VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES TRẦN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT H[.]
RATIONALE FOR THE STUDY
In an article entitled “How motivation affects learning and behavior”, Ormrod
Motivation plays a crucial role in students' learning and behavior, influencing their choices, goals, and engagement in educational activities It exists in various forms, with some students deeply engrossed in specific subjects and actively participating in classroom activities, leading to high academic achievement Others may be more focused on social interactions and communicative events within society Importantly, motivation determines the effort, energy, and persistence students invest in their studies; when students feel motivated, they are more likely to devote themselves fully to learning.
According to Hussin, Nooreiny, and D'Cruz (2001), a key challenge faced by many English teachers is keeping students engaged and interested in learning English Teachers must carefully balance preparing students for exams with developing their lifelong language skills to ensure effective language acquisition.
Motivation is widely recognized as a crucial factor in learning, prompting researchers and teachers to explore effective ways to boost student motivation through dedicated studies Since the 1960s, numerous research efforts have focused on understanding motivation, making it a enduring and popular theme among scholars worldwide.
According to the saying, “You can lead a horse to water, but you cannot make him drink,” highlighting that teachers can provide students with knowledge but cannot force them to learn Instead, teachers should focus on inspiring motivation, enabling students to acquire knowledge independently A teacher’s primary goal is to engage students by presenting an interesting and motivating learning path To achieve this, educators need to understand students’ individual desires and learning purposes, recognizing what motivates or demotivates them For example, a student interested in natural sciences but indifferent to English may seek different teaching methods to enhance their engagement and learning experience.
This study focuses on students who are completely dedicated to English, treating it as their major or passion The research aims to examine the motivations of high school students at three levels—grades 10, 11, and 12—who specialize in English at the High School for Gifted Students, Hanoi National University of Education (HNUE) Understanding these motivations can provide valuable insights into how dedicated students pursue their language learning goals.
AIMS OF THE RESEARCH
This study investigates the different types of motivations among high school students majoring in English at the High School for Gifted Students, HNUE, and examines potential differences across Grade 10, Grade 11, and Grade 12 students The findings provide valuable reference data for English teachers to develop effective teaching strategies aimed at enhancing student motivation Understanding students' motivation types can help educators tailor their methods to foster a more engaging learning environment, ultimately increasing students' enthusiasm and performance in English.
OBJECTIVES OF THE RESEARCH
This study aims to examine changes in motivation among gifted high school students over time According to Ryan (2000), intrinsic motivation tends to diminish with advancing grades, highlighting the importance of understanding motivational shifts during academic progression The research also investigates whether students are more motivated by instrumental and extrinsic factors rather than by intrinsic and integrative motivation The primary objectives are to determine if these hypotheses hold true for students at the High School for Gifted Students (HNUE) and to explore the types of motivation prevalent within this student population.
To identify what types of motivation exist among students at High School for Gifted Students (HNUE) and which types of motivation prevail among students
To find out if students of different grades have different types of motivation.
RESEARCH QUESTIONS
In this investigation, the following research questions were addressed:
1 What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail?
2 Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences? z
SCOPE OF THE RESEARCH
This study specifically investigates the motivation to learn English among students majoring in English at the High School for Gifted Students It does not include students who are learning English as a standard subject in general education The focus is on understanding the unique motivational factors influencing these specialized students This targeted approach provides insights into the learning motivations of highly dedicated English learners.
SIGNIFICANCE OF THE RESEARCH
This study explored the various types of motivation among gifted English students and examined how motivation levels differ across grades The survey helped students recognize the importance of motivation in learning and encouraged them to identify strategies to enhance their motivation Additionally, the findings provide valuable insights for teachers, enabling them to tailor their teaching methods and activities to better motivate students in learning English.
STRUCTURAL ORGANIZATION OF THE THESIS
The thesis is organized as follows:
Part A - Introduction – provides the rationale of the study, aims and objectives and the significance of the study as well as raises research questions
Part B - Development - consists of three chapters:
Chapter One – Literature review – presents an overview of relevant literature on the issues of motivation in second/foreign language learning
Chapter Two – Research methodology – provides a description of research methods, selection of the participants, data collection instruments, and data collection procedures
Chapter Three – Findings and discussions - presents the results of the study and the discussion of the results
Part C – Conclusion - summarises the main points of the study, draw some conclusions, points out the limitations of the study and make some suggestions for further research z
LITERATURE REVIEW
Theoretical Background
Motivation plays a crucial role in learning, as widely recognized by researchers and educators worldwide, with extensive studies linking motivation to improved second or foreign language achievement However, defining motivation succinctly is challenging due to its multifaceted nature, involving insights from psychology, sociology, and linguistics According to Keblawi (2011), understanding language learning motivation (LLM) requires integrating theories from educational, social, cognitive, and sociolinguistic perspectives within formal school settings The complexity of motivation stems from its attempt to explain individual actions and behaviors, which cannot be fully understood through a single approach Despite numerous studies, the concept remains "uneven and inconsistent" (Dornyei, 2003), highlighting the ongoing challenges in fully grasping its role in language learning.
Dornyei highlights the confusion and complexity surrounding the concept of motivation by ironically comparing it to an old umbrella packed with numerous unrelated ideas This analogy emphasizes how diverse and sometimes contradictory definitions can be within motivational theory Several sources have accumulated various definitions, illustrating the lack of a unified understanding of motivation Understanding these different perspectives is essential for developing effective motivational strategies in language learning and education.
Motivation is defined as the reasons or reasons for acting or behaving in a particular way with interest or enthusiasm, according to the Online Oxford Dictionaries (2013) Harmer (2007: 98), aligning with Dornyei and Otto (1998: 65), describes motivation as a dynamically changing internal drive that initiates, directs, and evaluates cognitive and motor processes related to learning Gardner (1985: 10) emphasizes that motivation reflects the extent to which individuals are willing to work or strive to learn a language driven by desire and the satisfaction gained from the activity These definitions highlight the crucial role motivation plays in language learning success and student engagement.
Understanding motivation in language learning requires more than simple definitions; it involves exploring its complex nature and the evolution of motivation theory over time A comprehensive perspective necessitates examining the historical development of motivation concepts and their various components This approach provides deeper insights into how motivation influences language acquisition and the factors that drive learners’ engagement and success.
Researchers have yet to reach a consensus on the components of language learning motivation (LLM) and their roles, which include individual differences, situational factors, social and cultural influences, and cognitive aspects (Renchler, 1992; Belmechri & Hummel, 1998) The complexity arises from LLM’s involvement in multiple aspects, initially analyzed through a behavioral framework focused on what motivates an organism to become active, emphasizing instinct, drive, need, energization, and homeostasis (Weiner, 1990) However, this approach is less relevant to educational contexts The emergence of cognitive models shifted the focus towards understanding why students engage in academic tasks, introducing influential theories in language learning motivation.
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Integrative motivation is a key factor influencing learners’ long-term success in language acquisition, as highlighted by studies such as those by Taylor, Meynard & Rheault (1977), Ellis (1997), and Crookes et al (1991, cited in Ahmadi’s study) While both integrative and instrumental motivation are important, Gardner and Lambert emphasized that integrative motivation plays a more significant role in formal learning environments, contributing to sustained learner achievement.
The socioeducational model comprises several key components evaluated through the Attitude / Motivation Test Battery (AMBT) These components include attitudes towards the learning situation, which reflect an individual's perceptions of the academic environment, teachers, and the course Additionally, integrativeness measures the learner's attitude towards the target language group, their interest in the language, and their integrative orientation Finally, motivation is assessed based on the effort invested in learning the language, the learner's attitudes towards language learning, and their affinity for mastering the target language.
Source: Gardner (2001), cited in Keblawi (2009)
In Gardner’s model, integrative motivation plays a crucial role in language learning, encompassing three key components: integrative orientation, integrativeness, and integrative motivation itself While integrative orientation refers to a learner’s reasons for studying the target language, motivation focuses on the effort, desire, and enjoyment that drive language acquisition Understanding these elements highlights the importance of a learner’s emotional and social connections in successful language learning.
The theory of integrative motivation has faced significant criticism due to varying interpretations and confusion in its definition among researchers According to Clement & Kruidenier (1983), the reasons that drive individuals to learn a language can be categorized differently; what one researcher considers instrumental motivation may be viewed as integrative motivation by another.
Shaw (1981) argues that although Gardner emphasized the importance of integrative motivation in language learning, its influence remains limited because only a small number of learners have opportunities to interact in authentic environments.
Researchers adopting a constructivist approach express concerns that emphasizing integrative motivation could threaten individual identities They argue that this focus suggests learners might need to adopt a new, assimilated identity to become more successful in learning the target language This potential identity shift raises questions about preserving personal cultural and individual characteristics during language acquisition.
8 does not mean this model should be eliminated In fact, it became the base for further expansion, which belongs to the cognitive revolution from the seventies onward
Cognitive Revolution consists of the three prominent theories as follows:
Review of Previous Studies Related to the Research Area of the Thesis
A study by Carreira (2006) examined the intrinsic and extrinsic motivation of Japanese elementary students learning English, involving 174 third graders and 171 sixth graders The research identified five key factors influencing motivation: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety Findings revealed significant differences between third and sixth graders in intrinsic motivation, interest in foreign countries, and instrumental motivation, along with a noticeable decline in both intrinsic and extrinsic motivation as students advanced academically The study acknowledged limitations, including reliance on quantitative questionnaires and cross-sectional data, suggesting that qualitative methods like interviews and classroom observations could provide deeper insights Despite these limitations, the research contributed important understanding to the factors affecting English learning motivation among Japanese elementary students.
A 2013 study by Akram and Ghani examined the relationship between motivation and gender among 240 Grade 12 students in Pakistan, including both urban and rural participants Using a questionnaire adapted from Gardner’s Attitudes/Motivation Test Batteries (1985), the research found no significant differences in English learning attitudes and motivation between male and female students This contrasted with previous studies that reported gender-based variations in motivation for language learning Akram and Ghani also noted that earlier research, such as MacIntyre et al (2002) and Baker, had presented differing findings on gender and motivation in language education.
MacIntyre (2003) showed a significant difference between female and male, and Sung & Padilla (1998) revealed a significantly higher motivation in female students compared with male students
Vaezi (2008) conducted a study focusing on Iranian undergraduate students' motivational factors for learning English as a foreign language, specifically examining instrumental and integrative motivation The study involved 79 non-English major students from Iran who completed a brief questionnaire on their motivations The results showed that these students exhibited high motivation to learn English, with instrumental motivation levels surpassing those of integrative motivation Vaezi suggests that Iranian L2 learners may favor instrumental motivation to preserve their cultural and religious identity, fearing that embracing English culture and values could lead to unwanted socio-cultural and religious assimilation.
A key finding is that students found their major coursework to be a heavy burden, limiting their time to focus on learning English Additionally, students' proficiency levels were not high enough to effectively communicate in English within the university setting The study also revealed that the four language skills—listening, speaking, reading, and writing—were insufficiently developed due to time constraints and overcrowded classrooms, resulting in minimal student interaction and speaking practice during lessons.
Phan (2010) explored the motivation of Vietnamese technical English majors, revealing that students are intrinsically motivated to learn English However, external motivational factors also tend to overshadow their intrinsic drive The study highlighted that Vietnamese cultural practices significantly influence students' motivation levels Data collected from semi-structured interviews and weekly diaries of seven students and eight teachers provided comprehensive insights into these motivational factors.
Summary
Motivation is a crucial factor in learning English, influencing learners' engagement and success It can be categorized based on various theories, such as integrative motivation, which involves wanting to connect with the target language community, and instrumental motivation, where language is a means to achieve practical goals According to self-determination theory, motivation is divided into intrinsic motivation—driven by internal satisfaction—and extrinsic motivation, motivated by external rewards Additionally, goal setting theories distinguish between internal and external motivations, as well as performance-oriented and mastery-oriented goals Attribute theories further classify motivation into internal and external reasons The primary purpose of these classifications is to better understand learners' motivations and develop effective strategies to enhance their incentive to learn English As a result, recent studies have focused extensively on understanding and boosting motivation in language learning.
This study is primarily grounded in the socio-educational and self-determination theories, providing a comprehensive framework for understanding motivation It focuses on two key categories: instrumental and integrative motivation, which represent different types of language learning purposes Additionally, the research examines intrinsic and extrinsic motivation, highlighting the internal and external factors that influence learners' engagement and persistence These theoretical foundations offer valuable insights into the complex dynamics of motivation in educational contexts.
RESEARCH METHODOLOGY
Research Setting
This study was conducted at the High School for Gifted Students (HNUE), where classes are organized into various majors, including Mathematics, Physics, Chemistry, Biology, Informatics, Literature, and English, along with non-majored classes A1 and A2 Students come from different regions across Vietnam and pursue diverse academic paths, resulting in varied motivations for learning While English students are generally presumed to have higher motivation levels, internal differences among gifted English students suggest that their motivations are likely to be heterogeneous.
Subjects
A total of 158 students from six classes majoring in English at Hanoi National University of Education High School for Gifted Students participated in the study, reflecting the school's distinguished focus on nurturing gifted learners with a specialized academic schedule This school uniquely emphasizes a tailored educational approach for its gifted students, who experience two key milestones during their three-year high school journey: the English national competitions for grades 11 and 12, and the university entrance exam at grade 12, which potentially influences their motivation levels across different grades Despite efforts to include all students in the survey, the end-of-year timing limited participation, resulting in 158 students taking part—the actual sample representing most of the initial population of 184 students.
Table 3: Information on the Number of Students Surveyed z
Research Types
This study aims to explore the motivation of English gifted students and examine differences across various grade levels Using quantitative survey methods, the research provides valuable insights into students' motivational factors The sample size closely represents the target population, ensuring comprehensive and reliable results These findings contribute to a better understanding of how motivation varies among gifted students at different educational stages.
Data Collection Instruments
This study employs a survey research design using a questionnaire as the primary instrument The motivation questionnaire is originally developed by Gardner (1985), adapted from the International Attitudes/Motivation Test Batteries (2004) for secondary school students learning English as a foreign language This validated instrument has been translated and utilized in research across countries such as Brazil, Croatia, Japan, Poland, Romania, and Spain (Catalonia) The questionnaire features statements rated on a 6-point Likert scale, ranging from strongly disagree to strongly agree, allowing students to express their level of agreement with each item.
The second part of the questionnaire is designed to determine the feelings of students to a number of things with 7 point Likert scale
This study focuses on high school students aged 15 to 18, who often have short attention spans that can hinder their ability to complete lengthy questionnaires, leading to unreliable results if rushed or answered randomly To address this, the questionnaire was shortened and supplemented with additional items to better assess students’ main goals The mini version includes 25 statements rated on a 6-point Likert scale, 8 statements on a 7-point Likert scale, and two multiple-choice questions specifically designed to identify the primary motivations of gifted students Questions 1, 7, and 14 primarily explore students’ intrinsic motivation, while questions 9, 10, 11, 13, and 15 target extrinsic motivation Instrumental motivation was predominantly examined through question 2, providing a focused insight into students’ motivational factors.
The study analyzed different motivational factors by examining responses to specific questionnaire items: questions 3, 4, and 12 focused on various aspects of motivation, while questions 5 and 6 provided insights into integrative motivation Demotivation was assessed through questions 16, 17, and 18, highlighting factors that hindered learners' engagement The questionnaire was originally developed in English and subsequently translated into Vietnamese to ensure clarity and accessibility for students, facilitating accurate responses and meaningful data collection.
18 the essence of the items surveyed The degrees of the 6 point scale are not translated into Vietnamese, but the researcher is available to explain if necessary (See Appendix)
As I mentioned above, the students surveyed are English gifted students, so they have a different learning schedule compared with average students They stand a big chance of joining a national competition which may allow them to enter the university they like if they achieve good results enough Thus, if the teacher understands more about their goal, they may have a more appropriate schedule for these gifted students For example, if the majority of them wish to prepare for the entrance exams only, teacher may reduce the difficulty level of the academic tasks assigned in class That also explains why a question regarding students’ goals of learning is included at the beginning of the questionnaire.
Data Collection Procedures
The study involved a carefully planned procedure beginning with questionnaire development, followed by a pilot test among Class 10A1 students to identify any comprehension issues, leading to necessary modifications The finalized questionnaire was then distributed to Grade 10, 11, and 12 gifted students at HNUE High School for Gifted Students in late May As a teacher and researcher, the individual obtained permission from school authorities, delivered the questionnaires directly to students, and provided clear explanations of each question and the Likert Scale to ensure understanding Initially, some students, especially in Grade 10, were hesitant, fearing it was a test, but once the purpose was clarified, they completed the survey seriously A notable challenge arose from the timing of data collection, coinciding with the end of the school year and final exams, which led to decreased motivation and attendance among students, affecting data collection However, prior communication with students through school administrators helped mitigate this issue, ensuring better participation.
Data Analysis
The collected data was analyzed using two different approaches to ensure comprehensive insights Questions 2 and 3 were visually represented with graphs to facilitate clear comparisons and contrasts among the various answer choices Additionally, these graphs highlighted differences and similarities among students across three grade levels, providing a detailed understanding of their responses.
The second type of data, consisting of statements measured with a Likert Scale, was analyzed using the Statistical Package for Social Sciences (SPSS) Mean and standard deviation (SD) values were calculated for students in grades 10, 11, and 12 for each question To facilitate comparison, the statements were categorized into subgroups based on different types of motivation and other relevant factors, enabling a clearer analysis of the data.
DATA ANALYSIS
Students’ Main Goal of Learning
The first question illustrates the various reasons that prompted students to choose English as their specialized subject, concerning their initial goal orientation, which somehow reflects their learning motivation
B English is necessary for my future
D My parents want me to do so
Table 4: Percentage of Reasons for Choosing English as a Specialized Subject
Figure 5: Students’ Reasons for Choosing English Specialized Subject
The primary reason why students across all three grades choose to learn English is their belief that it is essential for their future, with over 50% citing this motivation This sense of necessity is especially prominent among grade 12 students, with 84% considering English important for their career prospects Additionally, the students' passion for English ranks as the second most common motivation, particularly among grade 12 students, highlighting their strong interest and commitment to mastering the language.
56 percent The aptitude for English and the parental encouragement also play a similar role in the choice of students of grade 11 and 12 Meanwhile, for the junior students, z
Both reasons appear to play a minor role, accounting for less than 10% of students who cite these factors as influencing their decision Many students also mention additional reasons for choosing English as their specialized subject, such as wanting to retain their knowledge, feeling they are not strong in other subjects, viewing English as a last resort, or planning to study or live abroad in the future.
Main Goal of Learning
The second question is to investigate the main goal of students during three years learning at gifted school
A For the National Competition of English
B For the university entrance exam
The chart (Figure 5) reveals significant differences in learning goals among students across different grades A majority of students, particularly 84 percent of grade 12 learners, prioritize passing the entrance exam, highlighting their focus on academic achievement In contrast, junior students are less focused on this goal, with only 30-40 percent sharing this target and instead being distracted by other objectives Additionally, enthusiasm for participating in the national English competition is highest among younger students, with nearly 30 percent expressing a desire to compete, whereas this interest declines among grade 11 students.
20 percent and only 6 percent of senior students setting their main goal of learning as to take part in the national exam z
Most grade 12 students are hesitant to invest significant effort in this challenging exam, preferring to avoid unnecessary risk Additionally, many students, particularly those in grades 10 and 11, aim to study abroad in the future Students also express goals such as improving communication with authentic materials like TV, chatting with foreign friends, and supporting their future careers Interestingly, some students report having no specific purpose for their learning, highlighting diverse motivations among learners.
Intrinsic and Extrinsic Motivation
Figure 8: Intrinsic and Extrinsic Motivation of Grade 10 Students z
Figure 9: Intrinsic and Extrinsic Motivation of Grade 11 Students
Figure 10: Intrinsic and Extrinsic Motivation of Grade 12 Students
Mean scores Grade 10 Grade 11 Grade 12
Table 11: Mean Value of Intrinsic and Extrinsic Motivation
Question 1, 7 and 14 aimed to investigate the intrinsic motivation of students, while question 9, 10, 11, 13 and 15 aimed to study their extrinsic motivation
Ryan and Deci (2000) highlight that while intrinsic motivation is a vital form of motivation, individuals are often not intrinsically motivated in most activities, especially as social pressures increase with age As people grow older, they face social demands that encourage engagement in "nonintrinsically interesting tasks," reducing their natural motivation For example, in school settings, intrinsic motivation tends to diminish over time, replaced by external pressures and obligations.
The study hypothesized that 10th-grade students would exhibit the highest intrinsic motivation among the three grades surveyed However, the survey results revealed some unexpected differences, indicating a variation in motivation levels across the different grades.
Students across all grades show a strong interest in understanding all aspects of English, with average scores around 4.5, and grade 11 students demonstrating slightly higher scores at 4.8 Additionally, grade 11 pupils are more motivated to learn English for appreciating English culture and staying informed about global events Overall, grade 11 students appear to be more intrinsically motivated in their English learning compared to their peers in grades 10 and 12.
Surprisingly, grade 11 students exhibit higher extrinsic motivation for learning English, with an average score nearing 4, compared to approximately 3.5 for the other grades Peer pressure to learn English is minimal across all grades, with mean scores below 2.5, indicating it is not a significant motivator Similarly, parental influence and the respect gained from knowing English hold little sway, with average scores around 2.6 Conversely, motivation driven by practical uses such as searching for information online or understanding media is strong among students in all grades Notably, grade 11 students remain the most motivated overall, achieving the highest average scores of 5.3 and 5.6.
Instrumental and Integrative Motivation
Instrumental motivation is investigated via questions 2, 3, 4, and 12, while integrative motivation information can be obtained from question 5 and 6 as presented in the following table:
Figure 12: Instrumental and Integrative Motivation of Grade 10 Students z
Figure 13: Instrumental and Integrative Motivation of Grade 11 Students
Figure 14: Instrumental and Integrative Motivation of Grade 12 Students
Table 15: Mean Comparison among Three Grades
Analysis indicates that grade 11 students exhibit the lowest instrumental motivation, with an average score of 3.81, whereas grade 10 and grade 12 students show similar levels of instrumental motivation, both averaging around 4.1 Conversely, when it comes to integrative motivation, grade 11 students demonstrate the strongest desire, with a mean score of 5.35, significantly surpassing their younger and older peers.
Learning English is a major motivating factor for students across all three grades, with many scoring above 5 on related questions This reflects students’ awareness of English's importance in securing a good future career From the moment they choose their major and throughout their academic journey, students maintain a steady long-term goal of mastering English to enhance job prospects While their long-term aspirations remain consistent, their short-term goals are aligned to support this overarching objective.
Getting good grades and passing exams appear to be less motivating for the surveyed students overall Senior students (grades 11 and 12) tend to prioritize exams over grades, while freshmen (grade 10 students) place greater emphasis on achieving good grades This shift in motivation is understandable, as students in higher grades face more crucial exams that significantly impact their academic future, making them more aware of the need to focus their efforts accordingly.
All students exhibit strong motivation in the integrative manner, with high scores across the board Grade 10 and Grade 12 students show similar motivation patterns, whereas Grade 11 students demonstrate significantly higher motivation, averaging nearly 5.5 The notable standard deviation among Grade 12 students indicates greater variability and less consistency in their motivation levels.
Amotivation
Amotivation patterns are identified through a series of three key questions that assess individuals' lack of desire to learn English, their tendency to give up studying English after leaving school, and whether they are experiencing a decline in motivation to learn the language These questions help to determine the underlying reasons for a person's disengagement with English learning and provide insights into their motivational state Understanding these patterns is essential for developing effective strategies to enhance language learning motivation and improve educational outcomes.
Figure 16: Amotivation Pattern of Grade 10 Students
Figure 17: Amotivation Pattern of Grade 11 Students z
Figure 18: Amotivation Pattern of Grade 12 Students
Table 19: Comparison of Amotivation Pattern among Three Grades
The data indicate that students across grades 10 to 12 exhibit similar patterns of amotivation, with Grade 12 students showing slightly higher average scores, suggesting a greater tendency to lose motivation in English learning Additionally, the higher standard deviation among Grade 12 students reflects less consistency in their motivation levels Although the overall average score is not critically high, it underscores the need for timely interventions to prevent further decline, especially as students prepare for significant academic milestones Factors such as exam pressure, learning challenges, and the demands faced by gifted students may contribute to increased amotivation during this critical period.
DISCUSSION
Research Question 1
What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail?
The study reveals that students across three grades demonstrate a blend of intrinsic and extrinsic motivation, with a predominant focus on mastery goals and other motivation types like integrative and instrumental motivation According to Self-Determination Theory, students exhibit relatively high levels of both intrinsic and extrinsic motivation, with mean scores exceeding 3.5 Notably, all students are more motivated intrinsically, driven by curiosity, the desire to learn, and enjoyment from studying, rather than external pressures such as parental influence or exams This intrinsic motivation is a positive indicator for teachers, as it suggests students are more likely to develop independent learning habits and sustain long-term engagement The higher intrinsic motivation may stem from students’ interest in classroom activities and inspiration from their teachers Data from questions 22 and 23 highlight students’ positive attitudes towards learning activities, particularly among grade 10 students, further supporting these findings.
Table 20: Attitude Towards Learning Activities
The findings from part 2 of the questionnaire (with the information analyzed from questions 3 and 4) also provide more clues to explain the higher intrinsic motivation among students
My interest in foreign languages 5.8 6 6.2759
My desire to learn English 5.52 6.04 5.4483
Table 21: Students’ Interest and Desire to Learn English z
Students demonstrate a strong interest and desire to learn English, which highlights their high intrinsic motivation Teachers can enhance student motivation by adapting their teaching methods to create more engaging and enjoyable learning activities When students learn driven by curiosity and pleasure, teachers should design attractive tasks that encourage self-motivated study, rather than relying on monotonous work or fear of failure to motivate students.
On the whole, in terms of self determination theory, intrinsic motivation is the type that prevails among students
Based on Gardner’s model, the surveyed students exhibit strong instrumental and integrative motivation, with average scores ranging from 3.8 to 5.4 Notably, these gifted students are more integratively motivated than instrumentally motivated, indicating their primary desire to learn English for communication purposes rather than solely aiming to pass exams or achieve high salaries.
Motivation to learn English in order to communicate with English speaking people
Figure 22: Students’ Motivation to Learn English to Communicate
The table reveals that students' desire to learn English with a communicative purpose is notably high, especially among Grade 11 students, indicating strong integrative motivation Surprisingly, despite the common belief that students are primarily instrumentally motivated, this study shows they are actively engaging beyond classroom instruction Students participate in clubs, communities, and interact with native speakers, providing more authentic language practice opportunities This shift reflects a changing trend in language learning, moving away from traditional classroom-based methods toward more immersive, real-world language acquisition.
30 gifted students like the researcher herself, whose main purpose is to gain good grades, and find a good job
Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences?
Research indicates significant differences in student motivation across grade levels, with grade 11 students displaying higher intrinsic and extrinsic motivation compared to grades 10 and 12 Motivation tends to increase after one year of study, as students adapt to the curriculum, teaching methods, and school environment, leading to greater engagement Conversely, motivation slightly declines in the final year, possibly due to exam pressures faced by grade 12 students Overall, grade 11 students are more motivated because they are more accustomed to the academic system, while grade 10 students are still adjusting, and grade 12 students experience the impact of high-stakes testing.
Analysis reveals that in the categories of instrumental and integrative motivation, students in grades 10 and 12 exhibit similar patterns, with a slightly higher level of integrative motivation Conversely, grade 11 students display a notable disparity, being less instrumentally motivated but more oriented toward integrative goals compared to their peers This suggests that grade 11 students, who are not yet faced with the final year’s high-stakes exams, tend to prioritize meaningful language connections over instrumental benefits, indicating a shift in motivation during this transitional academic stage.
Research among high school gifted students reveals that motivation levels vary by grade, with grade 12 students more likely to lose motivation in learning English due to heightened family pressure and the numerous exams they face in their final year Addressing these motivational challenges requires awareness from teachers to support students effectively and maintain their engagement in language learning.
31 provides a timely boost and encouragement it would be much better for those senior students
Junior students are typically the most diligent and attentive to maintaining their English skills daily They are also more likely to seek help from teachers when facing academic challenges, which is understandable given their recent transition to high school and limited experience in a gifted school environment To support their growth, teachers can improve student motivation and foster independence by encouraging self-study and assigning tasks that promote autonomous learning with minimal teacher intervention.
RECAPITULATION
This study titled “A study on the motivation in learning English of gifted students at High School for Gifted Students, Hanoi National University of Education” investigates the types and levels of motivation among English gifted students The research aims to identify prevailing motivation types and examine differences across grades, employing a survey with 33 items administered to 158 students in six gifted classes Findings reveal strong intrinsic, extrinsic, instrumental, and integrative motivation levels among students, with similar motivation patterns observed in grades 10 and 12, while grade 11 students exhibit slight variations The study concludes that gifted students demonstrate high motivation toward learning English, with subtle differences across grade levels.
CONCLUSION
Despite potential overlaps in classification, this study includes all relevant motivation theories The survey reveals that students exhibit strong intrinsic, extrinsic, instrumental, and integrative motivation, with a clear preference for intrinsic and integrative drives Students pursue English primarily out of genuine interest in the subject rather than external pressures, demonstrating a desire to understand the language deeply Additionally, they are more motivated by practical communication skills applicable in real-life situations, highlighting a practical orientation towards language learning.
Regarding the second research question on differences in motivation levels among students across three grades, our findings indicate that intrinsic and extrinsic motivation are nearly identical among Grade 10 and Grade 12 students However, there are notable variations in motivation levels when comparing these grades to Grade 11 students, highlighting potential differences in academic engagement and motivation strategies across different student cohorts These insights emphasize the importance of tailored motivational interventions to enhance student performance and engagement at various educational stages.
Grade 10 students exhibit stronger motivation compared to other grades, highlighting their increased engagement Additionally, both instrumental and integrative motivation levels are higher among grade 10 and grade 12 students, indicating a stronger drive for language learning Conversely, grade 11 students demonstrate lower instrumental motivation, suggesting a decline in their motivation during this grade These findings emphasize the importance of understanding motivational differences across grade levels to enhance language education strategies.
Students aged 33 and older are highly motivated to learn English for communicative purposes, driven by a strong desire to improve their language skills Recognizing this pattern, teachers can leverage this motivation to maximize students' learning during this optimal period By focusing on communicative goals, educators can effectively enrich students’ English proficiency and foster a deeper understanding of the language.
Students in grade 12 tend to be the most demotivated among the three grades, while grade 10 pupils are the most studious and attentive to homework and maintaining their English skills However, grade 10 students also have the least independence, relying heavily on teachers to resolve issues Overall, speaking proficiency, especially in real-life settings with native English speakers, is a significant concern for all surveyed students.
Based on these findings, several key recommendations can be made to enhance language learning First, teachers should incorporate engaging activities that foster student autonomy, encouraging learners to take more initiative and develop a genuine interest in the materials without constant supervision For grade 11 students, who display higher integrative motivation, teachers should provide more communicative activities to boost their speaking confidence and facilitate their participation in English clubs, which can further improve their oral skills For grade 10 students, instructional strategies should focus on gradually reducing dependency by assigning activities that leverage their industriousness and foster independent learning Meanwhile, grade 12 students require additional encouragement from both teachers and parents to maintain motivation during their critical final year, as they are most vulnerable to losing motivation, emphasizing the importance of support systems to ensure consistent engagement.
LIMITATIONS OF THE RESEARCH
Although the researcher conducted the study professionally, she encountered some implementation challenges that led to certain limitations in the research.
The survey primarily employed a quantitative research method by distributing questionnaires to students in English gifted classes, providing measurable insights into their experiences Incorporating qualitative methods, such as interviews with students and teachers and classroom observations, could have uncovered deeper, more nuanced findings Combining both approaches enhances the comprehensiveness and richness of the research results, offering a more holistic understanding of the topic.
The questionnaire aimed to cover various types of motivation, primarily focusing on instrumental, integrative, intrinsic, and extrinsic motivation, though it did not include all motivation types such as goals related to mastery or performance The research seeks to assess how motivated gifted students at the High School for Gifted Students (HNUE) are in learning English and to identify differences in motivation levels across grades 10, 11, and 12 To achieve this, a cross-sectional study was employed, comparing the motivation of students at different grade levels.
According to Morrison (2000), cross-sectional studies are less effective in identifying individual variations in growth or establishing causal relationships For more reliable insights into motivation over time, longitudinal studies are preferred, as they track the same subjects across different stages, such as grades 10 and 11.
SUGGESTIONS FOR FUTURE RESEARCH
The following suggestions for future research aim to compensate for the limitations of this study
To gain deeper insights into student and teacher motivation, the survey should incorporate qualitative research methods such as interviews and classroom observations These approaches enable a richer understanding of motivational factors and help uncover additional dimensions that quantitative data alone may not reveal.
Future research should focus on longitudinal data collection to more accurately examine how motivation changes with age Conducting surveys with the same subjects across different time periods can reveal shifts in motivation over time, providing valuable insights However, implementing such studies requires significant time and effort, which should be considered in planning future research.
To enhance the effectiveness of the questionnaire, it can be expanded to include additional items that cover various motivation types classified by theories such as goal-setting and attribution theories Incorporating diverse theoretical perspectives allows for a more comprehensive analysis of motivation, although it may be challenging due to overlapping categories that can make distinguishing specific motivation types difficult.
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My name is Tran Hoai Linh I am conducting a research on the topic:
“A study on the motivation in learning English of gifted students at High School for Gifted Students, Hanoi National University of Education.”
Please complete this survey as your honest responses are essential for our research; there are no right or wrong answers since this is not a test, and all information will be kept confidential Your sincere participation will help ensure the success of the investigation, and we sincerely thank you for your valuable cooperation.
1 Which grade are you in? _
2 Why did you choose English as your specialized subject?
B English is necessary for my future
D My parents want me to do so
3 What is your main goal of learning: (You may have more than one choice)
A For the National Competition of English C For studying abroad
B For the university entrance exam D Others: Part 1:
Decide to what extent you agree with the following statements by circling the number representing the corresponding degree:
Strongly Moderately Slightly Slightly Moderately Strongly
Disagree Disagree Disagree Agree Agree Agree
1 I have a strong desire to know all aspects of English
2 I study English because I will need it for my career
3 I study English because it will be useful in getting a good job
4 I study English only because I want to pass the examinations
5 I study English because it will allow me to meet and communicate with more and varied people
6 I hope I will have many native English speaking friends
7 I study English because it will enable me to better understand and appreciate the English way of life
8 I want to learn English so well that it will become natural to me
9 I learn English because I am worried that other students in my class will study English better than I do
10 I learn English because my parents want me to do so
11 I learn English because other people will respect me more if I know English
12 I study English only because I want to get good grade in English
13 Studying English can be important to me because I will be able to search for information and materials in English on the Internet
14 Studying English can be important to me because I will learn more about what’s happening in the world
15 I study English so that I can understand English-speaking films, videos, TV, books or radio
16 I haven’t any great wish to learn more than the basics of English
17 When I leave school, I will give up the study of English because I am not interested in it
18 I’m losing desire I ever had to learn English
19 I put off my English homework as much as possible
20 I keep up to date with English by working on it almost every day
21 I look forward to going to class because my English teacher is so good
22 I enjoy the activities of our English class much more than those of my other classes
23 Learning English in class is great
24 My English teacher is a great source of inspiration to me
25 When I have a problem understanding something in my English class, I always ask my teacher for help
This section of the questionnaire aims to assess your feelings towards various topics by providing a Likert scale with labels on each end and numbers from 1 to 7 in between For each item, please select the number that best represents your opinion or experience by circling the corresponding number from 1 to 7 Your responses will help in understanding your perspectives and emotional responses accurately.
1 My motivation to learn English in order to communicate with English speaking people is
2 My attitude toward English speaking people is:
3 My interest in foreign languages is:
4 My desire to learn English is:
5 My attitude toward learning English is:
6 My motivation to learn English for practical purposes (e.g., to get a good job) is:
7 My motivation to learn English is:
8 My parents encourage me to learn English:
THANK YOU FOR YOUR COOPERATION z
PHIẾU ĐIỀU TRA ĐỘNG LỰC HỌC TIẾNG ANH Tên tôi là Trần Hoài Linh Tôi đang làm một nghiên cứu về chủ đề:
Nghiên cứu về động lực học tiếng Anh của học sinh chuyên tiếng Anh tại trường THPT Chuyên, Đại học Sư phạm Hà Nội nhằm hiểu rõ các yếu tố ảnh hưởng đến việc học ngoại ngữ của học sinh Đây không phải là một bài kiểm tra, vì vậy không có câu trả lời đúng hay sai, tất cả các phản hồi đều nhằm mục đích phục vụ nghiên cứu và sẽ được giữ bí mật Chân thành cảm ơn sự hợp tác của các bạn trong quá trình thu thập dữ liệu.
1 Bạn đang học lớp mấy? _
2 Tại sao bạn lại chọn tiếng Anh là môn chuyên của mình?
A Tôi thích tiếng Anh B Tiếng Anh cần thiết cho tương lai của tôi
C Tôi giỏi tiếng Anh D Bố mẹ tôi muốn vậy
E Lý do khác: (Xin hãy nêu rõ)
3 Mục đích chính của bạn trong học tiếng Anh là gì? (Có thể có hơn một sự lựa chọn)
A Mục đích là kỳ thi quốc gia C Mục đích là du học
B Mục đích là kỳ thi Đại học D Mục đích khác:
Phần 1: Hãy đọc và khoanh vào số tương đương với mức độ đồng thuận mà bạn lựa chọn:
1 Phản đối mạnh mẽ 2 Phản đối mức vừa phải
3 Hơi phản đối 4 Hơi đồng tình
5 Đồng tình mức vừa phải 6 Rất đồng tình
1 Tôi có mong muốn mạnh mẽ được hiểu biết hết các mặt của tiếng Anh
2 Tôi học tiếng Anh vì tôi sẽ cần nó cho nghề nghiệp của mình
3 Tôi học tiếng Anh vì nó hữu ích cho việc có được công việc tốt
4 Tôi học tiếng Anh vì tôi chỉ muốn qua các kỳ kiểm tra
5 Tôi học tiếng Anh vì nó giúp tôi gặp gỡ và giao tiếp với đa dạng đối tượng hơn z
6 Tôi hy vọng tôi sẽ có nhiều người bạn nước ngoài nói tiếng Anh bản địa
7 Tôi học tiếng Anh vì nó giúp tôi hiểu hơn về cách sống của người Anh
8 Tôi muốn học tiếng Anh tốt đến mức tôi có thể sử dụng nó một cách tự nhiên
9 Tôi học tiếng Anh vì tôi lo là các bạn khác trong lớp sẽ học tốt tiếng Anh hơn tôi
10 Tôi học tiếng Anh vì bố mẹ tôi muốn tôi làm vậy
11 Tôi học tiếng Anh vì người khác sẽ tôn trọng tôi nếu tôi biết tiếng Anh
12 Tôi học tiếng Anh vì chỉ vì tôi muốn đạt điểm cao trong môn tiếng Anh
13 Học tiếng Anh quan trọng với tôi vì tôi có thể tìm kiếm thông tin và tài liệu bằng tiếng Anh trên Internet
14 Học tiếng Anh quan trọng với tôi vì tôi sẽ biết được những gì đang diễn ra trên thế giới
15 Tôi học tiếng Anh để tôi có thể hiểu các phim, video, đọc sách, nghe đài bằng tiếng Anh
16 Tôi không mong muốn nhiều hơn việc học những kiến thức cơ bản của tiếng Anh
17 Khi tôi học cấp 3 xong, tôi sẽ không học tiếng Anh nữa vì tôi không thấy thích thích với nó
18 Tôi đang mất dần ham muốn được học tiếng Anh
19 Tôi luôn trì hoãn việc làm bài tập tiếng Anh
20 Tôi cập nhật tiếng Anh của mình bằng cách “động” đến nó hằng ngày
21 Tôi mong ngóng đến lớp học vì giáo viên tiếng Anh của tôi rất tuyệt
22 Tôi hứng thú với các hoạt động tiếng Anh hơn bất cứ môn học nào khác