VIET NAM NATIONAL UNIVERSITY OF AGRICULTUREFACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS NON - ENGLISH MAJORED STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT VIETNAM NATIONAL UNIVERS
INTRODUCTION
This study is motivated by the need to address specific gaps in existing research It aims to clearly define its objectives and research questions while outlining the scope and significance of the investigation The design of the study is also presented, providing a structured approach to achieving the outlined goals.
In recent years, the rapid growth of English as a foreign language has transformed it into a vital tool for communication and a pathway to success Mastering English enhances individuals' competencies and passions across various domains, including careers, education, and personal development Proficiency in English enables students to pursue higher education opportunities abroad, such as bachelor's, master's, and doctoral degrees Additionally, it fosters friendships and connections with people from diverse countries.
The surge of foreign investment in Vietnam has led to a growing number of job opportunities for graduates, significantly increasing the demand for English communication skills in the workplace Consequently, developing a specialized English curriculum that equips students for effective communication in their future careers has become a critical concern for English educators As former Prime Minister of Singapore Lee Kuan Yew noted, this need is paramount.
Fluency in English is crucial for Vietnamese students, as a report from the Ministry of Education and Training in 2017 revealed that 51% of graduates lack the necessary English skills sought by employers, necessitating further training This issue has been acknowledged by leaders of major universities, highlighting English as a significant weakness among students Additionally, statistics from the Ministry of Labor, War Invalids and Social Affairs indicate that in 2017, there were 237,000 unemployed bachelor's and master's degree holders, with an expected 200,000 more graduates facing unemployment in 2018 A key factor contributing to this unemployment is inadequate English proficiency.
Mr Dao Quang Vinh, Director of the Institute of Labor Science and Social Affairs, highlighted that English proficiency remains a significant challenge in Vietnam, with many individuals struggling to read and communicate effectively in the language He also noted that the unemployment rate in Vietnam is expected to remain relatively stable in 2019, showing little change from previous years.
Many employers in Vietnam face challenges in finding suitable candidates due to the poor English proficiency of applicants This issue stems from a common teaching approach where Vietnamese educators require students to memorize numerous new words daily However, this method is ineffective, as it overlooks the natural language acquisition process, similar to how children learn to speak by repeating simple words like "father" and "mother."
To effectively learn English, it is essential for native children to first master speaking, akin to how they naturally call their "mother." Once they achieve fluency in speaking, they can transition to reading and writing In contrast, individuals who lack a foundational vocabulary and grammar can still become fluent in English within six months by following a structured learning path Correct pronunciation and mimicking native speakers serve as the foundational skills, much like the base of a house After establishing these speaking skills, learners can easily progress to basic and advanced communication, paving the way for success in obtaining foreign language certifications such as IELTS and TOEIC.
Vietnam National University of Agriculture (VNUA) is a prominent institution in Vietnam, specializing in human resource training and scientific research in agriculture and rural development Established on October 12, 1956, VNUA is situated in Trau Quy town, Gia Lam district, Hanoi, covering nearly 200 hectares with modern facilities, including lecture halls, laboratories, dormitories, and a library The university serves approximately 20,000 students and employs 1,344 staff members across 14 faculties, such as Agronomy, Animal Science, and Veterinary Medicine VNUA also hosts four research institutes and 22 research and service centers, offering 38 undergraduate, 34 master's, and 17 doctoral programs In addition to traditional agricultural disciplines, VNUA has expanded its curriculum to include multidisciplinary training programs and international collaborations.
VNUA has successfully trained 406 undergraduate students, 34 master's students, and 10 doctoral candidates from Laos, as well as 56 graduates, 13 master's students, and 9 PhD holders from Cambodia Many alumni occupy key positions in agricultural agencies, significantly contributing to their countries' socio-economic development Currently, nearly 100 students from Laos and Cambodia are enrolled at the university, alongside students from China, Mongolia, Africa, and various short-term interns from other nations VNUA has established partnerships with over 100 universities, foreign research institutes, and international organizations.
The Center for Foreign Languages and International Education at Vietnam National University of Agriculture specializes in undergraduate and graduate training across various fields, including life sciences, social sciences, management, economics, and international relations It leverages highly qualified human resources from both domestic and international institutions to develop advanced foreign language training models that meet regional and global standards Additionally, the center conducts regular English exams for students, adhering to the B1 and B2 formats of the European framework, and offers classes aimed at enhancing English proficiency and preparing students for these assessments.
Camelia English Center is located on the 1st floor of building D11, Dang
Located in Xa Urban, Gia Lam district, Hanoi, Camelia English Center has been a trusted institution for English learning since its establishment in 2013 Initially focused on children, Camelia has expanded its offerings to include various English communication classes tailored for diverse learners The center features two primary courses: Communicative English for working professionals, aimed at enhancing English skills and job prospects, and Basic Communicative English, designed for individuals lacking confidence in foreign language communication or those seeking to refresh their foundational skills.
PPS Vietnam Center, situated at 129, Street 2, Cuu Viet, Gia Lam, Hanoi, has been a reputable English language institution since its establishment in 2011 With a team of highly qualified teachers and recognized pedagogical expertise, PPS Vietnam excels in English training The center is particularly noted for its communication courses, where students engage with experienced native instructors, enhancing their confidence in speaking and listening skills while also improving their pronunciation.
Nasao English Center, located near the Agricultural Academy, is dedicated to revitalizing English training for individuals seeking to reconnect with their roots The center emphasizes motivation, encouraging students to speak confidently while honing their pronunciation and effectively utilizing vocabulary and grammar By fostering a collaborative learning environment, Nasao English has established itself as a reputable institution for agricultural students at Vietnam National University of Agriculture, committed to enhancing their English language skills.
The English curriculum is structured into basic and professional modules, encompassing levels from English 0 to specialized English The basic course includes Listening, Speaking, Reading, and Writing components, progressing from A2 to B2 over semesters Students also engage in translation and interpretation training, alongside professional English instruction Additionally, they can enhance their skills at the CIED Center, which offers opportunities for scholarships to study abroad The school organizes high-quality advancement programs aimed at equipping students with strong majors and European B2-standard English proficiency, fostering talent to contribute to the country’s development.
University students often hail from diverse regions and may include international attendees, presenting a challenge for educators in implementing effective teaching methods Not all instructors are equipped to handle unexpected situations that may arise in the classroom Here are some commonly utilized teaching strategies at VNUA.
DEVELOPMENT
This chapter will examine prior research while defining and describing fundamental concepts of motivation It will categorize the primary types of motivation and explore the factors influencing the learning motivation of students at the Vietnam Academy of Agriculture.
1.1 REVIEW OF PREVIOUS STUDIES (AT HOME/ABROAD)
A study conducted at Banking University of Ho Chi Minh City reveals that students exhibit a relatively positive motivation for learning Chinese This research is grounded in Dornyei's 1994 theory of the three domains of foreign language mechanics, which includes language range, learner scope, and learning environment Utilizing a questionnaire with 32 questions focused on the motivations behind learning Chinese, the findings indicate that students prioritize personal needs related to tourism and career opportunities, followed by the intrinsic value of self-improvement, excitement about the language, cultural and political interests, and the demands of others for communication Overall, it is evident that students at BUH primarily learn Chinese driven by their individual needs.
Research by Dr Nguyen Van Luot from the University of Social Sciences and Humanities reveals that Binh Dinh College students exhibit low motivation in learning English, with a notable 21.5% of students retaking the subject, the highest among all courses The study evaluated eight criteria, including gender, faculty, school year, academic performance, study duration, age, parents' occupation, and residence It concluded that students are driven by various motivations, with the primary ones being the desire to "Complete the course," followed by "Satisfy career requirements," while "Self-affirmation" ranked the lowest.
LITERATURE REVIEW
REVIEW OF PREVIOUS STUDIES ( AT HOME/ABROAD)
A study conducted at Banking University of Ho Chi Minh City reveals that students exhibit a relatively positive motivation for learning Chinese This research is grounded in Dornyei's 1994 theory of the three domains of foreign language mechanics, which includes language range, learner scope, and learning environment Utilizing a questionnaire with 32 questions focused on the motivations behind learning Chinese, the findings indicate that students prioritize personal needs related to tourism and career opportunities, followed by the intrinsic value of self-improvement, excitement about the language, cultural and political interests, and the demands of others for communication Overall, it is evident that students at BUH primarily learn Chinese driven by their individual needs.
Research by Dr Nguyen Van Luot from the University of Social Sciences and Humanities reveals that Binh Dinh College students exhibit low motivation in learning English, with a notable 21.5% of students retaking the subject, the highest among all courses The study evaluated eight criteria, including gender, faculty, school year, academic performance, study duration, age, parents' occupation, and residence It concluded that students are driven by various motivations, with the primary ones being the desire to "Complete the course" and to "Satisfy career requirements," while "Self-affirmation" ranks as the least significant motivator.
Munir Shuib conducted a survey to explore the motivation and attitudes of Petroleum Engineering students towards learning English The study focused on three motivational constructs: instrumental, integrative, and personal motivation, drawing on the works of Gardner (1985) and Cooper and Fishman (1977) The sample included 81 students from Hadhramout University of Sciences and Technology (HUST) Results revealed that a significant number of students expressed interest in the culture of the English-speaking world, particularly through English-language films.
Azizeh Chalak, Zohreh Kassaian investigated the various socio- psychological orientations of Iranian undergraduates towards learning English.
The study examined the motivation orientations and attitudes of 108 English translation students at Islamic Azad University in Iran towards learning English Key domains included interest in English, parental encouragement, motivational intensity, and attitudes towards both the language and English-speaking individuals The findings, based on five survey questions, indicated that these Iranian students exhibited a strong positive attitude towards learning English, highlighting their integrative and instrumental motivations.
A study examined the English language orientation of university students in Taiwan, focusing on key L2 dynamics and the perception of English as an international language Involving 267 undergraduates from a science and technology university in New Taipei City, the findings revealed no significant difference in students' motivation to learn English between day and night across seven aspects: Integrative, Instrumental, Intrinsic, External, Ideal, Ought, and Travel.
A study by Chunmei Long and Zhu Ming examined the motivation of junior high school students in Gejiu regarding English learning, identifying key factors that hinder their motivation The findings revealed that while 36.7% of students recognize goal setting as a primary motivator, only 23.3% actively pursue these goals Although 53.3% acknowledge the importance of learning English, a significant 56.7% lack self-study habits This indicates that students understand the value of English education but struggle with goal-setting and self-discipline To enhance student motivation, it is crucial to provide guidance on setting achievable goals and effective methods for success.
A study by Fu Yezhi (2016) highlights the scarcity of research on the learning motivations and strategies of middle-aged and elderly individuals in China, noting a lack of comparative analysis in this area The study aims to explore the differences in motivations, learning strategies, and barriers faced by these age groups Findings indicate that most learners possess a clear motivation to learn English, recognizing its significance In contrast, junior high school students exhibit lower levels of motivation, primarily driven by the need to pass exams and develop problem-solving skills, which shifts their focus towards achieving academic success rather than intrinsic learning goals.
REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT
Motivation plays a big role in engaging students to learn As schunk said
"Motivation can influence what, when and how we learn (as cited in Pintrinch,
In 2008, it was noted that when students possess motivation—whether intrinsic or extrinsic—they can autonomously determine their learning objectives, allocate the necessary time, and select effective techniques to enhance their understanding of the subject matter.
Motivation is an active psychological response driven by needs and excitement, essential for survival and growth It reflects an individual's unique attitude towards specific objects or goals While various psychological theories exist regarding human motivation, they commonly emphasize motivation as a process of orientation, stimulation, and drive.
Motivation is defined as the learner's orientation towards the goal of learning a second language (Crookes & Schmidt, 1991) It encompasses the reasons behind people's actions, desires, and needs, serving as a driving force that influences behavior and the desire to repeat certain actions (Elliot & Covington, 2001).
(1990) said that “Motive is what encourages the person to act in a certain way or develop an inclination for particular behavior” According to Gardner (1985),
Motivation in language learning is defined as the blend of effort and desire to achieve language proficiency, along with positive attitudes towards the learning process According to Oxford and Shearin (1994), motivation encompasses the desire to reach a goal, paired with the energy to pursue it Narayanan (2006) further emphasizes that motivation represents the underlying reasons for an individual's actions or behaviors.
Motivation is defined as the underlying reasons for behavior, characterized by willingness and volition It can be intrinsic, driven by personal enjoyment and interest, or extrinsic, influenced by external rewards Individual motivation varies across different subjects and tends to become more domain-specific with age Educators often view intrinsic motivation as more desirable, as it typically leads to improved learning outcomes compared to extrinsic motivation.
N., Pam M.S (2013) defines “Motivation is the driving force behind the energy required to complete a task, a lack of motivation will give rise to a lack of driving power behind completing a certain task”.
Baumeister (2016) said that “Motivation has as many faces as there are human desires The simplest definition of motivation boils down to wanting”.
1.2.2 Theory and principle of motivation
Research indicates that human intellectual actions are significantly influenced by emotions, particularly in the context of language learning (Gardner, 1985; Reid, 1999; Dửrnyei, 2005) The success or failure in acquiring a new language is closely tied to perception, consciousness, and emotional factors Motivation plays a crucial role as a key influencing factor, yet identifying the right motivational drivers remains complex Dửrnyei (2001) describes this challenge as "a real mystery," highlighting the difficulty in providing a precise definition despite extensive research Historically, theories of motivation have been categorized into psychosocial stages since 1959.
1990), cognitive orientation (in the 1990s), process orientation, and social stage most recent dynamic period.
Wallace Lambert, Robert Gardner, and other Canadian social psychologists have significantly contributed to the understanding of motivation and emotional factors in language learning Their social education model, established over 40 years ago, emphasizes the role of second language (L2) as a bridge between communities They argue that language learning is inherently social, requiring individuals to cultivate distinct L2 identities According to Gardner, a learner's motivation is influenced by their attitudes and orientations towards L2 learning, encompassing goals, desires, efforts, and positive attitudes His motivation theory distinguishes between integrative motivation, which focuses on the desire to connect with others through language, and instrumental motivation, which highlights the practical benefits of acquiring a new language.
The Attitude/Motivation Test Battery (AMTB) developed by Gardner in 1985 is a comprehensive tool for assessing various dimensions of motivation within the social education model, focusing on scales such as attitude towards goals, interests, and integrated orientation It evaluates motivation through measures of intensity, language learning attitudes, and the desire to learn languages, while also considering learners' reactions to their educational environment through attitudes towards teachers and courses Building on Gardner's work, Mihaljević Djigunović created a questionnaire that identifies three distinct types of motivation: affective motivation, which is driven by emotional or aesthetic reasons; pragmatic communicative dynamics, which emphasize the instrumental and professional value of English; and inclusion motivation, reflecting a desire for integration into English-speaking communities Communicative-pragmatic motivation is crucial for academic success, and despite the emergence of new theories, Gardner's foundational concepts continue to influence contemporary understandings of motivation in language learning.
The article emphasizes the importance of cognitive motivations, particularly the teaching environment, in influencing learners' motivations, necessitating an expansion of the existing theoretical framework Attribution theory, as outlined by Weiner (1985), Julkunen (1989), Dửrnyei (1990), and Ushioda (1998), categorizes factors into external or internal influences, stability, and personal control Additionally, it identifies ability, task difficulty, effort, and luck as potential contributors to success or failure In classroom settings, students' beliefs about their ability to achieve mastery significantly impact their actual learning outcomes For instance, individuals who perceive high scores as unattainable are less likely to exert effort compared to those who maintain a more optimistic outlook.
Self-determination theory, proposed by Deci & Ryan (1985), identifies intrinsic and extrinsic motivation, with self-determination defined as the human quality related to the experience of choice This theory emphasizes task-related motivation and the complex dynamics of contextual influences on learners, which interact with intrinsic task relationships Dửrnyei (1994) outlines three dimensions of motivation: the language level, encompassing culture and community; the learner level, focusing on individual personality; and the learning situation, which includes classroom settings and teaching materials Teachers can significantly impact student motivation through goal setting, rewards, and class structure Motivation to learn a foreign language is shaped by both internal factors, such as intrinsic preferences and self-concept, and external factors, including influences from parents and teachers Williams and Burden (1997) describe motivation as a continuum from arousing interest to maintaining effort, while Dửrnyei & Ottú (1998) present a dynamic process model that highlights the changing nature of motivation in language learning This model outlines three stages of motivation: the preparatory stage, influenced by goal attributes; the active stage, affected by the quality of learning experiences; and the final stage, where self-belief and external judgments play a crucial role Dửrnyei and Ushioda (2011) suggest that the study of L2 dynamics has evolved into a new theoretical stage, focusing on social dynamics.
Ushioda (2009) emphasizes the interplay between motivation, self, and context in language learning, proposing a framework that includes the L2 Ideal Self, L2 Right Self, and L2 Learning Experience The L2 is envisioned as a vivid and tangible entity that learners aspire to engage with in order to fulfill their personal desires This language learning process is shaped by societal obligations, expectations, and responsibilities Dürnyei & Ushioda (2011) highlight that the dynamic nature of L2 is crucial for understanding these motivational aspects, as it continually evolves.
Merrill (2002) introduced the concept of first principles, which encompasses essential learning principles shared across instructional design theories The five principles of motivation are fundamental to understanding how to effectively engage learners.
(a) Motivation to learn is boosted when learners are aware of gaps in current knowledge Research on curiosity, arousal, and boredom (Berlyne, 1965; Kopp,
To effectively engage learners, it is crucial to employ diverse methods that capture their attention, as heightened attention enhances their sense of inquiry Without strategic approaches, initial interest may wane over time, making it essential to adapt stimulation levels accordingly Additionally, motivation to learn increases when the knowledge aligns with the learner's personal goals, which are often influenced by their future aspirations Learning activities closely tied to real-world applications are often referred to as authentic learning experiences, fostering greater relevance and motivation.
Motivation to learn is enhanced when students feel capable of achieving their educational goals Building confidence involves guiding learners to create positive experiences and recognize their own efforts and successes, rather than attributing achievements to luck or ease Consequently, accomplishments perceived as resulting from chance or simple tasks do not effectively boost a student's self-assurance.
Boosting motivation in learners occurs when they can predict the outcomes of challenging tasks While the first three principles are essential for fostering student motivation, the fourth principle emphasizes the importance of satisfaction as a positive learning experience Rewards, praise, and recognition contribute to this inner satisfaction, and it is crucial for students to perceive the workload as manageable.
SUMMARY
Despite the desire to overcome challenges for optimal results, survey findings reveal that the average investment of students in self-study and academic research at universities is alarmingly low.
METHODOLOGY
RESEARCH GOVERNING PRINCIPLES
This study evaluates the motivations of non-English major students at Vietnam National University of Agriculture in learning English, based on Axeev VG's perspective on the unity of engine structure aspects It focuses on two key factors: the students' awareness of the importance of learning English and their attitudes towards the language.
Through short interviews with students, I gained insights into the significance of learning English, highlighting how their English learning activities enhance their skills Students emphasized that mastering English not only helps them pass their subjects but also boosts their self-confidence and meets their career aspirations effectively.
- In terms of students' English learning attitude, I look for the following indicators:
+ Look up documents via Internet, library;
+ Reading books, newspapers, watching movies, listening to English music when free;
+ Self-study English through online websites;
+ How much time during the day is spent learning English.
- Survey information is divided into two parts In the first part, there were
30 items in which students were asked to show their agreement or disagreement with five level scale, respectively level: (1) = Strongly disagree, (2) = Disagree,
In the second survey, students responded to various questions by indicating their opinions with a simple Yes or No The responses were rated on a scale from 3 (Neutral) to 5 (Strongly agree), allowing for a clear understanding of their perspectives.
9 Do you learn English to develop yourself, become more active?
10 Do you learn English to be able to confidently communicate with foreigners?
11 Do you study English so that you can help your foreign friends understand your country?
12 You learn English because you want to make friends with native speakers?
13 Do you study English because you want to learn more about British or American life?
14 Do you learn English to use while traveling?
25 Do you often watch movies, listen to music in English in your free time?
26 Do you join English clubs?
27 Are you participating in English learning groups?
28 Do you find joining English clubs really helpful?
1 Do you learn English because it is a popular language?
16 Do you learn English for a better job?
17 Do you learn English for promotion opportunities?
30 Did your conditions of study affect your studies?
3(Q2) Do you have any English certificates?
7(Q2) Do you think the results of your studies have an effect on learning?
8 Do you learn English to challenge yourself?
15 Do you learn English because of the specialized requirements?
- Motivation of complete the course:
3 Do you learn English to complete the course?
Regarding the influencing factors, the questions are divided as follows:
1(Q2) Do external English learning programs help your English learning?
2(Q2) Do the English classes in the classroom meet the amount of knowledge you want?
8(Q2) Is your academic performance determined by your English teacher?
9(Q2) Is your academic achievement determined by the English curriculum you are using?
10(Q2) Is your academic achievement determined by your English class?
5 Do you learn English because your parents or the school wants you to learn?
6 Do you learn English because you do not want people to be disappointed?
15 Do you learn English because of the specialized requirements?
2 Do you learn English to pass the exam?
3 Do you learn English to complete the course?
4 Do you learn English because you do not want low achievement?
7 Do you learn English because you are interested in the subject?
8 Do you learn English to challenge yourself?
18 Do you participate fully in English lessons?
19 Do you often do your homework?
20 Do you often state in your class?
21 Do you often ask your teacher questions about the lesson?
22 Do you often search for English materials on the internet?
23 Do you often go to the library to search for English books?
24 Do you often read books or newspapers in English?
29 Do you self-study English at home?
4(Q2) Do you spend 3 hours / day learning English?
5(Q2) Do you spend 2 hours / day learning English?
6(Q2) Do you spend 30 minutes / day learning English?
RESEARCH METHODS
The English proficiency of non-English major students at Vietnam National University of Agriculture is inadequate, failing to align with the demands of the socio-economic landscape and employer expectations This highlights the urgent need to enhance students' English skills and motivation Consequently, this study aims to identify the motivations behind English learning among non-English majors, ultimately seeking to improve educational outcomes and teaching quality The study's design is suitable for describing and analyzing the findings, rather than drawing broader conclusions.
This study primarily employs a questionnaire survey and in-depth interviews to gather data The questionnaire is based on Dornyei's (2003) three-range model of learning motivation The research focuses on primary data collected through surveys and face-to-face interviews, with questionnaires distributed directly to students for their responses.
The study involved 80 full-time students from various faculties, classes, and academic years at the Vietnam National Academy of Agriculture (VNUA) A random selection of students from different courses within each faculty was made to gather survey data The survey was conducted in May 2021.
Sampling: the number of respondents from each faculty in the university is selected by random, irregular and selective methods.
Pilot testing: The questionnaire will be tested for 3 students, then edited for interview.
The researcher will use SPSS to analyze quantitative data gained from multiple choice questions Responses to open ended questions will then be grouped according to themes.
SUMMARY
We utilized the SPSS tool to analyze and determine the percentage of students based on varying motivations The survey included 80 students, all currently enrolled at the school across different academic levels This data allows us to examine the results in detail, as discussed in Chapter 3.
FINDINGS AND DISCUSSION
MOTIVATION TO LEARN ENGLISH OF VNUA STUDENTS WITH
As mentioned above, intrinsic and extrinsic motivation also have a great influence on the motivation to learn English of VNUA students The following table describes the survey data from students:
Table 3.1: Motivation to learn English with intrinsic and extrinsic motivation:
Types of learning motivation Mean SD
The data indicates that the English language learning motivation among non-English majors at VNUA is generally neutral, with intrinsic motivation averaging 3.04 and extrinsic motivation at 3.03 This suggests that students possess a strong desire to acquire knowledge Additionally, certificates and awards hold significant value for students, as they can impact job opportunities post-graduation and are essential for studying abroad.
So how do the criteria of gender, faculty, and place of residence affect these two types of motivation? The following table analyzes the criteria for each type of motivation.
Table 3.2: Intrinsic motivation with its criteria
The survey revealed that, despite a lower number of male participants, their mean intrinsic motivation for learning was higher than that of females, indicating a greater desire among males to acquire new knowledge However, the difference between genders was minimal Notably, course 65, a newcomer to the school, demonstrated a high level of intrinsic motivation in learning English, closely followed by course 62 (Mean = 3.151) Additionally, high-achieving students exhibited greater intrinsic motivation compared to their peers This suggests that even small differences in intrinsic motivation reflect the learning efforts and self-awareness of students across different courses.
Table 3.3: Extrinsic motivation with ít criteria
Regarding the criteria in extrinsic motivation, when comparing this motivation between faculties, agronomy students have the highest extrinsic motivation (Mean = 3,611), IT students have the lowest motivation level (Mean
Agronomy students demonstrate a strong awareness of academic performance and its implications for future employment, recognizing the importance of degrees and commendations External motivation is notably high among students with parents in professions such as teaching, business, or farming, driven by familial expectations like inheriting property and maintaining family reputation Additionally, students' places of residence influence their motivation levels; however, the disparity in awareness between urban and rural students is minimal, as rapid rural urbanization has led to similar career aspirations and motivations across both demographics.
MOTIVATION TO LEARN ENGLISH OF VNUA NON-ENGLISH
Table 3.4: Motivation to learn English through motivation M1, M2, M3
( M1: Self-motivation, M2: Career motivation, M3: Motivation of complete the course)
The data indicates that non-English majors at VNUA are driven by diverse motivations in their English learning activities, with varying levels of motivation observed among individual students.
The three types of motivation exhibit distinct levels of influence, with M2 motivation leading at a mean score of 4.29, followed by M3 at 3.93, and M1 at 2.98 This analysis indicates that non-specialized students at VNUA primarily seek motivation to fulfill their future career requirements.
Next, we will comment on the motivation level of each engine
The findings indicate that only 29.6% of students feel motivated to learn English, expressing agreement or strong agreement with the concept of self-motivation In contrast, 38.3% of students perceive their motivation as average, while a notable 30.9% report that they do not find motivation to be a factor in their interest in learning the language.
Career motivation is the most significant driver for students' English learning, with 85.2% of those surveyed expressing agreement or strong agreement regarding its influence In contrast, only 2.4% of students indicated that this motivation did not enhance their learning experience.
- In motivation to complete the course: Up to 80.3% of students agree that this job motivates them to learn English, and only 11.1% consider the motivation to be average.
The data indicates that non-English majors at VNUA often approach English learning with a focus on merely passing exams and fulfilling degree requirements, rather than engaging deeply with the material However, these motivations can drive and enhance students' learning activities It is important to note that learning motivations are not fixed; they evolve and complement one another Consequently, students tend to tailor their learning strategies based on personal motivations, leading to more effective outcomes when they find a motivation that resonates with them.
So will students in different faculties, in different courses, have differences in learning motivation? Here are the results from the collected data:
Table 3.5:Motivation M1, M2, M3 with criteria of gender and faculty
Comparative Criteria Types of learning motivation
Mean Sig Mean Sig Mean Sig
Research indicates that there is no significant difference in motivation levels between male and female students across various motivational categories Notably, female students exhibited higher mean motivation scores than their male counterparts in all three categories, suggesting that women tend to be more motivated than men.
In examining faculty criteria, there is no significant difference in motivation levels across various industry groups (Sig > 0.05) Accounting students exhibit the highest self-motivation with a mean score of 4.0, while Agronomy students show the strongest motivation to meet professional needs, achieving a mean of 4.67 As the country advances in economic integration, the importance of studying and transferring skills from abroad, as well as sending experts to neighboring countries, becomes increasingly vital Proficiency in English is essential during this period Additionally, both Animal Science and Veterinary Medicine students demonstrate similar motivation levels, with means of 4.0 and 3.93, respectively.
Table 3.6: Motivation M1, M2, M3 with criteria of course and academic results last semester
Comparative Criteria Types of learning motivation
Mean Sig Mean Sig Mean Sig
In terms of self-motivation, students in class 62 exhibited the highest motivation with a mean score of 3.27, followed closely by class 65 Notably, class 65 also demonstrated the highest career motivation, indicating an early awareness of job requirements This is advantageous for freshmen, as they have ample time to acquire new technological knowledge and skills for their future careers Regarding completion motivation, classes 62 and 63 shared a mean score of 4.05, suggesting that earlier courses may foster higher motivation to complete subjects due to the prevalence of subject debts or the need for re-studies Overall, there was no significant difference in motivation levels across different types of motivation (p > 0.05).
The study reveals significant differences in learning outcomes based on three types of motivation, with self-motivation and motivation to complete the course showing a notable distinction (p < 0.05) Good students exhibit the highest self-motivation levels (Mean = 3.59), while both good and weak students demonstrate equal motivation to complete the course (Mean = 4.0) Interestingly, weak students show the highest levels of career motivation.
Table 3.7: Motivation M1, M2, M3 with criteria of father’s and mother’s occupation; and address
Comparative Criteria Types of learning motivation
Mean Sig Mean Sig Mean Sig
Students whose fathers are businessmen or farmers exhibit the highest levels of motivation across all three types of motivation These professions are notably popular today, and the mean difference in motivation levels between the two occupations is minimal, indicating no significant variation among the three types of motivation.
The occupation of mothers significantly influences student motivation, with a notable number of students having mothers employed in business or farming These professions are common among women, and the mean differences in motivation levels across various types show no significant variation.
Students residing in rural areas exhibit the highest self-motivation levels, with a mean score of 3.27 Conversely, urban students demonstrate greater motivation in course completion and meeting career needs, with mean scores of 4.56 and 4.18, respectively This indicates that rural students are more inclined towards self-improvement, while the higher motivation levels in urban areas may be influenced by current living standards.
FACTORS AFFECTING STUDENT MOTIVATION
Table 3.8: Factors affecting student motivation
Factors influencing student learning significantly impact their motivation Among various elements, teaching methods have the least effect on motivation, while parental influence ranks highest, with a mean score of 3.84 Parents play a crucial role in motivating students, as their expectations can drive students to study, either to succeed academically or to meet family expectations Additionally, a student's attitude towards learning is vital; a lack of a positive learning attitude can hinder productivity and academic outcomes Consequently, even strong parental influence may not compensate for a poor study attitude, leading to diminished motivation and subpar academic performance.
To clarify the influence of factors on dynamics, we compare with the following criteria The mean values were calculated using the average formula of questions.
Table 3.9: Teaching method with its criteria
Course 62 demonstrates the highest accessibility among the courses analyzed, with a mean value of 1.4, while other courses show only slight variations in their mean scores The current teaching method significantly impacts course 62; however, the overall mean values across courses are declining, indicating a need for ongoing adjustments to teaching strategies to better meet future demands VNUA employs a learner-centered approach that integrates new science and technology, yet it has not effectively encouraged active student participation in class Notably, the faculties of IT and Economics and Rural Development are most influenced by these teaching methods, as their reliance on technology facilitates easier learning experiences.
Table 3.10: Parents with its criteria
The occupations of parents, particularly in civil service and business, significantly impact VNUA students' learning and motivation These intellectual professions often lead parents to impose their perceptions of success on their children, creating pressure to excel academically Conversely, some students may view their parents as role models, enhancing their motivation to learn Additionally, professions such as farming and teaching also play a role in shaping students' aspirations Parents in agriculture typically hope for their children to achieve a successful career, which can serve as both a motivating goal and a source of pressure, depending on the individual student's mindset and response.
Table 3.11: Learning attitude with its criteria
The learning attitude of students is significantly influenced by their living environment, with those in rural areas exhibiting a more positive attitude than their urban counterparts While parental expectations remain consistent, the extrinsic motivations impacting students vary Recent studies indicate that high-achieving students tend to have a stronger learning attitude, driven by personal goals and external expectations However, not all successful students maintain a high learning attitude; effort and determination are crucial for achieving diverse learning outcomes A strong learning attitude is essential, as it empowers students to set personal goals and take initiative, ultimately facilitating the achievement of their objectives and enhancing their ability to manage tasks effectively.
SUMMARY
We utilized the SPSS tool to analyze and count the number of students across various educational levels The survey included 80 students currently enrolled in school, representing different grade levels The findings are detailed in Chapter 3.