Students motivation in learning english a study at a high school in phu cat district = động cơ học tiếng anh của học sinh một trường trung học phổ thông tại huyện phù cát

Aim and Objectives 1.2.2 Aim The main target of this research is to find out whether the students hold integrative or instrumental motivation English language learning and understand t

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

HUYNH THI MINH THY

STUDENTS’ MOTIVATION IN LEARNING ENGLISH: A STUDY AT A HIGH SCHOOL

IN PHU CAT DISTRICT

Field: Theory and Methodology of English Language Teaching

Code: 8140111

Supervisor: Dr HA THANH HAI

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC QUY NHƠN

HUỲNH THỊ MINH THY

ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH MỘT TRƯỜNG TRUNG HỌC PHỔ THÔNG TẠI HUYỆN PHÙ CÁT

Ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh

STATEMENT OF AUTHORSHIP

I totally assure that the thesis “STUDENT‟S MOTIVATION IN LEARNING ENGLISH: A STUDY AT A HIGH SCHOOL IN PHU CAT DISTRICT” is my own work for the purpose of graduating the MA course of Theory and Methodology of English Language Teaching

The content of this thesis has not been published or written by any other authors except for some references which are used in this thesis

The thesis has not been submitted for any degree or diploma in any university

Binh Dinh, 2022

Huỳnh Thị Minh Thy

Last but not least, I am extremely thankful to my parents, especially my husband who gave spirit supports in the past two years of pursuing this MA course

ABSTRACT

Among the factors influencing students‟ studies, motivation is considered to be one of the most important reasons for different achievement levels The purposes of this study are to find out the students' levels of motivation to study English, to investigate the relationship between students' motivation and their achievement The subjects are 114 high school students

in Phu Cat The instruments used for data collection are questionnaires and interviews The data from the returned questionnaires is statistically analyzed

by using the SPSS program to derive percentages, frequencies, means, standard deviations, as well as to perform exploratory factor analysis Major findings from this study indicates that the majority of the students are motivated Students' motivation and their English learning achievement are strongly and positively correlated with each other If we want to improve achievement, we should influence motivation The findings could be useful for researchers and teachers in improving students‟ achievement by devising effective teaching and learning strategies to increase students‟ motivation

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vi

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 1

INTRODUCTION 1

1.1 Rationale 1

1.2 Aim and Objectives 2

1.2.2 Aim 2

1.2.2 Objectives 2

1.3 Scope of the Study 2

1.4 Research Questions 3

1.5 Significance of the Study 3

16 Organization of the Study 3

CHAPTER 2 LITERATURE REVIEW 5

2.1 Previous Studies 5

2.2 Theoretical Framework 12

2.2.1 Definition of Motivation 12

2.2.2 Types of Motivation 16

2.2.3 Instrumental Motivation 18

2.2.4 Integrative Motivation 20

2.2.5 Motivation in relation to achievement 22

2.3 Summary 26

CHAPTER 3 METHODOLOGY 27

3.1 Introduction 27

3.2 Research approach 27

3.3 Participants 27

3.4 Research site 28

3.5 Data collection methods 29

3.5.1 Questionnaire 29

3.5.2 Interview 32

3.6 Data analysis 34

3.7 Summary 37

CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS 38

4.1 Findings and discussions 38

4.1.1 Findings and discussions in instrumental motivation 38

4.1.2 Findings and discussions in integrative motivation 42

4.1.3 Findings and discussions in motivation 46

4.1.4 Findings and discussions in motivation and academic achievement 47

4.1.5 Finding from interview 48

4.2 Chapter summary 51

CHAPTER 5 CONCLUSION AND IMPLICATIONS 53

5.1 Introduction 53

5.2 Summary of the key findings 53

5.3 Implications 53

5.4 Limitation of the study 54

5.5 Suggestions 55

REFERENCES 57 APPENDIX

SA: Strongly Agree

LLM: Language Learner Motivation

LIST OF TABLES

Table 3.2 Cronbach‟s Alpha calculated by SPSS version 26

for the questionnaire

35

Table 4.1 Students responses to instrumental items 38

Table 4.2 Descriptive Statistic of instrumental items 39 Table 4.3 Students responses to integrative items 42

Table 4.4 Descriptive Statistic of integrative items 43 Table 4.5 Mean scores and standard deviations of the

motivational types (N = 114)

46

Table 4.6 Interview results from students 49

LIST OF FIGURES

Figure 3.1 The percentage of participants by gender 28

Figure 4.3 Students‟ responses item Q15 42

Figure 4.6 The percentage of students‟ academic results 47

CHAPTER1

INTRODUCTION

1.1 Ratinale

Language plays an essential role in human life because it is considered as

an useful tool to help people express what they think and what they want to convey to others in terms of spoken and written form As a global language, English is becoming more and more popular in Viet Nam, the English learners have become younger and younger and English has been a compulsory subject in school for a long time Mastering English is very important for the students especially, because English is necessary as a means

of getting knowledge

In the Vietnamese educational system, teachers pay attention to help students learn English effectively When learning English, different students have different difficulties and problems They can make different mistakes in English pronunciation, grammar and vocabulary usage These exert heavily influence on students‟ motivation in learning English Some of the students feel that English is very difficult to study On the other hand, some students feel anxious and bored in learning English As a result, they get low achievement in English It is believed that motivation is an important factor in learning and teaching English In fact, motivation is a key in the process of learning If the students are not motivated to learn, they will simply not learn Pardee (1990) states that a motive is what encourages the person to act in a certain way or develop a tendency for a particular behavior

Moreover, teachers should know the psychological theory and the process

of English learning in order to encourage and enhance students‟ motivation in learning English Learners‟ motivation of learning a language is considered as

a crucial factor influencing the achievement and proficiency of learning If students are given motivation, students can learn a language better and can last the learning enthusiasm longer

As the instrumental and integrative motivation have not been investigated among this specific population yet, it is still unknown whether or not those types of motivation can affect these students‟ achievement Hence, the researcher conducts this study to determine what motivates the students to study English and also see if this motivation has an influence on their achievement or not

1.2 Aim and Objectives

1.2.2 Aim

The main target of this research is to find out whether the students hold integrative or instrumental motivation English language learning and understand the correlation between the students‟ types of motivation and their academic achievement

1.2.2 Objectives

The study proposes the objectives as follows:

a To identify the types of motivation that the EFL learners‟ hold toward learning English

b To find out the relationship between these types of motivation and their academic achievement

1.3 Scope of the Study

The study is conducted with the samples selected from students at a high school The data for this study is obtained through questionnaire administered

to the total number of 114 students Identifying whether they are integratively

or instrumentally motivated, the researcher may able to formulate measures

for the improvement of their learning motivation in English language

1.4 Research Questions

The main questions of this research are:

1) What types of motivation do students hold toward learning English? 2) What is the relationship between the students‟ types of motivation and their academic achievement?

1.5 Significance of the Study

This study hopefully can give some contribution as follows:

1) Theoretically, the research should be seen as contribution in understanding students‟ motivation in learning English

2) Practically, the findings from the present study may assist teachers who can create motivation for their students and effective atmosphere in English classes

1.6 Organization of the Study

Chapter 2: Literature review

This chapter is divided to two subparts – previous studies about learning English motivation and the correlation between motivation and academic results, theoretical background The first part is a brief review of previous studies which are relevant to this research while the second part provides the knowledge of theoretical framework used to conduct the research

Chapter 3: Methodology

This chapter presents research method, research procedures, the ways to collect and analyze data Research Methodology clearly demonstrates research methods used it this study, data collection, data analysis, procedures, and reliability and validity of the research This chapter can help readers to understand deeply the way the writer collects, analyses data as well as the steps of conducting the research to fulfill the aims of the research with the assurance of the objectiveness of the research

Chapter 4: Findings and discussion

The results from the data analysis are presented in this chapter, and the discussions about the results are made This chapter presents research findings and discussions which provide an answer to the research questions Based on the answers to the research questions, this chapter investigate the students‟ motivation level and discusses the correlation between the students‟ types of motivation and their academic achievement in learning English at a high school in Phu Cat

Chapter 5: Conclusion and implications

This chapter gives the summary of the content of the study, draw conclusions and implication Recommendations for further research are also demonstrated

CHAPTER 2

LITERATURE REVIEW

This chapter includes two parts: The previous studies and theoretical background A review of previous studies is presented at the beginning of this chapter After that, theoretical background is clearly demonstrated as a basic framework of the research

2.1 Previous Studies

Al-Atemi & Shuib (2009) conducted a study on learners‟ motivation and attitudes towards learning English in Yemen The study emphasized three motivational constructs, i.e., instrumental, integrative, and personal motivation The results of the study showed that both instrumental and personal reasons were important motives for learning English However, integrative motivation had the least impact on learners‟ language learning

In Japan, students‟ motivation in learning English language were also of concern for many researchers One of the most relevant studies was that of Benson (1991) who conducted 300 freshmen to assess their motivation towards learning English The results illustrates the significance of integrative and personal goals as elements in motivation among Japanese college students

as he says, “integrative and personal reasons for learning English were preferred over instrumental ones" (Benson, 1991, p 34)

Alqahtani (2018) explored English language learning motivation and English language learning anxiety in Saudi military cadets, a structural equation modelling approach There were 174 participants in Saudi Military Academy elementary level cadets took part in this study These cadets were learning English as one of the civilian subjects throughout their three years at the academy Quantitative method was used in this study, and the

questionnaire was developed by the author with five points of Likert scale The result showed that the cadets‟ positive attitudes towards the learning environment motivated them to invest more effort and persistence in learning English However, their negative attitudes towards the learning environment affected their L2, which increased their English learning anxiety The researcher then recommended that the parents encourage their child (L2 learners) on their language-learning attitude In that case, the students might get motivated to invest more effort in learning English

Roohani (2001) studied integrative and instrumental motivation towards learning English as a foreign language of senior students at two public and private universities The results revealed that the students at the public university were more integratively motivated as compared with their peers at the private one

Neng Aprilia Purmama1 et al (2019) said motivation is the influential factor in learning activity Without having motivation, students find it hard to succeed in learning because the students‟ effort and desire affect the learners

in achieving the learning goals By getting motivation students will be spirited

in learning process, so they will be shoved to comprehend English well From the earlier explanation of the data, the writers concluded that students of eighth grade at MTs Mathla‟ul Anwar have a motivation in studying English Pham Thi Hong Van (2014) carried out a study on factors affecting learners‟ motivation to speak English among students of business accounting

at Hung Vuong Vocational College using questionnaires and interviews as the main data collection instruments The result revealed that the participants showed their tendency towards instrumental motivation in English learning Factors related to the teachers like pleasant personality, good pronunciation and efficient use of Vietnamese and English in class as well as elements

connecting with the learners like their lack of self-confidence, trouble in pronunciation and vocabulary strongly affect their motivation in English speaking class

Siriluck and Sirithip (2004) also conducted a study about the relationship between motivation and proficiency in English learning of undergraduate students The study showed clearly that high English proficiency students are more integratively motivated than low English proficiency students However, there was no significant difference in the level of instrumental motivation between the two groups of students Moreover, the study also showed that high English proficiency students are more motivated than low English proficiency students with low English achievement

In line with that, a study conducted by Lee (2015) noted that learning achievement is the change that occurred in students after following a learning process Learning result is a response that is given by students Learning results found are not only knowledge but also the change of students‟ behavior from negative to positive

The research conducted by Marlina (2007) related to students‟ motivation

in learning English as the second language found that most of the students study English since they want to get a better job, since they know English is

an international language This motivation refers to instrumental motivation which can impact the success in learning English There were 75 students from elementary to advanced levels Those students have a different motivation in learning English This study tries to investigate the level of students‟ motivation in learning English and also to know whether they are predominantly integratively or instrumentally motivated towards English learning

Masgoret and Gardner (2003) carried out a research to estimate the

magnitude of the contributions that motivation and attitudes make in the second language Integrativeness and attitudes toward the learning situation were two correlated variables that supported the individual's motivation to learn a second language, but that motivation was responsible for achievement

in the second language This conceptualization implied that integrativeness and attitudes toward the learning situation were related to achievement in the second language, but that their effect was indirect, acting through motivation Abdur Rehman &Hafiz Ahmad Bilal (2014) explored the role of motivation in learning English language for Pakistani learners From the result of this research they concluded that the percentage of integratively motivated students is lower (i.e 24%) than instrumentally motivated students (i.e 70%) so in the Pakistan context, students are highly instrumentally motivated in learning English language

Achmad and Yusuf (2016) found out the motivational factors for learning English in Aceh, Indonesia There are 100 students in the study A questionnaire was used to collect data on three motivational factors, i.e intrinsic, extrinsic, and integrative Although the results for these three factors were similar, the most important motivation to learn English is integrative The researchers then suggest that the teachers consider activities that involve students to interact with people who use English as an international language Carreira (2003) revealed developmental declines in intrinsic and extrinsic motivation of students for learning EFL, which could be happening

in other subjects, too There were five factors behind the motivation of students: interest in foreign countries, intrinsic motivation, caregivers‟ encouragement, instrumental motivation, and anxiety This study made a contribution towards revealing and understanding the motivation of Japanese elementary students for learning EFL

Samejon (2015) piloted a study on tertiary level students in the Philippines His aim was to investigate extrinsic motivation factors in learning English as a second language It is a descriptive-survey study The researcher found that the students mainly have personally valued learning the macro skills of the language The students also believe that learning the skill is instrumental for reasons such as getting high grades In the end, the researchers aim to extend this study to other students at different levels of education

Ali Tanggaraj (2020) concluded that the BTESL students have instrumental motivation towards learning ESL Although instrumental motivation gains the highest scores among all four types of motivation, it was just a bit higher by 0.31 than integrative motivation In that case, teachers or lecturers of ESL should encourage all types of motivation in the classroom and instruct students towards achieving goals For instance, integrative motivation enhances students to learn a language and communicate with the community, instrumental motivation enhances students to learn a language for utilitarian and academic reasons, resultative motivation enhances students to achieve more and more, and intrinsic motivation enhances students to get the best results from participating in activities Therefore, it is crucial to promote all types of motivation for L2 learners

Humphreys and Spratt (2008) investigated Hong Kong tertiary students„ motivation towards learning English, Putonghua and an elected language The results revealed that students learned Putonghua with more instrumental motivation However, 12 English and the chosen language were more related to integrative motivation One important finding was that the students were aware of the instrumental value of English, but the motive to learn English was not instrumental The researchers emphasized on

integrative motivation as the key for teachers in Hong Kong to address their students in learning English

Peipei Li & Guirong Pan(2009) studied 65 juniors from two classes and they were divided into three groups: low achievers, moderate achievers and high achievers according to their TEM-4 grades, instrumental motivation plays an important role in English majors‟ acquisition; both high achievers and lower achievers have higher instrumental motivation; high achievers have higher sense of achievement while low achievers have lower sense of achievement Students with higher motivation always achieve greater success

in their language learning, while those lacking motivation make no attempts

in the process of language learning and often fail the exam If a student lacks motivation, it seems that he is unlikely to achieve success no matter who the teacher is or what the curricula are, whereas the highly motivated students can succeed in any conditions Therefore, arousing students‟ motivation has become an important part in foreign language teaching Teachers should concentrate on increasing students‟ motivation and developing the skills or strategies to make them more competent so that they are able to take ownerships of their own learning

Interested in young learners, Hoa (2013) carried out a study on students‟ motivation in learning English at Nhan Phuc Primary School She delivered questionnaires to 180 students from 3rd to 5th grades to find out the type of learners‟ motivation, factors affecting their motivation and appropriate teaching techniques to motivate them to study English She then chose fifteen students for further interviews The results illustrated that students have a tendency towards intrinsic motivation in learning English and three prevailed factors influencing their motivation are students‟ self-interest, caregiver‟s encouragement and anxiety

Liu (2007) investigated Chinese university students„ attitudes towards and motivation to learn English and the correlations of the said variables with the students„ English proficiency He modified the 44-item survey adapted from the Gardner„s study in the role of attitudes in 1985 and Clėment„s study

in motivation, self-confidence, and group cohesion in the foreign language in

1994 202 third-year non-English majors in six classes of Xia„men University

in China participated in Liu„s investigation The study revealed three findings First, the students had positive attitudes and high motivation in learning English Second, the students were more instrumentally than integratively motivated to learn English Finally, the students„ attitudes and motivation were positively correlated with their English proficiency

Schmidt, Boraie and Kassabgy (1996) studied the correlations between dimensions of motivation for learning foreign languages and other variables like age, gender, proficiency, learning strategies and preference The results revealed three basic dimensions to motivation for learning foreign languages:

Affect, Goal Orientation, and Expectancy The analysis suggested a specific

Egyptian orientation with respect to the precise definition and content of each dimension Motivation is also related to learning strategies and preferences for certain kinds of classes and learning tasks Those who scored high on the affective dimension of motivation preferred communicatively oriented language classes, while those high in anxiety tended to dislike group work or other communicative language learning activities Students with a traditional approach to learning preferred classes in which the teacher maintains control

In summary, it is evident that the majority of those previous studies have concentrated on the students‟ motivation in English language However, there

is almost little apprehension about the correlation between each type of motivation and students‟ academic performance It, therefore, creates a

research gap for this current study As a result, a study on student‟ motivation

in learning English at Phu Cat high school will be carried out to fill the gap in this field

2.2 Theoretical Framework

2.2.1 Definition of Motivation

The significance of motivation in raising second/foreign language

learning is undeniable Lifrieri (2005, p 4) states that “when asked about the factors which influence individual levels of success in any activity – such as language learning, most people would certainly mention motivation among them” Brown (2000, p.160) points out that "it is easy in second language learning to claim that a learner will be successful with the proper motivation" With similar opinion, Gardner (2006, p 241) says that “students with higher levels of motivation will do better than students with lower levels” He further adds that “if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows desire to achieve the goal, enjoys the activities, etc” (Gardner, 2006, p 243) Motivation is a simple word to say but it is hard

to define Motivation is considered as important aspect to do certain activities

in order to be success Almost all works done requires motivation as activator and encouragement in doing the best effort, one of them is studying foreign language When a student is motivated in learning English, he or she will make the best effort to achieve it He or she will try to master in English in any way On the contrary, if a student is not motivated in learning English, he

or she will not pay any attention of it or even does not care about it at all Therefore, motivation is considered as essential element together with capacity to achieve success in learning the target language

Gardner (1985) defined motivation as a combination of effort plus desire

to achieve the goal of learning the language plus favourable attitudes towards learning the language„ (Gardner, 1985 10) In his model, Gardner talked about two kinds of motivation, the integrative and the instrumental, with much emphasis on the former The integrative motivation refers to learners„ desire

to at least communicate or at most integrate (or even assimilate) with the members of the target language The instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985)

According to Lightbrown and Spada (1999), motivation in second language learning is a complex phenomenon which can be defined in term of two factors: learners‟ communicative needs and their attitudes towards the second language community The author explain that if learners need to speak the second language in a wide range of social situations or fulfill professional ambitions, they will perceive the communicative value of L2 and will therefore be motivated to acquire proficiency in it Likewise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them

Gardner (1985), indicates that motivation is seen to be made up of three aspects, according to his socio-educational model which are effort, desire, and affect The time spent learning the language and the learner's motivation are referred as effort Desire indicates how much the learner wants to become proficient in the language, and affect means the learner‟s emotional reactions related to language study

Of the two kinds of motivation, the integrative one was the core of Gardner„s model The role of attitudes towards the learned language, its speakers and the learning situation are all considered parts of the integrative motivation In fact, the integrative aspect of the model appears in three

different components: integrative orientation, integrativeness, and integrative motivation According to Gardner (2001) orientations refers to the set of reasons for which an individual studies the 6 language; whereas, motivation refers to the driving force which involves expending effort, expressing desire and feeling enjoyment Besides, other understandings of the concept of orientation have been suggested For example, according to the understanding

of Belmsihri & Hammel (1998), and others in the field, orientations are range goals, which, along with attitudes, sustain student„s motivation

long-According to Lightbrown and Spada (1999), motivation in second language learning is a complex phenomenon which can be defined in term of two factors: learners‟ communicative needs and their attitudes towards the second language community The author explain that if learners need to speak the second language in a wide range of social situations or fulfill professional ambitions, they will perceive the communicative value of L2 and will therefore be motivated to acquire proficiency in it Likewise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them

According to Pujals (1986) motivation is a change of energy in a person which is marked by the emergence of feelings and reactions to achieve goals Motivation is the root word motive Motive shows an impulse that arises from in someone that causes that person to act to do something Meanwhile, motivation

is the driving force of an effort that affects behavior someone so that he moved his heart to act to do something to achieve results or a specific purpose

In line with that, Smith (2012) notes that motivation is a very important factor which determines the success or failure in second language learning Motivation can directly impact the frequency of using learning strategies Moreover, it will be the power of learning, goal setting, and the persistence in

learning Spolsky (1990) says that motivated students are likely to study quicker than students who are less motivated In a learning situation, students who are less motivated are likely to lose their attention, to misbehave, and lead to discipline problems On the other hand, students who are more highly motivated will join actively and pay much attention to a certain studying task

or activity

Gagne (2008) states that when a student has high motivation and good learning strategy in learning English, he or she will feel interested in and love learning English It will enhance the student English learning achievement In contrary, students who do not have high motivation and good strategy in learning English will be lazy and get difficulty learning English Moreover, they will also consider that learning English is boring

Malone (1981) defines motivation in terms of the challenge of the activities or tasks conducted by the teacher According to him, challenge depends on activities that meet the needs of students‟ different levels The tasks or activities which are too easy or too difficult will de-motivate students

On the contrary, if students find the activities challenging enough, they will

be more interested, which leads to effective learning

Oxford and Shearin (1994) characterize motivation as a desire to achieve

a goal, combined with the energy to work towards that goal Many researchers consider motivation to be one of the main determiners for success in acquiring

a second or foreign language It determines the extent of active, personal involvement in L2 learning (Oxford & Shearin, 1994)

Motivation in second language learning is complicated to research, according to Lightbown and Spada (1999, p 56), and can be defined in terms

of two factors: learners' communicative demands and attitudes toward the second language community

Crookes and Schmidt (1991) give their viewpoint of motivation including both internal and external aspects Internal aspects consist of interest level, perception of relevance, expectancy of success or failure, and perception of reward On the other hand, external aspects include the overt decision to learn and persistent learning behavior and high involvement As a result, learning is only effective if students enjoy activities and word hard

On the other hand, Motivation, according to Harmer (1991, p.3), is the

"internal drive" that drives someone to do something If we believe that our goal is worthwhile and appealing to us, we will work hard to achieve it This

is called “the action driven by motivation”

The Oxford Dictionary of English defines motivation as “a reason or reasons for acting or behaving in a particular way with interest or enthusiasm”(Oxford Dictionary of English, 2004), while Online Business Dictionary explains motivation as an “internal and external factor that stimulates desire and energy in people to be continually interested in and committed to a job, role, or subject, and to exert persistent effort to attain a goal” (Online Business Dictionary, 2010)

In this study, the researcher decides to choose Gardner‟ definition about motivation Gardner (1985) considered that an integrative motivation towards

foreign language learning reflects “a sincere and personal interest in the people and culture represented by the other group”, and an instrumental motivation reflects “the practical value and advantages of learning a new language.” The integrative orientation thus stresses an emotional involvement

with other community, while the instrumental orientation does not

2.2.2 Types of Motivation

The most influential model of LLM in the early sixties through the eighties

of the previous century was Socioeducational Model (Gardner, 1985) It was

developed by Gardner and following studies were carried out by him and associates Gardner defined motivation as a ‗combination of effort plus desire

to achieve the goal of learning the language plus favourable attitudes towards learning the language„ (Gardner, 1985 10)

Although Gardner's motivation construct and theory had a significant impact on the development of research into the motivation to study an L2, it is questioned by researchers and scholars in the early 1990s The focus of Gardner‟s model is the distinction between integrative and instrumental orientation, and the main emphasis is on the integrative aspect of motivation Under the influence of Gardner‟s theory and research instrument, many other studies also concentrated on distinguishing and identifying the two orientations or motivations The differences among these studies are various target languages and nationalities

Gardner concentrated on categorizing the reasons for learning a second language, which he labeled orientations (1985, p.54) During his studies, he discovered two main orientations These are integrative motivation and instrumental motivation

Motivation is generally acknowledged as important in second language (L2) learning It is classified into two types: intrinsic and extrinsic Intrinsic motivation, commonly associated with integrative orientation, refers to the desire to perform an action without external inducement or reward (Bandura, 1977) Extrinsic motivation, which is usually associated with instrumental orientation, is a learner‟s desire for achievement to get an external reward (Pitmann & Boggiano, 1992) Gardner and Lambert (1959) believe that learners are either integratively or instrumentally oriented The integratively oriented learners learn a L2 to interact with or become closer to L2 community, while the instrumentally oriented learners learn a L2 for practical

goals (Gardner, 1985) Although there are different kinds of motivation, in this research the researcher will focus mainly on 2 types of motivations which are integrative motivation and instrumental motivation

2.2.3 Instrumental Motivation

Instrumental motivation occurs when external factors let the person do something and comes from an external source stimulating or fostering an individual to succeed The instrumental motivation is the outcome of any number of outside factors In this type of motivation, learners may make efforts to learn a L2 for some functional reasons - to pass an entrance examination, to have a better job, or to attend university For instance, people learn English to have better jobs with high income in foreign companies Some students learn English to get scholarships for their higher study abroad Therefore, in L2 achievement, instrumental motivation plays an important part as the individual desires to learn a L2 because of some pressure or reward from the social environment Instrumental motivation involves performing a behavior as a means to an end, that is, to receive some rewards such as good grades or avoid punishment

The instrumental motivation relates to certain purposes of learning to speak, such as passing the exams, getting financial rewards, having a better career or gaining promotion (Harmer,1983; Gardner and Lambert,1959) From the point of view of Gardner and Lambert (1959), it is a determination

to acquire another language to achieve such goals as a good job or social recognition In fact, it is difficult to attribute learning language success to certain integrative or instrumental because both integrativeand instrumental motivations are mutually inclusive Most situations in learning language involve a mixture of each type of motivation (Dornyei, 1998) The importance

of integrative and instrumental motivation depends on real situations or

contexts, whether learning language functions are considered more as a foreign language or as a second language (Gardner and Lambert, 1959)

Instrumental motivation is generally indicated by the aspiration to get practical benefits from the study of a second language (Hudson, 2000) It is thought to be the purpose of learning a second language when the learner is not interested in interacting socially with new target language community

members “Instrumental motivation refers to the perceived pragmatic benefits

of L2 proficiency and reflects the recognition that for many language learners

it is the usefulness of L2 proficiency that provides the greatest driving force to learn language It subsumes such utilitarian goals as receiving a better job or

a higher salary as a consequence of mastering L2” (Dornyei, et al., 2006,

p.12) While instrumental motivation emphasizes the importance of the functional reasons for learning the language such as getting a high-ranking

job with a good salary (Gardner and Lambert, 1972)

Tileston (2010) defined instrumental motivation as the motivation that engenders due to the promise of a touchable, salable prize She stated

“instrumental motivation is the desire to do something because of the promise

of or hope for a tangible result” (p.8)

Dörnyei (1990) suggested that instrumental motivation could be more important than integrative motivation for foreign language learners since foreign language learners are not likely to have sufficient knowledge and experience to take part in the culture of the people who speak the target language in their early stage of language learning Integrative motivation may not play a significant role in the early stage of foreign language learners The importance of different kinds of motivation can be different between second language learners and foreign language learners

According to Wang (Year, pp.), instrumental motivation is “a controlled

motivation which decreases autonomy and causes external perceived locus of causality (EPLOC)” Walker and Deci (2006, cited in Wang, 2008) found

instrumental motivation a significant variable that predicted a shallow cognitive strategy, which was negatively related to achievement Language teachers are discouraged from employing teaching pedagogy which insinuate external factors

in class activities assisting learners to produce a successful outcome

Overall, it may be said that one student who studies the language because of practical values like occupational promotion or even others‟ criticism tend to possess instrumental motivation

2.2.4 Integrative Motivation

Integrative motivation is derived from within the individual is especially important for stimulating students‟ success in L2 learning In this type of motivation, the activity itself, not the reward, students‟ interests to learn the language or making themselves better attracts them in the language learning In addition, students are intrinsically motivated in a particular activity when wishing to experience the pleasure and satisfaction of their curiosity from the activity

It may be hypothesized that the integrative motivation outperforms the instrumental one in terms of language cognitive persistence and mastery However, foreign or second language acquisition both have an impact on learners‟ motivation one way or another

Integrative motivated learners want to learn the target language so that they can better understand and get to know the people who speak the language and mix up in their culture Integrative motivation is defined as

"learning a language because the learner wishes to identify himself with or become integrated into the society” of the target language (Atef & Shuib Munir, 2009) Integrative motivation is a usual behavior of someone who

appreciates the target language community, and studies the language for the reason of joining that community Those integratively motivated students should hold an internal motivation for learning the language (Gardner, 1985) However Integrative motivation refers to “an openness to identify at least in part with another language community “ Gardner and Masgoret, (2003, p.126) According to Harmer (2007) learning is a process of one‟s efforts to get a new behavior changes as a whole, according to his own experience in interaction with their environment In simple terms of understanding learning

as propounded by the above view, it can take an understanding of the nature

of learning activity Learning is a change that occurs within the individual Integrative and instrumental motivations are not necessarily mutually exclusive Brown (2000) stated that learners rarely select only one type of motivation when learning a second language The motivation of learning a second language is usually a combination of different forms of orientations

He has cited an example of international students who are residents in the United States The international students learn English for academic purposes while wishing to be integrated with the people and culture of the country at the same time This example has clearly shown that integrative and instrumental motivations can mutually exist In some cases, it is difficult to divide instrumental and integrative motivations

Brown (2007, p 173) adds that successful classrooms usually incorporate both integrative and instrumental motivation Wan-er (2008) averred that although instrumental motivation does not have the same positive function as integrative motivation, it will very often function positively together with integrative motivation in a learner‟s study

In short, integrative motivation is the desire to learn a language in order

to use it successfully in social interactions in the target language community

Learners with integrative motivation also tend to interest people who use the language and the target culture

2.2.5 Motivation in relation to achievement

Commonly, academic achievement is defined as how successfully the learner can master the course materials and achieve the prescribed goals However, the precise definition of academic achievement differs depending

on the learner's specific motivation or goals, in that the success of the learning process is measured by the knowledge and skills that the learner gains In this study, the definition used for academic achievement will be the more concrete one, as used by Gbati (1988) and Howcroft (1991) Howcroft (1991) describes academic achievement in terms of the actual marks or scores obtained in an examination In other words, it will be defined as how well a student accomplishes educational goals in studying English in the school setting, in the form of a numerical score as obtained in an examination or test,

as assessed by the student‟s teacher and represented by the student‟s grades Gardner„s theories have influenced virtually all SL-related research in this area„ (Crookes & Schmidt, 1991 471), but have also been criticized, especially in regard to the integrative motive hypothesis and the causality hypothesis Interpretation of the empirical data from research to validate these theories is controversial, since various studies have produced different results Clearly, other factors impinge Some factors, such as age, can be controlled for, but others, such as cultural values, cannot Gardner„s chief critic, Oller, suggests that the relationship between affective factors and language learning may be an ‗unstable non-linear function of high variability„ (Crookes & Schmidt, 1991)

Achievement goals are competence-based aims that individuals target in evaluative settings Originally, two distinctive achievement goals were

identified based on the definition of personal competence: mastery and

performance goals (Dweck & Leggett, 1988)

In his model, Gardner (1985) considered motivation to be the independent variable and target language attainment the dependent variable The higher an individual's motivation was, the higher his or her achievements would be This meant that motivation led to improved performance Gardner (2000) attempting to establish statistical evidence through complicated

statistical procedures contends, “it seems logical to conclude that the differences in integrative motivation are responsible for the variation observed, even though correlation does not mean causation” (p 21) This

notion has been justifiably challenged by a number of scholars and by a number of empirical findings Dornyei (2001) expresses caution as to the relationship between language learning motivation and achievement for a direct cause-effect cannot be assumed between the two The relationship can

at best be indirect since motivation is the antecedent of action rather than of achievement itself Dornyei and Otto‟s (1998) cyclic model assumes that the relationship between motivation and achievement is not linear since the positive feedback that one gets after achieving his or her goal might motivate him or her to pursue a new goal There are, in addition, a host of other factors that affect motivation, such as the learners‟ ability, learning opportunities, and the instructional quality of the learning task The dual relationship is also recognized by the self-determination theory

According to Lightbrown and Spada (1999), motivation in second language learning is a complex phenomenon which can be defined in term of two factors: learners‟ communicative needs and their attitudes towards the second language community The author explain that if learners need to speak the second language in a wide range of social situations or fulfill professional

ambitions, they will perceive the communicative value of L2 and will therefore be motivated to acquire proficiency in it Likewise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them

Gardner indicated that across a large number of studies, there have been significant correlations between integrative attitudes and language proficiency, and in his own later study (Gardner, 2001), he found a strong correlation with the learning of vocabulary items Integrative motivation has been also correlated with persistence; Ramage (1991) conducted a study to find what relationship exists between various motivations and the likelihood

of a student to continue in a program She found that an interest in the foreign culture and in learning the language, but not for instrumental reasons, thoroughly distinguished those students who would continue in a program from those who would not

The strong correlation between integrative motivation and achievement implies causality, but, as in all correlations, making such an assumption is speculative Integrativeness and achievement might both be products of another, not yet identified cause Savignon and Strong (cited in Crookes & Schmidt, 1991 474), have even proposed that the causality might work in reverse as well Rather than a positive attitude towards the target language leading to proficiency, proficiency and success in the second language might cause a positive attitude, while failure produces a negative attitude (Crookes

& Schmidt, 1991)

Harter & Connell (1984) maintain that “improved learning will have the additional effect of further enhancing intrinsic motivation, thereby creating a kind of positively synergistic effect” (cited in Dickinson, 1995, p.172) Williams (1994, pp.78-79), presenting a constructivist approach, contends that

it is impossible to establish whether motivation leads to successful achievement or whether success leads to higher motivation, or whether it is a mixture of both, or whether both are affected by other factors In fact, motivation that results from success in learning a language is referred to as the resultative motivation (Ellis, 1997, p.75) However, a word of caution is necessary here since a learner's success alone does not guarantee increased motivation Learners who strive toward learning (e.g., mastery) goals are more likely to benefit from success than learners who aim for performance goals (Dwick, 1986) From an achievement theory perspective, (see a review

in Oxford & Shearin, 1994) the need for achievement can itself be the motive for choosing to do things In addition, the relationship between motivation and achievement can vary because of the different contexts in which the learning process takes place (Csella, 1999)

It is clearly seen that student achievement problems are often highlighted

in academic literature and the mass media and therefore, it is pertinent for educators to be aware of the factors related to student achievements and study them Motivation is the driving force behind our actions and affects our needs, desires and ambitions (Rabideau, 2005) Achievement motivation is one‟s inner drive to achieve It almost goes without saying that good language learners are motivated Without motivation, success would be hard to come

by, and the case of learning a second or foreign language is no different

In Hendricks' (1997) study on predicting student success with the Learning and Study Strategies Inventory (LASSI) motivation and attitude were found to be the best predictors of academic performance In this study, students‟ academic performance was measured by using students' grade point averages In another study, Lirias (2009) indicated that students achieved better in a caring environment, and those who achieved more also attained

high achievement motivation Mahyuddin, Elias and Noordin (2009) also found a significant but low positive correlation between students‟ achievement motivation and their academic achievement Gardner and Lambert‟s early study (1959) indicated that second language achievement is related not only to language aptitude but also to motivation In his 1988 defense of the theory, Gardner indicated that across a large number of studies, there have been significant correlations between integrative attitudes and language proficiency

2.3 Summary

This chapter displays the main terms that appear in the current study including definitions, types of motivation, correlation between motivation and achievement, and some previous researches were also indicated The next chapter will show research methods needed for data collection

3.2 Research approach

This research aims to investigate students' motivation in learning English

at a high school in Phu Cat In this research, both quantitative and qualitative methods were used The quantitative approach would be adopted to collect the data that are statistically analyzed for participants‟ responses to the questionnaire using close-ended questions The qualitative approach was used

to describe and analyze language from recorded student participants‟ responses to the interview

3.3 Participants

This study involved 114 students in a high school who are conveniently sampled As we can seen from Table 1, the number of male students in this study is 59, accounting for 51,8% whereas the number of female students holds 48,2% with 55 participants

Figure 3.1 The percentage of participants by gender

3.4 Research site

According to Hatch and Lazaraton (1991), there is never a single best way

to carry out a project The chosen research approach can be as flexible as the researcher wishes In fact, the researcher may wish to combine the strengths

of different approaches by using a multi-method approach It is the nature of the research topic, the research questions and purpose, along with the practical considerations of time, feasibility and resources that determine the

design of the research (Blaikie, 2000; Dornyei, 2007)

The research was carried out at Phu Cat high school, Binh Dinh, Viet Nam There are two reasons to choose this research site The researcher get strongly support from this school to conduct this study Many students are afraid of learning English since they think it is hard to „digest‟ Therefore, they are not really interested in learning it, but they have to study English because it is an obligatory subject as designed in the curriculum framework

59

55

Male Female

Most of the students at this high school come from under-privileged families Therefore, English is considered an unfamiliar and difficult subject There are four 45-minute lessons per week for English; In addition, the Grammatical Translation Method seems to be the common method used in teaching English It is clear that students find the subject boring and difficult because they are mainly taught grammar, structure, and reading Writing, speaking and listening skills rarely seem to be included in teaching and learning even though they are part of English textbooks Only some common structures related to exams are taught Therefore, researcher wants to know which motivation they belong to in order to have good ways in teaching English

3.5 Data collection methods

Questionnaire and interview are the data collection methods used in this

study

3.5.1 Questionnaire

It is undeniable that using the questionnaire is one of the easiest and simplest ways to collect a great amount of data, which brings the researcher real benefits Some of the advantages of questionnaire are, firstly compared with a face-to-face questionnaire delivered on site, over the phone, there are

no labour, paper, printing, expenses to worry about with the online questionnaire, making it a much more cost-efficient approach and the great thing about the online questionnaire, is that respondents can choose when and where they will complete your questionnaire With more time to fill-in the survey and even the flexibility to start it and then come back to it at another time to finish it off, can help boost the overall response rates Moreover, while methods such as face-to-face and over the telephone questionnaires require the interviewer to process respondent answers, with the online questionnaire answers are automatically inserted into spreadsheets, databases, or other

software packages reducing the risk of human error and enabling automatic validation of the data Brown (1988) says that people can collect the data in a relatively short time Additionally, McMillan & Schumacher (1993) believe that the questionnaire is the main tool to get information from participants because it is the most widely used technique for obtaining information from the participants

Questionnaires constitute a quick and easy-to-use tool to get descriptive information from a lot of people in a limited time As the number of research questions increases, so does the effectiveness of written questionnaires Questionnaires are easy to analyze as the data collected can easily be processed using one of the many available computer software packages designed for this purpose Moreover, questionnaires help reduce bias as the researcher‟s own opinion does not induce the respondents to answer the questions in a certain manner

Questionnaires typically consist of open ended questions, closed ended questions, or a combination of both This lets researchers collect data that is qualitative and quantitative in nature depending on their needs However, the questionnaire in the current study is carried out with only close-ended questions According to Foddy (1993), close-ended questions are more specified with given response alternatives Thus, this suggests that close-ended questions use the set of substitution to limit the respondents‟ responses

In short, this type of questionnaire lets the researcher analyze the data effortlessly and the participants can fulfill questionnaires straightforwardly The questionnaire used in this study including 18 close-ended questions (Appendix C ) These questions are presented with 4 following main points

Moreover, it is divided into five-point scales for students to rate 1: strongly disagree, 2: disagree, 3: neutral, 4: agree, 5: strongly agree All questions in