INTRODUCTION
The statement of problem and rationale for the study
In recent decades, research has shifted its focus from teachers and teaching methods to the needs of second language learners, marking a significant educational transformation This change has fostered a deeper understanding of second language education, benefiting both educators and students Since the latter half of the twentieth century, studies on second language learning and its effectiveness have gained prominence, highlighting the importance of learner-centered approaches in language acquisition.
Research has highlighted the importance of learner autonomy in language acquisition, with significant contributions from Stern (1975), Oxford (1990), and Griffiths (2003) These studies emphasize that the effectiveness and success of second language learning largely depend on the learners themselves and their capacity to seize learning opportunities.
Research has shown that language learning strategies (LLSs) significantly enhance second language acquisition Pioneering studies by Rubin and Stern (1970) highlighted the benefits of LLSs, while Bialystok (1978) emphasized their role in optimizing the use of available information to improve language competence Oxford (1990) further demonstrated that students can effectively engage in self-study by employing these strategies Numerous studies, including those by Lee (2003) and O'Malley and Chamot (1990), confirm that utilizing LLSs leads to higher proficiency and achievement in mastering a target language.
Besides, the variables affecting language learning strategy use were also taken into consideration by several scholars Those factors might consist of degree of
Factors influencing language learning strategies (LLS) include awareness, age, sex, nationality, learning style, personality traits, motivation, learning context, teaching methods, and language proficiency (Zare & Nooreen, 2011; Khamkhien, 2010) Taguchi (2002) identified gender, English proficiency, and motivation as the most significant factors affecting learners in Japan and Australia Khamkhien (2010) highlighted motivation as the key factor in students' choice of LLS, followed by experience and gender Despite some research on motivation's relationship with LLS use, studies have been limited and inconsistent, often overlooking the types of motivation involved While the correlation between motivation and LLS usage has been explored (Al-Qahtani, 2013; Khamkhien, 2010), there remains a gap in understanding motivation's predictive power in explaining LLS use among EFL learners.
Honda Motor Co has not previously conducted research on language learning; however, in 2015, the company announced its intention to adopt English as the official language by 2020, indicating that employees unable to communicate in English may face termination To support this transition, Honda offers free English classes to all staff members to improve their language skills This shift in the learning and teaching environment prompts an investigation into the relationship between motivation and the use of Language Learning Strategies (LLSs) This paper focuses on Vietnamese employees at Honda in Vinh Phuc, Vietnam, who are participating in additional English classes.
3 of English skills at their company which may lead to students‟ clearer motivation for learning English
In the context of Honda, the researcher opted not to explore the relationship between gender and Language Learning Strategies (LLSs) due to the predominance of male employees, which could complicate proportional respondent collection Additionally, most Vietnamese staff at Honda hold degrees in technical, economic, or legal fields, resulting in similar English proficiency levels—elementary to intermediate This uniformity could yield inconclusive results regarding the correlation between English proficiency and LLS usage Consequently, the study focuses on enhancing understanding of the relationship between motivation and LLS use, particularly the impact of different types of motivation on second language learners' application of LLSs.
In short, being aware of the rather new teaching and learning situation, the gap in research and the possibility of Vietnamese employees' increasing motivation
Significance of the study
This study explores the connection between language learning strategy (LLS) usage and the motivation for learning English among Vietnamese employees at Honda Vietnam The findings aim to benefit the target group, their English instructors, and researchers interested in language acquisition.
This study aims to equip Vietnamese employees at Honda Vietnam with knowledge about Language Learning Strategies (LLSs) and to encourage their appropriate use to improve language learning outcomes Additionally, the research will help participants understand their current use of LLSs, their motivations for learning English, and the expected correlation between these two factors.
Students should actively consider their language learning strategies (LLSs) to enhance their educational experience By making thoughtful adjustments to their chosen LLSs, learners can foster a more positive attitude towards their studies, leading to a more engaging and effective learning process.
English teachers can utilize the findings from this work to gain insights into their students' use of Language Learning Strategies (LLS) and their motivation levels By doing so, they can encourage and guide students to use LLS more effectively Additionally, teachers may consider adjusting their teaching methods and task assignments to better align with and enhance student motivation Making modifications to course content and orientation can further contribute to improved learning outcomes.
This paper aims to serve as a reliable reference for researchers in related fields, providing a solid foundation for the development of their future work.
Objectives of the study and research questions
This study aims to investigate the relationship between motivation and the use of instructed Language Learning Strategies (LLSs) among Vietnamese employees at Honda Vietnam, with a particular focus on how different types of motivation influence L2 learners' LLS usage The research first identifies the extent to which these employees utilize trained LLSs in their English learning process Subsequently, it examines the various motivation types that respondents have towards learning English Finally, the study explores the correlation between the respondents' use of LLSs and their motivation for learning English.
In a nut shell, the study reported in this the thesis aims at answering three questions below:
1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Vietnam?
2 What are Vietnamese employees‟ dominant types of motivation for English language learning?
3 In what way does Vietnamese employees‟ use of language learning strategies correlate with their types of motivation for learning English?
Method of the study
The methods employed in this study to find out the answers to the proposed research questions are both qualitative and quantitative analyses
Quantitative analysis was employed in the data collection and analysis process at Honda Company, Vietnam, utilizing a questionnaire consisting of fifty statements on language learning strategies (LLSs) based on Oxford's strategy inventory version 7.0, alongside an adapted list of nineteen motivation-related items Following data collection, a thorough analysis was conducted to provide results addressing each research question and the overarching topic of the study.
To enhance readers' understanding of language learning strategies (LLSs) and motivation, the researcher conducted a comprehensive review and evaluation of global literature on the subject This extensive analysis informed the development of a research instrument and facilitated a comparison of the findings with those of prior studies.
This study aims to uncover significant insights into the connection between language learning strategies and motivation among learners, ultimately contributing to the English language acquisition of Vietnamese employees at Honda Vietnam.
Organization of the study
The study consists of 5 chapters
Chapter 1: Introduction of the research
Chapter 2: Literature review (Other researches on this topic are discussed)
Chapter 3: Methodology (the way the researcher collected the data as well as analysis them is showed)
Chapter 4: Findings and discussion (features in learners‟ use)
LITERATURE REVIEW
Language learning strategies
2.1.1 Definitions and characteristics of language learning strategies
Language learning strategies (LLS) are essential for successful language acquisition, as highlighted by various scholars Tarone (1983) defined LLS as efforts to develop linguistic and sociolinguistic competence in the target language, integrating these skills into one's inter-language competence Rubin (1987) emphasized that LLS are strategies that directly influence the development of the learner's language system O'Malley and Chamot (1990) described LLS as unique methods of processing information that enhance comprehension and retention Similarly, Scarcella and Oxford (1992) referred to LLS as specific actions or techniques, such as seeking conversation partners or encouraging oneself, to improve learning Notably, these definitions reflect a shift from what learners acquire to how and why they learn (Wenden, 1991) It is important to distinguish that while there is a significant relationship between a learner's language learning style and their preferred LLS, the two concepts are not the same, with learning styles focusing on individual preferences.
“natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills” (Reid, 1995, p.viii) Ellis (1994, p 532-533) affirmed that
Strategies in language learning encompass both general approaches and specific techniques for acquiring a second language (L2), and their use can be categorized as behavioral or mental, visible or invisible This understanding aligns with the perspectives of scholars such as O'Malley and Chamot (1990) and Oxford (1989, 2001) Regarding the necessity of consciousness in strategy use, experts like Ellis (1994), Oxford (2001), and Grabe (2009) concur that learners actively employ various learning strategies.
Research indicates that learning strategies significantly influence the learning process, enhancing students' problem-solving abilities, language skills, proficiency, communicative competence, and self-confidence These strategies promote learning autonomy and aim to make the learning experience more manageable and effective (Al-Qahtani, 2013; Dreyer & Oxford, 1996; Moya, 2014; Oxford, 1990).
Language learning strategies (LLS) are essential tools that facilitate easier language acquisition and enhance both competence and performance According to Jacet (2005, cited in Kitakawa, 2008), LLS empower learners to consciously utilize strategies based on their needs, fostering responsibility and self-direction in their learning process These strategies can be categorized as either behavioral, which are observable, or mental, which are not Additionally, some LLS directly contribute to inter-language development, while others do so indirectly It is important to note that LLS are not inherently good or bad; rather, they can be effective or ineffective depending on their application With proper guidance, students can effectively employ these strategies Lastly, the use of LLS is influenced by various internal factors, such as sex, age, beliefs, aptitude, purpose, learning stage, cultural background, and intelligence, as well as external factors like the target language, tasks, and environment.
Over the years, various researchers have introduced their own frameworks for language learning strategies (LLS), leading to diverse definitions and classifications This variability has made the field of LLS somewhat controversial, as noted by Oxford (1990), with scholars often holding differing perspectives Consequently, the number and categorization of LLS are seen as "inevitable" (Oxford, 1990).
In 1971, Rubin explored the strategies employed by effective language learners to enhance second language acquisition, aiming to apply these insights to less successful learners Naiman et al (1976) supported earlier findings on the importance of learner strategies, distinguishing between "good" and "poor" language learners Their research revealed that "poor" learners utilized a narrower range of strategies compared to their "good" counterparts Characteristics of successful language learners include being willing and accurate guessers, having a strong desire to communicate, displaying a lack of inhibition, embracing mistakes, focusing on patterns and analysis, seizing practice opportunities, monitoring their own and others' speech, and paying close attention to meaning Ultimately, the learning process of students is influenced by these language strategies.
In 1987, Rubin identified three main groups of strategies that significantly contribute to language learning, categorized as "learning strategies," which include "metacognitive strategies" among others.
Cognitive strategies, communication strategies, and social strategies are key components in the learning process, with cognitive strategies having a direct impact on learning outcomes However, Ellis (1986) noted that effective use of communication strategies could hinder language acquisition, as skills like guessing meanings might reduce the motivation to learn.
O'Malley and Chamot (1990) identified three primary categories of language learning strategies (LLS): cognitive strategies, which involve specific techniques like repeating, summarizing, note-taking, reasoning, and analyzing; metacognitive strategies, which pertain to the learning process through organizing, evaluating, planning, and monitoring; and socio-affective strategies, which focus on social interaction and emotional aspects of learning.
Involving oneself and collaborating with peers is essential for effective learning O'Malley and Chamot (1990) highlighted that repetition is the most commonly used cognitive strategy They also emphasized the importance of meta-cognitive strategies, asserting that students lacking these approaches are essentially directionless learners, missing out on valuable opportunities for growth.
Learners can effectively plan their education, track their progress, and assess their achievements and future learning paths This aligns closely with Rubin's cognitive and meta-cognitive strategies, while also incorporating social strategies that highlight the significance of interaction in language acquisition (Griffiths, 2004).
Oxford built upon previous research to create a comprehensive taxonomy of learning strategies, deemed "the most comprehensive classification of learning strategies to date" (Ellis, 1994) She categorized these strategies into two main classes: direct and indirect The direct strategies include cognitive strategies for understanding and producing the target language, memory strategies for storing and retrieving information, and compensation strategies that enable communication despite limited knowledge (Oxford, 1990) The indirect strategies consist of meta-cognitive strategies for managing one's cognition and learning, affective strategies for regulating emotions and motivation, and social strategies that facilitate learning through interaction with others.
Following is the table contains detail information of specific strategies of each group
Table 1: Oxford‟s (1990) language learning strategy taxonomy
(require mental processing of the language)
I Memory (help learners to store new language information and retrieve this later)
II Cognitive (entail conscious ways of handling the target language)
D Creating structure for input and output
III Compensation (enable learners to communicate despite knowledge limits)
B Overcoming limitations in speaking and writing
(support indirectly the process of learning)
I Metacognitive (facilitate students‟ control of their cognition, their own learning)
II Affective (control and regulate emotion, motivation, and behaviors)
III Social (improve social interaction with other people)
Oxford's (1990) system stands out for its specificity regarding primary strategies while being more general about secondary ones Notably, it differs from earlier inventories by emphasizing affective and social strategies, aligning with her assertion regarding the importance of these elements in language learning.
11 fundamental strategies in language learning as “tools for active, self-directed involvement, which is essential for developing communicative competence”
Despite variations in approaches, researchers agree on the similarities in language learning strategies Oxford's classification of cognitive, memory, and compensation strategies aligns with O'Malley's cognitive group, highlighting mental and physical actions that directly influence learning Both scholars also share meta-cognitive strategies, while O'Malley's social-affective strategies encompass Oxford's affective and social categories Oxford's comprehensive taxonomy is notable for its ability to include a wide range of language learning activities Based on this taxonomy, Oxford developed the Strategy Inventory of Language Learning (SILL), a widely used questionnaire that assesses how students utilize language learning strategies, particularly in the context of non-native English speakers.
Previous studies on the use of language learning strategies (LLS) by L2 learners have produced varying results Research by Al-Hebaishi (2012), Al-Qahtani (2013), and Chand (2014) identified metacognitive and cognitive strategies as the most frequently employed, while Hayati (2015) highlighted the predominance of metacognitive and memory strategies In contrast, Mochizuki (1999) and Oxford and Ehrman (1995) found that compensation strategies were more commonly used These inconclusive findings can be attributed to the diverse characteristics of participant samples, including differences in study levels and learning environments, suggesting that various factors influence the choice of learning strategies, which will be further explored in this paper.
2.1.3 The role of language learning strategies in language learning and teaching
Motivation in language learning
Research on motivation is grounded in a solid foundation, largely due to the comprehensive studies conducted by influential figures like Gardner and Lambert However, the debate surrounding the conceptualization of motivation remains unresolved.
Gardner (1985) identified three key components of motivation in learning: 'effort', 'desire', and 'attitudes' 'Effort' refers to the time and drive a learner invests in language acquisition, while 'desire' reflects the learner's motivation to enhance their language skills 'Attitudes' encompass the emotional responses learners have during their educational journey Brown (2000) later defined motivation as "the anticipation of reward," highlighting its influence on learners' efforts and choices Research by various scholars, including Deci and Ryan (1985) and Dürnyei and Skehan (2003), emphasizes that motivation significantly impacts second language (L2) learning and achievement, with motivated students setting clear goals, increasing their effort, experiencing less anxiety, and deriving enjoyment from the learning process.
LLSs as an effective tool to reach the goals, and are likely to achieve higher foreign language proficiency than the unmotivated
Motivation is often defined as an "internal drive" that compels learners to take action, as proposed by Harmer (1991) This concept is echoed by Brown (2000), who describes it as the internal force that encourages individuals to pursue goals Additionally, Atkinson (as cited in Arnold, 2000) reinforces the idea of motivation as a crucial factor in driving human behavior.
“a cluster of factors that “energize” the behaviors and give it “direction””
In 2003, renowned scholar Dornyei defined motivation as a dynamic process involving the cumulative arousal within an individual, focusing on the reasons behind actions, their duration, and the effort exerted to achieve them His concept aligns with three phases of motivation: choice motivation (pre-action), executive motivation (action), and motivational retrospection (post-action, where learners reflect on their actions) Notably, Dornyei's perspective shares similarities with Wlodkowski's earlier views from 1985.
In his 1994 research, Ellis established that motivation significantly affects language learners' persistence, behaviors, and achievements He reiterated this concept in 2003, stating that "motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2" (p.75).
Motivation plays a crucial role in enhancing learners' determination and guiding their actions toward achieving language learning goals Despite various definitions, a common understanding among authors is that motivation strengthens learners' resolve and directs their efforts in the language acquisition process.
2.2.2 Types of motivation in language learning
Motivation in language learning is primarily categorized into two types: integrative and instrumental motivation, as proposed by Gardner and Lambert Integrative motivation involves the desire to connect with the culture and community of the language being learned, while instrumental motivation focuses on practical benefits, such as career advancement and academic success Understanding these motivation types is crucial for effective language acquisition.
15 the reasons mainly related to the learners‟ identification with the society (Gardner,
Integrative motivation in language learning, as highlighted by Gardner and Lambert (1972) and Saville-Troike (2006), reflects a desire to engage with the culture and community of the target language Learners seek to understand the values of the foreign language group and connect with its speakers, as illustrated by English-speaking Canadians learning French (Ellis, 2003) Conversely, instrumental motivation is driven by practical needs, such as meeting admission requirements or enhancing job prospects For instance, a learner studying a language to pass an exam or for travel purposes exemplifies this instrumental approach (Wilkins, 1972).
Research by Csizer and Dürnyei (2005) and Yu (2013) indicates that integrative motivation plays a more significant role in achieving success in second language (L2) learning compared to other motivation types This finding is supported by various studies, including those by Dürnyei (1990), Gupta and Woldemariam (2011), Lukmani (1972), Rehman et al (2014), and Warden and Lin, highlighting the importance of integrative motivation in language acquisition.
In EFL contexts with limited opportunities for interaction in the foreign language, instrumental motivation often outweighs integrative motivation, as demonstrated by Yu (2014) Learners driven by practical reasons—such as the need for promotions, accessing field-specific documents, or obtaining necessary qualifications—tend to show a stronger interest in learning English, particularly in countries like Vietnam.
Other researchers, later on, raised another well-known categorization which differentiated between intrinsic and extrinsic motivation Specifically, according to Self-Determination Theory (Deci & Ryan, 1985), learning motivation‟s types are
Motivation can be categorized into two main types: intrinsic and extrinsic Intrinsic motivation involves engaging in an activity for its inherent enjoyment or interest, while extrinsic motivation is driven by external rewards or outcomes, such as achieving good grades or gaining compliments from others (Deci & Ryan, 1985).
Intrinsic motivation, as defined by Harmer (1994) in alignment with Deci & Ryan, relates to internal factors within the classroom, such as a learner's attitudes, beliefs, and personal needs In contrast, extrinsic motivation is driven by external factors, like the desire to pass exams, earn rewards, or secure future vacations While intrinsic motivation leads students to engage in learning willingly and view it as valuable (Arnold, 2000), extrinsic motivation is influenced by external outcomes, such as grades or teacher expectations, that shape learners' behaviors Both forms of motivation are interconnected; most individuals study English for a combination of intrinsic and extrinsic reasons Harmer (1991) also categorized both integrative and instrumental motivations as forms of extrinsic motivation.
According to Deci and Ryan (1985), extrinsic motivation can negatively impact learning, as students may lose motivation once rewards or punishments are removed Conversely, some researchers argue that extrinsic motivation can be beneficial for individuals with low motivation In contrast, Lightbown and Spada (1999) assert that intrinsic motivation does not have harmful effects, as it stems from internal needs This type of motivation is also recognized as a crucial factor for success in second language (L2) learning (Baleghizadeh & Rahimi, 2011; Grabe, 2009; Guthrie & Wigfield, 2000; Liu et al., 2014).
Ellis (2003, p 75) introduces "resultative motivation" as another form of motivation in language learning Various types of motivation have been recognized under the premise that they enhance language acquisition and lead to greater success in learning.
Motivation in language learning can often stem from the learning process itself, as noted by Ellis (2003) The scholar suggests that experiencing success and a sense of achievement in language acquisition can either maintain current motivation levels or, in some cases, lead to increased or decreased motivation.
Language learning strategies and motivation in language learning
Numerous researchers have explored the factors influencing the strategy use of second language (L2) learners While only a limited number of studies have addressed this topic, a significant correlation has been identified between L2 learning strategy utilization and learner motivation For instance, Oxford and Nyikos conducted research on foreign language learners in Midwestern America, revealing key insights into this relationship.
Motivation is the most influential factor in choosing language learning strategies, as highlighted by research from 1989, which asserts that the degree of expressed motivation significantly impacts strategy selection A higher level of motivation correlates positively with the variety and frequency of strategies employed by students This assertion is further supported by studies conducted by Khamkhien (2010), Lau and Chan (2003), and Mochizuki, which demonstrate that motivation surpasses other factors such as study experience, gender, major, English proficiency, and enjoyment in influencing the choice and use of language learning strategies.
(1999) Besides, significant correlation between LLS use and motivation was also reported in Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), Gupta and Woldemariam (2011), Liu et al (2014), Matsumoto, Hiromori, and Nakayama
Moreover, this relationship between LLS use and motivation was found to be mediated by different strategies and motivation types Schmidt and Watanabe‟s
(2001) results showed that cognitive and metacognitive were correlated most strongly with motivation In Oxford and Nyikos (1989), it was reported that the students‟
Research indicates that instrumental desire does not correlate with communication strategies, contrasting with findings from Ehrman (1990) Al-Qahtani (2013) found that both integrative and instrumental strategies are significantly linked to language learning strategy (LLS) use, with integrative strategies showing a stronger correlation Additionally, studies by Vandergrift (2005) and Baleghizadeh and Rahimi (2011) revealed significant correlations between intrinsic and extrinsic motivation and language learning strategies.
The studies conducted by Oxford and Nyikos (1989) and Schmidt and Watanabe (2001) demonstrated significant strengths, including large participant pools of 1200 and 2089, respectively, and robust evidence supporting the reliability and validity of the SILL However, Gupta and Woldemariam (2011) and Lau and Chan identified notable gaps and limitations in these studies.
Research by Matsumoto, Hiromori, and Nakayama (2013) and Vandergrift (2005) primarily focused on strategies for only one of the four essential English skills—writing, reading, and listening—thus failing to encompass the full spectrum of Language Learning Strategies (LLSs) Similarly, Baleghizadeh and Rahimi (2011) limited their study to metacognitive strategies alone Additionally, several studies, including Khamkhien (2010), Mochizuki (1999), and Oxford and Nyikos (1989), presented inadequate measurements of motivation, with the number of motivation-related items being notably low—thirteen, one, and six, respectively.
Previous studies, such as those by Oxford and Nyikos (1989), utilized a limited two-point scale in motivation questionnaires, which may not accurately capture students' opinions and motivation levels Furthermore, many investigations into the relationship between language learning strategies (LLS) and motivation have only focused on one or two types of motivation without adequately clarifying or reporting the various types involved Additionally, researchers like Dürnyei and Skehan (2003) have observed that motivation can be unstable, often fluctuating based on factors such as study outcomes, social dynamics, classroom environments, beliefs, and emotions (Grabe, 2009; Mazumder, 2014; Waninge, Bot, & Dürnyei, 2014; Xu & Case, 2015) This variability highlights the complexity of different motivation types in educational contexts.
According to Brown (2007), the effectiveness of learning strategies (LLS) can vary significantly across different contexts, indicating that findings from past studies may not universally apply Most previous research has focused primarily on correlation analysis, leaving the causal relationship between LLS use and motivation underexplored There is a pressing need for further research, particularly in second language (L2) contexts, where there is a lack of studies examining the interplay between LLS use and various types of motivation.
In conclusion, there is a significant connection between learners' motivation and the language learning strategies (LLSs) they choose to employ, as well as the frequency of their usage However, previous research has not sufficiently clarified the impact of various strategy groups and types of motivation on this relationship This gap in understanding highlights the need for further investigation, which serves as the foundation for the current study.
This chapter explores two key aspects of the research: Language Learning Strategies (LLS) and motivation, incorporating perspectives from various scholars It provides an analysis and comparison of their concepts and classifications Additionally, it examines the relationship between learners' use of LLS and their motivation The insights gained from this discussion serve as a foundation for developing the questionnaire and determining the research design, which will be detailed in the subsequent chapter.
This study examines 3 research questions:
1 What is the range of instructed language learning strategies used by Vietnamese employees at Honda Company?
2 What are Vietnamese employees‟ dominant types of motivation for English language learning?
3 In what way does Vietnamese employees‟ use of instructed language leaning strategies correlate with their types of motivation for learning English?
A total of 150 out of 1,500 Vietnamese employees at Honda Co in Vinh Phuc, Vietnam, were voluntarily selected as participants for this study to address the three research questions.
Participants in the study were selected from all three English classes at Honda Co., which offers two semesters of English instruction annually Based on placement test results at the start of each semester, employees were assigned to appropriate classes at three levels: elementary, intermediate, and advanced However, due to a limited number of employees in both the elementary and advanced classes, this study primarily focused on participants in the intermediate level.
The course consisted of 32 lessons using the New English File textbook at the intermediate level, focusing on enhancing students' listening, speaking, reading, and writing skills The English classes are designed to efficiently support employees in their language learning, ultimately meeting the company's requirements.
In 2015, a public policy prompted English teachers to collaborate in developing a list of essential language learning strategies for inclusion in the curriculum This initiative aimed not only to train students in the four English skills outlined in the course book but also to enhance their vocabulary, grammar, and communication abilities Teachers employed various methods to teach these strategies, such as having students create sentences with new words and visualize their usage in context They also encouraged interactive activities, like using synonyms or role-playing, to make learning engaging English was the sole language used in the classroom, fostering an environment where students felt comfortable asking for clarification To boost grammar fluency, teachers provided short sample emails or letters for students to analyze and respond to as homework, ensuring ongoing practice and improvement.
The researcher visited three classes to explain the study and invite voluntary participation from students Questionnaires were distributed to those who agreed to take part, and after excluding incomplete submissions, a total of 120 completed questionnaires were utilized for the research data.
The study focuses on Vietnamese employees at Honda Company, comprising 32 females and 88 males These employees have a work tenure ranging from one to ten years, and their academic backgrounds do not include a major in English.
Data analysis procedure
After collecting the questionnaire data, the researcher analyzed it through several steps Initially, items were categorized based on the corresponding research questions Subsequently, the data was transformed into numerical format using SPSS version 16.0, with all variables representing ordinal questions.
The study examined the language strategies employed by participants alongside their motivational types, utilizing rating scales to gather data that addressed the initial research questions The frequency of each response was quantified and presented as percentages, with results visually represented through tables and stacked bar charts.
The final research question examines the relationship between respondents' use of Learning Strategies (LLS) and their motivation levels To analyze this correlation, a Spearman-rho test was conducted, which is designed to assess the relationship between ordinal variables Spearman's correlation serves as a statistical measure that evaluates the strength of the monotonic relationship between the paired data sets.
In this study, the correlation between LLS frequency and motivation level is represented by the variable r, which ranges from -1 to +1 A value of r close to +1 or -1 indicates a strong monotonic relationship, while positive values suggest that as one variable increases, the other also tends to increase Conversely, negative values imply that an increase in one variable corresponds with a decrease in the other According to Ratner (2004), an r value of 0 signifies no linear relationship or correlation, meaning there is no tendency for one variable to change with respect to the other Values of r between 0 and +0.3 (or -0.3 to 0) indicate a weak correlation.
0) indicate a weak correlation r values from 0.3 to less than 0.7 (from more than -0.7 to -0.3) indicate a moderate correlation r values from 0.7 to less than 1.0 (from more than -1.0 to -0.7) indicate a strong correlation r = +1 or -1 indicates a perfect linear relationship: as one variable increases (decreases) in its values, the other variable also increases (decreases) via an exact linear rule
The Spearman-rho test in SPSS provides both the r value and the p-value, which is crucial for determining the presence of monotonic correlation in a population A p-value less than 0.05 indicates strong evidence against the null hypothesis of no correlation, allowing for its rejection (Rumsey, 2011) In this thesis, the small p-value confirmed a statistically significant monotonic correlation between LLS use and the population's motivation for learning English.
Finally, the data which were converted and presented in the previous step would be interpreted By analyzing, the choice of groups of instructed LLSs and the
The study examined the frequency and popularity of English usage among Vietnamese employees at Honda Co., identifying key motivations for learning the language It revealed the dominant types of motivation reported by participants and analyzed the relationship between their use of language learning strategies (LLS) and motivation levels, determining the significance and strength of these correlations Additionally, a comparative analysis was conducted to identify the most statistically significant relationships Ultimately, conclusions were drawn for each questionnaire item and research question, providing insights into the motivations and strategies of employees.
This chapter outlines the research methodology utilized in this study, which involved a comprehensive questionnaire administered to 120 Vietnamese employees at Honda Co It details the data collection and analysis process, beginning with voluntary sampling, followed by the distribution of questionnaires The chapter emphasizes the clarification of participants' questions and the incorporation of their suggestions to refine the questionnaire Additionally, it provides a thorough explanation of the questionnaire's format and content The collected results were converted into numerical data and visually represented through charts and graphs, facilitating a smoother transition to the next chapter of the study.
The range of language learning strategies used by Vietnamese employees at Honda Company, Vietnam
Firstly, the range of the first group of direct strategies- memory strategies employed by the Vietnamese employees is found with detailed information shown in the chart below
Figure 1: Frequency of using memory strategies
Statistical data indicates that most respondents employ various memory strategies in their language learning processes, with the percentage of employees who never utilize a specific strategy ranging from 2.7% to 16.4%.
LLS1 LLS2 LLS3 LLS4 LLS5 LLS6 LLS7 LLS8 LLS9
Always or almost always true of me Usually true of me
Somewhat true of meUsually not true of meNever or almost never true of me
In a recent survey, approximately 60% of respondents reported that they always or usually utilize language learning strategies (LLS), with the highest frequency of these responses found in the first two options of the scale, indicating a strong preference for consistent use of effective memory techniques.
The study reveals that the most effective strategies for learning and remembering new English words involve connecting known concepts with new information and creating mental images of situations, with effectiveness rates of 60.3% and 61.6%, respectively These strategies are the most commonly employed, as indicated by low percentages of 8.2% and 9.6% for learners who rarely or never use them This trend is likely due to participants receiving guidance on visualizing words in relevant contexts during their English classes Conversely, the use of flashcards for vocabulary retention is the least popular method among respondents, with nearly half indicating they rarely or never utilize this approach, while just over 20% report using it regularly.
Less than one-third of respondents occasionally utilize memory strategies LLS 1, 5, 6, 7, while 42.5% sometimes use LLS 8 This indicates that a limited number of employees engage in memory strategies less frequently than occasionally.
The findings suggest that learners are drawn to acquiring English through mental and physical imagery, as well as sounds, with guidance from their teachers This method encourages students to create mental images of contexts in which words are used, enhancing their ability to remember vocabulary and apply it appropriately Additionally, learners show a preference for engaging with images encountered in everyday life, such as those seen on the streets or in books, rather than relying on flashcards This approach indicates a tendency to connect new vocabulary with existing knowledge, facilitating comparisons in spelling and usage.
31 meaning, language use, collocation, etc and make their memorizing easier and faster as a result
The respondents utilize cognitive strategies less often compared to the initial group of direct language learning strategies in their English studies, as illustrated in Figure 2.
Figure 2: Frequency of using cognitive strategies
The cognitive strategies most commonly utilized by learners include avoiding word-for-word translation, used by 67% of respondents, and frequently practicing new English words, adopted by 63.1% Notably, only 8.2% of participants reported rarely or never using the translation avoidance strategy, indicating its popularity This trend suggests that employees are engaged in reading numerous professional documents, necessitating the development of reading skills for quick comprehension.
LLS 10 LLS 11 LLS 12 LLS 13 LLS14 LLS 15 LLS 16 LLS 17 LLS 18 LLS 19 LLS 20 LLS 21 LLS 22 LLS 23
Always or almost always true of me Usually true of me
Somewhat true of me Usually not true of me
Never or almost never true of me
A highly effective strategy for improving English vocabulary involves repeatedly saying or writing new words, particularly for those who need to prepare reports and deliver presentations at work This practice not only enhances vocabulary but also fosters fluency in both pronunciation and spelling, essential skills for professional communication.
A rarely utilized language learning strategy among respondents is the practice of finding similar words in their native language to new English vocabulary, with 67.1% indicating they seldom or never use this method This limited use may stem from the intermediate proficiency level of participants at Honda, which restricts their ability to connect knowledge between languages Additionally, the employees show a lack of habit in reading for pleasure in English, with a significant 31.5% gap compared to the most commonly used strategies While respondents may not oppose reading in English during their leisure time, they tend to prefer more entertaining options like TV shows or movies, as about 60% expressed agreement with this preference Consequently, many participants likely do not focus on aspects such as word formation, affixes, or English pronunciation, which may hinder their language learning progress.
According to Oxford (1990), effective compensation strategies consist of six categories that help learners communicate despite their limited knowledge Figure 3 illustrates that a significant number of learners actively seek methods to overcome their limitations.
Figure 3: Frequency of using compensation strategies
LLS 26, 27, and 28 represent a segment of participants who frequently express that the strategies do not resonate with their experiences Additionally, these strategies are the least utilized among the group, with less than 50% of users employing them The strategies in question include creating new words, reading English without checking every unfamiliar term, and attempting to anticipate what others will say next in English.
In the category encompassing LLS 24, 25, and 29, a significant proportion of participants frequently utilize these strategies, with usage rates ranging from nearly 55% to over 68% Notably, LLS 25 and 29, which involve using gestures or synonyms for unfamiliar words, are consistently employed by 16.4% and 19.2% of respondents, marking the highest "always" usage rates among all compensation strategies Furthermore, LLS 29 also boasts the largest percentage of respondents who typically select this option, at 49.3%.
The findings reveal that the target population often utilizes gestures or synonyms for unfamiliar words, a common language learning strategy encouraged by their English teachers during the course This approach minimizes the risk of inaccuracies associated with creating new words, as acting out terms through gestures provides a quick and effective means of communication.
LLS 24 LLS 25 LLS 26 LLS 27 LLS 28 LLS 29
19,2 Always or almost always true of me Usually true of me
Usually not true of me
Never or almost never true of me
Understanding nonverbal communication across cultures is essential, especially when interacting with foreigners While creating new words can be risky and may cause misunderstandings, using established language learning strategies, such as LLS 26, remains less popular compared to LLS 29 The significant difference in regular usage between these two strategies is 46.6%, highlighting the preference for more familiar methods in language learning.
Learners often rely on their existing knowledge to make educated guesses when they forget specific words, which aligns with their preference for memory strategies that connect familiar concepts with new vocabulary in English By comparing what they know with unfamiliar terms, employees can infer meanings and utilize their previous learning to communicate their intentions effectively.
The Vietnamese employees‟ dominant types of motivation for English language learning
A recent report on the motivation types of Vietnamese employees at Honda Vietnam identifies four categories: integrative, instrumental, resultative, and intrinsic Notably, instrumental motivation emerged as the most dominant form among these categories.
Figure 8: The Vietnamese employees' integrative motivation at Honda Co
The chart indicates that respondents exhibit a moderate level of integrative motivation, with over 30% to around 50% selecting "strongly agree" or "agree" for each statement Notably, the fourth reason garnered the highest strong agreement rate at 20%, while the other reasons received approximately 10% This suggests that students are primarily motivated to learn English due to their interest in engaging with English-speaking friends, highlighting its interactive nature Among the reasons, the first—attractiveness of the language—received the highest agreement at 38.4%, whereas the third reason, interest in English speakers' art and cultures, had the lowest at 20.5%, with the other two reasons close to 30%.
Simultaneously, when taken all students admitting this type of motivation into consideration, the number of students disagree or strongly disagree with the
The first item represents the lowest motivation, accounting for just under 11% of responses (4.1% and 6.8%) In contrast, the third reason shows the highest motivation, with a quarter of those surveyed indicating it (16.4% and 9.6%) Thus, the most significant integrative motivation among respondents is the appreciation of the beauty of the language.
Many respondents expressed that their interest in English art and literature, including music and movies, motivates them to broaden their knowledge of English culture This motivation reflects their preferences for entertainment and a desire for cultural exploration, which aligns with cognitive strategies In an era of cultural exchange and integration, such motivations are both relevant and understandable.
Among four categories of motivation mentioned in chapter 2, the language learners as Vietnamese employees at Honda Co are motivated the most by practical reasons considered as instrumental motivation
Figure 9: The Vietnamese employees' instrumental motivation at Honda Co
The chart reveals that eight out of nine reasons showed gain the agreement of a massive 70% or up to over 90% of those surveyed This figure also consists of
43,8 41,1 31,5 27,4 27,4 Strongly agreeAgreeNeitherDisagree
Over a third of employees express strong motivation to improve their English skills, citing various reasons such as enhancing travel experiences, advancing their careers, and reducing the risk of layoffs Additionally, they recognize the importance of English for international business trips, gaining respect in the workplace, accessing job-related documents, effective communication with colleagues, furthering their education, and staying updated on global developments.
Although the left reason (learning English to take some tests like IELTS,
A recent survey revealed that only half of the employees felt motivated by international tests like TOEFL or TOEIC, with a significant number expressing disagreement regarding their relevance The findings indicate that the connection between taking these tests and the respondents' desire to learn is weak, likely due to the fact that many employees do not require such certifications for their jobs Nevertheless, half of the participants believe that these certificates can serve as valuable tools for evaluating their progress, highlighting their role as a popular learning strategy among respondents Overall, these results demonstrate a consistent trend in employee perceptions of language proficiency tests.
A survey revealed that 90% of employees recognize the importance of studying English for career advancement and job security, particularly in light of a company initiative launched in 2015 that will be implemented in 2020 Additionally, 80% of students expressed that their motivation to learn English stems from the necessity of communicating while traveling abroad for leisure or business Proficiency in English enables employees to engage with international colleagues and access valuable research from global experts, enhancing their professional development Furthermore, strong English skills lead to greater respect and recognition in the workplace.
Generally, the students‟ level of instrumental motivation is the highest among four types of motivation
Learning achievement is identified as one of the important elements that motivate students in learning a language (Ellis, 2003) The chart below illustrates the respondents‟ resultative motivation
Figure 10: The students' resultative motivation
The first aspect of resultative motivation examined whether respondents' achievements in English learning serve as a source of motivation or demotivation The findings indicate that over 60% of participants agree or strongly agree that their success in English positively impacts their motivation to learn the language In contrast, just over 10% believe that their achievements do not affect their motivation, while 20.5% of students remain uncertain about the existence of this influence.
Considering the second item (resultative 2), above 80% employees recognize that they are motivated to learn English if they have good scores, successes, prize or
A significant number of respondents recognize the positive impact of praise on their motivation to learn and use English, with 20.5% strongly agreeing with this sentiment This is closely aligned with the previous findings, as 21.9% also acknowledged the benefits Notably, only a little over 8% of participants denied that praise influences their motivation, indicating a decrease from earlier responses.
Many respondents find that their success in learning and using English fuels their motivation to continue studying Positive results, such as high scores and praise, serve as rewards for their efforts, leading to feelings of happiness and satisfaction This encourages them to pursue further achievements Conversely, a small number of respondents may feel demotivated by their success, becoming overly satisfied and complacent, which hinders their desire to improve In such cases, experiencing poor results or failures may act as a catalyst for renewed effort.
The chart indicates that nearly 22% of participants believe unexpected results or failures enhance their motivation in learning English, significantly lower than the approximately 70% who feel motivated by positive outcomes The majority, nearly 40%, neither agree nor disagree about the impact of failures on their learning, suggesting that negative results do not significantly affect their motivation Furthermore, around 40% of respondents reported feeling demotivated by failures, as poor results often lead to feelings of boredom, disappointment, and frustration, causing them to disengage despite their efforts.
Achievements and failures in English learning significantly impact learners, with positive outcomes such as rewards and accomplishments serving as stronger motivators than setbacks The participants exhibit a high level of resultative motivation, which slightly surpasses their level of integrative motivation.
Extrinsic motivation in learning English encompasses integrative, instrumental, and resultative factors, which are influenced by external forces and outcomes In contrast, this section explores intrinsic motivation, highlighting the value of learning English for its own sake, as discussed by Pintrich and Schunk (2002) The data gathered from respondents is illustrated in the accompanying figure.
Figure 11: The Vietnamese employees' intrinsic motivation at Honda Co
The chart indicates that employees exhibit a normal level of intrinsic motivation for intrinsic types 1 and 2, with only about 30% of respondents strongly agreeing or agreeing with statements about enjoying learning English and feeling freer to express themselves in English compared to Vietnamese In contrast, intrinsic type 3, which reflects a desire to use English, shows a significantly higher motivation level, with approximately 65% of participants expressing strong agreement or agreement Additionally, intrinsic type 3 has the lowest percentage of participants strongly disagreeing or disagreeing at just 5.5%, while intrinsic types 1 and 2 report higher disagreement rates of 23.3% and 38.3%, respectively.
The study reveals that non-English majors exhibit limited preferences and desires for learning English Furthermore, 40% of respondents reported feeling less free to speak or write in English, indicating a lack of confidence in their language skills.
Intrinsic 3 Strongly disagreeDisagreeNeitherAgreeStrongly agree
The correlation between students‟ use of LLSs and their types of motivation in
A Spearman-rho product moment correlation was run to examine the correlations between variables (See Table 2)
Table 2: Correlations between the Vietnamese employees’ use of LLSs and their motivation at Honda Co (N = 120)
Strategy Memory Cognitive Compensation Metacognitive Affective Social
The study found a significant positive correlation between respondents' motivation and their frequency of using Language Learning Strategies (LLSs), with a strong correlation coefficient of r = 755 (p < 01) This result aligns with previous research conducted by Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), and Gupta and Woldemariam, reinforcing the importance of motivation in language learning.
(2011), Lau and Chan (2003), Liu et al (2014), Khamkhien (2010), Matsumoto, Hiromori, and Nakayama (2013), Oxford and Nyikos (1989), Schmidt and Watanabe
Research by Xu (2011) indicates that higher levels of student motivation are associated with increased use of language learning strategies (LLSs) This relationship varies depending on the categories of LLSs and types of motivation Notably, general motivation shows a significant correlation with all types of strategies, particularly with metacognitive strategies (r = 672, p < 01) Additionally, overall strategy use correlates with all motivation types, with the strongest link found in integrative motivation (r = 700, p < 01).
The analysis of specific LLS groups and motivation types reveals a significant correlation between cognitive, compensation, metacognitive, affective, and social strategies with all motivation types Additionally, the memory group shows a correlation with all motivation types, except for resultative motivation.
Research indicates that cognitive, metacognitive, and social language learning strategies (LLSs) are most closely linked to various motivation types, likely due to their frequent usage This finding aligns with the work of Schmidt and Watanabe (2001) In contrast, memory strategies show the weakest correlation with motivation types, indicating a looser relationship Among the four motivation types examined—integrative, instrumental, intrinsic, and resultative—integrative motivation demonstrates the strongest connection to strategy use, surpassing both instrumental and resultative types This reinforces previous studies by Vandergrift (2005), Baleghizadeh and Rahimi (2011), and Al-Qahtani (2013).
The impact of different motivation types on the use of Language Learning Strategies (LLSs) in second language (L2) learning has been underexplored Among the four motivation types, integrative and intrinsic motivation emerged as significant predictors of LLS use, while instrumental motivation, despite being the most prevalent among English as a Foreign Language (EFL) learners, did not correlate as strongly with LLS utilization This aligns with Al-Qahtani's (2013) findings, which indicated that while students showed higher instrumental motivation, it was integrative motivation that had a stronger correlation with strategy use In this study, the high level of instrumental motivation may have diminished its predictive power regarding LLS use Additionally, the lack of contribution from resultative motivation could stem from its lower perceived strength among participants.
This study clearly demonstrates that the relationship between motivation and language learning strategy (LLS) use is influenced not only by the level of motivation but also by the types of motivation This finding supports the notion that motivation plays a crucial role in the language learning process for English as a Foreign Language (EFL) learners.
51 and LLS use was affected by many aspects of motivation other than motivation level (Al-Qahtani, 2013; Baleghizadeh & Rahimi, 2011; Ehrman, 1990; Oxford & Nyikos,
The study confirms that integrative motivation plays a crucial role in students' success in second language (L2) learning, while instrumental motivation does not significantly contribute to this success, aligning with previous research by Csizer & Dürnyei (2005) and Yu (2013).
The current study's findings differ from those of Lukmani (1972) and Warden and Lin (2000), which emphasized instrumental motivation and found no support for integrative motivation in second language (L2) learning It's important to note that these previous studies did not focus on the use of language learning strategies (LLS), and there is a limited amount of research on this subject Furthermore, motivation is acknowledged to be dynamic, potentially fluctuating due to various factors such as learning achievements, environments, contexts, beliefs, and emotions (Brown, 2007; Dửrnyei & Skehan, 2003; Grabe, 2009; Mazumder, 2014; Waninge, Bot, & Dửrnyei, 2014; Xu).
& Case, 2015) This, to some extent, can account for the variations and conflicts in findings across studies to date
This chapter presents findings related to three key research questions, revealing that a significant majority of respondents utilize various Language Learning Strategies (LLSs) Additionally, it explores the dominant types of motivation among participants, providing insights into their learning behaviors Finally, the chapter investigates the correlation between the use of LLSs and the motivation levels of the respondents, highlighting important connections between these factors.