INTRODUCTION
Scope of the study
Motivation in learning English as a second or foreign language has been widely studied by scholars, highlighting its importance in language acquisition However, since motivation is dynamic and highly context-specific, there is limited understanding of students' motivation at Tinh Gia 2 High School This chapter reviews relevant literature to establish a solid conceptual framework for investigating the motivational factors influencing students’ English learning in that specific context.
2.1 Definition of motivation in language learning
Motivation in language learning is a multifaceted concept understood differently across theoretical perspectives According to the Oxford Advanced Learner Dictionary (2005), motivation is "that which moves or induces a person to act in a certain way; a desire, fear, reason, etc., which influences a person’s volition." It is important to recognize that motivation extends beyond initial interest; it also involves maintaining arousal and exerting effort to complete a task Williams and Burden (1997) define motivation as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/or physical effort,” highlighting the role of perseverance and affective engagement Similarly, Gardner (1985) describes motivation as a combination of effort, desire to achieve a goal, and favorable conditions, emphasizing the complex interplay of factors that drive motivated behavior in language learning.
LITERATURE REVIEW
Definition of motivation in language learning
Motivation in language learning is a multifaceted concept that extends beyond initial interest, encompassing both the emotional and cognitive states that drive sustained effort According to Oxford's definition, motivation is the force that induces action through desire or reasons influencing volition Williams and Burden (1997) emphasize that motivation involves a state of cognitive and emotional arousal that leads to conscious decision-making and ongoing effort Gardner (1985) further describes motivation as a combination of effort, desire, and positive attitudes toward achieving a goal, highlighting that mere desire or enjoyment does not automatically equate to motivation External factors like social pressure or rewards can also influence motivation, but true motivated behavior results from a complex interplay of internal and external motives aligned with specific goals.
Since the concept of motivation emerged, it has attracted significant attention from researchers and experts, primarily because motivation plays a crucial role in English learning success Various theories of motivation have been proposed; for example, Geen (1982) defined motivation as the initiation, direction, intensity, and persistence of human behavior, describing it as the desire, determination, and willingness to act Similarly, Littlewood (1984) stated that motivation is the vital force that determines whether a learner is engaged with a task, how much energy they dedicate, and their persistence over time Despite these insights, there are differing perspectives and theories of motivation, highlighting ongoing debates in this field.
Motivation is a complex concept with over 20 internationally recognized theories, many of which offer differing perspectives (2001) Kong (2009) views motivation as the engine and steering wheel of an automobile, symbolizing an inner power that moves students from boredom to interest and encourages them to study harder For teachers, motivation involves fostering the interest that activities, exercises, or songs generate to actively engage students in the classroom (Cook, 1996).
Motivation, as explained by Harmer (1991, p.3), is the "internal drive" that compels individuals to take action When a goal is perceived as valuable and appealing, it ignites motivation, encouraging us to pursue it actively This process, known as "action driven by motivation," highlights the importance of internal desire in motivating goal-oriented behavior.
Motivation in second language learning is complex to study, primarily influenced by two key factors: the learner's communicative needs and their attitudes toward the second language community According to Lightbown and Spada (1999, p 56), understanding these elements is essential for grasping what drives language acquisition success Recognizing the importance of motivation can help educators tailor their approaches to support learners' individual goals and cultural attitudes, ultimately enhancing language learning outcomes.
Motivation is a crucial component of the learning process, as it encourages and drives individuals to engage with and persist in learning activities According to Parsons, Hinson, and Brown (2001, p 28), motivation plays an essential role alongside learning itself, facilitating the acquisition of new knowledge and skills While learning provides the foundational knowledge, motivation energizes learners to overcome challenges and stay committed, ultimately enhancing overall learning effectiveness.
According to Gardner's (1982) socio-educational model, motivation in language learning consists of three key elements: effort, desire, and affect Effort relates to the amount of time and dedication a learner invests in studying the language, reflecting their drive to succeed Desire highlights the learner’s intrinsic wish to achieve language proficiency Affect encompasses the emotional reactions and attitudes a learner experiences towards language learning, influencing their overall motivation and engagement.
Aree Punmanee (1991) views motivation as the process aroused by stimulus to achieve desired purposes, behaviors or conditions Motivation is the continuous process based on a person’s desire
Ausubel (1968) identified six fundamental human needs that shape motivation: the need for exploration and discovering the unknown; the need for physical and mental activity; the need for stimulation from the environment, others, or internal thoughts and feelings; the need for knowledge, which involves processing, internalizing, and resolving contradictions; the need to question and find solutions to problems; and the need for ego enhancement through recognition and acceptance by others Motivation is a complex and time-consuming process that significantly influences students' desire to learn, emphasizing that defining motivation precisely remains challenging.
Basing on Gardner’s definition, this study was conducted to identify the students’ motivation to learn English in a rural high school in Thanh Hoa Gardner (1982), in his socio-educational model, notes that motivation is perceived to be composed of three elements These are effort, desire and affect This definition is an adequate rationale for conducting this study, which is aimed at gaining information about students’ motivation.
Types of motivation
Motivation has been classified into integrative motivation vs instrumental motivation; intrinsic motivation vs extrinsic motivation in the literature These types of motivation are reviewed below
1 Integrative motivation, defined as the desire to be a part of recognized or important members of the community or that society that speak the second language It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in that community; but sometimes it involves emotion or affective factors a great deal (Saville-Troike, 2006, p 86) This type of motivation is defined as desire to identify with and integrate with the target language culture (Ur, 1996, p 276)
2 Instrumental motivation involves the concepts of purely practical value in learning the second language in order to increase learners’ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school (Saville-Troike, 2006, p 86)
Another classification of motivation distinguishes extrinsic motivation and intrinsic motivation
1.Extrinsic motivation refers to a desire to get a reward and avoid punishment It emphasizes external need to persuade the learner to take part in learning activity (Arnold, 2000, p 14), such as homework, grade, or doing something to please teachers Both integrative and instrumental motivations are also grouped under the branch of the extrinsic motivation (Harmer, 1991, p 4)
As extrinsic motivation is based on external outcomes such as rewards and punishment
This motivation could bring a negative impact to the students, because with extrinsic motivation, students do not learn with their strong intention or will but they study it because they are pushed by the interest in the rewards or the punishment When a student is learning because he is promised rewards or because he wants the rewards, he will be highly motivated to come to classes and learn and achieve the goal that is set for him But when these rewards are taken away, or sometimes even if they do not see any punishment, the student will not be interested in coming to class and learn the language any longer
2 Intrinsic motivation refers to learning itself having its own reward (Arnold, 2000, p
Intrinsic motivation occurs when learners willingly and voluntarily pursue learning because they find it valuable or meaningful, rather than through external pressures Students with intrinsic motivation have a genuine internal desire to learn, driven by their own interests rather than external rewards, leading to more effective and enjoyable learning experiences According to Lightbown and Spada, intrinsic motivation enhances learning by fostering an innate, self-driven desire to acquire knowledge, without relying on external incentives or negative influences.
According to 1999, p 56-57, teachers have limited influence on students' intrinsic motivation due to diverse student backgrounds Creating a supportive classroom environment is essential for effectively motivating students and fostering intrinsic motivation.
Gardner and Lambert (1972, cited in Cook, 1996) identified two main types of motivation in language learning: integrative and instrumental motivation Instrumental motivation refers to the desire to learn a language as a means to achieve specific goals, such as passing exams, gaining admission to a university, or advancing one's career (Garner, 1985) Understanding these motivation types is essential for developing effective language learning strategies and enhancing learner engagement.
Motivation can be broadly classified into extrinsic and intrinsic types, with intrinsic learners motivated by personal interest and internal satisfaction, while extrinsic learners are driven by external factors such as rewards or recognition (Ur, 1996) In the context of English language learning, intrinsic motivation involves learners who study for their own sake, whereas extrinsic motivation relates to external influences outside the learner Since English is taught as a curriculum subject in the researched school, this study adopts the instrument-integrativeness categorization of motivation to analyze learners' motivational orientations effectively.
In order to summarize briefly the ideas presented so far, we could define it in terms of two factors: learners’ communicative needs and their social and educational attitudes
Motivation in language learning can be categorized into two main types based on different researchers’ perspectives: extrinsic (instrumental) and intrinsic (integrative) Extrinsic motivation occurs when the primary goal is to achieve external rewards such as passing exams, securing a job, or pleasing others, driven by external factors In contrast, intrinsic or integrative motivation is when the learner is motivated by the desire to communicate effectively within a specific language community, reflecting a deeper personal connection to the language itself.
According to 1989, p.124, borrowing from Harter’s 1982 model, motivation is shaped by two primary orientations: intrinsic and extrinsic Intrinsic motivation includes values such as a preference for challenge, curiosity, independent mastery, independent judgment, and internal criteria for success In contrast, extrinsic motivation involves seeking easy tasks, pleasing teachers, reliance on external validation, dependence on teachers for problem-solving, and external success criteria The model highlights that the more individuals value an activity, the more motivated they are to engage and persist until achieving their goals This distinction emphasizes that both internal (intrinsic) and external (extrinsic) factors play vital roles in motivating learners.
(Harmer, 1991, p 3) uses the word ‘goal’ to categorize the motivation in second language learning into two types :
1 Short-term goal means when students wish to succeed in doing something in the near future, for example, students who want to pass their examination or to get good grade or high scores
2 Long-term goal refers to a wish of students or learners who want to get a better job in the future or to be able to communicate with people who use the language that they study or the target language
This classification is similar to the dichotomies that have presented above.
The role of motivation in language learning
Research has demonstrated the crucial role of motivation in the language teaching and learning process, emphasizing that it is an indispensable factor for successful learning outcomes Many scholars, including Brown (2000), highlight that motivation directly influences student success, with Brown stating that “it is easy to measure that success in the task is due simply to the fact that someone is ‘motivated’,” underscoring the importance of fostering motivation in language education.
It is easy in second language to claim that a learner will be success with the proper motivation” Sharing with common point of view, some researchers such as Brophy
Research by 1998 emphasizes that student motivation is crucial for effective learning, as motivated students are more likely to set goals, exert effort, persist in their studies, and actively participate in class activities Cook (1996) highlights that learners with higher motivation tend to perform better, illustrating the direct impact of motivation on academic success Conversely, students lacking proper motivation often struggle to attend classes and engage in English learning activities, underscoring the importance of fostering motivation to enhance language education outcomes.
Motivation plays a crucial role in determining success or failure in English learning Apart from English language knowledge, intelligence, and skills, students must identify positive and appropriate motivation to enhance their learning outcomes Research indicates that effectively motivated students are more likely to achieve better results in English Therefore, teachers should focus on understanding and fostering students’ motivation by designing engaging, original activities and creating an active, lively classroom environment This approach helps motivate students, making English teaching and learning more effective and rewarding.
Factors affecting students’ motivation
Many studies suggest a strong link between personality traits and success in second language acquisition, with successful learners exhibiting diverse characteristics such as extroversion, confidence, or independence, while unsuccessful learners often display shyness, low self-confidence, and anxiety Maintaining a flexible attitude toward language learning increases the likelihood of success, whereas a heightened affective filter can hinder progress Motivation plays a crucial role, as fear and anxiety can combine with social desires like seeking approval, creating reactions that either facilitate or impede language learning; a supportive environment can help anxious learners, but negative peer judgment may damage self-belief and hinder recall of new information Williams and Burden (1997) describe “learned helplessness,” where learners feel powerless and perceive intelligence as fixed, blaming lack of ability for failure Ultimately, learners’ inhibition results from internal and external factors, often linked to past difficulties in solving problems or overcoming challenges.
Motivation to learn is significantly influenced by learners’ feelings of competence and self-efficacy, with those displaying low inhibition eager to take risks, embrace new cultural identities, and exhibit a low affective filter that allows them to grasp comprehensible input effectively Mastery-oriented learners interpret failure as a lack of effort and actively seek self-improvement, whereas some students mask shyness with apparent openness or avoid challenging situations, creating an illusion of motivation rather than genuine engagement Research suggests that motivation may be more closely linked to specific language skills, such as oral communication, rather than overall proficiency, with motivated students often displaying higher self-confidence and comfort in interactions However, preferences for certain language activities do not necessarily indicate that motivated learners will differentiate between aspects of language, accepting some and rejecting others based on their motivation levels.
Attitudes and motivation are crucial factors influencing success in language learning, with positive attitudes leading to greater engagement and achievement According to Krashen, variables such as comprehensible input and the strength of the affective filter significantly impact second language acquisition Internal motivation is minimized when external pressure is the sole reason for learning, whereas favorable attitudes towards the language, speakers, and course foster increased attentiveness and willingness to practice Attitudes can be categorized into educational attitudes, related to academic aspects, and social attitudes, focusing on cultural implications of language learning Research indicates that girls generally exhibit more positive attitudes towards language learning than boys, reflected in their representation in philology and foreign language faculties Age also influences language acquisition, with evidence suggesting that adults can often excel in certain areas despite the common belief that young children learn languages more easily; factors like adults’ communicative capacity and openness may be affected by external influences, affecting their language learning process.
Understanding students' attitudes toward language learning is closely linked to their individual learning styles, as researchers and teachers recognize that learners have preferred modalities that can enhance their motivation and success Allowing students some choice in their learning methods often leads to better outcomes compared to environments that impose a single, unsuitable style Humanistic approaches emphasize the importance of teachers adapting their programs to meet students’ objectives and local needs, which can significantly boost motivation despite potential challenges Attitudes toward learning a language are also influenced by power dynamics between languages; learners often favor languages that offer practical or economic advantages, such as English in Romanian schools, where it is seen as a lingua franca providing better opportunities than French Similarly, minority groups, including immigrants, may have differing motivations and attitudes based on whether they are learning a majority or minority language, highlighting the social and political factors shaping language attitudes.
The teachers as the most powerful variable of motivation and demotivation, can become a major part in demotivating the learners
Effective teachers play a crucial role in motivating students and sustaining their commitment throughout their academic journey Key characteristics of good teachers, supported by various studies, include enthusiasm, warmth, and friendliness, which create an engaging and approachable learning environment Students value teachers who are caring and show genuine concern for their well-being, fostering a sense of safety and support Additionally, encouraging and patient teachers help students learn from mistakes without frustration and offer extra assistance when needed Incorporating humor into teaching can also make even the most challenging subjects more interesting and enjoyable, thereby enhancing student motivation and learning outcomes.
Good teachers use humor skillfully, incorporating anecdotes and hilarious stories to make lessons more engaging and memorable They understand the importance of fairness, earning students' deep respect by treating everyone equally Fair teachers give equal attention to all students regardless of ability, gender, race, ethnicity, or social background, creating a respectful and equitable learning environment.
Students value teachers who serve as proficient models of English, demonstrating successful language use and deep knowledge of the language Effective teachers in bilingual settings can code-switch when necessary, showing cultural sensitivity and understanding of students’ language learning goals and needs They are empathetic towards students’ challenges in second language acquisition and employ socially and culturally appropriate teaching methods (Brown, 2012; McKay).
Effective teachers understand key motivational factors that enhance students’ learning experiences by deliberately incorporating principles from mainstream motivational theories According to expectancy-value theory (Brophy, 1998), students are more motivated when they believe they can succeed and value the outcome of their efforts Self-efficacy theory (Bandura, 1997) emphasizes that students' confidence in their ability to complete tasks directly influences their motivation, effort, and persistence Additionally, intrinsic motivation—performing tasks out of personal interest—leads students to work harder and achieve greater success compared to extrinsic motivation, which is driven by external rewards or pressures, as highlighted by Ryan and Deci.
Self-determination theory suggests that students gain motivation when they feel good about themselves after successfully completing a task This sense of achievement encourages learners to engage in activities that enhance their personal value and self-worth Conversely, they tend to avoid face-threatening activities, which can undermine their confidence (Covington, 1998) This self-worth theory of motivation is especially important for adult English learners, who often face activities that challenge their self-esteem, highlighting the need for supportive learning environments that foster confidence and motivation.
2.4.5 Teacher teaching methodology as a motivating factor
An effective teaching method significantly impacts students' motivation; when learners find the instructional approach boring or unengaging, their motivation tends to decline As Harmer (1991, p 5) emphasizes, “If the students lose confidence in the method, they will become demotivated,” highlighting the importance of engaging and confidence-boosting teaching strategies to sustain learner motivation and promote successful learning outcomes.
Motivating teachers possess a strong knowledge of diverse teaching methods, understanding how these approaches effectively engage different groups of learners across various learning environments They are flexible and open-minded, avoiding dogmatism or reliance on a single method, recognizing that no one-size-fits-all solution exists Instead, effective educators tailor their strategies to suit the unique needs of their students, promoting a dynamic and adaptable approach to teaching.
Effective teaching goes beyond selecting specific methods; it involves clear decision-making about what to teach, how to teach it, and how to assess success Skilled teachers excel in formulating clear, achievable, and measurable lesson objectives aligned with the overall language program They carefully select and organize engaging learning activities that support these objectives and motivate students Additionally, proficient teachers evaluate lesson effectiveness using various formal and informal assessment tools to determine students’ understanding and progress.
Keeping student motivation level high
Student motivation in language learning naturally fluctuates, often starting high and diminishing over time due to the lengthy process involved in acquiring a second or foreign language Maintaining student enthusiasm and commitment throughout this journey can be challenging, which is why applying effective motivation strategies is crucial Educators can implement various techniques to boost student engagement and sustain motivation, as discussed by Renandya (2014b) These strategies are essential for fostering a positive learning environment that encourages continuous progress in language acquisition.
To keep students engaged, teachers should employ a variety of teaching methods rather than relying on one approach alone While engaging activities can be interesting initially, monotony may cause students to lose motivation over time, so it’s essential to consciously vary instructional techniques For instance, a common strategy is the predicting activity used during the pre-reading phase to activate students' schemas However, this is just one of over 50 available schema-activating techniques that educators can incorporate to diversify their teaching and enhance student interest.
Providing students with choices is essential for fostering motivation, as students often feel unmotivated when their learning process offers no autonomy While complete freedom may not be feasible, offering students options—such as selecting discussion topics or working in different group configurations—can significantly enhance engagement For example, in a speaking class, allowing students to choose a topic from a list and decide whether to work in pairs or small groups empowers them and promotes active participation, supporting a more motivated and personalized learning experience.
Next, inject some novelty into the lesson Novelty can enliven students’ motivation
Previous studies on language students’ motivation
Extensive international research has explored learners’ motivation and attitudes toward learning English In Malaysia, a notable study by Vijchulata and Lee (1985) investigated the motivations of students at Universiti Putra Malaysia (UPM) using a questionnaire based on Gardner and Lambert’s (1972) framework The study surveyed approximately 1,000 students across various faculties, revealing that UPM students are motivated by both integrative and instrumental reasons to learn English This indicates a dual orientation towards English language learning, emphasizing both cultural integration and practical utility.
A 1993 study by Sarjit examined the language needs of company consultants, focusing on their motivation to learn languages Although the organization’s name was not disclosed to protect participants’ identities, the research involved 26 consultants, 4 directors, and an instructor Sarjit utilized questionnaires, interviews, and field observations to gather comprehensive data The findings revealed that instrumental motivation was the primary driver behind language learning among the consultants, with personal motivation also playing a significant role.
In Japan, learners’ motivation and attitudes towards the English language were also of concern for many researchers One of the most relevant studies was that of Benson
In 1991, Benson surveyed over 300 Japanese freshmen to evaluate their motivation to learn English The study revealed that integrative and personal goals play a significant role in motivating students, with findings indicating that "integrative and personal reasons for learning English were preferred over instrumental ones." This highlights the importance of intrinsic motivation and personal connection in language learning among Japanese college students.
In Papua New Guinea (PNG), a related study was undertaken by Buschenhofen (1998)
This study assessed attitudes towards English among Year 12 and first-year university students in PNG, revealing a generally positive outlook from both groups Data was collected through a questionnaire administered to approximately 50% of students in each group, focusing on their tolerance towards English use in various contexts The findings highlighted overall positive perceptions of English, alongside significant differences in attitudes related to specific language situations Buschenhofen explained these attitudinal differences as being influenced by evolving social, educational, and linguistic factors during the transition from secondary to university education.
Arani (2004) conducted a study at Kashan University of Medical Sciences in Iran to investigate the English language learning needs of medical students The study aimed to understand students' attitudes towards learning English before entering university The research involved 45 first and second-year medical students, with data collected through questionnaires administered at the beginning, middle, and end of English for Medical Purposes (EMP) courses Findings revealed that most students held positive attitudes towards learning English and appreciated their English language teachers.
Karahan's 2007 study in the Turkish EFL context addresses the concerns of learners, teachers, administrators, and parents about why many Turkish students do not achieve the desired English proficiency levels The research aims to explore the relationship between language attitudes, age of language learning initiation, and learning environments within Turkey, highlighting a gap in discussions on English language education challenges Using a questionnaire adapted from previous studies, the study surveyed 190 participants, including 94 females, to analyze how these factors influence English language acquisition among Turkish learners.
This study involving 96 eighth-grade male students from a private primary school in Adana, Turkey, highlights that despite frequent exposure to English in an intensive school environment, students exhibited only mildly positive attitudes towards the language, with female students demonstrating more favorable views While students recognized the importance of learning English, they did not show a strong desire or high motivation to master the language Additionally, although their attitudes towards English-speaking cultures were somewhat positive, they displayed intolerance towards Turkish individuals speaking English among themselves, indicating complex cultural perceptions related to language use.
With regard to Arab EFL learners, some studies have been undertaken to investigate learners’ motivation and attitudes towards the English language For instance, Qashoa
A 2006 study among secondary school students in Dubai explored their instrumental and integrative motivation for learning English and identified key factors influencing their motivation The research utilized questionnaires with 100 students and interviews involving 20 students, 10 Arab English teachers, and 3 supervisors Findings showed that students exhibited a higher level of instrumental motivation compared to integrative motivation Additionally, the study revealed that difficulties with English vocabulary, structures, and spelling were the most significant demotivating factors impacting learners’ engagement.
Al-Quyadi (2002) conducted a comprehensive study on psycho-sociological factors affecting English language learning among students at Sana'a University in Yemen The research focused on understanding how psychological variables such as attitudes and motivation influence Yemeni EFL learners' English acquisition Findings highlight the significant role of positive attitudes and high motivation in enhancing English language proficiency among Yemeni university students This study provides valuable insights into the emotional and social aspects that impact EFL learning in the Yemeni Arabic context, emphasizing the importance of fostering motivation and positive attitudes to improve language education outcomes.
This study conducted at Sana’a University’s Faculties of Education utilized a questionnaire to assess students' motivation and attitudes towards learning English The sample comprised 518 students from seven faculties, revealing that students generally exhibit a high level of both instrumental and integrative motivation toward English Additionally, the findings indicate that students hold positive attitudes towards the English language and its use within Yemeni social and educational settings.
Previous research consistently emphasizes the importance of understanding learners' motivation and attitudes towards learning English The studies discussed herein reaffirm that identifying these factors is crucial for effective language acquisition and learner success Recognizing students' motivation and attitudes can significantly enhance teaching strategies and improve language learning outcomes.
Numerous studies have been conducted to explore the motivation of second and foreign language learners, helping researchers understand how to effectively identify and assess learner motivation To evaluate students' motivation, researchers have adapted questions from established sources such as Benson (1991), Sarjit Kaur (1993), and Qashoa (2006), ensuring a comprehensive and reliable measurement of motivational factors.
Several studies have examined learners’ attitudes toward learning English (Buschenhofen, 1998; Al-Quyadi, 2000; Karahan, 2007), providing valuable insights into the key factors that influence students’ motivation These studies utilize tailored questionnaires to assess students’ attitudes and help researchers identify the dominant motivations driving high school students to learn English Understanding these motivational factors is crucial for developing effective teaching strategies and enhancing language learning outcomes.
This study addresses the underexplored topic of motivation among high school students, specifically focusing on the dominant types of motivation and the factors influencing their interest in learning English Currently, there is a lack of research on what motivates high school students in Thanh Hoa, particularly at Tinh Gia 2 High School By exploring these factors, the study aims to provide valuable insights into students’ motivational dynamics within this specific educational context Understanding these elements can enhance teaching strategies and improve English language learning outcomes for high school students in Thanh Hoa.
This study addresses the existing gap in the literature concerning high school students’ motivation in Thanh Hoa The subsequent section details the methodology and procedures used to conduct the research, providing insights into how the study was carried out to ensure reliable and valid results.
Data collection
During a regular class session, questionnaires were distributed to 100 students, with clear instructions provided to ensure proper completion After filling out the questionnaires, they were collected promptly, facilitating smooth data collection for analysis.
This study involved interviews with 20 students at Tinh Gia 2 High School to explore the key factors influencing their motivation to learn English The researcher aimed to identify reliable insights into what drives students' enthusiasm and commitment to language learning, providing valuable data for understanding their educational motivation.
Data analysis
The questionnaire data were analyzed using SPSS software, with responses related to participants’ demographic information and comments summarized and presented as percentages The study's framework was based on Gardner’s Attitude and Motivation theory to interpret the results effectively.
The study utilized the Attitude/Motivation Test Battery (AMTB) to assess students' integrative and instrumental motivation for learning English A five-point Likert scale was employed within the questionnaire to measure the level of agreement or disagreement with statements related to motivation The questionnaire was designed based on Gardner and Lambert's (1972) conceptualization of motivation, focusing on two primary types: integrative and instrumental motivation, as identified in the literature review.
A five- point Likert Scale ranged "strongly disagree = 1, disagree = 2, uncertain = 3, agree = 4 , strongly agree = 5 "
3.68 – 5.00 High degree of Motivation 2.34 – 3.67 Moderate degree of Motivation 1.00 – 2.33 Low degree of Motivation
Data collected from the questionnaire was analyzed using SPSS Descriptive analyses using descriptive statistics of Mean scores were mainly used to measure the levels of motivation
The mean, or average, of a data set is calculated by dividing the sum of all values by the total number of data points For example, in a data set with numbers 2, 5, 5, 8, and 10, the sum is 30 Since there are five numbers in the set, the mean is 6, calculated by dividing 30 by 5 This basic concept of mean is essential for understanding data analysis and statistical measurements.
In this study: mean scores 100
Strongly disagree = 1, disagree =2, uncertain = 3, agree =4 , strongly agree = 5
A is the number of participants who strongly disagreed
B is the number of participants who disagreed
C is the number of participants who were uncertain
D is the number of participants who agreed
E is the number of participants who strongly agreed
100 is the total of participants.
Procedures
At the beginning of the study, consent was obtained from school principals interested in collaborating To ensure positive participation, students were assured of their anonymity, informing them that their answers would remain confidential and that they were not required to provide their names The researcher personally administered the questionnaires to 100 students during English classes, with participants equally representing literary and science sections Students were informed that the purpose of the study was to understand their motivation to learn English, and that their responses would not impact their grades or teachers' perceptions Additionally, participation was voluntary, and students were encouraged to ask questions at any point during the process to clarify any concerns.
The interviews aimed to gain an in-depth understanding of the factors influencing learners' motivation Twenty students were selected based on their English proficiency levels, with ten self-rated as good in English and ten identified as weak learners This targeted sampling provided valuable insights into how varying proficiency levels impact motivation in language learning.
Analysis of both survey data and interview transcriptions offered valuable insights into learners' motivation, enabling researchers to draw well-informed conclusions The survey results were systematically tabulated, while the interview transcripts were thoroughly analyzed to capture key qualitative insights This comprehensive data collection process provided a solid foundation for understanding factors influencing learner motivation, supporting evidence-based pedagogical strategies.