VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************ PHẠM THI ̣ HỒNG VÂN FACTORS AFFECTING
Rationale
In recent decades, English has become increasingly important in Vietnam, serving as the primary language for international communication, business, science, and technology Proficiency in English opens up numerous opportunities for individuals to secure well-paying jobs and advance their careers As the global language of commerce and innovation, mastering English offers Vietnamese people a brighter future with greater professional prospects.
At Hung Vuong Vocational College, English is a required subject with 120 periods focused on developing four language skills, especially listening and speaking The college's primary goal is to train students to become socially communicative and confident speakers Achieving effective communication skills post-course remains a significant challenge, as secondary and high school education have traditionally paid little attention to listening and speaking Based on my teaching experience and observations, I have noticed that only some students actively participate in speaking activities, while others remain silent or distracted.
Motivating students in English speaking lessons, especially in vocational colleges, remains a significant challenge as students often show reluctance to participate in class activities Various factors may influence their level of engagement, making it essential to identify effective motivational strategies This study aims to investigate the key factors that affect students' participation in English speaking lessons, with the goal of helping teachers develop suitable methods to enhance learner motivation Ultimately, the findings will provide practical insights for vocational college instructors to foster a more active and enthusiastic learning environment in English speaking classes.
Aims of the study
This study aims at investigating factors affecting learners‟ motivation to speak English among students of business accounting field at Hung Vuong Vocational College Three main purposes are summarized below:
1 to investigate factors affecting learners‟ motivation to speak English
2 to investigate differences in factors between high achievers and low achievers
3 to give motivational strategies to motivate learners.
Scope of the study
This study analyzed the factors influencing motivation in English speaking lessons among first-year Business Accounting students at Hung Vuong Vocational College A sample of 189 students was selected to identify key motivators and compare differences between high achievers and low achievers The research aims to provide insights into how motivation affects language learning success and to identify specific factors that enhance or hinder student engagement in English speaking courses.
Methods of the study
This study employs both quantitative and qualitative research methods to ensure comprehensive data collection Data was gathered through learners' questionnaires and interviews, providing valuable insights into participant perspectives Following data collection, thorough analysis and discussion were conducted to derive meaningful conclusions Based on these findings, relevant suggestions are formulated to enhance future educational strategies and practices.
Design of the study
The first part, introduction, includes the rationale, the aims, the scope, the method and the design of the study
The development section comprises three key chapters Chapter one, the literature review, offers a comprehensive overview of motivation theories and the factors influencing language learning, with a particular focus on speaking in a second language (L2) This chapter establishes the theoretical framework guiding the subsequent investigation Chapter two outlines the research methodology, detailing the study's context, research questions, participant demographics, and data analysis procedures Finally, chapter three presents a thorough analysis of the collected data, providing insights into the research findings.
The conclusion summarizes the key findings and offers important implications for English as a Foreign Language teachers It also discusses the study's limitations and suggests potential directions for future research.
LITERATURE REVIEW
Theoretical background of motivation in L2 learning
Motivation is a crucial and complex factor in second language acquisition, impacting learner engagement and success According to Dornyei (2001), motivation presents inherent challenges in L2 research because it is an abstract, multi-dimensional construct that is not directly observable Additionally, motivation is often inconstant, varying across individuals and contexts, which makes understanding its role in language learning particularly intricate.
Motivation, as defined by Dornyei (2001: 7), encompasses the choice of a specific action, the persistence to continue it, and the effort invested It explains how behavior begins, is directed, and sustained over time Consequently, motivation is a process that provides energy and direction to behavior, shaping its initiation and continuation.
Dorney (2001: 9) describes arousal as the dynamically changing cumulative process that imitates, directs, coordinates, amplifies, terminates, and evaluates cognitive and motor functions This process involves selecting, prioritizing, operationalizing, and acting upon initial wishes and desires, highlighting the complex interplay between emotional and behavioral responses Understanding this intricate arousal mechanism is essential for comprehending how individuals manage and execute their immediate impulses and long-term goals.
In the 1990s, many works examined the relationship between learners and classroom environment, ( e.g Brown, 1990, 1994; Clement, Dornyei & Noels, 1994; Crookes & Schmitdt, 1991; Dornyei, 1994a, 1994b; Julkunen, 1989, 1993; Oxford
& Shearin, 1994; Skehan, 1989, 1991; Ushioda, 1994, 1996a; William, 1994) ( cited in Dornyei, 2001: 11)
Lastly, in Dornyei and Otto (1998); Dornyei (2000, 2001), motivation began to be seen as dynamic and temporal They defined motivation as “ a dynamic view”, or
Motivation is a dynamic and fluctuating aspect of learning, rather than a stable trait that remains constant over months or years Students’ motivation experiences “ebbs and flows,” reflecting the natural variations that occur over time (Dornyei, 2001) Recognizing these changes is essential for understanding how motivation influences ongoing learning processes and outcomes.
Motivation is a critical factor in successful second language acquisition, as it influences what, when, and how learners study According to Gardner and Lambert (1972), motivation shapes learning strategies, effort, and persistence, ultimately affecting language learning outcomes Littlewood (1998) further emphasizes that motivation determines whether a learner begins a language task, the energy they invest, and their perseverance over time.
1.1.3 Major approaches and theories on language learning motivation
Behaviorists believe that all learning occurs through habit formation, where learners acquire language by receiving input from their environment and positive reinforcement for correct repetitions This process leads to the development of linguistic habits, emphasizing the role of external stimuli and reinforcement in motivating learners In classroom settings, teachers often provide stimuli or feedback after student performance, aligning with Dornyei’s (1994) concept of a reward system that enhances motivation through reinforcement.
Cognitive psychologists focus on understanding human behavior by examining internal psychological factors rather than social influences They emphasize the role of individual choice and internal motives in shaping actions (Keller, 1983, p 389).
Atkinson (1966) proposed that achievement behavior results from an emotional conflict between hopes for success and fears of failure He identified motivation as a stable personality trait influenced by two orientations: achievement-oriented and failure-threatened His theory emphasizes the crucial roles of the need for achievement and self-confidence, aligning with Dornyei’s (1994) framework on motivation.
Weiner's (1992) attribution theory explores how individuals' explanations for success and failure impact their motivation and future behavior Students attribute their achievements or setbacks to various causes such as ability, effort, luck, task difficulty, or mood, shaped by their beliefs about control Understanding these attributions is crucial for teachers aiming to motivate second language learners effectively This theory aligns with Dornyei’s causal attribution framework, emphasizing the role of perceived causes in learner motivation and engagement.
Bandura’s (1997) self-efficacy theory emphasizes that individuals’ beliefs in their capabilities to perform specific tasks influence their activity choices, effort levels, and persistence This concept aligns closely with Dornyei’s (1994) perceived L2 competence and self-efficacy, highlighting the crucial role of self-belief in language learning success.
Self-determination theory (Deci & Ryan, 1985) emphasizes that when individuals are self-determined, they experience freedom and motivation driven by interests, personal importance, and vitality Core needs of this theory include competence, autonomy, and relatedness, with autonomy playing a crucial role in the second language (L2) classroom Research by Dickinson (1995) highlights that learner autonomy directly influences L2 motivation, attributing learning success to students’ own efforts and strategies Ushioda (1996b) reinforces this by stating that autonomous language learners are inherently motivated, while Noels, Clement, and Pelletier show that a democratic teaching style fosters intrinsic motivation This theory aligns with components such as self-confidence, authority dynamics, and group cohesion within Dornyei’s (1994) framework, underscoring the importance of fostering learner independence for effective language acquisition.
Theories of motivation often emphasize specific aspects such as personal traits, beliefs, thoughts, feelings, or attitudes These focus areas align directly with certain components and subcomponents within Dornyei’s motivational framework, highlighting the interconnected nature of individual motivation and its underlying factors.
1.1.3.3 Socio-cultural and contextual approaches
Socio-cultural and contextual approaches emphasize that language acquisition occurs through meaningful interactions within specific environments Researchers assert that engaging in authentic interpersonal communication is crucial for learning a second language Additionally, motivation is viewed as a direct result of these interactions, highlighting the importance of contextual and social factors in the language learning process.
Linguistic self-confidence, as proposed by Clement, is a socially constructed and powerful mediating factor in multi-ethnic settings that influences an individual's motivation to learn and use a second language This concept is expanded to highlight the significant role of indirect contact with the L2 culture through media, as noted by Dörnyei (1998: 123) Additionally, linguistic self-confidence is closely related to the concept of integrative motivation within Dörnyei’s motivational framework, emphasizing its importance in fostering language learning motivation.
In the 1990s, motivation researchers began exploring various aspects of learning contexts, particularly when the target language is not used as L1 within the community, and when it is Many learners struggle to speak confidently in environments where the L2 is unfamiliar or rarely spoken outside the classroom Limited practice opportunities outside class often lead to embarrassment or stress when encountering the foreign language in real-life situations According to Krashen (1985), for such learners, “the only input is teachers’ or classmates’ talk—both do not speak L2 well,” highlighting the need to address negative influences within the classroom To counter these challenges, recent research has focused on a situated approach, including studies on willingness to communicate (WTC), task motivation, and the relationship between motivation and the use of language learning strategies.
WTC is the “ readiness to enter into discourse at a particular time with a specific person or persons, using a L2”, MacIntyre, Clement, Dornyei and Noels (1998: 547)
Task motivation: The components of task motivation are task execution, appraisal and action control Task-based research and the study of task motivation is
“ one of the most fruitful directions for future research” in that these concepts are also “useful in pulling together diverse approaches within the L2 motivation field” ( Dornyei, 2003: 16)
Motivation and learning strategy use
Theoretical background of speaking in L2 learning
Canale and Swain (1980) gave four areas of communicative competence which are briefly outlined below:
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Discourse competence: The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances
Socio-linguistic competence: Sociolinguistic competence includes being culturally sensitive to social rules such as taboos and politeness Sociolinguistic competence is culturally specific
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Communicative Language Teaching (CLT) emphasizes the importance of the communication process, encouraging learners to actively negotiate meaning and strive for mutual understanding within the classroom setting (Richard and Rodgers, 1986) In CLT, teachers play vital roles as facilitators of communication, acting as co-communicators who participate in activities alongside students (Larsen-Freeman, 2001) Additionally, teachers serve as analysts, counselors, and group process managers, supporting learners’ communicative development (Richards and Rodgers, 1986).
Brown ( 2007: 241) gave four interconnected characteristics as a definition of CLT
1 Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence
2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes
3 Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use
4 In the communicative classroom, students ultimately have to use their target language, productively and receptively, in unrehearsed contexts under proper guidance, but not under the control of a teacher
Brown (1994b) highlights six essential keywords of Communicative Language Teaching (CLT): learner-centered, cooperative, interactive, integrated, content-focused, and task-based These principles emphasize that language instruction should prioritize communication, fostering meaningful interaction and real-world application By adopting a communicative approach, language teaching becomes more engaging and effective, ensuring learners develop practical language skills through authentic, task-oriented activities.
Chapter 1 provides essential theoretical background on motivation in second language (L2) learning, exploring key concepts and factors that influence students' motivation It also examines various aspects of speaking skills relevant to language acquisition The upcoming chapter will detail the research methodology and procedures based on Dornyei’s (1994) framework, ensuring a comprehensive understanding of the study’s approach.
METHODOLOGY
Research questions
1 What factors affect students‟ motivation in speaking lessons for first year students of business accounting ?
2 What are the differences in factors affecting the in speaking lessons between high achievers and low achievers?
Research setting and participants
The study was conducted at Hung Vuong Vocational College, located at 401 Au Co Street in Hanoi, where English is a compulsory subject with 120 periods taught during the first and second terms The course utilizes the "New Headway Elementary" textbook by Liz and John Soars, which emphasizes developing four key language skills—listening, speaking, reading, and writing—along with grammar and practical language use.
The study involved 189 first-year business accounting students from various provinces across the country, highlighting diverse language proficiency levels While some students possess strong English skills, many experience difficulties in listening, speaking, and have limited vocabulary Their assessments, including tests and final exams, evaluate the four language skills and grammar, with average scores ranging from 3.0 to 9.5 over two semesters.
Techniques of collecting data
The questionnaire was designed in Vietnamese to eliminate language barriers and ensure clear communication, making it easier for learners to complete Originally, a preliminary version of the questionnaire items was developed in English, based on Dörnyei’s (1994) framework, to provide a solid foundation for the study.
All the questions in the questionnaire adopted a five-point rating scale 189 question papers were distributed to the students for collecting data, 142 of them were completely filled
Semi-structured interviews were conducted following preliminary statistical analysis to explore factors influencing students' participation in speaking lessons and identify effective solutions Twelve students participated in the interviews, consisting of four high achievers with an average mark above 8, four low achievers averaging below 6, and four medium achievers, providing diverse insights into the challenges and motivators affecting language learning engagement.
Procedure
A questionnaire written in Vietnamese was distributed to 189 business accounting students, who completed it under the researcher’s guidance and supervision Participants were allotted 30 minutes to fill out the questionnaire The collected data was analyzed using SPSS software, employing various quantitative data analysis techniques to ensure accurate and reliable results.
A reliability test was conducted on all questionnaire items using SPSS version 16, resulting in a reliability coefficient of 0.819 This indicates that the internal consistency of the items is relatively high, ensuring the dependability of the data collected.
Descriptive statistics, including mean and standard deviation, along with linear regression analysis, were employed to evaluate the impact of various factors on participation in English speaking lessons The analysis revealed how each factor influenced student engagement, with item 33—opportunities to use L2 in the classroom—serving as the dependent variable All other items were analyzed as independent variables to determine their effect on language learning participation.
Thirdly, to test normal distribution for each group, Shapiro-Wilk was used for the sample size smaller than 50 If sig.-value is larger than 0.05, the group is normally distributed
When comparing two groups, a dependent sample T-test is employed if both groups are normally distributed, highlighting significant mean differences at the 0.05 significance level Conversely, if the data are not normally distributed, the Mann-Whitney U test is used to assess differences between groups This approach ensures appropriate statistical analysis based on the distribution of the data.
Also, interviews were conducted with an attempt to understand students‟ responses better.
Data analysis 3.1 Personal information of the students taking part in the survey
Differences in factors between high achievers and low achievers
2 I may need it later for jobs LA 2.8857 1.05081
3 I want to have good grades LA 4.4000 73565
Table 10: Differences in factors in terms of language level
An analysis using the Mann-Whitney U test revealed that high achievers scored significantly higher (M = 4.2) than low achievers (M = 2.8) on item 2, "I may need it for my job" (z = -4.2, p < 05) In contrast, there were no significant differences between high and low achievers on item 3, "I want to have good grades," and integrative motivation, with p-values of 942 and 840, respectively.
The learner level is characterized by a need for achievement and self-confidence According to the table, using a significance level of 0.05, the Mann-Whitney U test revealed no significant difference in mean scores between items 7 and 15 (p > 05), indicating similar levels across these items.
Questions Group Mean z P need for achievement
7 Do you want to communicate with foreigners?
10: How unconfident are you when you leave behind classmates?
11.: How unconfident are you when you get low marks despite having studied seriously
12 when you are called in your English class
13 other students laugh at you when you make mistakes LA 2.1143 -3.285
14 when teacher gives immediate feedback LA 1.9429 -3.698 000
15 :The belief you can speak English better
Table 11: Differences in factors in terms of learner level
Table 11 revealed a significant difference in mean scores between the two groups, indicating that low achievers scored notably lower than high achievers in areas such as casual attributions, language use anxiety, and perceived L2 competence.
Low achievers often experience demotivation due to several factors Language anxiety plays a significant role, as speaking in class (M=1.5, z= -6.2), fear of being laughed at (M=2.1, z= -3.2), and receiving immediate feedback from teachers (M=1.9, z= -3.6) increase their anxiety levels Additionally, perceived low L2 competence hampers their progress; difficulties in pronunciation (M=2.1) and limited vocabulary (M=1.5) prevent them from effectively expressing their ideas Past experiences of failure further contribute to their dislike for the subject, creating a negative attitude towards learning Optimizing language teaching strategies can help reduce anxiety and boost motivation among low achievers.
High achievers often experience anxiety when they are laughed at in class or receive immediate feedback from teachers Additionally, a limited vocabulary hampers their ability to express ideas confidently, while past failures serve as demotivators These factors collectively moderately impact their motivation to participate and speak in the classroom.
However, high achievers did not feel confused when they were called in the class ( M: 3.7, p< 05)
9.: Do you want to please your teacher? LA 35 2.3429
Table 12: Differences in factors in terms of affiliative motive
The Mann-Whitney analysis revealed a significant difference between high achievers and low achievers (z= -5.7, p< 05), with high achievers demonstrating notably higher mean scores (M: 4.0) compared to low achievers (M: 2.3) While low achievers showed little interest in creating a good impression on their teachers, high achievers were clearly motivated by this factor, reflected in their higher scores (M: 4.0).
The analysis ( Mann- Whitney test) stated that only four items ( 19, 37b, 38a, 38b) had a significant difference between two groups, p< 05
19 extra homework of speaking topics
Table 13: Differences between 2 groups in terms of authority type
The table indicates that extra homework on speaking topics serves as a significant demotivator for both student groups Low achievers (mean score: 1.4) found these assignments more discouraging than high achievers (mean score: 2.7), suggesting a generally negative attitude toward assigned speaking homework among students.
Low achievers rated their teacher's carefulness with a mean score of 3.4, indicating they perceived their teacher as less careful, often highlighting faster lesson delivery In contrast, high achievers rated their teacher more positively, with a mean score of 4.3, suggesting they viewed their teacher as fairly conscientious This difference highlights the varying perceptions of teacher carefulness based on student achievement levels.
The study reveals that low achievers perceive their teacher’s attitudes more positively than high achievers, with significantly higher mean scores in sympathy (LA: 4.4, HA: 3.8, z: -3.1), fairness (LA: 4.1, HA: 3.7, z: -2.2, p