INTRODUCTION
Rationale
The English language has become a cornerstone of globalization, facilitated by the vast array of communication channels available today (Shaw, 1995) Its significance spans various sectors, including medicine, business, hospitality, education, science, and technology, highlighting its universal application across diverse fields As a primary means of communication, English is widely adopted by numerous countries around the globe, reinforcing its status as a global lingua franca.
In Vietnam, particularly at Tra Vinh Medical College, the demand for English language learning is increasing among students They pursue English for various reasons, including effective communication, securing better job opportunities, and the potential for working abroad While some learners achieve success in their English studies, others face challenges.
Motivation plays a crucial role in language learning and overall educational success Research shows that motivated learners are more likely to achieve their goals compared to those lacking motivation At Tra Vinh Medical College, students often struggle with English due to a significant lack of motivation Various factors influence English learning, including intelligence, aptitude, hobbies, personality, and notably, motivation Among these, learner motivation is a key determinant of success in language acquisition, with studies indicating that highly motivated individuals tend to excel in learning a second language.
2 adequate motivation, even the learners with high ability cannot finish their targets in learning English processing
This thesis highlights the critical role of motivation in second language acquisition, particularly in the context of English learning at Tra Vinh Medical College Despite widespread agreement among teachers on the significance of motivation, many do not prioritize its impact on students' language studies By focusing on enhancing learners' motivation, English could become more engaging for students This research aims to explore the relationship between motivation and English language performance among EFL learners, specifically examining two types of motivation that influence their learning Ultimately, the goal is to provide insights that can help both learners and teachers boost student motivation in English studies.
Aims of the study
This study aimed to identify the motivations influencing learners' performance in English language acquisition, while also examining various factors that impact their motivation to learn a second language.
Objectives of the study
This study aims to establish a theoretical foundation for motivational research, exploring the crucial role of motivation in second language acquisition It will also examine various activities and techniques designed to motivate learners, while providing strategies to encourage them in their learning processes and improve their English proficiency.
Research questions
The purpose of this study was to provide necessary information in order to help the learners in studying English in Tra Vinh Medical College
Specifically, it sought answers to the following questions:
1 Is there any significant relationship between integrative motivation and learners’ performance in learning English?
2 Is there any significant relationship between instrumental motivation and learners’ performance in learning English?
The scope of the study
This study investigates the factors influencing English learning motivation among students at Tra Vinh Medical College It explores various teaching activities and techniques while addressing learners' needs Additionally, the research offers recommendations for educators to enhance student engagement in English learning and to tackle challenges faced in English instruction.
The organization of the study
The study will consist of the following parts:
This part will introduce the problem leading to the study, purpose, scope and organization of the study
This section will present a theoretical background on the study topic, including surveys of relevant articles, books, and other resources It will also offer a comprehensive description, summary, and critical evaluation of each referenced work.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
Chapter IV: Findings and Discussions
The part deals with the findings and discussions and offers some recommendations for teachers to motivate learners to study and overcome some difficulties teachers meet in teaching English
This study summarizes key findings and insights derived from the research results It also discusses the implications of these findings and offers recommendations for future research directions.
LITERATURE REVIEW
Literature review
This research is all about the performance of teachers and learners in system of belief on motivation can provide with essential clues to learn success
Motivation in learning is closely linked to real-life communication, enabling learners to foster an effective learning environment and social interaction As noted by Cooper & McIntyre (2000), if learning relies on specific types of interpersonal and social interactions, then creating conditions that promote these interactions is essential for effective learning.
Motivation plays a crucial role for both teachers and learners, significantly impacting the classroom experience and the journey of acquiring new skills Numerous strategies have been developed to foster and maintain motivation, with Zoltan Dornyei being widely acknowledged as a leading expert in the field of motivation in language learning.
Numerous studies highlight the critical role of motivation in second language learning, indicating that higher levels of motivation are closely linked to greater success in mastering a new language Students who exhibit strong motivation tend to achieve higher language proficiency and overall academic success in their language studies.
However, motivation is not easy to define Motivation is usually defined as a
Motivation is defined as the "force, stimulus, or influence" that drives individuals to act or respond, particularly in the context of language learning Gardner & Lambert (1972) describe it as a blend of effort and desire aimed at achieving specific learning goals, which results in a deliberate decision to engage in sustained intellectual or physical effort Additionally, Gardner (2010) references Keller's (1983) definition, stating that motivation involves the choices individuals make regarding the experiences or goals they pursue, as well as the level of effort they are willing to invest However, Gardner (2010) critiques this definition for failing to encompass all the essential elements that define motivation.
Motivation, as defined in the Longman Dictionary of Applied Linguistics, encompasses various interpretations found in dictionaries and glossaries within the field.
Motivation plays a crucial role in second language and foreign language learning, significantly influencing a learner's desire to engage with the language Two primary types of motivation are identified: instrumental motivation, which involves learning a language for practical purposes such as employment opportunities, reading foreign publications, or passing exams, and integrative motivation, which is driven by the desire to connect and communicate with speakers of another culture Understanding these motivational factors is essential for effective language acquisition.
Motivation is a crucial factor that influences individuals' decisions to engage in activities, the intensity of their efforts, and their persistence over time (Dornyei, 2001) It is defined as an internal state that energizes, directs, and sustains behavior (Woolfolk, 2001) Additionally, motivation can be viewed as an internal drive that compels individuals to take action towards achieving their goals (Brown, 2001) According to Oxford & Shearin (1996), understanding motivation is essential for fostering effective learning and personal development.
Motivation plays a critical role in second language acquisition as it significantly affects learners' use of language strategies, interaction with native speakers, and the amount of input they receive in the target language It also influences their performance on achievement tests, overall proficiency, and the persistence in maintaining language skills post-study Understanding learners' motivations is essential for effective teaching and learning of second languages, highlighting the importance of fostering motivation in the educational process.
Richards and Schmidt (2002) offer a comprehensive definition of motivation, clearly distinguishing between the concepts of orientation and motivation within the context of Second Language Acquisition.
In language learning, the driving force behind taking action is often categorized into two aspects: orientation and motivation Orientation refers to the various reasons individuals have for learning a language, while motivation encompasses the learners' attitudes, desires, and their willingness to invest effort in mastering a second language Understanding these elements is crucial for effective language acquisition.
Integrative motivation, as defined by R.C Gardner, encompasses an integrative orientation towards becoming a valued member of the language community and an instrumental orientation focused on practical outcomes like employment or exams This motivation includes positive attitudes towards the target language community and a commitment to language learning, as outlined in the socio-educational model Additionally, motivation can be categorized into intrinsic motivation, which stems from the enjoyment of learning, and extrinsic motivation, influenced by external pressures such as parental expectations and academic requirements Other theories, such as expectancy-value theory and attribution theory, highlight the importance of balancing the perceived value of an activity with the expectation of success, along with factors like goal setting, learner autonomy, and effective motivational thinking Ultimately, motivation is a key determinant of success or failure in second language acquisition.
Motivation, as defined by various researchers, can be understood as a combination of effort, desire, and both internal and external influences This study will adopt Gardner's (1985) definition, which identifies three key components of motivation: effort, desire, and affect Effort pertains to the time learners dedicate to studying a language, desire reflects the learner's ambition to achieve proficiency, and affect encompasses the emotional responses learners experience in relation to language study.
2.1.2 Types of motivation in foreign language learning
Motivation for learning a second language is categorized into four types: intrinsic, extrinsic, instrumental, and integrative motivation Carreira (2005) notes that while the intrinsic-extrinsic distinction is akin to the integrative-instrumental distinction, they are not the same This study focuses specifically on integrative and instrumental motivation.
According to Deci & Ryan (1985), motivation is categorized based on its different goals or actions They classified into two basic types of motivation: intrinsic and extrinsic motivation
Intrinsic motivation is the drive to engage in activities for their inherent satisfaction rather than for external rewards It stems from an individual's internal desire and interest, prompting them to act for enjoyment or challenge Coon & Mitter (2010) highlight that intrinsic motivation occurs when actions are taken without obvious external incentives, allowing individuals to explore, learn, and realize their potential Brown (2007) emphasizes that such motivation is self-reinforcing, as the activity itself brings pleasure Research, including studies by Deci et al (2004), shows that intrinsic motivation significantly enhances learners' performance and learning outcomes.
Intrinsic motivation empowers learners to overcome challenges in their English studies, driving them to engage persistently in learning activities This self-encouragement fosters a desire to achieve mastery in English, ultimately leading to personal satisfaction and success.
The role of motivation in Second Language Acquisition
Motivation plays a crucial role in second language acquisition, as it reflects the learners' desire to learn Without this intrinsic motivation, teaching a second language becomes challenging in any learning environment Therefore, it is essential to support and engage learners who show a strong interest in the language learning process.
Motivation depends on the social interaction between the teachers and the learners
Creating an effective learning environment hinges on fostering strong interpersonal and social interactions among highly motivated students As noted by Cooper & McIntyre (2000), effective learning relies on specific types of social engagement, making conducive circumstances essential for success Furthermore, appropriate forms of interaction empower learners to independently address challenges in their educational journey.
According to Masgoret & Gardner (2003), motivation plays a crucial role in achieving success in second language acquisition, as it influences integrativeness and attitudes toward the learning environment While all aspects of the socio-educational model are significant, motivation stands out as the most important factor, directly impacting language achievement.
Numerous researchers have emphasized the critical role of motivation in achieving proficiency in a second language According to Dornyei (2001:2), both educators and researchers largely concur that motivation significantly influences success or failure in any learning context From my experience, I believe that nearly all language learners who are genuinely motivated can acquire a solid working knowledge of a foreign language, regardless of their inherent language aptitude.
Dornyei emphasizes that motivation significantly impacts learners' success or failure in language acquisition When learners are motivated, they are more likely to succeed and achieve high performance in studying English as a second language This concept is echoed by researchers like Masgoret and Gardner, who, despite using different terminology, convey the same idea: motivation is a key factor influencing both success and failure in language learning.
17 learning a second language, therefore motivation is responsible for language achievement
Masgoret and Gardner (2003) demonstrate a strong correlation between motivation and language achievement, emphasizing that motivation is more closely related to success in language learning than other factors in their socio-educational model, such as integrativeness and attitudes toward the learning situation Their findings support the hypothesis that motivation, along with attitude and orientation, positively influences language achievement, with motivation being the most significant predictor This evidence reinforces the notion that motivation is a crucial element in facilitating second language acquisition, as validated by numerous studies in the field.
Motivation plays a crucial role in learning foreign languages, significantly impacting learners' success or failure According to Dornyei (1990), motivation directly influences achievement in language acquisition He argues that this influence stems from the nature of foreign language learning, which involves various academic achievement scenarios, making the Need for Achievement a key motivational element in these contexts.
In conclusion, motivation plays a crucial role in the success or failure of learning a second language, significantly impacting language performance This underscores why researchers focus on creating motivational tasks and strategies aimed at enhancing learners' enthusiasm and drive to acquire a new language.
Factors that affect learners’ motivation
According to the study by Williams and Burden, learners' motivation is influenced by both internal and external factors While numerous elements can impact motivation, this thesis will focus on key factors deemed essential for the research.
People’s motivation is greatly affected by their perceptions of themselves as in control of their actions (Williams & Burden, 1997:137)
Goal setting plays a crucial role in enhancing motivation for second language learning, as highlighted by Oxford & Shearin (1994) Schunk (1991) identifies three key properties of goals that impact learning behavior: specificity, proximity, and difficulty level Specific goals clarify the effort needed for success, thereby boosting motivation Proximal goals, according to Dornyei (1998), are particularly effective as they provide clear indicators of progress and immediate feedback, fostering motivation Additionally, the difficulty of a goal affects a learner's perception of the effort required to achieve it, influencing their overall engagement in the learning process.
19 engage in an activity, setting appropriate goals becomes an important part of motivated behavior so that the decision can be carried out and the required effort sustained (William & Burden, 1997)
Expectancy is defined as the perceived likelihood of success, which plays a crucial role in motivation (Dornyei, 1994) Motivation to engage in tasks is influenced by two key factors: an individual's expectancy of success and the value they assign to achieving that success When individuals perceive a higher likelihood of reaching their goals and recognize significant incentives associated with those goals, their motivation increases (Dornyei, 2001) Consequently, learners who believe in their potential for success tend to exhibit greater motivation compared to those who anticipate failure (Crookes and Schmidt).
Teachers significantly influence learners' motivation, as highlighted by Dornyei (2001), who identified key factors such as appropriate teacher behavior, enthusiasm, and strong relationships with students Enthusiastic teachers can positively impact students' attitudes toward learning For instance, English teachers who demonstrate passion for the language, highlight the benefits of learning English, utilize diverse materials, and engage in discussions about various cultures of English-speaking countries can effectively motivate their students and enhance their appreciation for learning a second language.
According to Williams & Burden (1997), teachers play a crucial role in shaping learners' motivation through two primary factors: their personality and teaching style A teacher's personality can significantly influence students' feelings towards both the teacher and the language class, impacting their overall motivation to learn Additionally, the way teachers present activities and engage with learners during these tasks also affects students' motivation.
Teachers play a crucial role in influencing student motivation, as their positive attitudes and behaviors foster strong relationships with learners When teachers engage effectively, students are more likely to focus on lessons and develop a genuine interest in learning a second language.
Feedback is a crucial component of the learning process, as it motivates students and enhances their performance Teachers can employ various methods of praise and constructive comments to provide effective feedback According to Dornyei (2001:123), the absence of feedback can lead to a decline in the importance and priority of learning goals, causing them to be neglected.
William & Burden (1997) indicate that giving feedback to learners should be rather informational than controlling to increase their motivation towards particular tasks They explain that:
Effective feedback is crucial for learners, as it highlights specific areas of their performance that are satisfactory and identifies opportunities for improvement through clear methods When feedback is constructive, it serves as a motivational tool, guiding learners toward their next developmental stage Conversely, if feedback lacks this clarity, it can hinder progress and have a detrimental impact on the learner's growth.
In conclusion, incorporating feedback in every task is essential, with a focus on positive feedback from teachers Research indicates that consistent negative feedback can lead to decreased student motivation and lower academic performance (Griffing, 2006:54) Thus, educators should prioritize positive feedback tailored to each student's individual achievements, ensuring that it is specific and not excessive.
The significance of suitable environmental conditions for effective learning is crucial, as emphasized by William and Burden (1997) Good and Brophy (1986) also highlight that the learning environment significantly impacts the learning process It's important to note that individuals may have varying preferences for optimal learning conditions, with some environments proving more beneficial than others According to William and Burden, a closer alignment between a person's ideal classroom and the actual classroom leads to higher levels of satisfaction.
Factors demotivating foreign language learning
Dornyei and Ushioda (2011) have played a pivotal role in raising awareness about demotivation, a topic that previously received minimal attention They define demotivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (Dornyei & Ushioda, 2011: 138-139) This concept parallels Deci and Ryan's (1985) term “a-motivation,” which refers to a lack of motivation not stemming from incompetence or helplessness in relation to an activity.
Demotivation is a common challenge in foreign language classrooms, particularly when the language is a mandatory subject Teachers often encounter behaviors such as poor concentration, lack of self-belief, minimal effort in learning, and a pervasive "What's the use?" attitude Students may respond negatively or not at all to praise, exhibit lethargy, show a lack of cooperation, and disrupt the class Additionally, these students might distract their peers, submit little or no homework, fail to bring necessary materials to lessons, and frequently claim to have lost their resources.
English language learners often face challenges influenced by factors such as teaching methods, insufficient exposure to the target language, and a lack of motivation (Mukkatash, 1983; Zughoul, 1987) It is crucial for teachers to understand these factors to effectively address their students' motivation issues By recognizing these influences, educators can implement strategies to enhance learners' desire to acquire English as a foreign language.
While numerous studies have focused on language learning motivation, research on demotivating factors in second language acquisition remains limited A few studies, however, have explored these demotivating elements Dornyei and Otto (1998) emphasize that motivation and demotivation are dynamic processes influenced by the surrounding learning environment and can significantly impact language achievement They define demotivated learners as those who initially possess motivation but lose it due to negative external influences Furthermore, research has highlighted the connection between demotivation and various aspects of the learning context, including classroom environment, teaching methods, and curricula (Gardner).
Chambers (1993) conducted a study on demotivation in language learning across four UK schools, examining both learners and teachers The findings revealed that learners primarily attributed their lack of motivation to teachers and the learning materials, whereas teachers believed that learners' motivation was influenced by psychological, social, and attitudinal factors.
Keblawi (2005) conducted a study examining the factors that negatively impact high school students' English learning The findings revealed that nearly half of the participants identified English teachers, either directly or indirectly, as significant demotivators in the learning process Additionally, around 50% of the participants cited specific aspects of the English language, such as grammar and vocabulary, as primary sources of demotivation.
Dornyei (2001) categorized nine demotivating factors in order of most common to least, such as: the teacher – personality, commitment, competence, teaching
Inadequate school facilities, such as oversized classes or mismatched skill levels, along with frequent teacher changes, can significantly hinder language learning These factors contribute to reduced self-confidence among students, often stemming from experiences of failure or lack of success Additionally, a negative attitude towards the second language and its compulsory nature, combined with the interference of another foreign language being studied, further complicates the learning process Moreover, the attitudes of peers and the choice of course materials can also negatively impact students’ perceptions of the language community.
In summary, research on motivation and demotivation in language learning highlights that factors such as teachers' personalities, teaching methods, the learning environment, and students' attitudes towards the second language significantly influence learners' motivation levels.
Teaching English at Tra Vinh Medical College
At Tra Vinh Medical College, English is a compulsory subject; however, it is not prioritized as a major course, leading many students to neglect their English studies Consequently, most learners have limited English proficiency, with only a small group demonstrating a genuine interest and excelling in the language In contrast, the majority of students concentrate primarily on their major subjects, such as pharmacy, nursing, and midwifery, often overlooking the importance of English in their education.
Many English language classrooms still prioritize memorization of textbooks over practical communication skills, treating English as a subject to be tested rather than a vital communication tool Despite the significant efforts at Tra Vinh Medical College to enhance English teaching, fluent graduates remain rare, highlighting the weaknesses in learners' language proficiency.
Teachers often focus on preparing students for exams, which leads to a neglect of essential listening and speaking skills In our school, the English final test does not assess these skills, resulting in a lack of motivation for teachers to incorporate them into their lessons Consequently, students miss out on valuable opportunities to develop their communication abilities.
The Traditional Method is a primary approach used in our school for teaching English, but it has significant limitations, primarily focusing on grammar rules and vocabulary without adequately addressing all language skills For example, during writing instruction, students concentrate on grammar and translating to their native language, while reading instruction often leads to habits of deciphering rather than genuine reading comprehension, as noted by Tyler (2008) Consequently, learners tend to focus on understanding individual words and grammatical structures, neglecting the importance of speaking and writing skills, which they perceive as unnecessary.
Teachers often incorporate various techniques such as games, role plays, pair work, group work, and simulations to enhance English learning These diverse methods engage students and spark their interest in the language However, many learners tend to concentrate solely on the activities rather than the lesson content, and teachers struggle to implement a wide range of activities due to time constraints Consequently, most students prioritize their specialized knowledge over English studies, leading to lower English proficiency and challenges in passing final tests.
Based on my extensive experience in teaching English, I have observed that many learners exhibit a passive attitude towards the language due to previous perceptions of its difficulty This has led to feelings of hopelessness and helplessness among students in current educational systems, primarily because they lack the skills necessary to foster motivation It is crucial for learners to cultivate a strong motivation when studying a foreign language Effective teachers can instill this motivation and enhance proficiency by employing diverse teaching techniques When educators possess both knowledge and experience, they can implement engaging activities that encourage students to actively participate and develop a genuine interest in learning the language.
Learners achieve greater success when guided by teachers rather than studying alone Teachers play a crucial role in the educational process, making it essential for them to explore various methods to fulfill their responsibilities efficiently and effectively.
RESEARCH METHODOLOGY
Introduction
This chapter aimed to explore the connection between motivation and English language performance among learners at Tra Vinh Medical College The study investigated various factors that influence students' motivation in learning English as a foreign language.
Participants
The study involved 120 second-year non-English learners from Tra Vinh Medical College, ensuring a sample size of at least 100 items for accuracy All participants, who had been studying English as a school subject for over four years, consented to participate in the survey The researcher noted that the learners exhibited similar levels of English proficiency and motivation.
Data collection
This study collected data from 120 second-year students at Tra Vinh Medical College, employing both quantitative and qualitative methods through survey questionnaires to explore the link between learners' motivation and their English language performance The questionnaire featured three sections: the first section included 10 questions regarding the demographic information of the learners, while the second section comprised 25 questions focused on integrative motivation in studying English.
The study focused on instrumental motivation, comprising two groups in section two Group 1 included 17 questions related to instrumental motivation, while Group 2 featured 8 questions indicative of integrative motivation, both utilizing a five-point scale from strongly disagree (1) to strongly agree (5) Section 3 contained 9 questions addressing factors that demotivate foreign language learning Instructions were concise, ensuring that all questions were straightforward and quick to answer.
The researcher gathered data on learners' performance in English, measured on a 10-point grading scale This evaluation comprised 40% from two tests conducted during the learning process and 60% from the final examination.
At the beginning of the study, permission was gained from the principal of our school who showed a willingness to collaborate in this study To guarantee a
In a study involving 120 randomly selected learners from pharmacy, nursing, and midwifery majors, participants were assured of confidentiality and anonymity, as they were not required to provide their names The research aimed to explore students' preferences and aversions towards English classes Respondents were informed that their feedback would not influence their grades or teachers' perceptions, emphasizing the importance of their honest opinions to help educators understand their needs and challenges Students were encouraged to ask questions throughout the questionnaire process, fostering a supportive environment for participation.
After collecting the data, the researcher utilized the Statistical Packages for the Social Sciences (SPSS) software for analysis The answer sheets were categorized into two main types: integrative and instrumental items, each assigned a code for easier computation A five-point scale was also coded accordingly The mean scores for both instrumental and integrative items were calculated for each participant and correlated with their English language performance The primary statistical method employed in the study was to estimate the correlation coefficients between integrative-instrumental motivation and learners’ scores.
FINDINGS AND DISCUSSION
Demographic information
The demographic data was presented in both numerical and percentage formats After screening, 109 samples were selected for analysis, predominantly consisting of female participants, with 81 females (74.31%) and 28 males (25.69%), aged between 18 and 38 years These participants were randomly chosen from three majors at Tra Vinh Medical College: 44 in Pharmacy (40.37%), 32 in Nursing (29.36%), and 33 in Midwifery (30.28%).
Table 4.1 Percentage of participants’ gender
Table 4.2 Percentage of participants’ majors
According to the data presented in Table 4.3, a significant majority of learners, 65.14%, were born in Tra Vinh town, while 34.86% originated from various rural areas Furthermore, Table 4.4 reveals that 56.88% of these learners identify as having no religion, compared to 43.12% who practice other religions.
Table 4.3 Percentage of participants’ birthplace
Table 4.4 Percentage of participants’ religion
Table 4.5 Relationship between gender, major, birthplace and religion with integrative motivation
Table 4.6 Relationship between gender, major, birthplace and religion with instrumental motivation
The Pearson Chi-Square results presented in Tables 4.5 and 4.6 indicate that gender, major, birthplace, and religion do not significantly influence learners' integrative or instrumental motivation, as the values are higher than 0.05.
Table 4.7 Relationship between gender, age, birthplace and religion with learners’ performance
** Correlation is significant at the 0.01 level (2-tailed)
The Pearson correlation results in Table 4.7 indicate that none of the examined factors have a significant relationship with learners' performance, as evidenced by the Sig (2-tailed) values exceeding 0.01 This suggests that these factors do not correlate with learners' performance outcomes.
According to Table 4.8, a significant majority of learners at Tra Vinh Medical College, specifically 61 students or 55.96%, express a dislike for studying English In contrast, only 42 learners, accounting for 38.54%, enjoy the subject, while 6 students, or 5.50%, are uncertain about their feelings towards it This indicates that over 50% of the students are compelled to study English due to its status as a compulsory subject, which negatively impacts their average scores Furthermore, the amount of time dedicated to studying English also influences their academic performance, as shown in Table 4.9.
Table 4.8 Participants’ interested in studying English
Table 4.9 Age, Time for studying English and Average score of participants
According to Table 4.10, the majority of learners scored low, with over 75% achieving only ordinary to average scores, while only 24 learners attained good scores or higher This finding aligns with the learners' self-assessment of their English performance, as indicated in Table 4.11.
N Minimum Maximum Mean Std Deviation
Table 4.12 Relationship between interest and time for studying English of learners with learners’ performance
Interest Time for studying English
The result of Table 4.12 showed that interest and time for studying English of learners have relationship with learners’ performance That means if the learners
Students who enjoy studying English and dedicate significant time to their learning tend to achieve higher performance Conversely, those who lack interest in the language and do not invest time in their studies often experience lower performance levels.
Table 4.13 highlights key factors influencing learners' motivation, revealing that goal setting (58.72%) and teacher-related factors (55.96%) are the most significant When learners establish clear goals for their English studies, such as passing final exams, they are more likely to exert effort to achieve high scores Additionally, the personality of the teacher plays a crucial role in motivating students, as learners respond positively to teachers who demonstrate enthusiasm and provide personal support Furthermore, fostering a positive attitude towards English learning by teachers significantly enhances students' motivation to engage with the subject.
Table 4.13 Factors affecting participants’ motivation
In addition to goal setting and teacher-related factors, 41.28% of learners identify feedback as a crucial element influencing their motivation Positive feedback, such as praise and high scores, is often viewed as motivating by students Conversely, negative feedback can also serve as a form of motivation, although it should be used judiciously To effectively enhance learner motivation, teachers must provide appropriate feedback tailored to specific situations.
Expectancy and classroom environment are two key factors that learners perceive as having minimal impact on their motivation Many students at our school lack enthusiasm for studying English, viewing it as unnecessary for their future Additionally, the classroom environment contributes to this lack of motivation, as students often feel disengaged in overcrowded and noisy classes, compounded by inadequate equipment and heating issues.
Learners’ motivation in learning English
The analysis of mean scores revealed the reliability of the questionnaire on Instrumental and Integrative motivation Instrumental motivation scores ranged from 4.00 to 3.45, while Integrative motivation scores varied between 2.61 and 2.38 Overall, the mean score for Instrumental motivation was 3.68, compared to 2.46 for Integrative motivation The findings indicate that Instrumental motivation was significantly higher than Integrative motivation, as illustrated in Tables 4.14 and 4.15.
Table 4.14 Mean of Instrumental Motivation
1 I have to use English in my future career 3.95 1.04
2 I want to get good position 4.00 1.02
3 I want to get good income 3.97 1.07
4 I want to broaden my knowledge 3.93 1.21
5 I want to know and communicate with foreigners 3.78 1.06
6 I want to learn various events around the world 3.54 0.73
8 I can understand English movie, video or radio program 3.56 1.10
9 I want to search for English information on the internet 3.67 1.03
10 I want to get good mark 3.59 1.23
11 I want to further my study 3.57 1.24
12 I want to travel to English speaking countries 3.68 1.03
13 Learning English make me feel happy 3.50 0.92
14 Learning English can give me a sense of achievement 3.45 0.83
15 The knowledge in English can enhance the achievement in various aspects
16 Other people will respect me more if I know English 3.62 1.14
17 An educated person is supposed to be able to speak
Table 4.15 Mean of Integrative Motivation
1 I want to be a part of English – speaking groups 2.38 0.87
2 I want to keep in touch with foreign friends and acquaintance
3 I want to learn about foreigners’ lifestyle in English speaking countries
4 The more I get to know native speakers, the more I like/ appreciate them
5 I want to learn their culture and various English speaking people
6 I want to participate in the activities of other cultural groups
7 I want to understand English arts, literatures and history 2.42 0.83
8 I want to understand the relation between languages, cultures and native speakers’ lifestyles
The relationship between motivation and English language performance
A two-tailed Pearson Product Moment correlation analysis was conducted to examine the relationship between learners' average questionnaire scores and their English performance scores In this analysis, the average questionnaire score served as the independent variable, while the English performance score was treated as the dependent variable The findings of the Pearson correlation reveal significant insights into this relationship.
Table 4.16 reveals a strong correlation between Instrumental motivation and learners' performance, with a Pearson correlation coefficient of 0.766 and a significance level of 0.000, indicating a statistically significant relationship In contrast, no significant correlation was found between Integrative motivation and learners' scores, as evidenced by a correlation coefficient of r=0.181.
Table 4.16: Correlation Coefficients between Instrumental/ Integrative Motivation and Learners’ performance
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
In a study examining two types of motivation, integrative motivation showed no significant correlation with English language performance, while instrumental motivation demonstrated a strong correlation All learners acknowledged the importance of English for their future, highlighting various interrelated instrumental motivations for studying the language.
The learners identified key factors influencing their motivation to study English, including future studies, career prospects, income, and exam scores They emphasized that achieving good scores in English is crucial for passing examinations However, they expressed skepticism regarding integrative motivation questionnaires, citing challenges in integration and the impact of cultural differences on their abilities Additionally, external influences such as teachers, feedback, and classroom environments significantly affect their motivation The learners also noted that their motivation fluctuates throughout different stages of their English learning journey.
To investigate the predictive power of participants' motivation on their performance scores, a Multiple Regression analysis was conducted, focusing on the relationship between instrumental and integrative motivations The findings are detailed in Table 4.17, which presents the results of the SPSS analysis for Linear Regression.
Sig.F 0,000 a Dependent Variable: Average score b Predictors: (Constant), Instrumental Motivation, Integrative Motivation
The results of the Multiple Regression Model, presented in Table 4.17, indicate that Instrumental Motivation significantly impacts the Average Score, with a Beta coefficient of 0.765 This suggests that for every 1-unit increase in Instrumental Motivation, the Average Score increases by approximately 0.763 Furthermore, Instrumental Motivation accounts for nearly 76% of the variation in learners' scores, with a statistically significant variance of 58.7% as indicated by an R² value of 0.587.
The demotivating factors
The third section of the questionnaire aimed to identify the factors that demotivated learners while studying English Participants were asked to select from a list of potential demotivating factors, with the option to choose multiple responses The results were then ranked based on the frequency of each factor, from most to least common, as illustrated in Table 4.18.
Table 4.18 The frequency distribution and percentages of demotivating factors facing learners when studying English
Item number Rank Demotivating factors Frequency Percentage
According to Table 4.18, learners identified the difficulty of English as a major demotivating factor, with vocabulary load cited by 59.63% of participants as the top concern Other significant demotivators included challenges with sentence structures (57.79%), listening skills (50.46%), and spelling errors (44.04%) Additionally, aspects related to teachers also contributed to demotivation, with 55.96% of participants noting teachers' personalities, 33.94% mentioning the infrequent use of technology, and 18.35% citing teachers' rapid speech Furthermore, 36.70% of participants expressed demotivation due to textbooks.
Total frequencies of teachers and subject aspects as demotivators
Figure 4.1: The total frequencies of teachers and subject aspects as demotivators
A comparison of the total frequencies reveals that the subject demotivating factors (231) significantly outweigh the teachers' demotivating factors (118), highlighting that learners' demotivation in learning English is primarily influenced by aspects related to the subject itself.
Discussion
This study aims to investigate the connection between learners' motivation at Tra Vinh Medical College and their performance in English language skills Each research question is addressed individually, with answers derived from the study's findings.
The first research question asked whether there is any significant relationship between integrative motivation and learners’ performance in learning English The
The study found no significant positive correlation between integrative motivation and English language performance, with a correlation coefficient of r=0.181 This indicates that integrative motivation does not have a meaningful impact on learners' performance in acquiring the English language.
The study investigated the relationship between instrumental motivation and learners' performance in English, revealing a significant positive correlation [r=0.766] This indicates that higher levels of instrumental motivation are associated with improved performance scores among learners.
The results of Multiple Regression revealed that not only instrumental motivation has a positive significant relationship with learners’ English language performance, but also is a good predictor of their score performance
The findings indicate that instrumental motivations for learning English among students include aspirations for career advancement, securing good jobs, achieving high income, gaining knowledge, obtaining good grades, and pursuing higher education both domestically and internationally However, over 50% of participants expressed a lack of interest in studying English, primarily due to their insufficient foundational knowledge and the belief that English would not be necessary for their future careers This mindset has negatively impacted their performance in learning the language.
The study conducted at Tra Vinh Medical College revealed that while learners are primarily instrumentally motivated to learn English, they also exhibit a modest level of integrative motivation (mean=2.46) This integrative motivation indicates their willingness to immerse themselves in the target language and culture Research suggests that such integrative motivation is crucial for the successful acquisition of diverse language registers and achieving native-like pronunciation (Finegan, 1999).
4.5.2 Factors that affect learners’ motivation
This article examines the impact of internal factors on learners' motivation in English language acquisition, with goal setting identified as a key influence Each student establishes personal goals for their English studies, but their expectations tend to be low, primarily aiming to pass the final exam Additionally, many learners lack the desire to fully engage with the second language, as they often view foreign language study as unnecessary for their future aspirations.
External factors significantly influence learners' motivation, with teachers playing a crucial role as motivators Key elements include teachers' personality, teaching methods, attitudes, and their relationships with students, all of which directly impact student motivation Moreover, the use of positive feedback, such as praise and high scores, can further enhance learners' progress and success.
However, the teachers should sometimes use both positive and negative feedback in each situation to help learners improve their English ability
4.5.3 Factors demotivating foreign language learning
The study conducted at Tra Vinh Medical College identified teachers as the primary demotivating factor in learning English Additionally, subject-related aspects ranked highest among the demotivators Furthermore, the research highlighted the significant impact of textbooks on students' motivation to learn English.
A recent study reveals that many learners experience demotivation in learning English due to the overwhelming number of vocabulary words they must memorize to succeed in their studies and pass final exams Vocabulary is essential in mastering a foreign language, as it connects the four key skills: speaking, listening, reading, and writing To effectively learn English, students need to acquire a sufficient vocabulary and understand how to use these words accurately.
Many learners at our school understand the importance of vocabulary in learning English, yet they often engage with it passively due to certain factors The school's assessment system necessitates memorization of extensive vocabulary lists, while traditional learning methods prevail, where students typically rely on listening to teachers for explanations of word meanings.
They did not use the words to practice in real context, therefore they could not memorize a lot of words
Many learners perceive English grammar as challenging, often leading to frequent mistakes during their studies Kambal (1980) identifies three primary types of verb phrase errors: verb formation, tense, and subject-verb agreement Students at Tra Vinh Medical College struggle with grammar structures, finding the learning process tedious They believe that lacking a strong grasp of English grammatical rules hinders their overall language proficiency Furthermore, the final assessments for English majors emphasize vocabulary and grammar, causing students to attribute their low test scores primarily to difficulties with English structures.
In short, if the learners want to reach understanding and mastering some grammatical structures would demotivate the English learners and reduce their desire to learn English
Correct spelling is crucial for English learners as it boosts their self-confidence and encourages them to study the language more diligently When learners encounter new words, being able to infer their meanings from their spelling allows them to effectively use a dictionary for further understanding.
Many students at our school struggle with writing skills, particularly in composing paragraphs, essays, and compositions, primarily due to their fear of making spelling mistakes This aversion stems from several factors: first, students often feel that English does not accurately represent the pronunciation of words, with its silent letters and multiple spellings for the same sound Despite having 26 letters, English comprises 44 distinct sounds Additionally, some students find it challenging to identify the correct pronunciation of words At Tra Vinh Medical College, the difficulty with spelling is largely attributed to learning strategies that focus on memorizing written forms rather than applying spelling rules effectively.
Fear of making spelling mistakes can significantly hinder learners' writing skills and diminish their motivation to learn English, regardless of the underlying reasons for their difficulties in mastering spelling.
A recent survey revealed that 50.46% of participants experience demotivation when encountering challenges in understanding recorded materials while learning English This finding highlights common complaints among learners, particularly during listening exercises Additionally, other studies have shown that many learners perceive listening skills as their primary difficulty in language acquisition.
Implications and recommendations of the study
This study presents significant implications for educators and researchers, focusing on two key areas: first, the direct implications for educational practices concerning the teaching, learning, and assessment of English as a foreign language at Tra Vinh Medical College; and second, recommendations for future research that explore additional aspects of teaching and learning at the institution that were not addressed in this study.
The study revealed that students at our school are primarily instrumentally motivated to learn English, highlighting the need for changes in the approach to English as a foreign language Educators must be attuned to this motivation by acknowledging its significance Enhancing students' instrumentality can be achieved by focusing on practical skills, such as effective communication and accurate self-expression.
To enhance the employability of 54 learners who believe that mastering English can lead to better job opportunities, it is essential to provide training on effective interview techniques and curriculum vitae writing Additionally, the English textbooks and examination systems at Tra Vinh Medical College should be revised to align with the students' instrumental motivation for learning the language.
Enhancing learners' integrative motivation is essential for effective language acquisition, as both instrumental and integrative motivations play a crucial role in learning English By fostering a positive attitude and addressing negative perceptions about the language, educators can significantly boost students' motivation to learn.
Teachers should incorporate foreign culture and literature into their lessons through stories or short plays, as this approach enhances learners' interest in these subjects and encourages them to study English Additionally, providing opportunities for communication with native speakers allows students to learn in real contexts, further enriching their language experience (Rossier, 1975).
To effectively learn a second language and connect with its native speakers, establishing communicative contact is essential Unfortunately, many learners lack opportunities to interact with native speakers, which can hinder the development of positive attitudes towards the target language community (Dornyei, 1990) To address this challenge, educators can implement activities that facilitate direct engagement with native speakers, such as inviting guest speakers or promoting exchange programs like pen pals.
Learners' motivation is influenced by both internal and external factors, with goal setting, teacher influence, and feedback being the most significant Additionally, challenges such as vocabulary load, spelling errors, structural difficulties, and listening comprehension issues are major demotivators To enhance student motivation, teachers should consider adapting their teaching methods, such as improving vocabulary instruction, offering more engaging listening activities, or revising textbook content.
The findings highlight the crucial role teachers play in influencing students' motivation and attitudes toward learning a second language When learners enter the classroom with low levels of integrative and instrumental motivation, effective teaching methods and personal styles can inspire them According to Finocchario (1981), a teacher's ability to nurture motivation is essential in the learning environment The pivotal moment for enhancing motivation occurs when the teacher warmly greets students, engages with them personally, and fosters a supportive atmosphere through meaningful interactions.
Based on the findings of this study and recognizing the crucial role of teachers in enhancing student motivation, the researcher offers several recommendations that could be beneficial for those involved in the educational process at Tra Vinh Medical College.
To effectively teach English, educators should employ a variety of teaching methods, including the grammar-translation method, direct method, audiolingual method, silent way, total physical response, content-based, task-based, and communicative language teaching Each method has its own advantages and disadvantages, so teachers must select the most suitable approaches for each lesson By incorporating diverse methods and activities, teachers can engage students and foster their interest in learning English Moreover, possessing a positive personality and maintaining strong relationships with learners are crucial for enhancing student satisfaction and attraction to foreign language learning.
Teachers should design engaging classroom activities that address learners' needs and goals, moving away from rote memorization of vocabulary and grammar Instead of solely focusing on memorization, students should learn new vocabulary and grammatical structures within real contexts This approach makes learning more effective and motivating, as traditional methods of "look and remember" are often ineffective for English language learners.
In English classes, the focus should be on the learners rather than the teachers To foster an interactive learning environment, educators must implement various activities, including pair work and group work Additionally, it is crucial for teachers to clarify the purpose of learning a foreign language, as a lack of understanding can diminish students' motivation.
57 explain the important of studying English in order to the learners have motivation to study English well
Integrating culture and language can significantly enhance learners' motivation and positive attitudes towards studying a foreign language (Gardner, 1985) To facilitate this, teachers should incorporate activities that allow students to engage with native speakers, explore the culture and literature of other countries through real contexts, and watch videos showcasing the lifestyles of people from different cultures By fostering integrative motivation, English teachers can improve learners' perceptions and effectiveness in language learning.
English teachers at Tra Vinh Medical College need to revamp the final assessment for the English subject by emphasizing the four key skills: listening, speaking, reading, and writing To combat student demotivation, teachers should dedicate a few class sessions before finals to review and teach test-taking strategies Implementing a final test that evaluates all four skills will not only enhance students' abilities but also encourage them to focus more on learning English.
To effectively integrate technology in English teaching, schools must ensure they have sufficient technological resources, such as computers and projectors Furthermore, intensive training for teachers is essential, as a single workshop is insufficient for mastering educational technology Ongoing professional development will enable teachers to seamlessly incorporate technology into their lessons, enhancing the overall learning experience.
58 enrich their lessons, the learners will interest in the lessons and they can learn English harder