INTRODUCTION
Rationale
In recent years, Vietnam has embraced foreign investment and globalization, with English playing a vital role in the country's modernization and industrialization High proficiency in English is essential for securing good jobs across various fields, including economics, politics, culture, science, technology, and tourism Consequently, English has become a mandatory subject in schools nationwide, from secondary education to universities Despite this demand, the effectiveness of English teaching and learning in Vietnam remains a concern, as only a small number of individuals, primarily in urban areas, can speak English fluently Many students struggle to achieve high scores in state exams, particularly those from remote regions This highlights the pressing issue of English education quality in Vietnam, prompting teachers, researchers, and linguists to seek effective solutions.
In the process of teaching and learning English, various factors significantly influence a language learner's success, particularly in disadvantaged areas Social and educational factors play a crucial role in shaping students' learning outcomes and motivation to learn English As an English teacher in such environments, I have observed that these socio-educational factors greatly impact the quality of students' English learning Therefore, I propose to investigate the influences of these factors on student motivation at Son Thinh Upper Secondary School in Yen Bai The aim of this research is to understand the motivations of students in learning English and to assess how socio-educational factors affect their motivation.
Objectives of the study
This study investigates the motivation for learning English among 10th graders at Son Thinh High School in Van Chan, Yen Bai Specifically, it aims to identify the factors that impact students' English learning and to analyze how social and educational influences affect their motivation.
The study was carried out with the view to finding out the answers to two research questions below:
* What is the students‟ motivation to learn English at Son Thinh high school?
* To what extent is their motivation influenced by the local socio-educational factors?
This is a quantitative and qualitative research To find the answers for the above research questions, the data is collected from the questionnaires and interviews
This study investigates the motivation of students at Son Thinh High School in Van Chan, a remote area of Yen Bai mountainous province, and examines the influence of local socio-educational factors on this motivation The research involves 150 tenth-grade students, who will complete a questionnaire, with approximately 10 respondents selected for semi-structured interviews based on their willingness to participate The significance of this study lies in its potential to shed light on the motivational dynamics within a specific educational context, providing valuable insights for educators and policymakers.
This study aims to enhance the awareness of language teachers, particularly those in remote areas, regarding the significance of socio-educational factors in influencing students' motivation to learn a second language By examining the factors that impact the motivation of Son Thinh students in learning English, educators can identify effective activities and methods to boost students' enthusiasm and engagement in their English language studies.
Part A- Introduction: provides rationales, aims of the study, research questions, scope, and the significance of the study and its design
Part B- Development: consists of four chapters
+ Chapter I: Literature review on theoretical background of motivation and socio- educational factors affecting students‟ motivation in second language learning
+ Chapter II: Context of the study: This chapter introduces the social context and educational context for the study
+ Chapter III: Methodology: this chapter introduces subjects and data collection instruments
+ Chapter IV: Data analysis and discussion
Part C: Conclusion: This part presents conclusions, implications, limitations and suggestions for further study.
Methods of the study
This is a quantitative and qualitative research To find the answers for the above research questions, the data is collected from the questionnaires and interviews
This study investigates the motivation of students and the impact of local socio-educational factors on their motivation, specifically focusing on tenth-grade students at Son Thinh High School in the remote Van Chan area of Yen Bai province A total of 150 students will complete a questionnaire, from which approximately 10 willing participants will be selected for semi-structured interviews to gain deeper insights The significance of this study lies in understanding how local context influences student motivation.
This study aims to enhance the understanding of language teachers, particularly in remote areas, regarding the socio-educational factors that influence students' motivation to learn a second language By examining the factors affecting Son Thinh students' motivation in learning English, the research seeks to provide teachers with effective activities and methods to boost students' enthusiasm for learning English.
Part A- Introduction: provides rationales, aims of the study, research questions, scope, and the significance of the study and its design
Part B- Development: consists of four chapters
+ Chapter I: Literature review on theoretical background of motivation and socio- educational factors affecting students‟ motivation in second language learning
+ Chapter II: Context of the study: This chapter introduces the social context and educational context for the study
+ Chapter III: Methodology: this chapter introduces subjects and data collection instruments
+ Chapter IV: Data analysis and discussion
Part C: Conclusion: This part presents conclusions, implications, limitations and suggestions for further study.
Design of the study
This chapter examines key aspects of motivation theories relevant to language learning and teaching It focuses on two primary areas: the theoretical foundations of motivation and the socio-educational factors that influence students' motivation in acquiring a second language.
The word motivation is coined from the Latin word "movere", which means to move
"Movement" refers to changes that can be visible externally or occur internally and remain unseen While motivation may seem straightforward, it is challenging to define due to its abstract nature, leading to various proposed definitions.
According to Gardner (1985), motivation encompasses the effort, desire to achieve language learning goals, and positive attitudes towards the learning process He identifies four key components of motivation: setting a goal, exerting effort, having the desire to reach that goal, and maintaining a favorable attitude toward the activity.
According to Littlewood (1998), motivation plays a crucial role in second language learning, influencing whether a learner engages in a task, the energy they invest, and their perseverance He identifies several key components that enhance motivation, including the individual's drive, the need for achievement and success, a sense of security, and the desire for new experiences Understanding these factors is essential for fostering motivation in language learners.
Another concept of motivation stated by Ellis (1997:75) is that “Motivation involves the attitudes and affective states that influence the degree of effort that learner
DEVELOPMENT
This chapter explores key issues in motivation theories related to language learning and teaching It focuses on two main aspects: the theoretical foundations of motivation and the socio-educational factors that influence students' motivation in acquiring a second language.
The word motivation is coined from the Latin word "movere", which means to move
"Move" refers to changes that can be either visible or invisible, occurring externally or internally While motivation may seem straightforward, defining it proves to be complex due to its abstract nature and the variety of definitions that exist.
According to Gardner (1985), motivation encompasses the effort and desire to achieve language learning goals, along with positive attitudes towards the learning process He identifies four key components of motivation: setting a goal, exerting effort, having the desire to reach that goal, and maintaining a favorable outlook towards the activity.
Littlewood (1998) highlights the critical role of motivation in second language learning, stating that it influences whether a learner engages in a task, the energy they invest, and their persistence He identifies motivation as a complex phenomenon comprising several key components: the individual's drive, the need for achievement and success, a sense of security, and a desire for new experiences These elements collectively enhance motivation and play a significant role in the language learning process.
Another concept of motivation stated by Ellis (1997:75) is that “Motivation involves the attitudes and affective states that influence the degree of effort that learner
LITERATURE REVIEW
Definition of motivation
The word motivation is coined from the Latin word "movere", which means to move
"Move" refers to changes that can be either visible or invisible, occurring externally or internally While motivation seems straightforward, it is challenging to define due to its abstract nature, leading to various proposed definitions.
According to Gardner (1985), motivation encompasses the effort, desire to achieve language learning goals, and positive attitudes towards the learning process He identifies four key components of motivation: setting a goal, exerting effort, having the desire to reach that goal, and maintaining a favorable attitude towards the learning activity.
According to Littlewood (1998), motivation plays a crucial role in second language learning, influencing whether a learner engages in a task, the energy they invest, and their perseverance He identifies several key components that enhance motivation, including the individual's drive, the need for achievement and success, a sense of security, and a desire for new experiences Understanding these factors is essential for fostering effective language learning.
According to Ellis (1997), motivation in second language learning encompasses the attitudes and emotional states that affect the effort learners invest in acquiring a new language Essentially, it reflects an individual's desire to engage in the learning process.
Motivation is a crucial factor in achieving goals, particularly in second language learning, where it significantly influences an individual's success Researchers, including Oxford and Shearin (1994), emphasize that motivation is essential for personal engagement and active participation in the language acquisition process.
The old saying, "You can lead a horse to water, but you can't make it drink," illustrates that individuals will only take action when they are genuinely motivated This hidden force of motivation, much like an iceberg, is powerful yet often unseen In recent decades, motivation theories have evolved significantly, with many frameworks emerging Among these, the Need Hierarchy Theory stands out as particularly relevant to my study, highlighting the various levels of human needs that drive motivation.
Abraham Maslow's hierarchy of needs is a prominent theory of motivation that categorizes human needs in a structured order, from basic to advanced According to Maslow, once a specific need is fulfilled, it no longer serves as a motivator, prompting individuals to seek satisfaction of higher-level needs.
This theory can be summarized as thus:
* Human beings have wants and desires which influence their behavior; only unsatisfied needs can influence behavior, satisfied needs can not
* Since needs are many, they are arranged in order of importance, from the basic to the complex
* The person advances to the next level of needs only after the lower level need is at least minimally satisfied
* The further progressive up the hierarchy, the more individuality, humanness and psychological health a person will show
The needs, listed from basic (lowest, earliest) to most complex (highest, latest) are as follows:
Every individual on Earth relies on essential elements for survival, including food, water, sleep, shelter, medicine, and education These fundamental physiological needs are crucial for maintaining life; without their fulfillment, individuals are unable to function effectively, and no other motivating factors can come into play Thus, satisfying these primary needs is of utmost importance.
Once physiological needs are satisfied, individuals focus on achieving safety and security to protect themselves from physical and emotional harm This sense of security can be attained through various means, including residing in a safe neighborhood, having medical insurance, ensuring job stability, and maintaining financial reserves.
After fulfilling basic needs, individuals become motivated by higher-level social needs, seeking affection, acceptance, and friendship to enhance their relationships and emotional well-being.
People always want to be held in esteem both by themselves and by others This kind of needs produces such satisfaction as power, prestige status and self confidence
It includes both internal esteem such as accomplishment, self –respect and external esteem motivators such as recognition, attention and social status
The pursuit of self-actualization represents the quest to achieve one's fullest potential, distinguishing it from lower-level needs that can be fully satisfied Individuals who are self-actualized are often driven by core values such as truth, justice, wisdom, and meaning According to Maslow's hierarchy of needs, only a small fraction of the population attains this level of personal development.
David McClelland's achievement motivation theory, alongside Abraham Maslow's work, identifies three key needs that influence individual behavior: the need for achievement, the need for power, and the need for affiliation, each varying in its impact on a person's actions.
The above need theories are basic for being applied in many fields in our life, not only in linguistics b) Cognitive theory:
This article explores three key cognitive theories of motivation: attribution theory, self-efficacy theory, and goal theory Attribution theory significantly contributes to creating systematic methods for motivating students in educational settings Building on this foundation, self-efficacy theory enhances our understanding of motivation by emphasizing the role of individuals' beliefs in their capabilities Ultimately, our objective is to foster positive learning experiences that empower students.
To effectively motivate students, it is essential to understand how children perceive success and failure, as well as the factors they associate with these outcomes By gaining insight into these perceptions, educators can adapt their teaching methods and instructional strategies to foster a more engaging learning environment.
Attribution theory, developed by Heider in 1958 and expanded by Weiner in 1974, posits that individuals seek to explain their own and others' successes and failures through specific attributions These attributions can be categorized as internal or external and can be classified based on whether they are perceived to be under control or not The theory outlines four distinct attributions that emerge from the interplay of internal versus external locus of control and the degree of control perceived over outcomes.
Types of motivation
Motivation plays a crucial role in language learning, encompassing various types that influence individuals differently Primarily, motivation can be categorized into integrative and instrumental types, based on goals and desires Additionally, it can be divided into intrinsic and extrinsic motivation, reflecting the factors that affect or express motivation Understanding these diverse motivations is essential for enhancing the learner's experience in acquiring a second language.
Integrative orientation, as defined by Gardner (1985), refers to the genuine interest in learning a second language driven by a desire to connect with the people and culture of that language group Integrative motivation encompasses both the effort and desire to learn the language, along with positive attitudes towards the learning process (Gardner 1985, cited in Ellis 1994:509).
Another type of motivation associated with second language learning is instrumental motivation Instrumental motivation is the need and desire to achieve the reward for achieving a high level of English
Instrumental motivation in language learning is heavily influenced by the situational and cultural context In environments where learners show little interest in the target language's culture, this type of motivation can be particularly strong According to Ellis (1994), the social context plays a crucial role in shaping learners' orientations and identifying which types are most significant for effective language acquisition.
Intrinsic motivation arises when individuals perceive a high level of challenge that matches their skill set, fostering engagement and satisfaction Conversely, if the challenge exceeds their abilities, it can lead to anxiety, while a challenge that is too easy may result in boredom Essentially, intrinsic motivation encompasses the internal attributes learners bring to the educational setting, including their attitudes, values, needs, and personality traits.
According to Dornyei (2001), extrinsic motivation refers to engaging in a behavior to achieve a specific outcome, originating from external factors that influence students' actions.
A learner driven by instrumental motivation focuses on how acquiring a second language can serve as a valuable tool for achieving specific objectives, such as obtaining essential qualifications or enhancing job opportunities (Little Wood, 1998:57)
A learner driven by integrative motivation seeks to connect with the second language community, aiming to enhance communication and foster a deeper understanding of their culture This genuine interest in the language not only facilitates successful interactions but also enriches the learner's experience by bridging cultural gaps.
Extrinsic motivation in language learning is driven by the desire for external rewards and the avoidance of punishment, while intrinsic motivation stems from internal factors where learners view second language acquisition as a way to gain knowledge and satisfy their curiosity and interests.
1 3 The roles of motivation in second language learning:
Research indicates that motivation is crucial in both personal and professional aspects of life, significantly impacting the learning and teaching of second or foreign languages.
Motivation is a crucial factor influencing success in learning a second or foreign language, as it significantly affects the level of personal engagement and active participation in the learning process (Oxford & Shearin, 1994).
Gardner (1997) found that greater motivation and attitudes lead to better learning
A uni-directional causal relationship between motivation and learning was established
Motivation plays a crucial role in second language (L2) acquisition, as it significantly affects students' use of learning strategies, their interaction with native speakers, and the amount of input they receive in the target language Additionally, motivation influences students' performance on curriculum-related assessments, their overall proficiency levels, and the retention of L2 skills after formal study has concluded.
Motivation plays a crucial role in the selection of effective learning strategies for students acquiring a second or foreign language Utilizing appropriate strategies and techniques significantly contributes to language success Research indicates that the intentional and personalized application of these strategies correlates with higher language proficiency Moreover, students who are more motivated are likely to employ a greater variety of strategies, leading to increased success in their language learning journey.
Motivation plays a crucial role in the effective teaching and learning of foreign languages To enhance students' motivation, educators must consider their needs and preferences, encourage slower learners to improve, demonstrate positive attitudes, create an engaging learning environment, reward diligent students, and apply appropriate learning strategies.
Gardner’s socio-educational model
Motivation models vary widely due to their diverse theoretical foundations This study focuses specifically on Gardner's socio-educational model, as it is most relevant to the research at hand.
Gardner (1985) introduced the socio-educational model of second language learning, emphasizing that both ability and motivation play crucial roles in the process He argued that the foundation of this motivation is best understood through a social-psychological lens.
In his socio-educational model, motivation to learn a second language is defined by three key aspects: the desire to learn, the intensity of effort put into learning, and the affective reactions towards the learning process These elements are essential for accurately capturing motivation A motivated learner is someone who not only wishes to reach a goal but also puts in significant effort and finds enjoyment in the learning activities involved.
Secondly, socio-educational model postulates that motivation is caused by at least two attitudinal constructs as below:
Integrativeness refers to an open and receptive attitude towards other ethnic groups, particularly the target language community To evaluate integrativeness, Gardner recommended assessing individuals' attitudes toward the language community, their interest in learning the language for social integration, and their overall openness to diverse ethnicities and languages.
Gardner emphasizes that the classroom environment presents a significant opportunity for learning a second language It is logical to suggest that students' attitudes toward their language teacher, the course itself, and the learning materials can significantly impact their motivation to learn the language effectively.
Gardner emphasized that both socially relevant attitudes and educationally relevant attitudes are viewed as important in motivating students.
Social and educational factors affecting motivation
Ellis (1994) identifies four key social factors that significantly influence the success of second language acquisition: age, gender, social class, and ethnic identity Although these factors interact in various ways, they will be explored individually in the subsequent sections.
Ellis (1994:201-202) argues that most people and most linguists/experts think that children are more successful L2 learners and children are much better than adults at
„natural second language acquisition‟ Many linguists claim that children learn/acquire more up to a certain age
Towell and Hawkins (1994) assert that individuals can learn second languages at any age and utilize them for effective communication However, they suggest that after the age of seven, learners may struggle to fully acquire all grammatical aspects of their second language compared to those who begin learning before this age.
Edlund et al (2007) highlight the differences in linguistic usage between women and men, while Ellis (1994) suggests that female learners often excel in language acquisition due to their openness to new linguistic forms.
Ellis states that women usually have a more positive attitude towards learning a second language, which has a huge impact on their way of learning (ibid 202-204)
According to Ellis (1994), social classes are primarily determined by education level, income, and occupation, which significantly influence second language (L2) achievement Research indicates that students from middle-class backgrounds consistently outperform their lower- and working-class peers in L2 learning This disparity is linked to varying attitudes towards education and the motivation to learn For example, middle-class students are more likely to persist in their language studies, often continuing their education at the university level, whereas working-class students tend to abandon their language studies earlier.
According to Ellis (1994:207-210), an ethnic group is defined by shared characteristics such as native language, nationality, and often religion Additionally, learners who share a closer ethnic connection to the target-language culture tend to achieve better outcomes compared to those who are more culturally distant.
The speed at which an ethnic group learns a new language largely depends on the learners' motivation Those who are motivated and perceive the language as useful tend to learn it more effectively than those who do not see the necessity Some individuals may believe they can rely on their native language for most daily interactions, while others might be influenced by their parents' belief that learning a second language is unnecessary.
Spolsky (1989) proposes a number of social conditions for language learning such as:
+ Number of speaker‟s condition: the number of people who speak a language as a first or foreign language influences the desire of others to learn it
+ Official use condition: prefer to teach or learn a language which is officially used or recognized
+ Modernized language condition: prefer to teach or learn a language which is standardized or which has been modernized
+Great tradition condition: prefer to teach or learn a language which has a desirable great tradition (including a religion) associated with it
Educational factors encompass both the broader educational system and the specific classroom environment where a student learns Key elements include the system's expectations, program quality, teacher enthusiasm and skills, material adequacy, curriculum, and classroom atmosphere These components significantly impact a student's motivation across various subjects More specifically, certain classroom factors can either enhance or limit this motivation, highlighting the importance of a supportive educational context.
+ The hours available for teaching and the distribution of those hours
+ The existence of classroom policies for such things as marking or homework and the flexibility of these
+ The physical constraints of the classroom
+ The sources available in the classroom
+ The cohesion that exists among English teachers and the degree to which it fosters team work
+The statue of the teachers in the hierarchy and their involvement in book selection, policy development…
+ The interest of management in continuing professional development through in- service sessions, projects in materials design…
+ Whether classes are monolingual or multilingual
The physical conditions of a classroom significantly impact the quality of learning, encompassing factors such as classroom size, furniture, lighting, and decor A well-designed classroom with controlled acoustics enhances auditory clarity, while a comfortable environment fosters concentration Thoughtful decorations can transform the classroom into a space that reflects foreign cultures, enriching the learning experience Additionally, incorporating elements like posters, plants, and playful objects can improve the psychological atmosphere, further enhancing student engagement and effectiveness in the learning process.
1.5 3 Socio-educational factors affecting motivation:
Warden and Lin (2000) identified two primary types of motivation in language learning: extrinsic/instrumental and intrinsic/integrative motivation Their research on Taiwanese EFL students revealed that these learners are primarily driven by required motivation, focusing on meeting obligations rather than pursuing integration or clear instrumental benefits Similarly, Warden (2000) found that EFL writing students preferred objective error correction over process-oriented methods, highlighting the influence of social expectations in Chinese culture that prioritize standardized requirements Supporting this, Chen, Warden, and Chang (2005) conducted a survey of 567 Taiwanese EFL students, confirming that their motivation to learn English is largely based on fulfilling requirements This suggests that in the current Chinese cultural context, integration may not play a significant role in motivating language learning, aligning with Norton and Toohey's (2001) assertion that language learners operate within complex social structures that shape their perceptions of effort and investment.
Summary
This literature review highlights a significant gap in motivation research within foreign language education, particularly concerning Vietnamese high school students in mountainous regions Although extensive studies on L2 learner motivation exist, few focus on these specific contexts Most existing research adopts a psychological perspective, with notable exceptions including the works of Warden and Lin (2000), Warden (2000), Norton and Toohey (2001), and Chan et al.
(2005), which view motivation more from a social and educational perspective The present study is an attempt to fill this gap.
CONTEXT OF THE STUDY
Social context
The study focuses on Son Thinh Upper Secondary School, situated in the mountainous Van Chan district of Yen Bai province, which is 80 km from Yen Bai city This district, home to over 17 million residents, is characterized by its poverty and underdevelopment, featuring a diverse population of ethnic groups including Tay, H'Mong, Thai, Muong, Dao, and Day While the area hosts several administrative offices and family-run businesses, as well as some private tea companies, it lacks foreign companies and joint-venture factories.
Educational context
Son Thinh is a relatively new upper secondary school in the district, established 10 years ago, but it faces challenges due to insufficient teachers and facilities for effective learning The school lacks a library for students to borrow books, a laboratory for conducting experiments, and a multimedia room for foreign language instruction With approximately 45 teachers, most are young and inexperienced; only three have been teaching for 20 years, while many have less than a decade of experience, and some are recent university graduates.
At Son Thinh School, approximately 50% of the students are from various ethnic groups, while the other half belongs to the King Group These students reside within a 12km radius of the school, primarily coming from farming families that face challenging living conditions.
At Son Thinh Upper Secondary School, approximately 25% of students achieve above-average marks in entrance exams, with only about 40% performing above average in the final state exam This indicates a limited quality of teaching and learning within the school, attributed to factors such as inexperienced teachers, varying student abilities, and inadequate school facilities.
The school comprises 16 classes, including 6 in grade ten, 5 in grade eleven, and 5 in grade twelve, with each class accommodating approximately 40 to 45 students.
Summary
The socio-educational context of Van Chan district in Yen Bai province presents significant challenges, as it is characterized by poverty and low-quality education The diverse population consists of various ethnic groups, leading to a situation where Vietnamese serves as a second language and English as a third language for students This linguistic complexity makes it difficult for them to master both languages simultaneously, which may negatively impact their motivation to learn English.
METHODOLOGY 3 1 The informants
This chapter introduces the informants involved in the study Then, different methods of data collection are also discussed in details
My study focuses on tenth-grade students, as they are newcomers to the high school learning environment These students are currently using the old edition of the "English 10" textbook and attend three English lessons each week Each unit of the textbook spans approximately three to four periods, depending on curriculum requirements, and includes a dialogue, three practice exercises, and assigned homework.
There are two samples of informants in this study: informants for the questionnaire surveys and informants for the interview
The informants for the questionnaire survey (n0) are the students in Grade 10 in
Son Thinh Upper Secondary School serves students aged 15 to 17 from diverse backgrounds, with some residing in the town center while the majority come from disadvantaged areas.
The interview informants were selected based on survey data from questionnaire respondents, aiming to gather in-depth insights into their attitudes towards English learning and the opportunities available for them to enhance their English skills.
3 2 The data collection instruments: a The questionnaire completed by the students
The questionnaire comprised two key sections, with the first focusing on students' background information This section gathered essential details such as age, gender, ethnic group, residence, years of English study, and scores from upper secondary school entrance exams in English.
The second part of the study included twelve questions focused on students' attitudes towards learning English, their investments in English education, and their learning strategies To ensure a clear understanding, the questionnaire was provided in Vietnamese For a comprehensive view of the questionnaire, please see Appendix I, which includes versions in both English and Vietnamese.
Ten students were randomly selected for in-depth interviews based on the questionnaire responses Each interviewee was asked six questions, with the interviewer providing explanations and clarifications as needed The collected data was then transcribed for analysis purposes For more details, please refer to Appendix II.
This chapter outlines the study's context, the participants involved, and the methods used for data collection The subsequent chapter will analyze the gathered data to explore the motivational model of the participants in their English language learning journey.
DATA ANALYSIS AND DISCUSSION
Participants’ Profile
Participants (N0) in this survey were in Grade 10 They volunteered to respond to the questionnaire The gender ratio was rather equal with males slightly outnumbering
The study involved 150 participants, consisting of 78 males and 72 females, with nearly two-thirds identifying as ethnic minorities such as Tay, Dao, Thai, Muong, and H'mong, who live in remote mountainous regions Additionally, over two-thirds of the participants came from farming families For more detailed information, please refer to Table 1 below.
Minorities Residential Place Parents’ occupation
Male Female Township Remote area
Only 10% of participants entered Grade 10 without prior English education, yet 89% scored below 5 on a 10-point scale in upper secondary school entrance exams This indicates that despite four years of English learning before admission, their proficiency remained minimal.
Questions 1, 2, and 3 of the Questionnaire explored participants' perceptions of the necessity of English for their future and their motivations for learning the language Despite their low proficiency levels, the participants displayed a positive attitude towards English and its learning process They expressed enjoyment in learning English and recognized its significance for their future lives and careers Table 2 illustrates their attitudes and purposes for learning English.
Table 2: Participants’ attitudes towards, and purposes of, learning English (N0)
Self-satisfaction with English proficiency Purpose of learning English positive negative satisfied not satisfied for future use for graduation exam for university entrance exam
Participants highlighted the significance of English in fulfilling their communicative, academic, and employment needs They noted that proficiency in English empowers them to engage effectively in conversations, pursue academic opportunities, and enhance their career prospects.
- Communicate with non-Vietnamese professionals for integration and knowledge improvement
- Respond to the demands of modernization and industrialization
- To have better job opportunities
In response to Question 4, which inquired whether participants would choose to learn English if it were not required for graduation, a significant majority expressed a favorable attitude towards the language Specifically, 130 out of 150 participants, accounting for 86%, indicated they would pursue English learning voluntarily.
- I want to learn English to access knowledge
- English will be necessary to my future
Only 14% of participants indicated they would not pursue learning English if it weren't required for an exam, as they deemed it unnecessary and preferred to focus on other school subjects.
4.1 3 Participants’ self-evaluation of their learning English
Question 5 in the Questionnaire asked the participants to self-evaluate their own performance in learning English The responses showed that only a tiny minority of them (7%) felt that they were satisfied with their achievements in learning English while the overwhelming majority of them (93%) responded negatively Those who were satisfied with their result stated that they thought their achievement was corresponding to their cognitive ability while the respondents who self-evaluated negatively the result of their learning English said it was the low achievement that made them dissatisfied
4.1 4 Participants’ investment in learning English
Question 6 asked the participants about the time spent every week in learning English at home Responses spread out from 1 hour to more than 6 hours a week Table 3 below shows the detail
Table 3: Participants’ weekly investment in learning English at home in terms of time
1 hour 2 hours 3 hours 4 hours 5 hours 6 hours +6 hours
According to the data, 45% of participants dedicated 1-2 hours per week to learning English, while nearly half (49%) spent 3-4 hours Only 6% invested 5 hours or more However, the reliability of this data is questionable, as there was no method to verify the actual time spent learning at home Consequently, this information should be used cautiously when interpreting other data sources For instance, it is possible that the 10% of participants who reported satisfaction with their English learning achievements were those who dedicated the most time to studying at home.
Questions 7 asked the participants about how they learned English at home Most of them mentioned 3 major strategies: doing grammar exercises in the textbook, learning grammar and vocabulary in the textbook, and watching the English language learning programs on TV An overwhelming majority of them used the first two strategies as the sole learning strategy Please refer to Table 4 below for further information
The data indicates that textbooks serve as the sole resource for students learning English, primarily focusing on vocabulary and grammar Furthermore, students have limited access to additional materials for studying English at home, despite having significantly more time to learn outside of the classroom than during lessons.
Table 4: Participants’ strategies for learning English at home (N0)
Doing grammar exercises in the textbook
Learning grammar and vocabulary in the textbook
Watching English language learning programs on TV
Questions 8 asked about the opportunities for using English at home Most of the respondents said that they did not have chances to speak English, no one in their families could speak English, even they often spoke their own dialect (Tay, Thai,
H‟mong) Sometimes they could speak English with classmates living near their homes, but it was just minimal
Question 9 asked the students about the chances to speak English with the foreigners Only 45 out of 150 respondents answered that rarely did they have a chance to converse with foreigners while 105 of them (70%) said they never had the chance The result is shown in the Table 5 below
Rarely speaking to foreigners Never speaking to foreigners
4.1 7 Support for Participants’ Learning English at home
Questions 10 and 11 asked about the support available to the participants at home whenever they had difficulty learning English The result is presented in Table 6
Table 6: Support Available to Participants’ Learning English (N0)
Just ignoring what is not understandable
Support for English language learners at home is often lacking, leading nearly half of the participants to feel unsure about how to address difficulties with the language and, consequently, to ignore these challenges Additionally, responses to Question 11 reveal that many parents exhibit a neutral attitude towards their children's English learning, showing little concern or understanding of its significance for their future This lack of engagement from parents further exacerbates the challenges faced by learners, as highlighted in Table 7.
Table 7: Parents’ Attitudes towards Their Children’s Learning English (N0)
Parents’ positive attitude Parents’ negative attitude Parents’ neutral attitude
Most parents neither support nor oppose their children's English learning, viewing it as just another subject in the curriculum They are largely unaware of the significance of English for their children's future, resulting in a neutral attitude towards its importance in their education.
4.1 8 Participants’ Reported Challenges in and Opportunities for Learning English
In answering two opened-questions 12 and 13 concerning the challenges and opportunities for them in learning English, the participants cited the followings:
Conditions for learning English
Students reported inadequate conditions for learning English both at school and at home, citing poor equipment and resources They noted the absence of a multi-functional room for listening and speaking practice, as well as a library for borrowing books, limiting their exposure to materials beyond the textbook Additionally, the lack of an English speaking club and related activities hindered their opportunities to use the language Respondents unanimously agreed that their teachers and school should improve teaching methods and provide better learning resources to enhance their English education.
Students reported inadequate conditions for learning English at home, citing a lack of resources, time, and a conducive environment This observation aligns with the data gathered from the questionnaire.
Under challenging circumstances, students primarily relied on textbooks for their English learning, focusing on grammar and vocabulary while completing exercises With limited resources available, the textbook served as their main educational tool Additionally, some students reported occasionally watching cartoons and children's programs on TV, which provided them with some exposure to the English language.
This chapter examines the motivational model of students at Son Thinh Upper Secondary School, revealing a significant lack of motivation in English learning Key findings indicate that students face unfavorable learning conditions, with limited external support and resources When encountering difficulties, they often lack guidance and access to essential materials like dictionaries and self-study resources, which are also financially out of reach Additionally, many students must work after school to support their families, leaving little time for self-study amidst a heavy academic load Public and parental attitudes towards English are largely negative, stemming from a lack of understanding of its importance Contributing factors include social elements such as living conditions, ethnic background, and socio-economic status, as well as educational aspects like school facilities, learning environments, teaching methods, and available resources.
RECOMMENDATIONS AND CONCLUSION
Conclusion
The literature review highlights the crucial role of motivation in sustaining learning and achieving success, particularly in language acquisition An individual's willingness to invest time and effort in learning a language largely depends on the perceived benefits, enjoyment, and commitment to the process This study utilized Gardner's socio-educational model and Warden & Lin's model to explore motivation Data were collected through questionnaires and interviews to gain deeper insights into these motivational factors.
This study examines the motivation of students at Son Thinh Upper Secondary School to learn English and the impact of socio-educational factors on their motivation The findings, derived from data collection, provide valuable insights into these influences and will be summarized in the following sections.
As an English teacher at Son Thinh Upper Secondary School, I have observed that students consistently achieve low scores in their final state English exams Despite our best efforts and frequent changes in teaching methods to enhance their learning experience, the overall improvement in their English proficiency remains minimal.
A study conducted at Son Thinh Upper Secondary School reveals that a majority of students lack motivation in learning English The research identifies various factors influencing this lack of motivation, with socio-educational factors being the most significant The following section will summarize how these factors impact students' motivation.
1.2.On social factors affecting their motivation
After having finished this study, I realize that social factors affect much on the students‟ motivation in English learning
Students at SonThinh Upper Secondary School primarily belong to various ethnic groups and predominantly speak their native dialects at home As a result, Vietnamese serves as their second language, while English is their third Learning English poses significant challenges due to the simultaneous acquisition of two languages that differ greatly in pronunciation, grammar, and syntax Additionally, the lack of opportunities for practice, as no one at home speaks English, limits their exposure Students can only engage in English conversations with friends or teachers during the limited three 45-minute classes each week.
Many students at this school come from farming families facing challenging living conditions These students struggle financially, making it difficult to afford essential learning materials like books and computers Additionally, their time for studying is limited, as they often assist their parents with daily chores, including gardening, collecting firewood, caring for livestock, and working on hill farms.
A significant factor impacting students' motivation to learn English is the lack of encouragement from parents and relatives Many parents do not recognize the importance of English for their children's future, resulting in minimal advice or investment in their education Additionally, as poor farmers, they are often preoccupied with daily work, which limits their ability to support their children's learning endeavors.
1.3 On educational factors affecting their motivation
Educational factors also affect much on the students‟ motivation in English learning
Firstly, the young and inexperienced teachers with poor teaching methodology gave the students boring lessons
The learning environment lacked challenge and competition, primarily because most students at the school came from ethnic groups with lower academic performance, resulting in a uniformity where no student stood out as superior to others.
The school's inadequate facilities hindered effective student learning, as it lacked essential resources such as libraries, projectors, laboratories, and textbooks Additionally, there were insufficient classrooms to accommodate all students in a single shift.
The study reveals that socio-educational factors significantly influence students' motivation and English learning outcomes To enhance their motivation, it is essential for students to actively address their challenges, while support from parents, teachers, and the community is equally crucial As an English teacher at Son Thinh Upper Secondary School, I recognize the various obstacles students face in learning English and will provide recommendations to improve their performance in this subject.
Poverty significantly hinders students' ability to learn effectively, as they often must prioritize earning a living over their education This critical stage in their lives should focus solely on learning, free from the burdens of financial concerns It is essential for authorities and policymakers to prioritize support for families in these communities, ensuring that children can experience a conducive learning environment By addressing these issues, we can create happier school days and better futures for the next generation.
Parents' attitudes significantly impact students' motivation to learn English To address this, municipal authorities should implement awareness programs through classes, informational materials, and radio broadcasts By enhancing community knowledge about the importance of education, particularly in English, parents can develop a more supportive attitude, ultimately encouraging their children to engage more actively in their studies.
Improving school facilities is essential for enhancing the learning environment A dedicated library is needed for students to access and borrow books, while a multi-functional room would provide a space for effective English language learning Additionally, increasing the number of projectors can help teachers create engaging lessons, and more classrooms are necessary to facilitate better learning experiences for students.
The methodology employed by teachers plays a crucial role in student learning To enhance teaching effectiveness, it is essential for educators to receive regular training Organizing conferences, workshops, and summer courses focused on language teaching methodology can facilitate the sharing of teaching methods and experiences among teachers.
The attitude of teachers towards students is crucial, particularly in mountainous schools like Son Thinh Upper Secondary School Beyond enhancing knowledge and organizing lessons, teachers must understand their students' diverse family structures, backgrounds, and cultures By acknowledging these differences, educators can foster positive relationships, empathize with their students, and identify the most effective teaching methods tailored to their needs.
Limitations of the study
Although the study has offered some real findings about the students‟ motivation in Son Thinh upper secondary school, like many other studies, there are still some limitations
The study's methodology is constrained by its reliance on questionnaires and interviews for data collection, which may not comprehensively capture the full spectrum of students' living and learning conditions, as well as their motivation Incorporating video recordings of students' home environments and direct classroom observations could provide a more accurate and holistic understanding of their educational experiences.
One limitation of this study is the restricted timeframe, which resulted in a focus on a small sample of grade 10 students Consequently, the findings may not be applicable to the broader student population at the school.
Suggestion for further study
This study focused solely on the impact of socio-educational factors on student motivation at Son Thinh School, rather than examining all influencing factors To gain a comprehensive understanding of English teaching and learning in mountainous regions, future research should employ more advanced methodologies Therefore, it is essential to consider additional directions for further investigation.
Firstly, further study should examine all the factors affecting students‟ motivation in mountainous area, besides socio-educational factor
Further research should focus on the teaching and learning of English in remote and mountainous regions of Vietnam This includes examining the instructional methods employed by teachers in these areas, their training needs, the organization of professional development programs, and the adaptation of teaching strategies to engage unmotivated students.
Given the unique characteristics of students in remote and mountainous areas, including their ethnic backgrounds, socio-economic status, and low education levels, it is essential to conduct further research aimed at developing tailored textbooks and teaching syllabi that align with their specific social contexts.
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The case of Chinese EFL learners and the influence of culture on motivation
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2 Dửrnyei, Z (1994) Motivation and motivating in the foreign language classroom.
3 Dửrnyei, Z (2001) Teaching and researching motivation Harlow, England:
4 Dornyei, Z 2001 Teaching and Reseaching Motivation Longman
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6 Douglas , V (2008) Is goal setting holding you back?
7 Gardner, R C., Masgoret, A M., Tennant, J., & Mihic, L (under review) On the stability of motivation in second language learning
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10 Ellis, Rod The Study of Second Language Acquisition London
11 Heider, F (1958) The psychology of interpersonal relations New York: Wiley
12 Littlewood, W 1998 Foreign and Second Language Teaching Cambridge:
13 Learners TESOL Quarterly, 35, 307-322.Oxford , R L & Shearin, J 1994 Language Learning Motivation: Expanding the theoretical frame work The
14 Maslow, A H 1970 Motivation and Personality New York: Harper and
Row.Oxford University PressUniversityPress,1994 Gardner, R C 1985 Social psychology and language learning: The role of attitude and motivation London:
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16 Spolsky, B 1989 Conditions for Second Language Learning Oxford: Oxford
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18 Warden, C A.(2000) EFL business writing behaviours in differing feedback environments Language Learning, 50, 573-616
19 Warden , C A and Lin, H.J (2000) Existence of integrative motivation in Asian
EFL setting Foreign Language Annals, 33 (5), 535-547
PHỤ LỤC I Phiếu điều tra nghiên cứu này được thiết kế để phục vụ cho đề tài "Yếu tố xã hội và yếu tố giáo dục ảnh hưởng đến động cơ học Tiếng Anh của học sinh trường THPT Sơn Thịnh" Các câu trả lời của các em rất quan trọng cho nghiên cứu này Dữ liệu thu thập sẽ chỉ được sử dụng cho mục đích nghiên cứu và sẽ được bảo mật, chỉ có người nghiên cứu mới biết đến câu trả lời của các em Vì vậy, mong các em hãy trả lời một cách trung thực theo suy nghĩ của mình Cảm ơn sự hợp tác của các em.
Xin em vui lòng cho biết
2 Lớp em có bao nhiêu bạn? ………
4 Giới tính ( nam hay nữ) ………
5 Em là dân tộc gì? ………
6 Gia đình em sống ở vùng nào? ………
Cán bộ, công nhân viên
Kinh doan ngành nghề khác:………
8 Em bắt đầu học Tiếng Anh từ lớp mấy? ………
9 Điểm Tiếng Anh của em khi thi vào trường là bao nhiêu?………
II Câu hỏi nghiên cứu:
1 Em có thích học tiếng Anh không?
Nếu có vì sao em thích:
Nếu không vì sao em không thích:
2 Mục đích học tiếng Anh của em là gì?
3 Theo em tiếng Anh có cần thiết cho tương lai của em không?
Nếu cần thiết , vì sao :
Nếu không cần thiết, vì sao:
4 Nếu không phải thi tốt nghịêp môn tiếng Anh, em có học tiếng Anh không?
5 Em có hài lòng với kết quả học tiếng Anh của em hiện nay không?
Nếu hài lòng, vì sao? :
Nếu không hài lòng, vì sao? :
6 Mỗi tuần em dành bao nhiêu giờ để học tiếng Anh ở nhà
7 Ở nhà em thường học tiếng Anh như thế nào? (Đánh dấu tất cả những cách học của em)
Xem chương trình tiếng Anh trên TV
Làm bài tập trong sách giáo khoa
Học từ và ngữ pháp trong sách giáo khoa
Nghe chương trình tiếng Anh trên đài
8 Ở nhà em có dịp sử dụng tiếng Anh với người khác không?
9 Em có thường xuyên gặp người nước ngoài để nói chuyện bằng tiếng Anh không?
10 Ở nhà khi học tiếng Anh nếu không hiểu em nhờ ai giúp đỡ? ọi điện cho bạn
Không hỏi ai vì chẳng ai biết tiếng Anh
Chỗ nào em không hiểu em bỏ qua
11 Bố me em có thích em học tiếng Anh không?
12 Em hãy nêu ba khó khăn chính của em khi học tiếng Anh (nếu có)
13 Em hãy nêu ba thuận lợi chính của em khi học tiếng Anh (nếu có)
Survey questionnaire (completed by the students)
This survey questionnaire aims to gather insights for my research on the socio-educational factors influencing student motivation at Son Thinh High School Your feedback is invaluable to this study, and all information you provide will be used exclusively for research purposes Rest assured, only the researcher will have access to your responses, allowing you to answer openly and honestly.
Thank you very much for your cooperation
Instruction: The questionnaire has two parts, personal information and your opinions on your learning English Please put a tick in appropriate box or give short answers in the provided space
1 Which class do you learn in? ………
2 How many students are there in your class? ………
9 When did you start learning English? ………
10 Your English mark in the entrance exam to this school? ………
II Your opinions on learning English
1 Do you like learning English?
Please give the reasons why you like learning English:
Please give the reasons why you don‟t like learning English:
2 Are you pleased with your English result now?
Please give reasons why you are pleased:
Please give reasons why you are not pleased
3 What is your purpose of learning English?
For future use am to university Taking the final state exam
4 Do you think English is necessary for your future?
Please give reasons why it is necessary:
Please give reasons why it is unnecessary:
5 Would you still learn English if it were not included in your final state exam?
Please give reasons why you would learn it:
Please give reasons why you would not learn it:
6 How many hours per week do you spend to learn English?
7 How do you often learn English at home? (Tick all the options that are suitable for you)
- Watch English programs on television
- Do the English exercises in the work book
- Learn vocabulary and grammar in the book
- Listen to the English program on radio
8 Do you have chances to use English with other people?
9 Do you often have chances to speak English with the foreigners?
10 Who do you often ask for help if you don‟t understand something when learning English at home?
Your relatives because no one knows English
11 Do your parents want you to learn English or not?
12 Please give your three main difficulties that you often have when learning English
13 Please give three main advantages that you have when learning English
APPENDIX II Transcripts of the interview
1 Theo em Tiếng Anh có vai trò gì trong công việc và học tập của em trong tương lai?
S1: Em thấy Tiếng Anh rất quan trọng đặc biệt là trong xã hội hội nhập ngày nay, biết
Tiếng Anh thì em mới dễ dàng tìm được một công việc tốt sau này
S2: Tiếng Anh rất cần thiết khi xin vào các công ty liên doanh nước ngoài, hoặc xin đi xuất khẩu lao động
S3: Tiếng Anh rất cần thiết nên trường nào cũng phải học nhưng học Tiếng Anh cũng rất khó
Biết tiếng Anh mở ra cơ hội tìm kiếm việc làm tốt hơn và giúp nâng cao kiến thức thông qua các tài liệu không có sẵn bằng tiếng Việt.
S5: Biết Tiếng Anh thì cũng tốt sẽ có nhiều cơ hội, nhưng không biết thì cũng chẳng sao vì em đang sống ở đất Việt
Trong xã hội hội nhập hiện nay, việc biết Tiếng Anh trở nên vô cùng quan trọng Điều này không chỉ giúp cá nhân phát triển mà còn tạo điều kiện cho đất nước hội nhập với thế giới Những quốc gia không biết Tiếng Anh sẽ gặp khó khăn trong việc tham gia vào cộng đồng toàn cầu.
Tiếng Anh là một ngôn ngữ quan trọng không chỉ trong học tập mà còn trong việc tìm kiếm cơ hội nghề nghiệp sau này Tuy nhiên, em cảm thấy việc học Tiếng Anh rất khó khăn và dù đã nỗ lực nhiều, em vẫn chưa thể nắm vững môn học này.
S8: Ngoài vốn kiến thức đã tích lũy, Tiếng Anh là một phương tiện cần thiết giúp chúng em tìm được công việc tốt trong tương lai
Tiếng Anh là một kỹ năng quan trọng cho những ai muốn tìm kiếm cơ hội nghề nghiệp tốt, như làm phiên dịch hoặc làm việc tại các công ty liên doanh Tuy nhiên, đối với em, Tiếng Anh không phải là điều cần thiết vì em chỉ học môn này để thi tốt nghiệp Em dự định sau này sẽ làm thợ, và trong nghề đó, em không thấy cần thiết phải sử dụng Tiếng Anh.
S10: Tiếng Anh rất cần thiết nhưng rất khó học
2 Em có gặp khó khăn gì khi học Tiếng Anh không?
S1: Khó khăn của em là không có nhiều tài liệu để học
S2: Khó khăn của em là không được sử dụng Tiếng Anh thường xuyên ngoài mấy tiết học trên lớp
Em nhận thấy rằng việc học Tiếng Anh qua internet mang lại hiệu quả cao, và nếu có kết nối internet, em tin chắc rằng mình sẽ cải thiện khả năng Tiếng Anh của mình tốt hơn.
S4: Em không có nhiều thời gian để học các môn nói chung không riêng gì môn Tiếng
Anh vì em phải giúp gia đình em rất nhiều việc Em chỉ học tranh thủ thôi
S5: Khó khăn của em là không có ai dạy bảo em học ở nhà khi em gặp vấn đề khó, không có ai để hỏi bài khi không hiểu
S6: Trường em không có thư viện cho học sinh mượn sách nên em không có tài liệu tham khảo ngoài cuốn sách giáo khoa em thường học trên lớp
Chúng em chỉ có sách giáo khoa và vở ghi để học Nếu các thầy cô tổ chức thêm các buổi ngoại khóa bằng tiếng Anh, chúng em sẽ có cơ hội thực hành giao tiếp và cải thiện kỹ năng ngôn ngữ của mình.
Em gặp khó khăn trong việc dành thời gian cho môn Tiếng Anh vì phải học nhiều môn học khác nhau, mỗi môn đều khó và đòi hỏi sự chú ý Do đó, thời gian em có cho việc học Tiếng Anh là rất hạn chế.
Khó khăn lớn nhất của em là thiếu tài liệu học tập Hiện tại, ngoài sách giáo khoa, em không có nguồn tài liệu nào khác để tham khảo Nếu có thư viện cho chúng em mượn sách, điều đó sẽ rất hữu ích cho việc học của chúng em.
S10: Em không có sách tiếng anh để học ngoài cuốn sách giáo khoa ở trường
3 Bố mẹ em có muốn em học Tiếng Anh không?
S1: Bố mẹ muốn em học tốt tất cả các môn nói chung chứ không riêng gì môn Tiếng
Bố mẹ em không can thiệp vào việc học của em, vì họ đã học theo cách khác so với hiện tại Họ chỉ nhắc nhở em tự giác trong việc học tập và tự lo cho việc học của mình.
S3: Bố mẹ em chẳng có ý kiến gì
S4: Bố mẹ em rất vất vả, bận bịu nên không có ý kiến gì về việc học của em
S5: Bố mẹ em có thích em học Tiếng Anh vì đó là môn học bắt buộc ở trường và là môn học sẽ thi tốt nghiệp
S6: Bố mẹ em có thích em học Tiếng Anh vì em học yếu môn này và môn này là môn học chính
S7: Bố mẹ em chẳng có ý kiến gì cả, bố mẹ bắt em học tất cả các môn ở trường không chỉ môn Tiếng Anh
S8: Bố mẹ em không có ý kiến gì Bố mẹ muốn em học tất các môn mà nhà trường yêu cầu
S9: Em không biết bố mẹ có muốn em học Tiếng Anh không nhưng bố mẹ muốn em học tốt các môn
S10: Bố mẹ em không có ý kiến gì
4 Hiện tại em có điều kiện gì để học Tiếng Anh?
S1: Em không có tài liệu gì nhiều, chủ yếu là học theo sách ở trên lớp và vở ghi
Ở trường, em được nghe đài đĩa Tiếng Anh và cô giáo phát tài liệu bài tập để làm Tại nhà, em thường học theo sách giáo khoa và ghi chép từ vở của thầy cô giáo.
S3: Em có sách giáo khoa và một quyển từ điển Anh- Việt
S4: Em cũng như các bạn đều có sách giáo khoa và vở ghi để học