Differences between VUS and Trí Việt Students’ View of Motivation... Through conversations in class, I found out that teenagers’ motivation to learn in Vietnamese USA Society VUS and Trí
Nguồn Gốc Ý Thức
Thuộc Tính Phản Ánh Của Vật Chất và Sự Ra Đời Của Ý Thức
Phản ánh là thuộc tính chung của mọi dạng vật chất Đó là năng lực giữ lại, tái hiện hệ thống vật chất này những đặc điểm của hệ thống vật chất khác trong quá trình tác động qua lại.
Cùng với sự tiến hóa của thế giới vật chất, thuộc tính phản ánh của nó cũng phát triển từ thấp đến cao, từ đơn giản đến phức tạp Trong đó ý thức là hình thức phản ánh cao nhất của thế giới vật chất. Ý thức là một dạng thuộc tính của dạng vật chất có tổ chức cao của bộ não người, là sự phản ánh thế giới khách quan vào bộ óc con người.
Vai Trò Của Lao Động và Ngôn Ngữ Trong Hình thành và phát triển của ý thức
From what I have experienced when working as a Teaching Assistant (TA) in a language center in Ho Chi Minh city, students’ motivation, especially teenagers’ learning motivation is different from what teachers have expected and from what I have known through literatures One of the most interesting case is that, students asked for Korean videos instead of English videos during the break time They showed interest in other languages while learning English in such a convenient condition Through conversations in class, I found out that teenagers’ motivation to learn in Vietnamese USA Society (VUS) and Trí Việt is very interesting This shed light for me to conduct a research about their motivation.
Research Aims
The main aim of this research is to investigate teenagers at VUS and Trí Việt language center’s learning motivation Following are sub-aims of the research:
To find out the difference between extrinsic and intrinsic motivation;
To find out the differences in motivation between teenagers in VUS and teenagers in Trí Việt language center.
Research Questions
Research question 1: What are the factors that influence EFL teenagers’ motivation for learning English at language centers?
Research question 2: Are there significant differences among the factors that influence EFL teenagers’ motivation for studying English?
Research question 3: Are there significant differences in motivation between teenagers in VUS and teenagers in Trí Việt language center?
Significance of the Study
Investigating teenagers’ learning motivation, this research will contribute to the understanding of students’ learning motivation in the Vietnamese practice at VUS and Trí Việt, especially in the field second language teaching Therefore, it may help improving current teaching practices by bridging the gaps between students’ expectations and teachers’ interpretations of students’ needs at VUS and Trí Việt.Hence, somehow, it will make a contribution to Vietnamese educational system.
Limitations of the Study
Since this study was implemented in a short period of time, limitations are significant because of the number of subjects selected based on convenience sampling Moreover, the study results cannot be generalized because there was unreliable responded questionnaires during the survey Therefore, although the research somehow contributes to the understanding of teenagers’ motivation, the reliability of the results is limited.
Organization of the Thesis
This thesis consists five chapters The first chapter provides the introduction of the research, its background, objectives, research questions, and significance The second chapter, Literature Review, presents an overview of empirical researches as well as the research frameworks The third chapter, which is Methodology, is the explanation for the data collection and data analysis methods used in the study. The fourth chapter, Findings and Discussions, is the representation of the study results The final chapter, Conclusion and Recommendations is a brief restatement of research purposes and recommendations.
Chapter Summary
This chapter is the introduction of this thesis, including the background to the study, problems which lead to the research, research aims, research questions, the significance of the study, and its limitations The first part is the background to the study, which draws an overview of previous research situation on learning motivation The second part is problems leading to the research conduction The third and fourth part are research aims and research questions The last two parts are the significance of the study and its limitations.
LITERATURE REVIEW
Definition of Motivation
There are various definitions of motivation since it is an area of interest in psychology Literally, motivation is defined as “the reason why you want to do something” (Longman Dictionary of Contemporary English, 2006) It is also defined as “the moving power that elicits vigorous effort to learn or to do things” (Mondal, 2017) More specifically, Brown (2000) referred motivation as “the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit”
In education, the main idea of motivation is to “capture the child’s attention and curiosity and channel their energy towards learning” (Lumsden) Motivation strongly affects students’ learning capacity (Budden, 2003) It is the key factor which decides students’ quality learning involvement and commitment to learning process (Administrator, 2010) Unmotivated students may be inattentive throughout the lesson while motivated ones are well-performed (Schunk, Pintrich,
& Meece, 2008) Motivation plays an important role in education.
In second language learning aspect, motivation is associated with the engagement in valued enterprises such as the desire to belong to multiple communities.Researchers have begun to re-theorize motivation relating to concepts of self and identity Linking motivation to identity goals and formation, researchers focused more on two factors contribute to and are shaped by current situated motivational process, which are long-term developmental processes and personal trajectories developmental trajectories of motivation and identity emphasized the importance of socialization in promoting motivation They believed that identity grows and changes in response to the encouragement and pressure from culture, socializers,peers and other significant others within one’s social circle (Brophy, 2009)
Theories of Motivation
Numerous theories of motivation have been proposed over the past decades There emerged three different perspectives following motivation’s schools of thoughts, which are behavioristic, cognitive and constructivist perspectives.
In this school of thought, motivation is defined as “the anticipation of reinforcement” (Brown D , Teaching by Principles, 2000) Behaviorists believed that external forces such as parents, teachers, peers, educational requirements, job specifications play the key role in motivating behavior (Brown D , Principles of Language Learning and Teaching, 2007) Learners, in the behavioral perspective, chase goals with the purpose of receiving external rewards (Brown D , Teaching by Principles, 2000) (sua lai citation, bo ten quyen sach)
This perspective emphasizes the individual’s decision Motivation is viewed as
“the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect” (Keller, 1983)(citation 2 lan) Santrock (2009) further suggested that people thoughts guide their motivation Six underlying needs driving decisions, as identified by cognitive psychologists are the need for exploration, the need for manipulation, the need for activity, the need for stimulation, the need for knowledge, and the need for ego
In constructivist view of motivation, social contexts and individual personal choices are emphasized (Williams, & Burden, 1997) Motivation, as constructivists believed, is derived from interactions with others as well as from one’s self-determination (Brown D., 2007) People have different motives guiding them to act uniquely; however, they always act within cultural and social milieu (Brown D., 2007).
Brown (2007) believed that to learn a foreign language, people need some of all three levels of motivation Following is his representation of views of motivation. Table 1: Brown's representation of three views of motivation
Anticipation of reward Driven by basic human needs (exploration, manipulation, etc.)
Desire to receive positive reinforcement
Social status Security of group
External, individual forces in control
Internal, individual forces in control
Internal, interactive forces in control
Types of Motivation
The other way to examined motivation is to divide it into two types based on the reasons or goals rising to actions, which are intrinsic motivation and extrinsic motivation (Deci, & Ryan, 1985).
Intrinsic motivation is defined as the reason why people perform activities for satisfaction or pleasure (Brown, 2007) In other words, intrinsic motivation is the internal motivation to do something for its own sake (Santrock, 2009) It occurs when people act without external rewards (Coon, & Mitterer, 2010) Intrinsic motivation energizes the individual’s behaviors and interest for activities (deCharm, 1968) Intrinsically motivated behaviors, as Brown (2007) believed, aim to bring certain internal rewarding such as feelings of competence and self- determination.
Extrinsic motivation is defined as the external motivation to do something to obtain something (Santrock, 2009) It means to motivate students to learn for other reasons such as rewards, graduating or passing a test or avoiding a penalty(Lumsden) This type of motivation is strongly influenced by external incentives such as rewards and punishments (Santrock, 2009).
Motivating Teenagers
Traditionally, motivation has been characterized as individual variable (Garol Murray, Xuesong Gao, & Terry Lamb, 2011) Therefore, the individuality of learners must be addressed in motivation theories (Ushioda, 2009) Different types of learners have different motives for learning.
One of the most challenged job teachers have to face is motivating teenagers and young adults to learn (Malinchak, 2011) Teenagers’ learning motivations are determined by the configuration of the system of values of each adolescent For teenagers, they are often motivated by friends, freedom and funs (Guilford, 2011). They need to be convinced to learn by the feeling of connected to peers and others (May, 2014)
There are numerous studies of motivation has been conducted Among them, although there are studies focusing on the motives of second language learners, it has been found out that they focused on perception and attitude of learners about their motivation Following is the synopsis of studies in term of (a) subjects, (b) objectives, (c) data collected.
First, the subjects of previous studies are primary students, secondary students, high school students and university students from all over the world The number of participants ranging from 17 (Leslie, 2010) to 591 (Juriševič; Pižorn, 2013), in which mostly are university students.
Second, the objectives of those studies are to investigate students’ perception and attitude toward external factors which affect their learning motivation (Zainal, Shahrani, Yatim, Rahman, Rahmat, & Latih, 2011), (Simmons, 2014), (Giota,
2001), (Tsuda, 2003), (Djigunović, 2012), (Navarro-villarroel, 2011); to measure levels of motivation and to compare teaching program (Stegmann, 2013); the influence of motivation (Saeed, & Zyngier, 2012); the reasons why students are unmotivated (Dislen, 2013); and tips to motivate students (Carlton, & Winsler,
1998), (Crow, 2009), (Kusurka, Croiset, & Catte, 2011), (Leslie, 2010), (Paxton,
Third, the data in prior studies is collected from surveys, interviews, students’ assignments, and students’ journals The main information collected is students’ feelings, belief, and test scores.
It is clearly from what has been presented that previous studies have contributed to the understanding of motivation However, those studies have not focused on teenagers from middle and high class family’s learning motivation Furthermore,prior studies tend to explain teenagers’ learning motivation using behavioristic theories There are few studies mentioned teenagers’ learning motivation in cognitive and constructivist point of views but their explanations for teenagers’ motives are not clear.
Chapter Summary
This chapter presents the motivation theories and the summary of related studies.The first part is the definition of motivation The second part is
METHODOLOGY
Quantitative
With the purpose of achieving research objectives, the quantitative method in which a survey is used as a tool to collect data was employed because of its exceptional advantage in collecting large number of data in a short period of time (Mitchell, & Jolley, 2012) Following is the figure presents the process of this quantitative research.
Questionnaire Data Collection Data Analysis
Instrument Construction
Composing a questionnaire requires a process of many steps including pilot interview, gathering information from empirical studies, adopting items, translating into Vietnamese and checking content validity After completing these steps, an official questionnaire consists of 26 items was created (Appendix A).
After pilot interview, constructs of the questionnaire are chosen from Brown’s representation of views of motivation (Brown, D., 2007) There are 3 constructs, which are ‘Internal, Individual forces in control’, ‘Social context’ and ‘Degree of effort expended’, are not used in the questionnaire since it not practical with teenagers One of Brown’s limitations is that he provided conceptual model with neither related items nor clear explanations Therefore, his constructs are interpreted using other psychological theories The following part is the explanation of the research items of this research.
The items of the questionnaire are adopted from prior studies which have related items match with Brown’s constructs and changed the context to suit the background of this research All of the items adopted have positive meaning except one item “The teacher seem emotionally cold to me” Therefore its meaning has been changed from the originally negative “The teacher seem emotionally cold to me” to the more positive one “The teacher do not seem emotionally cold to me” for the easier coding process in data analysis.
I am keenly aware of the goals I have for getting good grades
Progress-Based Rewards to Promote Motivation and Achievement of At-Risk Students in Managed
I am strongly motivated by the recognition I can earn from my family, friends, or teachers
I am strongly motivated by the grades I can earn.
Desire to receive positive reinforcement My teachers have multiple strategies/systems in place to acknowledge appropriate behavior
Increasing Teacher Approvals and Student Positive Behaviors in the Classroom
My teachers’ instruction actively engaged students in observable ways
My teachers provide more frequent acknowledgement for appropriate behaviors than inappropriate behavior
External, individual forces in control
I want to meet my peers who can speak English
Turkish Young Language Learners’ Attitudes Towards English
I learn English to go abroad.
I want to visit countries where English is spoken as a native language.
I want to answer the questions asked in English classes
Cognitive en by basic human eds (exploration, anipulation…) Course content develops my knowledge
Effect of student perceived service quality on student satisfaction, loyalty Classroom equipped with teaching aids
Indian universities Development of HiEduQual
Campus environment is convenient for study
Teachers treat students in equal manner
I get many chances to show my talents in class
Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest
A perspective of self-determination theory
I feel very competent when using English
I often feel confident when using English in the language center
The teacher does not seem emotionally cold to me
An evaluation of the construct of earned security in adolescents:
Evidence from an inpatient sample
The teacher spoke to me in a warm and friendly voice
The teacher appeared to understand my problems and worries
Internal, interactive forces in control I make friendship with other students
I do favor for this class
The reason I participate in this crowdsourcing contest is because of what it stands for, i.e its values
Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest
I have a strong sense of belonging towards theEnglish community
If the values of the language center were different, I would not choose it
The questionnaire items were created based on five points Likert scale with numerical value from one to five for each degree of agreement ranging from (1)
“Totally disagree”, (2) “Disagree”, (3) “Partly agree”, (4) “Agree”, (5) “Totally agree” Participants were asked to choose the number which matched their level of agreement for each item Data collected was transformed into numerical values to analyzed using descriptive statistics.
After adopting items from well-published studies, the questionnaire was then translated from English to Vietnamese Before the survey initialized, the draft questionnaires were given for three lecturers and a group of seven English major students to check the suitability of the content and language used in the questionnaire From what have been responded, only item number one in the questionnaire need to be changed the language used in translation, from “Tôi thích học tiếng Anh ở Trí Việt/ VUS là vì thành tích tôi có thể đạt được” to “Tôi thích học tiếng Anh ở Trí Việt/ VUS là vì Trí Việt/VUS bảo đảm tôi có thể đạt thàn’;k.h tích cao trong học tập”, as suggested by one lecturer.
Population and Sampling
Population chosen in this study are students studying English in different language centers VUS and Trí Việt language center However, it is impossible to have the frequently through time without clearly record; therefore, the staffs could not provide exactly the number of them 50 students are from VUS and 88 are from Trí Việt VUS and Trí Việt are two language centers different in target students and program designed VUS focuses on students from high class families while Trí Việt focuses on middle class families.
Convenience sampling is chosen for this study as the only option because of the complicated bureaucracies to get the permission for surveying teenagers in language centers Moreover, since this research has to be finished in three month time, only convenience sampling can provide enough samples for data analysis.
Subjects
The subjects in this study are 138 teenagers from 12 to 16 years old in VUS andTrí Việt language center They choose those language center to study extra English classes outside their compulsory schools For those students, English is a compulsory subject in their schools; therefore, they study in extra-curriculum classes to improve their English ability.
Data Collection
At the beginning, the study data was intended to be collected in VUS However, because there were mismatches between the managers, they stopped the survey. Therefore, the number of questionnaires collected from VUS was only 55.
Data collection process was started by a meeting with Hoa Sen University Staffs who are in charge of connecting Hoa Sen Univeristy students with the businesses to find appropriate language centers for the survey After that, a consent form with the signature of the Head of Hoa Sen University Department of Language andCultural Studies was sent to the managers of language centers to ask for the survey
May 7 th to May 10 th , 2017 150 questionnaires were given to participants and it took them about 10 to 15 minutes to complete all the items After the survey finished, 145 questionnaires were responded but only 138 can be used for the data analysis.
Data Analysis
After data was collected, SPSS (Statistical Package for Social Sciences) version 22 was used as a tool to analyze data with the purpose to calculate the reliability, and the mean scores for constructs and items to answer the research questions
Varimax rotatation with Kaiser Normalization was employed to explore clusters of items (Hair et al., 2006) The KMO (Kaiser-Meyer-Olkin), was conducted 11 rounds to eliminate items with low loading factor less than 0.6 In the last round, after eliminating unsatisfied items (item 21, 18, 10, 24, 5, 6, 4, 13, 12, and 11), the KMO (Kaiser-Meyer-Olkin) result valued 0.757, indicating sufficient items for each factor The Bartlett’s test of Sphericity result was less than 0.05 indicated the difference between correlation matrix and identity matrix (Nancy Leech, Karen Barrett, & George Morgan, 2005) Each of the variables left had satisfactory loading factor (above 0.6)
The data collected was then reconstructed based on the test results presented in table 3, as following.
No Items Items content Construct
1 I am keenly aware of the goals I have for getting good grades
2 I am strongly motivated by the recognition I can earn from my family, friends, or teachers
3 I am strongly motivated by the grades I can earn.
7 I want to meet my peers who can speak English
External, individual forces in control
8 I learn English to go abroad
9 I want to visit countries where
English is spoken as a native language
14 Teachers treats students in equal manner
15 I get many chances to show off my talents in class
16 I feel very competent when participating in crowdsourcing contests via crowdsourcing systems
17 I often feel confident when using the crowdsourcing systems to solve the problems
19 The teacher spoke to me in a warm and friendly voice
20 The teacher appeared to understand my problems and worries
23 I do favor for this class
25 I have a strong sense of belonging towards the crowdsourcing community (friends, family)
26 If the values of the crowdsourcing project were different, I would not be as attached to it.
Item 1, 2, 3,7,8,9,22,23,25, and 26 are still belong to their original theoretical constructs However, item 14, 15, 16, 17, 19, and 20 are merged into one construct self-concept, which is adopted from (Manning, 2007)
Self-concept is defined as the competence or adequacy in academic and nonacademic domains which the students perceive (Manning, 2007) According to Shavelson, Hubner, & Stanton (1976), self-concept is formed through experience and interpretations of students’ environment They also emphasized the influence of the evaluations by significant others, the reinforcements, and the attributions for the individual’s own behavior” (Shavelson, Hubner, & Stanton, 1976)
Descriptive statistics was implemented to draw an overview statistics of the survey items to answer the research questions (Pallant, 2013) In this study, descriptive statistics was used to represent the most and least noticeable teenagers’ intrinsic and extrinsic learning motivation in the two language centers.
The one sample t-test, which is used to compare one sample to a hypothesized population mean, was performed to answer the second research question about the differences between extrinsic and intrinsic motivation (George Morgan, Nancy Leech, Gene Gloeckner, & Karen Barrett, 2004) Specifically, it is used to compare the extrinsic motivation and intrinsic motivation sample mean to the hypothesized population mean of 3 to see whether there are significant differences.
Independent samples t-test, a test used to investigate the difference of two different or unrelated groups on an approximately dependent variable, was performed to check whether there are differences in motivation in general, extrinsic and intrinsic motivation between two groups of students in the study (Morgan, Leech,Gloeckner, & Barrett, 2004) However, since there is limitation in sample size ofVUS students, the results found are not statistically significant.
Chapter Summary
This chapter is divided into 6 parts, demonstrates the research methodology, the construction of research instrument, the research population and sampling,subjects, data collection, and data analysis The first part is an overview of the method used to conduct the study The second part gives details about the information related to the subjects and sample selection The fifth part is the description of data collection process The last part is the brief of data analysis process, including factors analysis, descriptive statistics, one-sample t-test, and independent t-test.
FINDINGS AND DISCUSSIONS
Teenagers’ Learning Motivation
Table 4 presents the number of responded questionnaires from two groups of students As shown above, there are differences in the number of students in each group Among them, 88 are Trí Việt students (63.8%) and 50 are VUS students (36.2%)
2 Internal, interactive forces in control 4.0
4 External, individual forces in control 3.83
Table 6 draws an overview of teenagers’ motivating factors Among them, the two groups of factors that have the biggest influence on them are factors related to self- concept (M=4.1) and internal, interactive forces in control (4.0) It can be understood because for teenagers, the self and the interaction with peers and others are very important It directly affects their academic performance
1 I am strongly motivated by the grades I can earn 4.18
2 I want to visit countries where English is spoken as a native language 3.96
3 I am keenly aware of the goals I have for getting good grades 3.91
4 I want to meet my peers who can speak English 3.85
5 I am strongly motivated by the recognition I can earn from my family, friends, or teachers 3.82
6 I learn English to go abroad 3.73
Table 7 presents students’ extrinsic motivation The results indicated that teenagers are highly motivated by external factors (all the mean scores are above 3.5) There are three factors shared the highest mean scores, which are graded they can earn (M=4.18), the wish to visit spoken English countries (M=3.96), and the goal for getting good grades (M=3.91)
It can be seen that grades is the factor which motivates teenagers the most It can be understood since the survey was conducted in language centers, in which students have their extra-curriculum English classes When coming to these the most visionary goal they could think of Factors related to peers and family did not have the top mean scores but they also played an important role since the mean scores are high (ranging from 3.73 to 3.85)
1 The teacher spoke to me in a warm and friendly voice 4.26
2 The teacher appeared to understand my problems and worries 4.18
3 The teacher treats students in equal manner 4.17
4 I feel very competent when using English 4.07
6 I get many chances to show my talents in class 3.99
7 I do favor for this class 3.96
8 I often feel confident when using English in the language center 3.93
9 If the valu es of the language center were different, I would not choose it 3.34
10 I have a strong sense of belonging towards the English community
Table 8 illustrates teenagers’ intrinsic motivation Regarding factors that intrinsically motivate teenagers to learn, top 5 variables which have the highest mean scores are the teacher’s voice (M=4.26), the teacher’s sympathy (M=4.18), the teacher’s manner (M=4.17), self-competence (M=4.07) and familiar friends (M=4.04).
This study is somehow supporting study results of Crow (2008), which stated that especially for children of collectivist cultures” (Crow, 2008) In such a collectivist culture like Vietnam, the teacher is the central of attention in class, his or her interaction with students is believed to be the most important factor which motivates them to learn Therefore, the cluster of variables related to the interaction with teacher have the highest mean scores Other factors which intrinsically motivated teenagers related to the self-concept Interestingly, the sense of belonging to a community does not affect much on students’ motivation to learn (M=2.96) A possible explanation for this might be because of teenagers’ financially dependence on their parents Learning English at a certain language center might not be their choices but their parents’ choices This result supported
Santrock (2009) points of view “parents influence their children peer worlds in number of way” (p 107) Therefore, although factors related to friendship encourage students to perform better, they are rarely placed on top.
Differences between Intrinsic and Extrinsic Motivation
Table 9: One-Sample t-test statistics
Std Error Mean Extrinsic Motivation 138 3.8901 77666 06611
Table 10: One-Sample t-test test
A one sample t-test with hypothesized mean score at 3 was conducted to find out whether students are differently motivated by intrinsic and extrinsic motivation
The mean of extrinsic motivation and intrinsic motivation were compared to the hypothesized population mean of 3 The sample mean of extrinsic motivation is 3.89 and intrinsic motivation is 3.88 with p .05), which means the assumption is not violated and the Equal variances assumed results are used for the t-test and
Because of the limitation in sample selection, the t in both three cases is not statistically significant (p>.05) However, there are differences in learning motivation as suggested by the general mean scores of two groups of students It can be seen that VUS students have the higher level of motivation in general and extrinsic motivation in specific, compared to Trí Việt students As socioeconomic status is an important factor that affect students’ academic achievement, the result can be explained using the price students have to pay for their studying (Bornstein,
& Bradley, 2003) To study English in VUS, the price students have to pay is much more expensive than the required price to study in Trí Việt Therefore, when deciding to study English in VUS, the students themselves have stronger motivation to learn Moreover, in VUS, the prizes for well-performed students are financially valuable to them Therefore, it can be understood that VUS students have higher motivation in general and higher extrinsic motivation in specific, compared to Trí Việt students However, concerning intrinsic motivation, students from Trí Việt language center have the higher level It can also be explained using socioeconomic status mentioned above In Trí Việt language center, students did not have financially valuable rewards; therefore, to learn well, they should have stronger intrinsic motivation.
This chapter presents the results from data analysis process to answer the research questions, including respondent profiles, motivating factors, the differences between intrinsic and extrinsic factors, and the differences between VUS and TríViệt students’ view of motivation
This chapter is the summary of the whole thesis, including brief description of research results, research implications, suggestions for the administrators in VUS and Trí Việt language center, research limitations, and recommendations for further studies.
Conclusion
The main aim of this study is to investigate teenagers’ learning motivation, especially factors that intrinsically and extrinsically motivate them to learn English As the descriptive statistics demonstrated, factors which motivate related to the self-concept (M=4.1); internal, interactive forces in control (4.0); the anticipation of rewards (M=3.97); external, individual forces in control (3.83), and the community (M=3.15) It also indicated students’ extrinsic and intrinsic motives Their extrinsic motives were possible grades earned (M=4.18), visiting
English spoken countries (M9.6), getting good grades (M=3.91), recognition earned (M=3.82), and going abroad (M=3.73) The students’ intrinsic motives were the teacher’ warm and friendly voice (M=4.26), the teacher’s sympathy (M=4.18), the teacher’s equal manner to students (M=4.17), the competence in using English (M=4.07), familiar friends (M=4.04), chances to show off (M=3.99), and the feeling of being favor in class (M=3.96).
The first sub-aim of the research was to explore the differences between intrinsic and extrinsic motivation The one-sample t-test result indicated that there was no difference between extrinsic and intrinsic motivation.
The second sub-aim of this study was to explore the differences between VUS andTrí Việt students’ view of motivation The results from independent t-test showed extrinsic motivation in specific (M=3.97), and students in Trí Việt language center had higher level of intrinsic motivation (M=3.9).
Implications
In the hope of enhancing teaching and learning quality for teenagers, the study suggests some practical implications for the administrators and English teachers in VUS and Trí Việt language center.
5.2.1 For VUS and Trí Việt administrators
To attract the students, administrators should consider their needs, their wishes when choosing a language center to study Concerning the students’ needs, this research suggested some implications.
First, the administrators should create a friendly and convenient context outside the classrooms for teenagers to practice using English Not only the teachers but the staffs also should speak English to them This is an effective way to help them practice the English knowledge learned in a dynamic way.
Second, the administrators should design the course content including practical aspects of life and culture to suit the students’ goal of visiting spoken English country and study abroad When teenagers found out the knowledge they learned is needed to accomplish their goals, they might be highly motivated.
Finally, they should create activities outside classroom so that teenagers can interact and get to know others For teenagers, friendship influence their attitude and success in the classroom (Thompson & Goodmalimn, 2009) (Santrock, 2009).Therefore, creating outside classroom activities for students to develop closer relationship with their peers is suggested.
5.2.2 For English teachers in VUS and Trí Việt language center
To motivate students to learn, teachers should build a warm and close relationship with their teenagers By having a good rapport with them, teachers can understand their teenagers’ needs as well as their problems to develop suitable teaching methods for them.
Other implication for teachers is that they should create opportunities for teenagers to experience the feeling of getting good grades and successful For Vietnamese teenagers, good grades might improve their self-esteem and self-confident, which enhance their in class performance However, this should be carefully applied since it might make the students become over confident.
Limitations and Recommendations for Further Studies
Although the research was conducted with strong enthusiasm, limitations are hardly avoid
The first limitation of this research is the sample selection Because the subjects in this study are teenagers who are studying English at language centers, it was very difficult to gain the permission for the survey from the language centers’ managers as well as their parents Therefore, the number of subjects in this study was very limited, which leaded to the fact that the study results were not statistically significant Further researches on this topic choosing teenagers as subjects should anticipate the unexpected problems when asking for the survey permission to have better samples.
The second limitation is that there were unreliable responded questionnaires,which made the study results became unreliable When participating in the survey,teenagers were seen discussing the answers with their friends Some of them just chose the answers for fun Therefore, although the study results somehow reflected the reality, it cannot be generalized.
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Thân mời các bạn tham gia cuộc khảo sát về động cơ học tập tại trung tâm Anh ngữ Trí Việt/VUS Tất cả câu trả lời và thông tin cá nhân của bạn đều được bảo mật Cảm ơn các bạn.
Xin vui lòng đánh dấu vào ô đúng nhất với mức độ đồng ý của bạn:
Tôi thích học tiếng Anh ở Trí
1 Trí Việt/VUS bảo đảm tôi có thể đạt thành tích cao trong học tập bè, thầy cô
3 Muốn đạt được điểm tốt ở trường chính khóa
4 Thầy/cô có phần thưởng phù hợp với mức độ cố gắng của tôi
5 Thầy/cô lồng ghép trò chơi với hoạt động bình thường của bài học
6 Thầy/cô hay khen và động viên tôi
7 Tôi muốn có bạn bè là những người có khả năng nói tiếng Anh
8 Tôi muốn đi du học
9 Tôi muốn đi du lịch ở các nước nói tiếng Anh
10 Tôi muốn có cơ hội nói tiếng Anh với giáo viên nước ngoài
11 Chương trình học giúp tôi phát triển kiến thức khác ngoài tiếng Anh
12 Dụng cụ giáo viên sử dụng để giảng dạy mới flashcard,…)
13 Môi trường học tập thuận lợi cho việc học
14 Thầy/cô không thiên vị học viên
15 Thầy/ cô tạo điều kiện cho tôi thể hiện bản thân trong lớp
16 Tôi cảm thấy khả năng tiếng Anh của tôi tăng
17 Tôi cảm thấy tự tin khi sử dụng tiếng Anh ở trung tâm
18 Thầy/cô ít nghiêm khắc
19 Thầy/cô nói chuyện với tôi một cách thân thiện
20 Thầy/cô hiểu, thông cảm cho những vấn đề mà tôi gặp phải
21 Tôi kết bạn với những bạn cùng học trong lớp
22 Tôi biết những bạn học chung
23 Tôi được bạn bè yêu mến
24 Trí Việt/VUS giúp tôi thể hiện "đẳng cấp" với các bạn ở trường phổ thông
25 Vì bạn bè tôi quen biết đều học tiếng Anh ở Trí
26 Vì tôi sẽ mang đến niềm tự hào cho người thân (vì thương hiệu nổi tiếng của Trí Việt/VUS)
APPENDIX B THƯ XIN PHÉP ĐƯỢC THU THẬP MẪU NGHIÊN CỨU
Kính gửi: Thầy, Cô phụ trách đơn vị
Em là Phạm Thụy Ý Nhi - sinh viên ngành Giảng dạy tiếng Anh - ngành Ngôn ngữ Anh của đại học Hoa Sen Em đang làm đề tài nghiên cứu tốt nghiệp cho năm học 2016-2017 Tên đề tài nghiên cứu có tên là: Động cơ học tập tiếng Anh của học sinh ở lứa tuổi vị thành niên Viết thư này, em xin phép quí Thầy/Cô cho phép em được thu thập mẫu tại đơn vị mà quí Thầy/Cô quản lý phục vụ cho đề tài nghiên cứu với những trình bày chi tiết dưới đây
Qua quan sát cá nhân khi làm trợ giảng ở một trung tâm Anh ngữ trong địa bàn thành phố Hồ Chí Minh, em thấy là các em học sinh ở lứa tuổi vị thành niên có động cơ học tập tiêng Anh khác với suy nghĩ của các giảng viên mà cá nhân em có dịp tiếp cận được Một ví dụ mà em quan sát được là trong khi các giảng viên ở trung tâm cung cấp các đoạn video ca nhạc bằng tiếng Anh để chiếu trong giờ giải lao thì các học sinh trẻ tuổi này lại đề nghị chiếu phim ca nhạc Hàn quốc Thực tế khác biệt về suy nghĩ của giảng viên và mong muốn của học viên trong ví dụ này đã thu hút sự quan tâm của em Sau một cuộc phỏng vấn thử được thực hiện, em mới phát hiện là động cơ học tập Anh ngữ của các học viên trẻ tuổi có rất nhiều điểm rất thú vị
Thực tế trên là động cơ giúp em nghiên cứu thêm các tài liệu liên quan Kết quả cho thấy là chưa có nhiều tác giả nghiên cứu về động co học tập Anh ngữ của học sinh ở lứa tuổi vị thành viên – đặc biệt là ở bối cảnh các trung tâm Anh ngữ quốc tế như ở Việt Nam Những cách giải thích về động cơ học tập hiện hành thường
(cognitive psychology) và tấm lý học cấu trúc (constructivist psychology) Những lý thuyết này chưa được nghiên cứu nhiều ở khía cạnh thực tiễn trong môi trường của văn hóa Việt Nam Đây cũng là lý do và nội dung chính của nghiên cứu mà em hướng đến
Vì vậy, đối tượng học viên trẻ tuổi mà em quan tâm thuộc đối tượng từ 12 đến 16 tuổi) ở một số trung tâm Anh ngữ quốc tế Em sẽ mời các học sinh thuộc lứa tuổi này trả lời một bảng hỏi gồm 26 câu hỏi nhỏ - dựa trên các lý thuyết đề cập ở trên
- về động cơ học tập tiếng Anh Kết quả từ nghiên cứu này sẽ là một thông tin bổ ích để các trung tâm Anh ngữ có những điều chỉnh phù hợp trong việc duy trì động cơ hoc tập ở trung tâm của mình lâu dài hơn
Em xin cam kết bảo đảm tuân thủ theo các ràng buộc và qui định về đạo đức nghiên cứu mà trường đại học Hoa Sen qui định Câu trả lời và thông tin của các em đều chỉ được dùng cho mục đích nghiên cứu và hoàn toàn được bảo mật Kết quả của bài nghiên cứu sẽ chỉ được sử dụng cho mục đích khoa học
Với những trình bày, em rất mong nhận được sự hỗ trợ của quí Thầy/Cô để nghiên cứu của em góp được một phần nhỏ vào sự nghiệp giáo dục ở Viêt Nam
Xin quí Thầy/Cô ghi nhận lòng biết ơn của em
TS Nguyễn Thu Hương Phạm Thụy Ý Nhi