BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG --- A STUDY ON MOTIVATIONAL FACTORS AFFECTING FIRST-YEAR NON-ENGLISH MAJORED STUDENTS IN LEARNING ENGLISH VOCABUL
INTRODUCTION
Rationale of the study
Globalization makes foreign language learning essential, but mastering English is still a challenge for many In addition to the four core skills—listening, speaking, reading, and writing—learners must grapple with complex grammar and a large vocabulary For most Vietnamese students, vocabulary gaps pose a bigger obstacle than grammar, affecting reading, listening, writing, and speaking performance At HPU, non-English major freshmen are no exception, often reporting poor vocabulary due to demotivation They point to several demotivation sources, including factors related to the learners themselves, their teachers, the learning environment, and even aspects of English itself.
This thesis investigates motivational factors affecting first-year non-English major students in learning English vocabulary at Hai Phong Management and Technology University, with the aim of boosting learners’ ability to acquire new words more effectively and equipping English teachers with practical teaching methods that increase student interest in vocabulary lessons.
Aims of the study
This study investigates the factors affecting motivation in learning vocabulary among first-year non-English major students at Hai Phong Management and Technology University, with the principal purpose of identifying the key determinants that influence students’ motivation and vocabulary attainment, including intrinsic and extrinsic factors, instructional methods, and classroom environment, in order to inform targeted teaching strategies that enhance engagement and language proficiency.
- To investigate factors affecting learners’ motivation in vocabulary lessons
- To suggest some methods to motivate students to learn English vocabulary.
Research Questions
The study was carried out in order to find the answers to two research questions:
3.1 What are the factors affecting first – year non – English majors’ motivation in learning vocabulary?
3.2 What are suggestions to motivate first – year non – English majors to learn English vocabulary?
Significance of the study
This study is significant for two main reasons First, it reduces demotivation among first-year non-English majors in learning English vocabulary, leading to greater engagement in vocabulary lessons and more effective word acquisition Second, it equips teachers with more appropriate teaching methods to boost students’ motivation and enhance vocabulary learning outcomes.
Scope of the study
The research only focuses on motivational factors including leaner- related factors, teacher- related factors and learning environment that have impact on non – English freshmen in English vocabulary learning.
Method of the study
In seeking answers to the research questions, survey questionnaire and interview were chosen to obtain relevant information for the study The method of the study is quantitative one.
Designs of the study
The thesis consists of three parts: Introduction, Development and Conclusion
The Introduction provides the basic information such as the rationale of the study, aims, research questions, signficance, scope and method of the study
The main content includes three chapters: Chapter 1: Literature Review, conceptualizes the nature of vocabulary, motivation and factors affecting
3 students’ motivation in learning vocabulary Chapter 2: Research Methodology presents the methodology used in the study Chapter 3: Data Analysis covers a comprehensive analysis on the data collected from the survey
The Conclusion is a review of the study, future directions for further research and limitations of the study
LITERATURE REVIEW
Motivation drives English language learning and teaching, shaping how quickly learners progress and how well they perform It is a key determinant of second language acquisition, influencing learners’ effort, persistence, and engagement in both classroom and self-directed study As Dornyei (2001) notes, motivation is one of the most important factors that influences the rate and success of learning a second language.
Motivation is an internal state that activates and energizes behavior Woolfolk (2001:366) states that motivation is an internal state that arouses, directs, and maintains behavior, a view that Brown (2000:160) also supports by suggesting that motivation arises from internal conditions that propel individuals to act and sustain effort toward their goals.
Motivation is an internal drive that pushes individuals to act in order to achieve specific goals Williams and Burden (1997:119) note that motivation encompasses the reasons for choosing one behavior over another, the factors that influence that choice, and the degree of effort a person is prepared to exert to obtain their objectives.
Motivation in second language learning is a complex phenomenon defined by two core factors—learners' communicative needs and their attitudes toward the second language community (Lightbown & Spada, 1999:6) When learners need to speak the language in a wide range of social situations or to fulfill professional ambitions, they perceive the communicative value of the second language and are motivated to acquire proficiency; likewise, favorable attitudes toward the language's speakers lead to more contact and deeper motivation to learn.
Baron (1996) defines motivations as “the internal process that can’t be directly observed but that activates, guides and maintains overt behavior” Wade
& Tavris (1998) propose, “Motivation is an inferred process within a person, which cause that organism to move toward a goal or away from an unpleasant
Motivation is viewed as an internal state that arouses, directs, and maintains behavior across different situations, a definition offered by Woolfolk (2004) Fernald & Fernald (2005) describe motivation as the inner influence on behavior, manifested through physiological conditions, interests, attitudes, and aspirations According to Macintyre et al., motivation encompasses additional factors that influence how individuals engage with tasks and pursue goals.
(2001), motivation is defined as an attribute of the individual describing the psychological qualities underlying behaviour with respect to a particular task This goal-directed behavior shows itself through distinct actions of the motivated individual Gardner (1985), motivation is the combination of attempt plus desire to obtain the aim of learning the language plus favorable attitudes toward learning the language Oxford and Shearin (1994) defined motivation as a desire to gain an objective, combined with the energy to work towards that objective Narayanan (2006) said that motivation is the reason or reasons behind one's actions or behaviors Motivation is the reasons underlying behavior (Guay et al., 2010) Broussard and Garrison (2004) defined motivation as the attribute that moves us to do or not to do something
There are many different kinds of motivation:
- "Intrinsic": the urge to engage in the learning activity for its own sake It has been termed "cognitive drive", very typical of young children and tends to deteriorate with age Intrinsic motivation "comes from the individual" (Harmer, 2001:51) or "stems from factors such as interest or curiosity" (Woolfolk, 2001:368)
Extrinsic motivation refers to engaging in an activity because of external incentives rather than because of intrinsic interest It stems from the anticipation of rewards such as praise, awards, prizes, or favorable evaluations, and it can also be driven by fear of punishment When learning is extrinsically motivated, the task is pursued for these external outcomes rather than for genuine enjoyment of the task itself Williams and Burden (1997:40) describe it as a pattern where the reason for doing a task lies outside the activity, highlighting the distinction from intrinsic motivation, which comes from personal interest in the task.
- "Situational": Brown (1987), (cited in Ur, 1996:276) states that situational motivation refers to the learning context: classroom, total environment which is assumed to be influenced by teacher action
In certain learning contexts, many learners pursue foreign language study not for an interest in the culture or the target language community, but for the appeal of the learning tasks themselves They find the activities enjoyable, stay productively engaged with the tasks, and maintain that engagement over time This pattern reflects intrinsic motivation (Ellis, 1997:76).
Brown (1987, cited in Ur, 1996:276) argues that task motivation arises when learners are encouraged to invest effort and energy in a task This motivation grows when the task is attractively designed by the teacher and learners succeed as a result of their efforts.
Ellis (1997:76) argues that motivation is the result of learning: learners who experience success in learning may become more motivated to learn, while in some contexts they may become less motivated This pattern is observable in contexts such as Vietnam, where the effect of learning success on sustained motivation is shaped by cultural norms, classroom practices, and student expectations, reminding us that motivation is context-dependent and influenced by the learning environment.
Korean may intensify Vietnamese students' liking for Korean culture, and thus, stimulates them to learn more
Intrinsic and extrinsic motivation both matter in classroom settings, and most scholars agree that they interact with one another Depending on the activity and its context, learners can be driven by internal factors such as curiosity and personal growth or by external incentives like grades, praise, or rewards, with the balance shifting according to circumstances and task conditions.
1.1.3 Importance of motivation in second language learning
Motivation is increasingly recognized as a defining factor for success in learning English, shaping the level of active, personal involvement in second language acquisition Reece and Walker (1997) argue that motivation is a key factor in the second language learning process and emphasize its importance for less able students.
Highly motivated learners often achieve greater success in mastering a second language than equally or more intelligent students who lack motivation The type of motivation a learner brings to the task clearly influences how effectively they acquire a new language, affecting persistence, practice, and overall mastery Finegan (1994:466) emphasizes that motivation is a central determinant of language learning outcomes.
Harmer (1999: 51) confirms that "it is accepted for most fields of learning that motivation is essential to success”
Motivation by itself is difficult to define; it’s more practical to think in terms of the motivated learner A motivated learner is someone who participates willingly and actively in classroom learning activities rather than remaining a passive observer By focusing on the motivated learner, educators can turn the concept of motivation into concrete classroom behaviors that promote engagement, initiative, and sustained effort in learning tasks.
Crookes and Schmidt (1989) (cited in Ellis, 1997:42) describe a motivated student as someone "becomes productively engaged on learning tasks, and sustains that engagement, without the need for continual encouragement or direction"
Additionally, Lightbown and Spada (1999:57) state that motivated students are usually those who participate actively in class, express interest in the subject-matter, and study a great deal
A vocabulary is defined as "all the words known and used by a particular person" and “all the words which exist in a particular language or subject” (Cambridge advanced learners dictionary)
RESEARCH METHODOLOGY
At Hai Phong University of Management and Technology, every classroom is equipped with modern technology—microphones, speakers, radios, projectors, and multifunction audio equipment—to make learning and teaching easier and more effective All English teachers are well-qualified, enthusiastic, easy-going, and responsible for their duties, contributing to a supportive and productive academic environment.
English is a compulsory subject in the training program Non-English majored students must complete Basic English levels 1, 2 and 3 and pass TOEIC
450 to graduate from HPU They often have to learn the subject Basic English 1 in the first semester The subject is taught in 75 periods
This study sampled 40 first-year non-English majors from a pool of 163 eligible students, who were very young and largely fresh from high school They exhibited limited English proficiency and appeared eager to learn in a new academic environment Like many Vietnamese language learners, they struggled with listening, speaking, and writing, and possessed a restricted vocabulary and grammar base Their overall English level was basic, and most came from rural areas, with data collected during their first term of the freshman year.
Solution Elementary, the textbook used for Basic English 1, was written by Tim Faulla and Paul A Davies and published in 2008 by Oxford University Press The book contains fifteen lessons, but students focus on the first eight topics: network, free time, school life, time to party, wild, out and about, world famous, and on the menu These topics relate to everyday life and use basic vocabulary, making the material accessible to beginners.
In each unit, there are seven parts from A to G Vocabulary part is mainly found in the first one: Vocabulary and listening
Firstly, the survey questionnaire was an important instrument used to get the information about factors affecting learning English vocabulary The survey questionnaire comprises two sections:
✓ The personal information consisting of students’ gender, age, experience in learning English
✓ The students’ opinions on motivational factors affecting in learning vocabulary
Secondly, the researcher interviewed non – English majored freshmen to receive more reliable information for the study
2.5 Data collection and data analysis
Data collection occurred in one day, with information about the process provided to the teacher, and an earlier agreement and discussion helped ensure the data collection proceeded smoothly.
Data analysis was conducted after administering the instruments, with data gathered from survey responses and interview transcripts and analyzed in line with the study objectives to elicit answers to the proposed research questions The researcher carried out the analysis to ensure consistency and minimize potential biases, thereby preserving the integrity of the results.
CHAPTER 3: DATA ANALYSIS 3.1 Data analysis
This study involved 40 students, comprising 30 males and 10 females, all aged 18–21 years They began learning English at different times, indicating varied starting points About 93% of participants had studied English for more than four years, while the remaining students had four years or less Table 1 presents the subjects’ experience in learning English.
Year of learning More than 4 years 4 years or less Total
Table 1: The subject’s experience in learning English
When asked about the importance of vocabulary, all participants said they were aware of its significance However, 80% admitted that learning vocabulary is not easy, while only 20% found it easy Consequently, students need to invest more effort into learning new words.
Effort to learn English vocabulary varied among learners About half of the students reported putting strong effort into acquiring new words, while the other half showed lower engagement Specifically, two students (5%) reported very much effort; 5% chose no effort, and the remaining learners described their effort as either “much effort” or “a little effort.” Table 2 presents the distribution of these effort levels across the subjects.
Effort Number of students Percentage
Table 2: The subject’s efforts in learning English vocabulary
In a survey of word knowledge, respondents most valued understanding the word's meaning, at about 50%, while pronunciation, usage, and part of speech accounted for 8% to 15% each Spelling and morphology were the least prioritized aspects.
Pie chart 1: Students’ preference in learning English vocabulary
3.1.2 Factors affecting non-English majored freshmen in learning vocabulary 3.1.2.1 Students’ factors
Pie chart 2: Personality factor in learning English vocabulary
The table presents students' opinions on personality-based motivational factors that influence vocabulary learning It shows that responsiveness is perceived as the main factor by the largest proportion of students, accounting for 40%.
15% pronunciation spelling part of speech morphology meaning use
21 while the lowest number was in dominance (10%) The percentage of extroversion and talkativeness were similar.
Bar chart 1: Aptitude factor in English vocabulary learning
A bar chart depicts students' motivation for learning English vocabulary, showing three possible motivations: memorizing new words, using words in context, and identifying and memorizing new sounds The largest share of participants, 70%, reported memorizing new words as their motivation The remaining 30% were motivated by word usage in context, and no participants selected identifying and memorizing new sounds.
Vocabulary learning style Number of students
Learning words in reading passages 20 50%
Learning words in listening texts 10 25%
Learning from daily communication with foreigners
Learning from other resources: internet, TV,… 20 50%
Table 3: Learning preference as motivational factor in learning English vocabulary
Identify and memorize new sounds
Figure out grammatical rules and understand the function of particular words in sentences
This study identifies several vocabulary-learning styles designed to reduce student demotivation and enhance retention The results show that 60% of students view daily communication with foreigners as an effective way to improve vocabulary, while about 57% say topic-based word learning helps them recall words faster and longer Approximately 20 students (about 50%) learned vocabulary through reading passages and other resources such as the internet and TV, whereas only 10 students (25%) preferred learning words via listening texts.
Bar chart 2: Students’ motivational factors in learning English vocabulary
The bar chart shows students’ other motivational factors learning English vocabulary The percentages of choice “previous learning experience” and
Emotional factors accounted for 45% and 65%, respectively, making them the top concerns for learners In addition, 40% of students feel that background knowledge directly affects their motivation to learn a word The two lowest factors are age at 20% and intelligence, with the exact percentage for intelligence not provided in the excerpt.
When asked about teachers’ teaching methods, students show their preferences in the table below
Age Emotion ( motivation and attitude)
Very much Rather A little Not at all Total Number of students 10 20 9 1 40
Table 4: Teaching method factor affecting students’ motivation in vocabulary learning
As can be seen from the table, students were quite interested in teaching methods of the teachers Half of the students quite liked the methods 10 out of
30 students ( 25%) loved their teachers’ ways to impart their knowledge The percentages of choices “a little” and “not at all” were 22,5% and 2,5% respectively
Bar chart 3: Teachers’ personality in learning English vocabulary
The chart shows students’ opinions on which teacher personality factors boost vocabulary learning motivation Cheerfulness (75%) and enthusiasm (70%) emerge as the strongest drivers, while sympathy is preferred by 50% of students and strictness by 20%.
The bar chart reveals several teacher-related factors that influence learners in their learning process It shows that 70% of students appreciate teachers who demonstrate ongoing commitment to their progress, 45% value teachers who set clear expectations, and 75% report that a strong, positive relationship with teachers is an important motivational factor.
Bar chart 4: Teachers’ other factors in learning English vocabulary
Pie chart 3: Environmental factor in learning English vocabulary
CONCLUSION
This survey investigates the motivational factors influencing vocabulary learning among first-year non-English majors at HPU Your assistance in completing the items is highly appreciated, and all information you provide will be used solely for research purposes Thank you for your cooperation.
Please put a tick (√) or write the answer where necessary You can use English and Vietnamese language
* How long have you been learning English?
☐ 4 years or less ☐ More than 4 years
II Motivational factors affecting first-year non-English majors in learning vocabulary
3 What do you think of the importance of vocabulary?
4 How difficult is learning English vocabulary?
5 How is your effort in learning English vocabulary?
☐ Very much ☐ Much ☐ A little ☐ Not at all
6 Which of the following do you like in learning English words?
7 Which personality help you motivate most in learning new words?
8 Which ability helps you get motivated in learning vocabulary? (You can have more than one choice)
☐ Auditory ability (the ability to identify and memorize new sounds)
☐ Grammatical sensitivity (the ability to figure out grammatical rules and understand the function of particular words in sentences)
☐ Memory (the ability to memorize new words)
9 Which vocabulary learning style motivates you in learning a word? (You can have more than one choice)
☐ Learning words in reading texts
☐ Learning words in listening texts
☐ Learning from other resources: internet, TV,…
10 Which factor increases your motivation in learning new words? (You can have more than one choice)
11 How does the teaching method affect your motivation to learn English vocabulary?
☐ Very much ☐ Much ☐ A little ☐ Not at all
12 Which teachers’ personality enhances your motivation in vocabulary learning? (You can have more than one choice)
13 What teachers’ factor improves your motivation in learning vocabulary? (You can have more than one choice)
☐ Good relationship with the students
14 Which environmental factors influence your motivation most in learning vocabulary?
15 What would you like your teacher to do to help you get motivation in learning English vocabulary? (You can have more than one choice)
☐ Reviewing and checking learnt words regularly
☐ Presenting new words in interesting ways (visual aids, gestures, etc)
☐ Instructing you how to pronounce words correctly
☐ Giving a variety of vocabulary tasks
☐ Giving more vocabulary parts in tests
Đây là bảng khảo sát dành cho sinh viên, được thiết kế để nghiên cứu các yếu tố động lực ảnh hưởng đến việc học từ vựng của sinh viên không chuyên Anh tại Đại học Quản lý và Công nghệ Hải Phòng Việc hoàn thành các mục và câu hỏi trong bảng khảo sát được đánh giá cao, vì chúng cung cấp dữ liệu quan trọng cho mục đích nghiên cứu Tất cả thông tin do bạn cung cấp chỉ được dùng cho mục đích nghiên cứu và sẽ được xử lý với sự bảo mật, đảm bảo tính ẩn danh của người tham gia.
Cảm ơn bạn vì sự hợp tác của bạn!
Vui lòng đánh dấu (√) hoặc ghi câu trả lời khi cần thiết Bạn có thể sử dụng ngôn ngữ tiếng Anh và tiếng Việt
* Bạn học tiếng Anh được bao lâu rồi?
☐ 4 năm hoặc ít hơn ☐ Hơn 4 năm
II Các yếu tố ảnh hưởng đến động lực học từ vựng của sinh viên năm nhất không chuyên Anh
3 Bạn nghĩ gì về tầm quan trọng của từ vựng?
☐ Rất quan trọng ☐ Quan trọng ☐ Không quan trọng
4 Bạn thấy học từ vựng tiếng Anh khó như thế nào?
5 Nỗ lực của bạn trong việc học từ vựng tiếng anh như thế nào?
6 Bạn thích điều nào sau đây khi học từ tiếng Anh?
7 Tính cách nào giúp bạn có động lực nhất trong việc học từ mới?
8 Khả năng nào giúp bạn có động lực học từ vựng? (Bạn có thể có nhiều hơn 1 lựa chọn)
☐ Khả năng thính giác (khả năng xác định và ghi nhớ âm thanh mới)
☐ Độ nhạy cảm về ngữ pháp (khả năng tìm ra các quy tắc ngữ pháp và hiểu chức năng của các từ cụ thể trong câu)
☐ Khả năng ghi nhớ từ mới
9 Cách học từ vựng nào thúc đẩy bạn học từ? (Bạn có thể có nhiều hơn 1 lựa chọn)
☐ Học từ theo chủ đề
☐ Học từ trong văn bản đọc
☐ Học từ trong văn bản nghe
☐ Học từ giao tiếp hàng ngày
☐ Học hỏi từ các nguồn khác: mạng, TV,…
10 Yếu tố nào làm tăng thêm động lực học từ mới của bạn? (Bạn có thể có nhiều lựa chọn)
☐ Kinh nghiệm học trước đây
11 Phương pháp giảng dạy của giáo viên ảnh hưởng đến động lực học từ vựng tiếng Anh của bạn như thế nào?
☐ Rất nhiều ☐ Nhiều ☐ Một chút ☐ Không
12 Tính cách nào của giáo viên giúp bạn tăng động lực học từ vựng? (Bạn có thể có nhiều lựa chọn)
13 Yếu tố nào của giáo viên cải thiện động lực học từ vựng của bạn? (Bạn có thể có nhiều lựa chọn)
☐ Cam kết sự tiến bộ của bạn
☐ Kỳ vọng của giáo viên
☐ Mối quan hệ tốt với sinh viên
14 Yếu tố môi trường nào ảnh hưởng đến động lực học từ vựng của bạn nhiều nhất?
☐ Điều kiện vật chất (bàn, ghế,…)
15 Bạn muốn giáo viên của mình làm gì để giúp bạn có động lực học từ vựng tiếng Anh? (Bạn có thể có nhiều hơn 1 lựa chọn)