights the essential role of English communication in their educational and professional aspirations.
Surprisingly, only 30.1% of second-year students at FoBF cite passing exams at HUBT as their primary motivation for studying English, while 67.3% indicate that it is due to the subject being compulsory Although these findings appear contradictory, student interviews reveal that this obligation fosters a sense of responsibility towards their studies, leading them to recognize the benefits of learning English As a result, they can utilize English for practical purposes such as watching movies, researching online, and making friends Thus, while passing exams remains a key goal, it is not their sole motivation for learning English.
The study reveals that while second-year students in FoBF exhibit extrinsic motivation, a significant portion, nearly 47%, also demonstrates intrinsic motivation for learning English Many participants find English interesting, leading to a desire for class continuation, with 47.5% wishing lessons would not end Furthermore, 59.5% would choose to take English classes voluntarily, recognizing its importance However, despite this intrinsic motivation, 54.7% hesitate to use English outside the classroom due to feelings of incompetence and a lack of self-confidence, fearing mistakes and loss of face This fear contributes to only 32% of respondents enjoying the challenge of studying English, with those who do often displaying higher self-confidence and a desire for personal growth.
The study reveals that demotivation exists among second-year students in the Faculty of Business and Finance (FoBF), primarily due to subject-related factors rather than teacher-related ones, contradicting previous research in the Vietnamese context (Tran, 2007) Additionally, the learning environment significantly influences both motivation and demotivation in learning English for these students This discussion will first address subject-related factors, followed by an exploration of the learning environment, teacher-related factors, and finally, student-related factors.
A significant 73% of students reported that their motivation to learn English has been adversely impacted by challenges in key areas, including phonology, vocabulary, grammar, and listening and speaking skills.
A recent study reveals that 75.8% of students have lost interest in learning English due to its challenging phonology Correct pronunciation is crucial for understanding spoken language; without it, students struggle to comprehend words in daily conversations Additionally, a lack of awareness regarding sound changes, combinations, or omissions hampers their listening and speaking skills In Vietnam, many English classes prioritize grammar over pronunciation practice, leaving students feeling that English phonology is a significant challenge.
A significant challenge for students in the Faculty of Business and Finance (FoBF) is the large vocabulary required for their studies, with approximately 70.6% of respondents expressing frustration over their inability to remember and correctly use newly learned lexical items This difficulty may stem from the passive teaching methods employed at HUBT, where students primarily listen to the teacher and take notes on word meanings and usages Many students reported that their vocabulary learning consists of repetitively writing down words and their Vietnamese meanings, a method that lacks effectiveness, as highlighted by Nation (2006), who emphasizes the importance of understanding words in context rather than rote memorization Consequently, the burden of memorizing extensive lists of vocabulary without meaningful practice negatively impacts students' motivation to learn English.
Many interview respondents found English listening and speaking skills challenging, highlighting that vocabulary knowledge is essential for effective communication Without effective vocabulary learning strategies, students' listening and speaking abilities suffer The interviews revealed that students struggle to comprehend native speakers' accents in listening exercises, primarily due to their limited exposure to non-native English speakers and insufficient practice in listening and speaking These challenges ultimately discourage students from putting in the effort to learn English.
3.2.2.2 Learning environment-related demotivating factors
The study reveals that the learning environment significantly influences student motivation, with 70.6% of participants identifying a quiet and boring classroom atmosphere as a major demotivating factor Additionally, 51% of students reported being distracted by negative behaviors of their classmates, leading to a loss of interest in English lessons Good and Brophy (1994) emphasize that effective learning occurs in a relaxed and supportive atmosphere, highlighting the importance of creating an engaging environment for students to thrive.
The study reveals that second-year students in the Faculty of Business and Finance (FoBF) face significant demotivation due to limited opportunities to practice English outside the classroom Many of these students hail from rural areas, resulting in infrequent interactions with foreigners At university, their time is consumed by various subjects, leaving little room for English practice Furthermore, classroom dynamics contribute to this issue, as teachers often dominate discussions, leaving students with minimal chances to engage in speaking activities Additionally, the absence of extracurricular English practice opportunities within the university curriculum exacerbates students' inability to apply their learning, leading to growing disappointment.
Previous studies on demotivation in EFL contexts, particularly in Vietnam, have identified teachers as the primary source of demotivation (Chamber, 1993; Dörnyei, 1998; Tran & Baudalf, 2007) However, this study reveals that subject matter and the learning environment are perceived as more significant demotivating factors than teachers Nonetheless, 48.5% of respondents still regard teachers as demotivators The factors related to teacher demotivation can be categorized into teacher behaviors, competence, teaching methods, and grading and assessment practices.
Teachers significantly impact student motivation during the teaching and learning process, as highlighted by Dörnyei (2001), who states that nearly every teacher action in the classroom influences student motivation, making teacher behavior a vital "motivational tool" (p.120) In a recent study, 66.85% of respondents identified teachers' behaviors as negatively affecting their interest in learning English, with a notable 67.2% citing a lack of care and enthusiasm as the primary issues This finding underscores the importance of teacher enthusiasm, as students often mirror their teachers' attitudes and behaviors An enthusiastic teacher can effectively communicate a strong commitment to the subject matter, enhancing student engagement through both verbal and non-verbal cues.
S UMMARY OF THE FINDINGS AND DISCUSSION
The findings and the discussion of this study will be summarized as follows
Second-year students in the Faculty of Business and Finance (FoBF) exhibited a higher level of extrinsic motivation compared to intrinsic motivation for learning English The primary driver for these students was the desire to secure good job opportunities in the future Additionally, the need to communicate with foreigners, the recognition of English's significance in Vietnamese society, and the mandatory nature of English courses at the university were significant factors influencing their motivation Interestingly, the necessity for achieving high examination scores, engaging learning activities, or the challenging aspects of the English language did not emerge as major motivators Despite their extrinsic motivation, these students expressed a continued interest in studying English even when it was not compulsory, indicating a desire to learn the language more extensively.
Research findings indicate significant demotivation among second-year students in the Faculty of Business and Finance at HUBT, with over 50% of participants reporting feelings of demotivation Key demotivating factors include challenges related to the English subject, such as extensive vocabulary, complex phonology, and difficult skills, alongside environmental issues like a dull classroom atmosphere and negative peer influence Although teacher-related factors were not deemed the primary cause of demotivation, many students expressed concerns about teacher behavior, competence, credibility, and unengaging teaching methods Student-related factors were the least cited as demotivating; however, instances of repeated failures, lack of success despite effort, low self-confidence, and feelings of insecurity in the classroom were noted as contributors to demotivation.
R ECOMMENDATIONS
A recent study reveals that second-year students in the Faculty of Business and Finance at HUBT exhibit strong extrinsic motivation for learning English, driven by practical goals such as securing good jobs To enhance this motivation, teachers should prioritize practical skills, including effective communication in specific scenarios, negotiation techniques, report writing for investment plans, and telephone communication Additionally, it is crucial to foster students' intrinsic motivation by incorporating engaging and diverse activities in English lessons, allowing students to actively participate and enjoy the learning process.
This study identifies significant demotivating factors in language learning, particularly related to large vocabulary, complex structures, and challenging pronunciation To address these issues, the Faculty of English should consider revising final tests to lessen the vocabulary load required for memorization each term Additionally, implementing more engaging and simplified tasks for listening, speaking, and grammar can enhance student motivation and learning outcomes.
This study highlights the significant impact of the learning environment on student motivation, revealing that negative behaviors from classmates can hinder learning To foster an effective educational atmosphere, teachers must focus on classroom management and cultivate a dynamic, safe, and friendly setting Additionally, increasing extracurricular activities will provide students with more opportunities to practice and enhance their English skills.
The study highlights that current teaching methods at HUBT contribute to students' disinterest in learning English, emphasizing the need for a reevaluation of these approaches Effective teaching hinges on aligning methods with students' preferred learning styles, suggesting that educators should assess these preferences at the start of each school year Additionally, teachers must be mindful of their classroom behavior and attitudes to foster a positive learning environment, while continuously striving to enhance their teaching skills and competencies.
The study reveals that students' experiences of failure and lack of success, stemming from insufficient background knowledge, significantly contribute to their demotivation This underscores the necessity to reassess curricula to better align with students' levels Additionally, implementing remedial assistance programs is crucial to support struggling students in overcoming demotivation and acquiring essential skills for future academic success.
L IMITATIONS
This study made significant strides in the relatively new field of demotivation research in Vietnam, laying a solid foundation for future investigations Its most noteworthy contribution lies in the extensive insights gained regarding various motivation types and demotivating factors in English as a Foreign Language (EFL) contexts The selection of second-year students proved effective, as they demonstrated a clear understanding of their motivations for learning English and the elements that hindered their progress Additionally, the mixed-method approach, integrating both qualitative and quantitative research, effectively facilitated the exploration of motivation types and sources of demotivation.
Despite the researcher's best efforts, the study has notable limitations It primarily targets second-year Banking and Finance students at HUBT, making the findings applicable only to this specific group of Internet users Additionally, the complexity of motivation makes it challenging to categorize it clearly into intrinsic and extrinsic types, which may affect the clarity of the results The researcher also faced difficulties due to limited IT skills, resulting in time-consuming data collection and analysis through Yahoo! and Gmail, suggesting that using online survey software would have been more efficient Consequently, this study acknowledges its shortcomings and welcomes constructive feedback for improvement.
F UTURE D IRECTION
The following directions should be taken into consideration in the future research:
(1) The HUBT students‟ motivation in learning English and factors affecting their motivation should be investigated
(2) The relationship between level of motivation and achievement may also be a topic for further research
The study identified various factors that demotivated students from learning English, but it did not propose any solutions to address these issues Consequently, this presents an opportunity for future research to explore potential strategies for overcoming these challenges.
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Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center
My name is Nguyễn Thị Xuyến, an English teacher at the Faculty of English, HUBT I am conducting a survey to explore students' motivation in learning English at our university This research aims to identify effective methods to enhance your motivation in English learning Please note that all information collected will be kept confidential and used solely for research purposes There are no right or wrong answers; I am simply interested in your honest opinions Your sincere responses are crucial for the success of this investigation.
Thank you very much for your help!
Please type your answers to the following questions
You have learned English for……….years
You come from………province/city
PART II MOTIVATION IN LEARNING ENGLISH
In the upcoming sections, you will encounter statements regarding your motivation for learning English Please assess each statement and indicate how accurately it reflects you by marking the number 1, 2, 3, 4, or 5 in red.
1 I learn English because it is a compulsory subject at HUBT
English lessons are very interesting
3 I learn English in order to get a better job in the future
4 When class ends, I usually wish we could continue
5 I need to learn English only to pass the exams at HUBT 1 2 3 4 5
6 My English class is a challenge that I enjoy 1 2 3 4 5
7 I learn English to communicate with foreigners
8 I enjoy using English outside class whenever I have chances
9 I think everybody in Vietnam should be able to speak English
10 I would take English class even if it were not required by HUBT
In this section, you will discover various statements regarding the factors that may have negatively impacted your motivation to learn English at HUBT Please evaluate each statement and indicate how accurately it reflects your experience by coloring the numbers 1, 2, 3, 4, or 5 in red.
N Statement disagree (1) Strongly Disagree (2) (3) Undecided Agree (4) agree (5) Strongly
My motivation in learning English is affected as…… 1 2 3 4 5
11 There are a lot of new words/phrases to learn 1 2 3 4 5
12 English pronunciation is very difficult 1 2 3 4 5
13 I don’t understand the lessons I think I have lost the background knowledge
14 I usually can’t answer the teachers’ questions or do exercises
15 Even I have tried very hard; I still get low marks when doing tests
16 I am nervous if I have to speak English because I am afraid my classmates will laugh at me if I make mistakes
17 Teachers usually don’t care whether we understand their lessons and instructions or not and seem not to be enthusiastic
18 My feelings are hurt because teachers give inconsiderate comments even when s/he realizes it
19 Teachers’ explanations are sometimes uncertain and wrong
20 Teachers’ pronunciation is quite strange and sometimes wrong
21 Teaching methods are uncreative and boring 1 2 3 4 5
22 Speed of teaching is too fast for me to follow 1 2 3 4 5
23 Teachers speak too much Vietnamese 1 2 3 4 5
24 There is big difference in the teaching methods between two teachers in my class
25 Teachers do not usually provide corrective feedbacks 1 2 3 4 5
26 The test is difficult and doesn’t cover the textbook 1 2 3 4 5
27 The classroom atmosphere is quiet and boring 1 2 3 4 5
28 My classmates are noisy, inattentive and behave disrespectfully towards teachers during the lessons
29 There are not many extra – curricular activities for us to practice English 1 2 3 4 5
30 The textbook is difficult It is not equal with our level of proficiency 1 2 3 4 5
Would you please email this questionnaire to my email address xuyenhubt.nguyen@gmail.com as soon as you finish? Thank you again for your cooperation
Appendix 2 : BẢN ĐIỀU TRA VỀ ĐỘNG LỰC HỌC TIẾNG ANH
Tôi là Nguyễn Thị Xuyến, giáo viên tiếng Anh tại trường Đại học Kinh doanh và Công nghệ Hà Nội, đang tiến hành nghiên cứu về động lực học tiếng Anh của sinh viên Tôi rất mong nhận được sự hỗ trợ từ các bạn trong việc hoàn thành bảng câu hỏi dưới đây, nhằm hiểu rõ hơn về động lực và các yếu tố ảnh hưởng đến việc học tiếng Anh Thông tin thu thập sẽ chỉ phục vụ cho mục đích nghiên cứu và được bảo mật Vì vậy, tôi hy vọng các bạn sẽ trả lời một cách chính xác và trung thực để giúp tôi có được kết quả điều tra chính xác và hiệu quả.
Chân thành cảm ơn sự cộng tác nhiệt tình của các bạn!
PHẦN I: THÔNG TIN CÁ NHÂN
Bạn hãy ghi câu trả lời cho những câu hỏi sau đây
Bạn đã học tiếng Anh được……… năm
Bạn đến từ tỉnh/thành phố :………
PHẦN II: ĐỘNG LỰC HỌC TIẾNG ANH
Dưới đây là một số nhận định về động lực học tiếng Anh Hãy đọc kỹ và chọn lựa một trong các số 1, 2, 3, 4 hoặc 5 mà bạn cảm thấy phù hợp nhất với bản thân.
STT Nhận định Hoàn toàn phản đối
1 Tôi học tiếng Anh vì đó là môn học bắt buộc ở trường
2 Tôi thực sự thích học tiếng Anh Các bài học tiếng Anh rất thú vị
3 Tôi học tiếng Anh để sau này có thể kiếm việc dễ dàng
4 Khi buổi học kết thúc, tôi thường ước rằng giá như chúng ta vẫn có thể tiếp tục bài học
5 Tôi học tiếng Anh chỉ để vượt qua các kì thi ở trường
6 Lớp học tiếng Anh là một thử thách mà tôi rất hứng thú
7 Tôi học tiếng Anh để có thể giao tiếp với người nước ngoài
8 Tôi thích sử dụng tiếng Anh bất cứ khi nào tôi có cơ hội
9 Tôi nghĩ là mọi người dân Việt Nam nên biết nói tiếng Anh
10 Dù tiếng Anh không phải là môn học bắt buộc tạo trường thì tôi cũng sẽ học tiếng Anh
Dưới đây là những nhận định về các yếu tố tiêu cực ảnh hưởng đến động lực học tiếng Anh của bạn tại trường KDCN Hãy đọc kỹ và đánh dấu lựa chọn 1, 2, 3, 4 hoặc 5 mà bạn cảm thấy đúng nhất với bản thân.
Nhận định Hoàn toàn phản đối
(5) Hứng thú học tiếng Anh của tôi bị ảnh hưởng vì
11 Có rất nhiều từ mới cần phải học 1 2 3 4 5
12 Rất khó để có thể phát âm chính xác các từ tiếng
13 Tôi thường xuyên không hiểu bài Tôi nghĩ là nền tảng tiếng Anh của tôi không có
14 Tôi không thể trả lời các câu hỏi do thầy cô đặt ra cũng như hoàn thành các bài tập theo yêu cầu
15 Mặc dù tôi đã cố gắng nhưng trong các kì kiểm tra tôi vẫn bị điểm thấp
16 Tôi rất lo lắng khi phải sử dụng tiếng Anh trong giờ học vì tôi sợ các bạn trong lớp sẽ chế nhạo nếu tôi nói sai
17 Thầy cô không quan tâm xem chúng tôi có hiểu bài giảng/hướng dẫn của thầy cô hay không và tỏ ra không nhiệt tình
18 Thầy cô đưa ra những nhận xét không khách quan về tôi
19 Thầy cô tỏ ra không nắm vững kiến thức bài học
20 Thầy cô phát âm rất khó nghe và đôi khi còn sai 1 2 3 4 5
21 Phương pháp giảng dạy rất nhàm chán và lặp đi lặp lại
22 Thầy cô giảng bài nhanh quá khiến tôi không theo kịp
23 Thầy cô sử dụng tiếng Việt trong lớp nhiều 1 2 3 4 5
24 Phương pháp giảng dạy giữa các giáo viên trong lớp tôi rất khác nhau
25 Thầy cô không sửa bài cho chúng tôi 1 2 3 4 5
26 Các bài kiểm tra thường khó và nằm ngoài chương trình học
27 Không khí lớp học rất trầm và nhàm chán 1 2 3 4 5
28 Các bạn trong lớp rất mất trật tự, không chú y học, thậm chí còn có hành vi thiếu tôn trọng giáo viên
29 Trường không có nhiều hoạt động ngoại khóa để tạo cơ hội cho sinh viên luyện tập tiếng Anh
30 Giáo trình quá khó và cao hơn trình độ thực tại của tôi
Sau khi hoàn thành bảng câu hỏi, xin vui lòng gửi email cho tôi tại địa chỉ xuyenhubt.nguyen@gmail.com Tôi xin chân thành cảm ơn sự hợp tác của các bạn!
English Experience of failure or lack of success Self – esteem
Difficult to pronounce Fail to understand lessons
Many students feel insulted and left behind when they struggle with a large vocabulary and complex grammar, which can lead to a lack of confidence This fear of losing face, coupled with the pressure to meet parental expectations, often results in an inability to answer teachers' questions or perform well on exercises and tests Consequently, despite serious efforts in their studies, these students may fail to communicate effectively in English and receive low marks.
Learning environmental demotivating factors Classroom atmosphere Opportunities to use
English Leading conditions Class time Textbook
Quite and boring Lack of opportunities to contact to foreigners in class
Crowded groups Unfavorable class time Boring
Stressful Lack of opportunities to use English outside class Insufficient teaching and learning facilities Limited class time Not equal with students’ levels of proficiency Negative behaviors of classmates
Unequal levels of proficiency between classmates
Lack of extra-curricular activities
Compulsory nature of English Replace teachers from the better to the worse Parents’ interference Change learning environment, away from old friends Social burden
Have to study many other subjects apart from
English or concentrate on main subjects at university
Teacher – related demotivating factors Teacher behavior Teacher competence Teaching methods Grading & assessment
Insult students Fail to pronounce, difficult to understand Uncreative, boring ways of conceiving knowledge Test outside lessons
(not cover material) Lack of care, enthusiasm
Low credibility Teaching language skills incomprehensively
The teaching methods employed are not aligned with students' proficiency levels, leading to a strict and inflexible pace that is often too fast for effective learning There is a noticeable lack of corrective feedback, and favoritism is demonstrated, which undermines the learning environment Additionally, the distribution of first language (L1) and second language (L2) usage is ineffective, and lessons are overly reliant on textbooks, resulting in a repetitive curriculum that fails to engage students across different classes.
Different teaching methods among different teachers
Frequently test students Inappropriate workload
Schmidt et al (1996) intrinsic-extrinsic motivational questionnaire Intrinsic motivation
2 English class is a challenge that I enjoy
3 Learning English is a hobby for me
4 I do not enjoy learning English, but I know that learning English is important for me
5 When class ends, I often wish that we could continue
6 English is important to me because it will broaden my view
7 The main reason I am taking this class is that my parents/my spouse/my supervisors want me to improve my English
8 I want to do well in this class because it is important to show my ability to my family/friends/supervisors/others
9 Everybody in Egypt should be able to speak English
10 Being able to speak English will add to my social status
11 I am learning English because I want to spend a period of time in an English- speaking country
12 I want to learn English because it is useful when traveling in many countries
13 I want to learn English because I would like to emigrate
14 One main reason I learn English is that I can meet new people and make friends in my English class
15 I am learning English to become more educated
16 I need to be able to read textbooks in English
17 The main reason I need to learn English is to pass examination
18 If I learn English better, I will be able to get a better job
19 Increasing my English proficiency will have financial benefits for me
20 If I can speak English, I will have a marvelous life.