Khóa luận tốt nghiệp a survey on learning motivation of english linguistics students, faculty of education and foreign language, vietnam university of agriculture

18 3.1 Learning motivation constitution factors of English linguistics students.. Therefore, the BA research shows 6 factors affecting the learning motivation of students, which are: Se

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA RESEARCH

A SURVEY ON LEARNING MOTIVATION OF ENGLISH LINGUISTICS STUDENTS, FACULTY OF EDUCATION AND FOREIGN LANGUAGE, VIETNAM UNIVERSITY OF

AGRICULTURE

KHẢO SÁT ĐỘNG CƠ HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH, KHOA SƯ PHẠM VÀ NGOẠI NGỮ, HỌC VIỆN NÔNG

NGHIỆP VIỆT NAM

Student: NGUYEN DUY KHANG Student Code: 621220

Supervisor: TRAN THI HA NGHIA NGHIEM HONG NGAN

Hanoi – 2021

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled A survey on Learning motivation of English Linguistics students, Faculty of Education and Foreign language, Vietnam University of Agriculture submitted in partial fulfillment of the requirements for the degree

of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text

of the thesis

Hanoi, 2021

Approved by SUPERVISOR

(Signature and full name)

Date:………

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY i

TABLE OF CONTENTS ii

ABSTRACT iv

LIST OF FIGURES v

LIST OF FIGURES AND CHART vi

PART I: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and objectives of the study 1

1.2.1 Aims of the study 1

1.2.2 Objectives of the study 1

1.3 Research questions 1

1.4 Scope of the study 2

1.5 Significance of the study 2

1.6 Design of the study 2

PART II: DEVELOPMENT 3

Chapter 1: LITERATURE REVIEW 3

1.1 Review of the previous studies (At home & abroad) 3

1.2 Review of theoretical background (depend on what the study is about) 4

1.2.1 Motivation and Learning Motivation 5

1.2.2 Theories of Motivation 5

1.2.3 Motivation components 9

1.2.4 Classifications of motivation 10

1.2.5 The role of motivation in learning 11

1.2.6 Learning motivation constitution factors 12

1.2.7 Motivation measurements 13

1.3 Summary 14

Chapter 2: METHODOLOGY 15

2.1 Research methodology 15

2.2 Research setting/context 15

2.3 Data collection 16

2.3.1 Data collecting instruments 16

2.3.2 Data collecting procedures 16

2.4 Data analysis 16

2.5 Summary 17

Chapter 3: FINDINGS AND DISCUSSION 18

3.1 Learning motivation constitution factors of English linguistics students 18 3.1.1 Research objects description 18

3.1.2 Self-efficacy 18

3.1.3 Active learning strategies 22

3.1.4 Learning value 29

3.1.5 Performance goal 32

3.1.6 Achievement goal 35

3.1.7 Learning environment stimulation 38

3.2 Exploratory factor analysis (EFA) and T-test analysis 42

3.2.1 Exploratory factor analysis 42

3.2.2 Independent Samples T-Test 48

3.3 Summary 54

PART 3: CONCLUSION 56

1 Recapitulation 56

2 Concluding remarks (conclusions) on each of the thesis objectives: 58

3 Limitation of the current research 60

4 Suggestions for further research 60

REFERENCES 61

APPENDIX 63

ABSTRACT

The thesis surveys learning motivation of English Linguistics students

at Vietnam National University of Agriculture The questionnaires are used in the thesis to survey 89 first-year students 47 fourth-years students of English Linguistics and we interview randomly 10 students from two courses Therefore, the BA research shows 6 factors affecting the learning motivation

of students, which are: Self-efficacy, active learning strategies, learning value, performance goal, achievement goal, learning environment stimulation We conclude that these factors are related strongly to motivation of students

LIST OF TABLES

Table 1: Describing in objective research 18

Table 2: Cronbach Alpha Coefficient of Self-efficacy factor 19

Table 3: Frequency in self-efficacy factor 20

Table 4: Descriptive statistics in self-efficacy factor 21

Table 5: Cronbach Alpha Coefficient of Active learning strategies factor 23

Table 6: Frequency in Active learning strategies factor 25

Table 7: Descriptive Statistics in Active learning strategies factor 27

Table 8: Cronbach Alpha Coefficient of Learning value factors 29

Table 9: Frequency in Learning value factors 30

Table 10: Descriptive Statistics in Learning value factors 31

Table 11: Cronbach Alpha Coefficient of Performance goal factors 32

Table 12: Frequency in Performance goal factors 33

Table 13: Descriptive statistics in Performance goal factors 34

Table 14: Cronbach Alpha coefficient of Achievement goal factor 35

Table 15: Frequency in Achievement goal factor 36

Table 16: Descriptive statistics in Achievement goal factor 37

Table 17: Cronbach Alpha coefficient of Learning environment stimulation factor 39

Table 18: Frequency in Learning environment stimulation factor 40

Table 19: Descriptive statistics in learning environment stimulation factor 41

Table 20: Total Variance Explained in EFA 44

Table 21: Rotated Component Matrix in EFA 45

Table 22: Independent Samples Test 49

Table 23: Group Statistics 51

LIST OF FIGURES AND CHART

Figure 1: Frequency in Self-efficacy factors 21

Figure 2: Frequency in active learning strategies factor 26

Figure 3: Frequency in Learning value factors 31

Figure 4: Frequency in Performance goal factors 34

Figure 5: Frequency in Achievement goal factor 37

Figure 6: Frequency in Learning environment stimulation factor 41

Chart 1: Mean of self-efficacy 52

Chart 2: Mean of performance goal 52

Chart 3: Mean of achievement goal 53

PART I: INTRODUCTION 1.1 Rationale

Puja Mondal said that the purpose and importance of motivation should

be clearly understood The fundamental aim of motivation is to stimulate and facilitate learning activity Learning is an active process that needs to be motivated and guided toward desirable ends

Learning is self-initiated, but it must be aided by motives so that the learners will persist in the learning activity A definite motive is valuable in all work, as motives make for readiness The greater the readiness, the greater the attention will be given to the work on hand, and the sooner will the desired result be achieved

The research will show some features of the learning motivation diversity and variety of English Linguistics students Then, lecturers will have

a better view to help students improve their learning motivation

Therefore, I chose the subject as my graduation thesis: learning motivation of English linguistics students, Faculty of Education and Foreign Language, Vietnam University of Agriculture

1.2 Aims and objectives of the study

1.2.1 Aims of the study

The purpose of this study is to examine what motivation is processed in learning and which intrinsic and extrinsic motivation address in learning of English Linguistics students

1.2.2 Objectives of the study

The thesis examine what motivation is processed in learning of English Linguistics students and investigate which intrinsic and extrinsic motivation address in learning of English linguistics students

1.3 Research questions

- What extrinsic motivation and intrinsic motivation are processed in learning of English Linguistics students?

- Which motivation is the most effective on learning processing of English Linguistics students?

1.4 Scope of the study

The graduation thesis lasts 4 months from 01/03/2021 Participants of the study are 89 first-year students and 47 fourth-year students in the Faculty

of Education and Foreign Languages at VNUA The study’s content is going

to clarify learning motivation of English Linguistics students

1.5 Significance of the study

There is no study on the learning motivation of English linguistics students at the Faculty of Education and Foreign Language so that I choose this subject to clarify the subject From the researching results, it can release some suggestions to increase the motivation of English Linguistics students in learning Lecturers can understand students better and motivate them in learning through the results of survey

1.6 Design of the study

Apart from abstracts, references & appendices, the study consists of three main parts:

Part 1 - Introduction presents rationale of the study, aims and objectives

of the study, research questions, the scope as well as the significance of the study

Part 2 - Development is divided into 3 chapters:

Chapter 1 - Literature review provides theoretical background for the study Chapter 2 – Methodology describes the methodology used in the research including the action research, data collection instruments, participants, the procedures employed to carry out the research

Chapter 3 - Findings and discussions report and discuss the findings of the study

Part 3 – Conclusion - summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and suggests several solutions

PART II: DEVELOPMENT

Chapter 1: LITERATURE REVIEW

1.1 Review of the previous studies (At home & abroad)

Abroad

Endang Sri Astuti (2010) has pointed out that motivation to learn it is something that drives it, move it, and engage students in learning Motivation can be defined as a process whereby goal-directed activity was investigated and sustained consisting of inherent motivation and extrinsic motivation (motivation that arises because of the encouragement from the outside)

According to Omar, Jain, and Noordin (2013), intrinsic motivation arises from within the individual, whereas extrinsic motivation arises from outside the individual and frequently involves the appreciation of others

Intrinsic motivation, as defined by Arens, Morin, and Watermann (2015), occurs when a person's conduct is triggered internally by someone for his own advantage or when curiosity emerges on its own Extrinsic motivation, on the other hand, occurs when an individual is influenced by forces outside of themselves, such as awards, punishment, or social pressures

Motivation plays an important role in students' conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al 1993), critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al 2000, Wolters 1999), and science learning achievement (Lee 1989, Lee and Brophy

1996, Pintrich et al 1993) (Napier and Riley 1985).Self-perceptions of ability, effort, intrinsic goal orientation, task value, self-efficacy, test anxiety, self-regulated learning, task orientation, and learning techniques were among the motivation elements identified in a review of learning motivation studies (Garcia 1995, Garcia and Pintrich 1995, Nolen and Haladyna 1989, Pintrich and Blumenfeld 1985)

These studies, on the one hand, highlighted the diversity of the

learning motivation and, on the other hand, showed how researchers’ interests influenced the approach taken to aspects of motivation

At home

Research by Duong Thi Kim Oanh (2013) says that motivation is a psychological factor that reflects the subject's ability to satisfy the needs of the subject, orientation, promotion and maintenance of the subject's activities

to occupy field that object Duong Thi Oanh (2013) also show that learning motivation is a psychological factor that reflects the object capable of satisfying the needs of learners, orienting, promoting and maintaining learning activities of learners to dominate that object Motivation in general and learning motivation in particular are issues of basic theoretical and practical significance in psychology Correct or misleading learning motivation has the meaning of determining the success or failure of the activity and the direction of human development

In the study " Learning Motivation of Students at Ho Chi Minh City University of Social Sciences and Humanities" (2003), Ph D Nguyen Hoi Loan said: Learning motivation is what often motivates push, stimulates active activity, passion for learning for knowledge as well

as methods to discover them or because you want to have a prestigious position in the collective, society Directly contribute to determining the quality of learning in each student

Pham Thi Duc (1994) with her research results confirmed that the reason for students' cognitive motivation to be formed and developed at a high level is that from the very beginning, students' learning actions are directed right into the grasp of basic concepts of theoretical The author believes that: Cognitive motivation is the object of learning activities, which

is reflected in the student's head, which will motivate the child to be active

1.2 Review of theoretical background

Theories and concepts which are related to the thesis: motivation, theories of motivation, motivation measurements, motivation components, learning motivation constitution factors, classifications of motivation, the role

of motivation in learning

1.2.1 Motivation and Learning Motivation

Motivation is the process that initiates, guides, and maintains oriented behaviors and it is also a psychological factor reflecting an object which is capable of satisfying learners' needs, orienting, promoting and maintaining learners' learning activities in order to occupy the object as known as learning motivation

goal-As Woodworth concludes, “Motivation is the state of the individual which disposes him to certain behavior for seeking goal.” Besides, B.F Skinner also found that motivation in school learning involves arousing, persisting, sustaining and directing desirable behavior Duong Thi Kim Oanh explained a student's learning motivation is a psychological factor that reflects

an object which is capable of satisfying students' needs It orients, promotes and maintains students' learning activities in order to occupy that object

Based on those definition, the thesis is going to clarify students learning motivation of English linguistics students

1.2.2 Theories of Motivation

The BA research is based on 4 theories of motivation: Maslow’s hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and McClelland’s acquired-needs theory

Maslow’s hierarchy of needs: describes five categories of basic human needs, including physiological, safety, social, esteem, and self-actualization needs

These needs are prioritized in order of importance, and once a lower level need is met, it no longer serves as a motivator Physiological needs are the most basic of Maslow's needs Food, water, and other biological demands are referred to as physiological needs These are basic wants because if they aren't met, the desire to fulfill them may outweigh all other desires Consider how hungry you are At that moment, your whole behavior may be focused on locating food However, once you've eaten, you'll no longer be on the lookout for food, and the promise of food will no longer be a motivator People tend

to become concerned about safety concerns once their physiological demands have been met Are they safe from danger, pain, or the prospect of an uncertain future? Social needs refer to the want to build enduring bonds with other people, to be liked, and to bond with others on a higher level In fact, attachments, or lack of them, are associated with our health and well-being Baumeister, R F., & Leary, M R (1995) The need to belong: A fundamental

human motivator is the need for interpersonal ties Psychological Bulletin, 117, 497–529 The fulfilment of social needs raises the importance

of esteem needs The desire to be respected by one's peers, to feel important,

and to be recognized is known as the Esteem Need Finally, the need for actualization refers to “becoming everything you are capable of becoming” at the top of the hierarchy This drive reveals itself in the desire to learn new abilities, take on new challenges, and act in a way that leads to the achievement of one's life objectives

self-ERG theory, developed by Clayton Alderfer, is a modification of Maslow’s hierarchy of needs in which The five needs are divided into three groups (existence, relatedness, and growth) C P Alderfer (1969) An experiment to see if a novel theory of human wants holds up in the real

world Organizational Behavior and Human Performance, 4, 142–175

Alderfer advocated that essential human needs be divided into three categories: existence, relatedness, and growth, rather than the five hierarchically ordered requirements Maslow's physiological and safety needs are represented by existence, relatedness by social needs, and growth by esteem and self-actualization Alderfer advocated that essential human needs

be divided into three categories: existence, relatedness, and growth, rather than the five hierarchically ordered requirements Existence corresponds to Maslow’s physiological and safety needs, relatedness corresponds to social needs, and growth refers to Maslow’s esteem and self-actualization

The theory recognizes that when students are frustrated while attempting to satisfy higher level needs, they may regress

The two-factor approach distinguishes between variables that cause employees to be dissatisfied with their jobs and those that actually motivate them Frederick Herzberg took a unique perspective to the subject of motivation Herzberg discovered that characteristics of the study environment that satisfy students are quite different from aspects that dissatisfy them by asking individuals what satisfies them and what dissatisfies them.The two-factor theory differentiates between factors that make people dissatisfied on the work and factors that truly motivate employees Frederick Herzberg approached the question of motivation in a different way By asking individuals what satisfies them on the job and what dissatisfies them, Herzberg came to the conclusion that aspects of the work environment that satisfy employees are very different from aspects that dissatisfy them Herzberg, F., Mausner, B., & Snyderman, B (1959) The motivation to work New York: John Wiley; Herzberg, F (1965) The motivation to work among Finnish supervisors Personnel Psychology, 18, 393–402 Variables generating worker discontent were characterized as "hygiene" factors by Herzberg because they were part of the context in which the job was performed, rather than the job itself Company policies, supervision, working environment, remuneration, safety, and security on the job were all considered hygiene issues Consider the following scenario: you are working

in an unfavorable work environment In the summer, your office is too hot, and in the winter, it is too chilly You're being bullied and treated badly In such a workplace, you would undoubtedly be unhappyHerzberg labeled factors causing dissatisfaction of workers as “hygiene” factors because these factors were part of the context in which the job was performed, as opposed to the job itself Hygiene factors included company policies, supervision, working conditions, salary, safety, and security on the job To illustrate,

imagine that you are working in an unpleasant work environment Your office

is too hot in the summer and too cold in the winter You are being harassed

and mistreated You would certainly be miserable in such a work

environment Motivators, on the other hand, are intrinsic to the study, such as

achievement, acknowledgment, fascinating work, increased responsibility,

progress, and possibilities for growth Motivators, according to Herzberg's

research, are the circumstances that actually push students to try more.In

contrast, motivators are factors that are intrinsic to the job, such as

achievement, recognition, interesting work, increased responsibilities,

advancement, and growth opportunities According to Herzberg’s research,

motivators are the conditions that truly encourage employees to try harder

Finally, McClelland’s theory of acquired needs argues that individuals

possess stable and dominant motives to achieve, acquire power, or affiliate

with others The type of need that is dominant will drive behavior Each of

these theories explains characteristics of learning environment that motivates

students

1.2.3 Motivation components

Motivation has three primary components, according to Dr Jeffrey S

Nevid (2013): activation, persistence, and intensity The decision to begin a

behavior, such as enrolling in a psychology class, is referred to as activation

Persistence is defined as making an ongoing effort toward a goal despite the

presence of impediments Taking more psychology courses to achieve a

degree, even though it demands a large expenditure of time, energy, and finances, is an example of perseverance Finally, the attention and zeal with which one pursues a goal demonstrates intensity As a result, students must understand these incentive components in order to maintain goal-directed behavior According to Dr Jeffrey S Nevid (2013), there are three major components to motivation: activation, persistence, and intensity Activation involves the decision to initiate a behavior, such as enrolling in a psychology class Persistence is the continued effort toward a goal even though obstacles may exist An example of persistence would be taking more psychology courses in order to earn a degree although it requires a significant investment

of time, energy, and resources Finally, intensity can be seen in the concentration and vigor that goes into pursuing a goal Therefore, these motivation components need to be realized by students to sustain goal-directed behavior One student, for example, may get by with little effort while another will study consistently, participate in class debates, and seek out research opportunities outside of class The first student lacks focus, whereas the second is dedicated to his studies For example, one student might coast by without much effort, while another student will study regularly, participate in discussions, and take advantage of research opportunities outside of class The first student lacks intensity, while the second pursues his

1.2.4 Classifications of motivation

There are two types of motivation used in educational psychology articles: intrinsic motivation and extrinsic motivation.In educational psychology article, there are two types of motivation used in the thesis: Intrinsic motivation and extrinsic motivation

Intrinsic motivation is our innate desire to seek out and overcome problems as we pursue our passions and test our abilities We do not need incentives or penalties when we're intrinsically motivated because the task is

enjoyable in and of itself Intrinsic motivation is the natural tendency to seek out and conquer challenges as we pursue personal interests and exercise capabilities When we are intrinsically motivated, we do not need incentives

or punishments because the activity itself is rewarding

Extrinsic motivation, on the other hand, is when we do something to get a good grade, escape punishment, or for any other reason that has nothing

to do with the activity itselfOn the other hand, if we do something in order to earn a grade, avoid punishment or for some other reason that has very little to

do with the task itself, then it is known as extrinsic motivation

Self-Determination Theory is a theory that explains how people decide what they want to do (SDT; Deci & Ryan, 1985) Deci and Ryan distinguish between many sorts of motivation depending on the various causes or goals that lead to a specific behavior The most fundamental contrast is between intrinsic motivation, which refers to doing something because it is intrinsically interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a specific result.In Self-Determination Theory (SDT; Deci & Ryan, 1985) Deci & Ryan distinguish between different types of motivation based on the different reasons or goals that give rise to an action The most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because

it leads to a separable outcome

1.2.5 The role of motivation in learning

Motivation is an orientation towards learning Therefore, it impacts how likely a student is either to give up or push forward, and how thoughtful their reflection on their learning will be The deeper the motivation for pursuing an activity, the more likely that the student will not accept easy answers to complex questions In short, intrinsic motivation fosters strong and flexible critical thinking skills On the other hand, a motivation and purely

extrinsic motivation leads to low interest and academic persistence

Lazarus Ndiku Makewa said that learning motivation drives influences from internal (intrinsic) or external (extrinsic) forces that give students power

to learn effectively Jonathan E Taylor has pointed out that the process gives rise to energy and direction for learning engagement is learning motivation

1.2.6 Learning motivation constitution factors

There are four components of learning motivation in ARCS model, and stands for Attention, Relevance, Confidence, and Satisfaction ARCS model

of motivation is an instructional model developed by John Keller, and focuses

on motivation It is important to motivate the learners, and ensure the continuity of the motivation during the instruction

1 Attention: It refers to the learners’ interest It is critical to get and hold the learners’ interests and attention

2 Relevance: The learning process should show the usefulness of the content so that learners can bridge the gap between content and the real world

3 Confidence: This component focuses on developing success expectation among learners, and success expectation allow learners to control their learning processes There is a correlation between confidence level and success expectation That’s why providing estimation of probability of the success to learners is important

4 Satisfaction: There is direct relation between motivation and satisfaction Learners should be satisfied of what they achieved during the learning process

1.2.7 Motivation measurements

The BA research is based on 4 theories of motivation: Maslow’s hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and McClelland’s acquired-needs theory Therefore, learning motivation constitution factors includes 6 items, which are: 1 Self-efficacy investigates their own ability to perform well in science learning tasks, 2 Active learning strategies investigates how students use strategies to construct new knowledge based on their previous understanding 3 Science learning value investigates how to encourage students to acquire problem-solving competency, experience the inquiry activity, stimulate their own thinking and find the relevance of science with daily life 4 Performance goal investigates how students compete with other students and get attention from the teacher 5 Achievement goal investigates the satisfaction of students' competence and achievement during science learning 6 Learning environment stimulation investigates how the atmosphere in the class affects students Six items can be separated into 2 groups to measure learning motivation: Self-efficacy, active learning strategies, performance goal are intrinsic motivation, extrinsic motivation includes science learning value, achievement goal, learning

environment stimulation

1.3 Summary

The thesis is based on 4 theories of motivation: Maslow’s hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and McClelland’s acquired-needs theory Maslow’s hierarchy describes five categories of basic human needs, including physiological, safety, social, esteem, and self-actualization needs These needs are hierarchically ranked, and as a lower level need is satisfied, it no longer serves as a motivator ERG theory is a modification of Maslow’s hierarchy, in which the five needs are collapsed into three categories (existence, relatedness, and growth) The theory recognizes that when students are frustrated while attempting to satisfy higher level needs, they may regress The two-factor theory differentiates between factors that make students dissatisfied with the study (hygiene factors) and factors that truly motivate them (motivators) Finally, acquired-needs theory argues that individuals possess stable and dominant motives to achieve, acquire power, or affiliate with others The type of need that is dominant will drive behavior

The definition of motivation which is used in the thesis based on the research of B.F Skinner, Woodworth and Duong Thi Kim Oanh Therefore, motivation is the process that initiates, guides, and maintains goal-oriented behaviors and it is also a psychological factor reflecting an object which is capable of satisfying learners' needs, orienting, promoting and maintaining learners' learning activities in order to occupy the object as known as learning motivation

In short, learning motivation drives influences from internal (intrinsic)

or external (extrinsic) forces that give students power to learn effectively

The thesis survey 6 factors of motivation: Self-efficacy, active learning strategies, learning value, performance goal, achievement goal, learning environment stimulation

Chapter 2: METHODOLOGY 2.1 Research methodology

Qualitative research method: We interview students with 5 questions to understand their opinions and experiences It can be used to gather in-depth insights for the thesis and to support ideas for the discussion

Quantitative research method: We collect and analyze the questionnaire

to give a high reliability for the research The questionnaire includes 6 factors and 34 items: 1 Self-efficacy investigates their own ability to perform well in science learning tasks, 2 Active learning strategies investigates how students use strategies to construct new knowledge based on their previous understanding 3 Science learning value investigates how to encourage students to acquire problem-solving competency, experience the inquiry activity, stimulate their own thinking and find the relevance of science with daily life 4 Performance goal investigates how students compete with other students and get attention from the teacher 5 Achievement goal investigates the satisfaction of students' competence and achievement during science learning 6 Learning environment stimulation investigates how the atmosphere in the class affects students

2.2 Research setting/context

The research takes place at Vietnam National University of Agriculture 89 first-year students and 47 fourth-year students in Faculty of Education and Foreign Languages at VNUA are included in the study to compare the diversity and variety of motivation

We used six factors of motivation into designing our scales in the new questionnaire In the following, we define each factor in the questionnaire 1 Self-efficacy Students believe in their own ability to perform well in science learning tasks 2 Active learning strategies Students take an active role in using a variety of strategies to construct new knowledge based on their previous understanding 3 Science learning value The value of science

learning is to let students acquire problem-solving competency, experience the inquiry activity, stimulate their own thinking, and find the relevance of science with daily life If they can perceive these important values, they will

be motivated to learn science 4 Performance goal The student’s goals in science learning are to compete with other students and get attention from the teacher 5 Achievement goal Students feel satisfaction as they increase their competence and achievement during science learning 6 Learning environment stimulation In the class, learning environment surrounding students, such as curriculum, teachers’ teaching, and pupil interaction influenced students’ motivation in science learning

We designed 5 questions to interview English Linguistics students to gather in-depth insights for the thesis

2.3 Data collection

2.3.1 Data collecting instruments

Survey by a questionnaire with multiple choices using 5 points scales The items were constituted using five-point Likert-type scales Items

Likert-on the scales are anchored at 1 = strLikert-ongly disagree, 2 = disagree, 3 = no opinion, 4 = agree and 5 = strongly agree There are 34 objects to survey and conduct a trial investigation The questions are built in English and translated into Vietnamese for answering easily, then report back in English

Qualitative interview with semi-structure questionnaire 40 students are chosen to be interviewed and given related answers about the diversity and variety of motivation are expected But due to Covid-19 only 10 students because of Covid-19

2.3.2 Data collecting procedures

Primary data collected from survey and interview is tested by Cronbach’s Alpha

Secondary data is collected from validity sources and detail citations

2.4 Data analysis

We use SPSS software version 22 to analyze data

We use descriptive, frequency, percentage, mean, min, max, standard deviation, EFA analysis, Independent Sample T-Test

We used SPSS software version 22 to analyze data which were collected from the questionnaires

Chapter 3: FINDINGS AND DISCUSSION

3.1 Learning motivation constitution factors of English linguistics students

3.1.1 Research objects description

Table 1: Describing in objective research

Research objects

Number of students

Ratio (%)

3.1.2 Self-efficacy

Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997) Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment

Measurement results of this factor are shown in the tables below:

Table 2: Cronbach Alpha Coefficient of Self-efficacy factor

Cronbach's Alpha N of Items

Item-Total Statistics

Scale Mean

if Item Deleted

Scale Variance

if Item Deleted

Corrected Item-Total Correlation

Cronbach's Alpha if Item Deleted

1 I am sure that I can do well

3 When the lesson is too

difficult, I give up or only do

the easy parts (-)

4 During a lesson, I prefer to

ask other people for the

answer rather than think for

myself (−)

5 When I find the lesson

difficult, I do not try to learn

it (−)

This is a summary of the basic information about the observations when included in the Cronbach’s Alpha test The number of samples are 136 All of these samples are valid

Cronbach’s Alpha coefficient is 0.771 so it has reached the reliability There are 5 objects: 1 I am sure that I can do well on tests, 2 No matter how much effort I put in, I cannot understand the lesson, 3 When the lesson is too difficult, I give up or only do the easy parts, 4 During a lesson, I prefer to ask other people for the answer rather than think for myself, 5 When I find the lesson difficult, I do not try to learn it, included in Cronbach's Alpha 2 objects: 1 Whether the lesson is difficult or easy, I am sure that I can understand it, 2 I am not confident about understanding difficult lesson, was removed because the value in the Corrected Item-Total Correlation column is less than 0.3, so it did not participate in building the reliability of the scale

Table 3: Frequency in Self-efficacy factor

1 I

am sure that I can do well

on tests

matter how much effort

I put in, I cannot understand the lesson

(−)

3 When the

lesson is too

difficult,

I give up

or only

do the easy parts (-)

4 During a lesson, I prefer to ask other people

answer rather than think for myself (−)

5 When

I find the lesson difficult,

I do not try to learn it (−)

The frequency in the self-efficacy factor only shows us the raw data of the opinions of students However, in order to examine the relationship between 5 objects, we have to check the descriptive statistics table

Figure 1: Frequency in Self-efficacy factors Table 4: Descriptive statistics in Self-efficacy factor

N Minimum Maximum Mean Std

Deviation

1 I am sure that I can

2 No matter how

much effort I put in, I

cannot understand the

lesson (-)

3 When the lesson is

too difficult, I give up

or only do the easy

parts (-)

4 During a lesson, I

prefer to ask other

people for the answer

rather than think for

The mean values of observed objects in Self-efficacy factor are in the range 3-4 on the Likert scale Thus, most of the students expresses a lack of confidence in their English learning ability 2 objects: I am sure that I can do well on tests and When I find the lesson difficult, I do not try to learn it have the smallest mean values (2.88) and the biggest mean values (4.15), which emphasizes how they are unconfident in their ability to learn English As a matter of fact, freshman has not had clear orientation yet while senior spends most of their time for work or search for job opportunities which make them fail to take proper care in learning English

3.1.3 Active learning strategies

In constructivist learning, students take an active role in interacting with the environment; they use active learning strategies to retrieve existing knowledge to interpret new experiences in order to construct new understanding They try to find resources to help them understand concepts Measurement results of this factor are shown in the tables below:

Table 5: Cronbach Alpha Coefficient of Active learning strategies factor

Reliability Statistics

Cronbach's Alpha

N of Items

Item-Total Statistics

Scale Mean

if Item Deleted

Scale Variance

if Item Deleted

Corrected Item-Total Correlation

Cronbach's Alpha if Item Deleted

1 When learning new

concept, I connect them to

my previous experiences

2 When I do not understand

a concept, I find relevant

resources that will help me

3 When I do not understand

a concept, I would discuss

with the teacher or other

students to clarify my

understanding

4 During the learning

processes, I attempt to make

connections between the

concepts that I learn

5 When I meet a concept

that I do not understand, I

still try to learn them

6 When new concepts that I

have learned conflict with

my previous understanding,

I try to understand why

7 When I make a mistake, I

This is a summary of the basic information about the observations of active learning strategies factor when included in the Cronbach’s Alpha test The number of samples are 136 All of these samples are valid

Cronbach’s Alpha value is 0.807 so it has reached the reliability There are 7 objects: 1 When learning new concept, I connect them to my previous experiences, 2 When I do not understand a concept, I find relevant resources that will help me, 3 When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding, 4 During the learning processes, I attempt to make connections between the concepts that I learn, 5 When I meet a concept that I do not understand, I still try to learn them, 6 When new concepts that I have learned conflict with my previous understanding, I try to understand why, 7 When I make a mistake, I try to find out why included in Cronbach’s alpha The object: When learning new concept, I attempt to understand them was removed because the value in the Corrected Item-Total Correlation column is less than 0.3, so it did not participate in building the reliability of the scale

Table 6: Frequency in Active learning strategies factor

t, I find relevan

t resourc

es that will help

me

3 When I

do not understan

concept, I would discuss with the teacher or other students

to clarify

my understanding

4

During the learning process

es, I attempt

to make connections betwee

n the concept

s that I learn

5

When I meet a concept that I

do not understand, I still try

to learn them

6 When new

concepts that I have learned conflict with my previous understanding, I try

to understan

d why

7 Whe

n I make

a mista

ke, I try to find out why

Figure 2: Frequency in Active learning strategies factor

The frequency in the Active learning strategies factor only shows us the raw data of the opinions of students However, to examine the relationship between 7 objects, we have to check the descriptive statistics table 7

Table 7: Descriptive Statistics in Active learning strategies factor

Std Deviation

1 When learning new

concept, I connect them to

my previous experiences

2 When I do not understand

a concept, I find relevant

resources that will help me

3 When I do not understand

a concept, I would discuss

with the teacher or other

students to clarify my

understanding

4 During the learning

processes, I attempt to make

connections between the

concepts that I learn

5 When I meet a concept

that I do not understand, I

still try to learn them

6 When new concepts that I

have learned conflict with

my previous understanding,

I try to understand why

7 When I make a mistake, I

The mean values of observed objects in Active learning strategies are around 4 points on the Likert scale Thus, most of the students shows that they have clearly learning strategies to learn effectively 7 objects have the similar mean point which emphasizes the ability to design their own strategies in learning Meanwhile, the smallest object value “When I meet a concept that I

do not understand, I still try to learn them” has the mean value approximates 4 (3.65) and two objects “When I do not understand a concept, I find relevant resources that will help me”, “During the learning processes, I attempt to make connections between the concepts that I learn” have the biggest mean value (4.06) which show students learn actively to use existing knowledge to

interpret new experiences in order to construct new understanding

3.1.4 Learning value

Learning value refers to whether or not students can perceive the value

of learning they engage Measurement results of this factor are shown in the tables below:

Table 8: Cronbach Alpha Coefficient of Learning value factors Reliability Statistics

if Item Delete

d

Scale Varianc

e if Item Deleted

Corrected Item-Total Correlatio

n

Cronbach'

s Alpha if Item Deleted

1 I think that learning is

important because I can use it in

my daily life

2 I think that learning is

important because it stimulates

my thinking

3 In learning process, I think

that it is important to learn to

solve problems

4 It is important to have the

opportunity to satisfy my own

curiosity in learning process

5 In learning process, I think

that it is important to participate

in compulsory activities

16.62

This is a summary of the basic information about the observations of learning value factor when included in the Cronbach’s Alpha test The number of samples are 136 All of these samples are valid

Cronbach’s Alpha value is 0.744 so it has reached the reliability There are 5 objects: 1 I think that learning is important because I can use it in my daily life, 2 I think that learning is important because it stimulates my thinking, 3 In learning process, I think that it is important to learn to solve problems, 4 It is important to have the opportunity to satisfy my own curiosity in learning process, 5 In learning process, I think that it is important

to participate in compulsory activities included in Cronbach’s alpha In this factor, there is no eliminated object

Table 9: Frequency in Learning value factors

1 I think that

learning is important because I can use it

daily life

2 I think that

learning

is important because it stimulates

my thinking

learning process, I think that

important

to learn to solve problems

4 It is important to have the opportunity

to satisfy

curiosity in learning process

learning process, I think that it

is important

to participate

in compulsory activities

Figure 3: Frequency in Learning value factors

The frequency in the learning value factor only shows us the raw data

of students' opinions however, to examine the relationship between 5 objects,

we have to check the descriptive statistics table

Table 10: Descriptive Statistics in Learning value factors

N Minimum Maximum Mean

Std Deviation

1 I think that learning is

important because I can use

think that it is important to

learn to solve problems