Khóa luận tốt nghiệp a survey study of motivation and learning strategies of 3rd year students in advanced translation classes at vietnam national university of agricultrure

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY STUDY OF MOTIVATION AND LEARNING STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED T

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS

A SURVEY STUDY OF MOTIVATION AND LEARNING STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED TRANSLATION CLASSES AT VIETNAM NATIONAL

UNIVERSITY OF AGRICULTURE

KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student code : 621231

Supervisor : PHAM HUONG LAN, M.A

Hanoi – 2021

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS

A SURVEY STUDY OF MOTIVATION AND LEARNING STRATEGIES OF 3rd YEAR STUDENTS IN ADVANCED TRANSLATION CLASSES AT VIETNAM NATIONAL

UNIVERSITY OF AGRICULTURE

KHẢO SÁT ĐỘNG LỰC VÀ CHIẾN LƯỢC HỌC CỦA SINH VIÊN NĂM 3 TRONG LỚP DỊCH NÂNG CAO TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student code : 621231

Supervisor : PHAM HUONG LAN, M.A

Hanoi – 2021

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled A survey of motivation and learning strategies of 3rd year students in Advanced Translation classes at Vietnam National 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 acknowledgment in the text of the thesis

Hanoi, 2021

Pham Mai Trang

Approved by SUPERVISOR

(Signature and full name)

Date: ………

ACKNOWLEDGEMENTS

In the process of completing this research paper for my graduation thesis, I have received a great deal of support and encouragement from teachers and friends

Firstly, I would like to express my sincere gratitude to my supervisor Pham Huong Lan, M.A for all support of my study, for her devotion, patience, and immense knowledge Thank you for giving me valuable advice and wholehearted support during my thesis work

Next, I am very grateful to the Faculty of Education and Foreign Languages teachers for helping, instructing me, and undeniable helpful lectures

Especially, I would like to express my thankfulness to all the students of cohort 63 majoring in English at Vietnam National University of Agriculture for helping me complete the survey

Finally, I would like to thank my family and friends who have always stood

by me and supported and encouraged me to complete this report

Ha Noi, June 2021

ABSTRACT

This study investigates the level of motivation and finds out the learning strategies of 3rd-year students when studying Advanced Translation at Vietnam National University of Agriculture 120 students were given a questionnaire based on Gardner’s (1975) Attitude/Motivation Test Battery The results of the study have shown that students have a moderate level of motivation and tend to

be inclined towards instrumental motivation rather than integrative motivation The research findings also show that students have a variety of strategies for learning advanced skills, particularly social strategies, which are used by the majority of students in their learning However, when studying the correlation between motivation and learning strategy, the results show that motivation has a great impact on students' learning strategies Integrative motivation revealed a positive correlation with six learning strategies However, instrumental motivation demonstrated a negative and significant correlation with some types

of learning strategies

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF CHARTS AND TABLES vi

LIST OF ACRONYMS vii

PART 1: INTRODUCTION 1

1.1 RATIONALE FOR THE STUDY 1

1.2 AIMS AND OBJECTIVE OF THE STUDY 2

1.2.1 The aim of the study 2

1.2.2 The objectives of the study 2

1.3 RESEARCH QUESTION 3

1.4 SCOPE OF THE STUDY 3

1.5 SIGNIFICANCE OF THE STUDY 3

1.6 DESIGN OF THE STUDY 4

1.7 SUMMARY 5

PART 2: DEVELOPMENT 6

Chapter 1: LITERATURE REVIEW 6

1.1 REVIEW OF THE PREVIOUS STUDIES 6

1.1.1 Overview of research in Vietnam context 6

1.1.2 Overview of research in the international context 7

1.2 REVIEW OF THEORETICAL BACKGROUND 9

1.2.1 Motivation 9

1.2.2 Learning strategies 12

1.2.3 The relationship between motivation and learning strategies 16

1.3 SUMMARY 16

Chapter 2: METHODOLOGY 18

2.1 RESEARCH GOVERNING PRINCIPLES 18

2.1.1 Research questions 18

2.1.2 Research types 18

2.1.3 Research approaches 18

2.1.4 Principles for data collection and data analysis 19

2.2 SUMMARY 21

Chapter 3: FINDINGS AND DISCUSSION 22

3.1 EVALUATION OF THE LEVEL OF MOTIVATION OF 3RD-YEAR STUDENTS AND FINDING OUT THE TYPE OF MOTIVATION THAT STUDENTS SHOW WHEN LEARNING ADVANCED TRANSLATION 22

3.1.1 Evaluation of the level of motivation of 3rd-year students when learning Advanced Translation 22

3.1.2 The type of motivation that students show when learning Advanced Translation 23

3.2 THE KINDS OF LEARNING STRATEGIES ARE USED BY STUDENTS 25

3.3 CORRELATION BETWEEN MOTIVATION AND LEARNING STRATEGIES 30

3.4 SUMMARY 32

Part 3: CONCLUSION 34

1 RECAPITULATION 34

2 CONCLUDING REMARKS 34

3 LIMITATIONS OF THE STUDY 36

4 RECOMMENDATIONS 36

REFERENCES 38

LIST OF CHARTS AND TABLES

Table 3.1: Level of Motivation of 3rd-year students at Vietnam

National University of Agriculture 22 Table 3.2: Integrative motivation 23

Table 3.3: Instrumental motivation 24

Table 3.4: The Comparison between Integrative and Instrumental

Motivation 25 Table 3.5: The correlations between motivation and learning strategiesError! Bookmark not defined

Figure 3.1: The use of memory-related strategies in learning Advanced

Translation 25 Figure 3.2: The use of cognitive strategies in learning Advanced

Translation 26 Figure 3.3: The use of compensation strategies in learning Advanced

Translation 27 Figure 3.4: The use of metacognitive strategies in learning Advanced

Translation 28 Figure 3.5: The use of social strategies in learning Advanced Translation 29

Figure 3.6: The use of affective strategies in learning Advanced Translation 30

LIST OF ACRONYMS

M2 : Instrumental Motivation MEM : Memory-related strategies COG : Cognitive strategies

COM : Compensation strategies METACOG : Metacognitive strategies SOC : Social strategies

AFF : Affective strategies

PART 1: INTRODUCTION

1.1 RATIONALE FOR THE STUDY

There are many factors that influence the success of learning a new language, such as intelligence, motivation, preferences, personality, learning strategy, etc Among these, motivation and learning strategies are important factors that receive the attention of many scholars around the world

In the world, a large number of scholars have conducted studies on English language motivation and learning strategies For example, Brown (1994) claims that learners will be successful if they have the right motivation According to Dornyei (1994), motivation is one of the decisive factors in learning foreign languages Or Ellis (1994) claims that motivation influences the degree to which language learners persevere in learning, what kinds of actions they take, and their actual achievement, in an overview of motivation studies In 2009, Pezhman Zare proposed a review of literature on learning strategies among EFL / ESL Learners The author summarized the findings of previous studies on a good language learner in this paper, referring to the concept of a language learning strategy

In Vietnam, quite a lot of research projects have also been carried out on the topic of motivation In his paper published in a scientific journal called "Foreign language mechanics and some measures to promote English learning", Nguyen Thanh Dung provided an overview of dynamics and suggested a number of measures to help promote student motivation Another article about motivation was published in 2009 by Phan Van Hoa and Le Viet Ha, namely "An investigation into the English learning motivation of upper secondary school students in Quang Nam province"

At Vietnam National University of Agriculture, there are quite a few studies

on motivation and learning strategies For instance, there was a student's

study's topic is "The degree of using the metacognitive learning strategy of advanced students - high quality at Vietnam National University of Agriculture" This study aims to improve students' reading skills Another study is scientific research on motivation by students, with the topic "Research on the relationship between motivation and English learning outcomes of a group of 60 advanced classes at Vietnam National University of Agriculture" conducted by a student research group at Vietnam National University of Agriculture

To proceed with further studies at Vietnam National University of Agriculture and from my knowledge of the real situation of Advanced Translation learning

at Vietnam National University of Agriculture, I saw that students were not excited enough to learn and did not show specific learning strategies

Therefore, I would like to carry out this study with the aim of determining if the student's motivation level is high or low and what kinds of motivation are commonly shown by students and finding out what kinds of learning strategies that students use in their Advanced Translation class In addition, finding out the correlation between motivation and learning strategies Based on the results, some suggestions will be given for students in the next courses to self-improve their motivation and learning strategies during their English studies at Vietnam National University of Agriculture

1.2 AIMS AND OBJECTIVE OF THE STUDY

1.2.1 The aim of the study

This study is designed to examine the motivation and learning strategies of 3rd year English Linguistics students while studying Advanced Translation at Vietnam National University of Agriculture Thus, finding out the relationship between motivation and learning strategies in the process of studying Advanced Translation

1.2.2 The objectives of the study

The study was used survey questionnaires to achieve the following goals:

Firstly, the study was aimed at determining if the student's motivation level was high or low and the type of motivation that most students trend towards Secondly, the study was intended to find out what kinds of learning strategies that students were using, in that way proposing some types of learning strategies

to help students improve their learning Advanced Translation

Finally, find out the relationship between motivation and learning strategies when learning Advanced Translation In this, students' motivation is promoted in order to provide appropriate strategies to help students achieve great results and success in learning Advanced Translation

2 What kinds of learning strategies are the students using?

3 What is the correlation between motivation and learning strategies?

1.4 SCOPE OF THE STUDY

The research was conducted among students from the third-year university majoring in English at Vietnam National University of Agriculture to explore student motivations and learning strategies, with a total of 120 students in Advanced Translation classes, students of classes K63ENGA, K63ENGB, K63ENGC, K63ENGD & K63ENGE Most students reach C1 level and have completed a translation course

1.5 SIGNIFICANCE OF THE STUDY

This study was intended to explore students’ motivation levels and learning

promote and improve learning motivation and strategies, helping students in the next course have better orientations towards motivation and learning strategies, ultimately reach better/more effective English learning Apart from this, this graduation paper also contributes to research field of English learning at VNUA

in specific and in Vietnam in general

1.6 DESIGN OF THE STUDY

This study was intended to be divided into three parts:

Part 1: Introduction: This part presents the rationale, objectives, and

research questions of the study It is also devoted to the scope, significance, and design of the study

Part 2: Development: This part will comprise three chapters:

Chapter I: Literature review: This chapter presents previous studies related to

the paper and provides fundamental knowledge of motivation, learning strategies, and the relationships between motivation and learning strategies in general Theoretical matters related to the study, such as the theories of motivation and learning strategies, definition, classification, and the importance

of motivation and learning strategies, and the relationship between motivation and learning strategies in general

Chapter II: Methodology: This chapter discusses the research participants,

research methods, data collection procedures, and data analysis procedures

Chapter III: Findings and Discussion: This chapter focuses on analyzing

and discussing the results of the study, the reasons and consequences of these results as well

Part 3: Conclusions: This part summarizes the study’s results and presents

the suggested implications for students during their learning of Advanced Translation

1.7 SUMMARY

In part one, the researcher reviewed the context of motivation and learning strategies around the world and in Vietnam, especially motivation and learning strategies at Vietnam National University of Agriculture, and the rationale of the study

This part also presented the overall aims and objectives of the study and the three research questions to examine the motivation and learning strategies of 3rd year English Linguistics students while studying Advanced Translation at Vietnam National University of Agriculture This is followed by scope and a discussion of the significance of the study Lastly, the chapter concludes the structure of the thesis

PART 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW

1.1 REVIEW OF THE PREVIOUS STUDIES

1.1.1 Overview of research in Vietnam context

There have been some studies on the topics of motivation and learning strategies in Vietnam Here, I summarized a few prominent studies:

In a study about motivation in 2009 in the journal Science and Technology, Phan Van Hoa and Le Viet Ha conducted a survey study to determine the English learning motivation of upper secondary school students in Quang Nam province They used a Gardner-modeled questionnaire consisting of 8 topics to learn the purpose of upper secondary school in Quang Nam province and listed

15 topics that could affect English mechanics Respondents include 100 students

in 4 upper secondary schools in Quang Nam The results showed that the students in Quang Nam have a higher degree of instrumental motivation than integrative motivation They also said that “in regard to the demotivating factors affecting learning English, the findings reveal the teacher is not the dominant demotivating factor In contrast, the subject aspects are found to be in the first place in terms of demotivating factors Moreover, the study reveals the effect of textbooks, friends', and parents’ discouragement on the students’ motivation”

In another article published in the Journal of Education in May 2017 namely

“Research on the motivation of foreign language students of Hong Duc University”, Hoang Kim Thuy has used survey questionnaires with 20 questions for course 19 at Hong Duc university The results demonstrated that the level of motivation of student English major is medium Most of the students in Hong Duc University showed more instrumental motivation than integrative motivation Moreover, the author has given some suggestions to promote motivation for students such as find out some interesting activities to attract the attention of students, need taking care of students more, etc

In a study about learning strategy, published in the 2012 Science Journal with the topic “Language learning strategies of non-English students at Can Tho University Nguyen Thanh Duc, Trinh Hong Tinh, and Huynh Minh Thu investigated the frequency level and the gender difference in using language learning strategies of 201 non-English freshmen in Can Tho University (Vietnam) The results of the study indicate that freshmen use strategy at the medium level However, most of them often use the metacognitive strategy in their own language learning process They also suggested teachers can use this advantageous point to develop speech proficiency language for students, stimulating students to learn foreign languages and helping them make a good plan, as well as adjust and evaluate their own learning

1.1.2 Overview of research in the international context

Motivation and learning strategies have greatly interested a number of scholars all around the world

In 2013, Hsuan-Yau Tony Lai carried out the research “The Motivation of Learners of English as a Foreign Language” The study is done with 267 undergraduate students from a science and technology university in New Taipei City, Taiwan, and the research results were collected through questionnaires This research explored the orientations of EFL learners to study English by incorporating the idea of English as an international language and the new theory of motivation (the L2 Motivational Self System), with a focus on the comparison and contrast of students at day and night school The results indicate that there is no substantial difference between the English learning motivation of day and night school students and that most participants studied English for travel, instrumental, integrative orientations, intrinsic motivation, and ideal motivation The results also show that the ideal L2 self is closely associated with intrinsic motivation, integrative and instrumental orientations, and travel

In 2016, Mitra Alizadeh published the study “The Impact of Motivation on English Language Learning” overviewing current research on the role of motivation in second or foreign language learning He said that “learners’ motivation can go up and down depending on the context of language learning Motivation has a key role in the development of language skills Teachers can play a significant role in motivating learners to the learning of a second/foreign language Motivation is an important factor in learning a foreign language which

is independent of different variables Motivation sometimes overlooked by some EFL teachers in urging their learners to learn more”

Jing Liu (2010) summarized and reviewed the literature regarding language learning strategies and its training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed All of the models listed share a number

of similar characteristics that emphasize the importance of the meta-cognitive; understanding of the importance of learning strategies can be established by learners and facilitated by demonstration and modeling trainer

Especially, in 2014, a study has investigated the relationship between extrinsic vs intrinsic motivation and strategic use of language of intermediate EFL learners by Zeinab Moradi Khazaie and Zahra Mesbah Statistical analyses revealed that extrinsic motivation-identified regulation was the most common type of motivation, and social strategy was the most frequently used strategy; and that both types of motivations, extrinsic and intrinsic, had a positive correlation with six language learning strategies On the other hand, motivation had a negative and substantial relationship with all six language acquisition strategies

1.2 REVIEW OF THEORETICAL BACKGROUND

1.2.1 Motivation

1.2.1.1 Definition of motivation

According to Gardner (2001), motivation involves three elements: effort (the attempt to learn the language), ambition (the desire to accomplish an objective) and positive effect (enjoy the task of learning the language) The position of orientations, which refers to a “goal” and aims to motivate and guide it to achieve the goals (Gardner, 1985) In particular, Gardner and his colleagues introduced integrative orientation and instrumental orientation, which were thoroughly discussed and examined in second language motivation research Motivation is characterized by Crookes and Schmidt (1991) as the orientation

of the learner regarding the objective of acquiring a second language According

to Ellliot and Covington (2001), motivation provides the rationale for the actions, wishes, and needs of people Motivation can also be defined as the path

of one behavior or what causes a person to want a behavior to be replicated and vice versa

Motivation, described as the motivation for the development and preservation

of intentions and goal-seeking actions (Ames & Ames, 1989), is necessary because it defines the degree of the active participation and attitude of the learner towards learning

According to Oxford and Nyikos (1989), the degree of expressed motivation

to learn is the most powerful influence on the choice and frequency of language learning strategies

Brown (1994) gave the concept of motivation as “the degree to which you make decisions about (a) an objective to follow and (b) the effort to pursue” (p 34)

Keller (1983) claims that ability and motivation are the major factors of

motivation, to what a person will do” (Schmidt, Boraie & Kassabgy, 1996, p.11)

Johnson (1979) considered motivation as the “tendency to expend effort to achieve goals” (p.283)

All the above mentioned studies agreed that the importance of motivation has

a great effect on learning outcomes

1.2.1.2 The importance of motivation

Motivation has been generally recognized by most teachers and researchers as one of the main factors affecting the pace and success of second/foreign language learning In addition, motivation provides the primary impetus for initiating second language learning and later the driving force for enduring the lengthy and repetitive learning process; indeed, motivation is to some degree presumed by all the other factors involved in second language acquisition (Dörnyei, 1998, as cited in Huang 2007)

In learning a second language, encouragement has an important part in success and failure Spolsky (1990, p 157) claimed that it is possible that motivated students will learn more and learn faster than less motivated students Norris-Holt (2001) also argues that integrative motivation manifests in learners' positive attitudes towards the target language group and their ability to enter the language culture In the opinion of Finnegan (1999, p.568) this type of motivation is the foundation for successful collection of a wide range of indigenous-like vocabulary and pronunciation

Researchers have distinct viewpoints on the various forms of motivation Lucas (2010) said that learners are intrinsically motivated by knowledge and accomplishment to learn speaking and reading skills and are also intrinsically motivated Intrinsic motivation not only has a big influence on reading, according to Guthrie (1997)

In translation, motivation is also very important It helps students have a positive attitude and motivates their needs, wants to help students be active, creative and discover new ways of learning that make translation work better and easier

1.2.1.3 Types of motivation

(1) Integrative & instrumental motivation

Brown (2000) and Gardner (1985) claims that there are two basic types of motivation: integrative and instrumental

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 refers to “an openness to identify

at least in part with another language community “Gardner and Masgoret, (2003, P.126)

Learners with an instrumental motivation want to learn a language because of

a practical reason such as getting a salary/bonus or getting into college Gardner and Lambert (1992) considered instrumental motivation as a means to get social and economic rewards through L2 Learning

(2) Intrinsic & extrinsic motivation

There is also another way of classifying motivation introduced by Ryan & Deci (2000) as self- determination Theory in the field of motivation This theory categorizes and distinguishes various kinds of motivation in accordance with the various rationales, reasons, or objectives that reinforce a deed or an accomplishment The most fundamental distinction, relative to this theory, is between intrinsic motivation and extrinsic motivation

Students who have intrinsic motivation are inclined to stay with intricate and complicated problems and gain knowledge from their slips and mistakes (Walker, Greene, & Mansell, 2006) Besides, intrinsic motivation is essential

accessible internal awareness and knowledge is assimilated or mixed with new knowledge Extrinsic motivation, on the other hand, is the propensity to take part in activities because of the reasons which do not link to the activity These reasons can be the anticipation of reward or punishment, like being successful in the exam or getting a good mark (Vansteenkiste, Lens, & Deci, 2006)

In the above theories, I find the division according to Brown (2000) and Gardner (1985) more reasonable and suitable for my research because these two factors are the basic factors that make the success in foreign language learning process In this regard, the motivation for penetration is thought to be able to sustain the learner’s success in the long term Proven pragmatic motivation can lead to learner success when learner does not have a chance to use the target language and therefore learner will not have the opportunity to communicate with members of the target language group

1.2.1.4 Motivation in Translation learning

Brown (1994) claims that if students have the correct motivation, they will succeed Dornyei (1994) also confirms that motivation is a critical aspect in second language acquisition success From the theories above, it can be seen that motivation is important in learning a language and that motivation plays an integral role in translation Learners need to have both an interest in the subject and the motivation to stimulate exploration and discovery with a positive attitude, eager to find future directions in relation to translation

1.2.2 Learning strategies

1.2.2.1 Definition of learning strategies

In the study of Cristina Ungureanu & Corina Amelia Georgescu, Wenden and Rubin (1987) had been quoted to define learning strategies as “ any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.” Richards and Platt (1992:209) consider that learning strategies are “intentional behavior and thoughts used by

learners during learning so as to better help them understand, learn or remember new information”

Learning strategies are defined as “specific actions, behaviors, steps, or techniques- such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task - used by students to enhance their own learning” (Scarcella & Oxford, 1992, p63)

According to Wenden (1987), language learning strategies can be defined from the aspect of language learning behaviors, such as learning and regulating the meaning of a second or foreign language, cognitive theory, such as learners’ strategic knowledge of language learning, and the effective view such as learner’s motivation, attitude, etc It is argued that three points of view can improve language learning

Language learning strategies are behaviors or acts which learners use to make language learning more effective, self-directed and enjoyable, according to Oxford (1989) And Stern (1983) observed that learning outcomes are strongly affected by the learning process, and the inner characteristics and learning circumstances of the learners affect the learning process The research on methods for language learning was, therefore, of great significance While this region will hold a great deal of promise, it is still in its infancy

Among many definitions of learning strategies, Oxford’s has been greatly used by many researchers This is the reason for my choice of this model as the theoretical background for my study

1.2.2.2 The importance of learning strategies

Studies have shown that language learning strategies are extremely useful learning tools for language learning They not only increase learner autonomy, but also extend the teacher’s function and cover several facets, not just related to perception, according to Oxford (1990) Furthermore, learning methods are

based on problem solving, are very versatile, and are affected by several different variables

Teaching-learning strategies are one significant part of the continuously claimed promotion of self-regulated learning in classrooms Chamot et al (1985) argued that the distinction between good or bad learners is based on flexibility and appropriateness in using strategies of learners, not on the number

of learning strategies that they have used The author also said that to do their homework, successful learners would use effective learning strategies

Translation is still a challenging subject for English-major students at Vietnam National University of Agriculture Therefore, having learning strategies that help students learn well and learn effectively is really essential

1.2.2.3 Types of learning strategies

Research by Wenden (1983) explored the methods that adult learners of foreign languages use to direct their own learning The emphasis of Wenden, therefore, is on what meta-cognitive techniques are named by O’Malley and Chamot The author defines the following three general types of strategies for self-direction:

(1) Comprehension of language and what language and language learning entails;

(2) The “what” and “how” of language learning planning;

(3) Self-assessment

Three types of strategies were developed by O'Malley and Chamot (1990), namely metacognitive strategies (selective attention, preparation, tracking and assessing learning activity), cognitive strategies (rehearsal, organization, inferencing, summarizing, minimizing, imagery, transition, and elaboration), and social/affective strategies (cooperation, questioning for clarification, and self-talk)

Rubin (1975) classifies learning methods according to processes that lead to language learning, either directly or indirectly Later, the learning strategies have been divided into six groups by Oxford: memory-related strategy, cognitive strategy, compensation strategy, metacognitive approach, and emotional strategy (affective) and social approaches And this has been considered the most comprehensive classification:

1.2.2.4 Learning Strategies in Translation Learning

Learning strategies are very important when learning translation because

skills, learners need to have suitable learning strategies to learn topics with many specialized theories and vocabulary It is required to have a specific and effective learning strategy, so that learners can become a good translator in the future

1.2.3 The relationship between motivation and learning strategies

The students' motivational orientation can be seen in the ways they use to learn a language Braten and Olaussen (1998) looked at motivation and language learning strategies in Norwegian Intelligence was discovered to be a significant learning component that influences motivation as well as the utilization of language learning strategies They also discovered a strong link between students' motivational beliefs and the strategies they used to learn the language According to Oxford and Nyikos (1989), motivation can influence a student's choice of language strategies They also believed that students who are more motivated employ more learning strategies than students who are less motivated

In their study of Taiwanese students, Chang and Huang (1999) discovered a strong link between motivation and language learning practices They also found that students who are intrinsically motivated utilize more cognitive and metacognitive techniques, but extrinsic motivation is strongly linked to cognitive and emotional strategies

Motivation has an essential influence in language learning strategies, according to Bacon and Finnemann (1990) They looked into the relationship between motivation, attitude, and language learning methods Integratively oriented learners, in particular, were found to employ more global and synthetic methods while avoiding analytic ones

1.3 SUMMARY

In this chapter, supplying information about such concepts as motivation and learning strategies, types and the importance of motivation and learning strategies in learning has been prepared for the examination in the next part

The reviewed literature has also made an immense contribution to promote motivation and learning strategies in the world A number of researchers have attempted to study the different aspects of motivation and learning strategies so

as to find out the effective methods for both teachers and learners However, in Vietnam, motivation and learning strategies were still a rather unexplored research area At Vietnam National University of Agriculture, motivation and learning strategies for students to learn Advanced Translation was one important requirement because this subject is still new and have lots of challenge Therefore, there has been no research conducted to find out students’ motivation and learning strategies for students majoring in English To address this major gap, I carried out an examination on 3rd-year students at Vietnam National University of Agriculture about their motivation and learning strategies during learning Advanced Translation

1 What is the level of motivation? What kind of motivation do most students trend? (Integrative motivation or Instrumental motivation)

2 What kinds of learning strategies are the students using?

3 What is the correlation between motivation and learning strategies?

2.1.2 Research types

The data for this study was collected using survey questionnaires, and the results were analyzed using quantitative methods Quantitative research methods, according to Aliaga and Gunderson (2002), include gathering numerical data and analyzing it with mathematical tools, notably statistics, to understand an issue or phenomenon In quantitative research, quantifiable data is used to express facts and identify trends The outcomes of this type of research are derived using statistical and mathematical instruments

The reason why I choose quantitative research for analysis is that quantitative research fits the requirements of the topic The results obtained are based on statistical data, so the accuracy is high Quantitative data collecting’s simple Furthermore, data analysis takes much less time (using statistical software)

2.1.3 Research approaches

In fact, the larger the participants, the higher the accuracy of the study Larger sample sizes produce more accurate mean values, uncover outliers that could skew the data in a smaller sample, and have a lower margin of error A sufficiently high sample size is also required to provide results that are meaningfully different from all of the variables To make the research more

reliable, I chose 120 students, cohort 63, semester 2, 2020 -2021, majoring in English at Vietnam National University of Agriculture for my studies Most have achieved the C1 level and have completed the Translation 1 module All of them can master English skills at a level that they can use the language flexibly and effectively for social, academic, and professional purposes In Translation 1, one student has learned and practiced translation with basic topics, and with Advanced Translation, students deal with more theoretical bases related to translational approaches, range of vocabulary, word formation, idioms, and translation assistant tools …

2.1.4 Principles for data collection and data analysis

Data collection

Questionnaires are used to collect data The content of questions to determine the level of student’ motivation, the types of motivation students often show, and the learning strategies that students are applying Thereby, finding out the relationship between motivation and learning strategies

Data collecting instruments

The survey questionnaires were designed for students to collect data The questionnaire will be adapted from Gardner’s Attitude/ Motivation Test Battery (AMTB) The Attitude/Motivation Research Battery has been used in a number

of forms Gardner (1958; 1960) developed the original formulations of the major concepts as well as the original products, which Gardner and Lambert built on (1972) Gardner and Smythe were the ones who began the full-scale item production and concern for the sub-tests' internal accuracy and reliability, which led to the current version (1975) Gardner and Smythe provide a review of the initial cross-validation (1981) This survey questionnaire was used to look at the role of attitudes, motivation, and anxiety in classroom second language learning over the last 40 years