INTRODUCTION
Background for the study
Among the factors that may have influence on our students’ motivation there are the background of our school - the condition of school facilities that has a considerable impact on student performance and teacher effectiveness, the teaching staff, the background of the students, the teaching curriculum and materials we use here In this session of the chapter I would like to present some information related to the matters above for an understanding the issues discussed in this research
1.1.1 Vinh Long Teacher Training College
Located not far from Vinh Long center in an area of three hectares on the side of the National Road 1A, Vinh Long Teacher Training College has attracted lots of students’ interest because here, after school, they have many opportunities to get relaxed, enjoy different kinds of entertainment, go shopping, or do what they like Students often feel comfortable in this school (and, of cause, they may have good performance in their study as long as they have good attitudes to their learning) However, the city utilitarian way of life in our contemporary society day by day pulls a lot of the students away from school toward social and recreational pursuits which may partly spoil the students’ interest in their learning
There are 33 classrooms, 2 language laboratories, a library, 2 large halls, and 6 other rooms for specific purposes in the school Because all students in our school in this academic school year study English not as their major subject, the classrooms here are not typical; without any pictures, posters, maps, and what that concerns with English people, culture, habits, or customs Each classroom is about 7.5 meters long and 6 meters wide It is quite small for laying 24 tables and
48 chairs Although the classroom is well-lighted, the classroom temperature is really hot which disturbs our students a lot
We have here in the school two language laboratories, but the chance for our students to attend here is not much: there are only two labs for thirty-six classes In each of the labs there are only thirty cabins, whereas in each class there are at least forty students So what we usually do with normal classes is forcing them to learn
“their English” in their own classrooms except periods for listening skills, and with large classes (where there are up to eighty or more students coming from 2 or
3 normal classes) in large halls where the teacher tries to speak loudly while the students try to listen because of the immense atmosphere
In the school we also have some cassette players Formerly we could sometimes use them, but now we cannot because the leaders of the school think that the noise may disturb the nearby classes
As I mentioned above, the classrooms here are quite small with stable layout of tables and chairs (in 4 lines and 6 rows), for which the application of modern methodology is almost impossible We cannot play language games – the useful tool for creating learning motivation We cannot also usually organize group work, which is the recommended way for providing students with opportunities to use English as the language of communication And, of cause, we cannot use any other sounds but the teacher’s and students’ moderated voices
The biggest disadvantage we have here is in the class size In each class we have on average forty students, but the teacher often has to face at the same time eighty or more students who come from two or three classes depending on whether they are in the same academic school-years because there are not enough English teachers in the school It is extremely difficult for us to work with these huge classes We have to try our best to keep the class in order and to pay attention to all of the students, to make them concentrate in their learning, not in their private talking or looking out of the windows
In a word, the teaching facilities in Vinh Long Teacher Training College need urgent improvement for learning English, particularly, and for learning other subjects, in general, because this factor may have a crucial impact on the students’ learning motivation
The English teaching staff may be considered as an essential factor that contributes to the success or failure of EFL students in our school
Vinh Long Teacher Training College has a staff of nine English language teachers aged from 31 to 51 Our English teachers are whole-hearted to the students and very experienced in teaching English (we all have at least 13 years working in colleges) One of the teachers has a Master degree Three of them have taken the methodology course given by the British Council in the English Language Teacher Training Project and had chance to improve their English teaching skills in Britain Four teachers have attended workshops on motivation
The disadvantage of our teaching staff is that, among the teachers, there are only seven who graduated from the university of education where they certainly comprehended good knowledge of pedagogy and teaching methodology One of us graduated from the local “in-service” university; another took the special course in English in Ho Chi Minh City University of Education These two teachers, of cause, might not have enough training in teaching English methodology
In addition, the majority of the English teachers here graduated from universities in the 80s when their training at universities did not pay much attention to the development of student motivation; and as a consequence, they may not be familiar with new theories of learning motivation and, of cause, may not use them effectively in their teaching Moreover, some of the teachers in our school almost have no opportunities to attend lectures on motivation or even read books about this issue
In a word, most of the English teachers in Vinh Long Teacher Training College do not have much experience in motivating students What they learned at universities in the 80s may not be used effectively in current situation, sometimes can even undermine the students’ interest in learning The following figure could show out the real state of our English teaching staff
Teachers who took/attended/ or had 7 1 1 3 3 1
Table 1.1 Current professional state of English teaching staff at Vinh Long Teacher
Information about students is always considered necessary whenever we think of encouraging them to study Understanding students is also needed for us to seek for the ways of enhancing their learning motivation The following is some details about our students’ backgrounds
In the academic school-year 2005-2006, there are 1,355 students studying in two departments of social sciences and natural sciences at Vinh Long Teacher Training College They are all allocated into 33 classes (with more than 40 students per class on average)
Most of the students come from remote districts of Vinh Long, where the economic status and the conditions for learning are generally poor Some students (about 10%) come from Vinh Long town, and the others (about 5%) come from other provinces, mostly from Thai Binh and Thanh Hoa With those students from the North, English is probably the problem they first meet when entering the school
Research questions
The aim of this study is to investigate whether the students in Vinh Long Teacher Training College are really motivated in learning English, and to examine what their attitudes toward learning English are The study tries also to locate the most important learning motivational factors that affect the students’ English learning process and outcomes In this study, the following questions are to be answered:
► What are the students’ motives for learning English? And what are their attitudes to this process? And,
► What are the key motivational factors for EFL students in Vinh Long Teacher Training College?
When conducting this study, I hope that the research findings will help present the current learning motivation of our students and basing on that the study will approach some ways of motivating the students in their language learning process.
Overview of the study
In addition to the Acknowledgement, the Abstract and the Table of content, this study is composed of five chapters
Chapter One deals with the backgrounds for the study including the description of Vinh Long Teacher Training College; the teaching staff; the characteristics of the students and the description of teaching curriculum This chapter also puts forwards the research questions beside this overview of the study
Chapter Two presents relevant literature review This chapter introduces the definition of motivation, two main kinds of motivation: intrinsic and extrinsic motivation and the relationship between the two kinds In this chapter the students’ attitudes toward learning a second language are also presented
Chapter Three describes the methodology of the research: the research design, the description of characteristics of the population, and the instruments of the research
Chapter Four reports the results of the study and puts forwards the discussion of the findings
Chapter Five gives the research conclusion and presents the recommendations for enhancing motivational factors of the EFL students in Vinh Long Teacher Training College context
This study also consists of some Appendices and the References where I list the instruments I used when collecting the data, the books, materials, and other sources I referred to when working over this research.
LITERATURE REVIEW
Definition of motivation
There are really many definitions of motivation Gardner (1985:10) defined motivation in his social-psychological model as “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitude toward learning the language.” Some others conceptualized that motivation is “the integration of behavioral features – the learner’s decision, persistence, and activity level in learning and his/her attitudinal structure which includes the learner’s interest, relevance, expectancy, and outcomes” (Scarcella & Oxford, 1992: 52) But Brown’s definition of motivation below seems to be the most elaborate and clearest because it shows not only what the nature of motivation is but also what characteristics of motivation are
Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action More especially, human beings universally have needs or drives that are more or less innate, yet their intensity is environmentally conditioned.”
In his pointing out what the nature of motivation is, Brown (cit.) has also indicated six inner desires or needs of human organisms which under-gird the construct of motivation They are: first, the need for exploration, for probing the unknown; second, the need for manipulation, for operating the environment and causing change; third, the need for activity, for movement and exercise; fourth, the need for stimulation, for being stimulated by environment and by others; fifth, the need for knowledge; and finally, the need for ego-enhancement, for the self to be known, to be accepted, and to be approved by others
Thus, motivation is an inner state or a condition that powers up behavior and gives it direction, a desire that energizes and directs goal-oriented behavior This state or condition also has an influence on the intensity, the arousal and persistence of behavior Learning motivation, naturally, has to do with students’ desire to participate in learning and with their persistence, their involvement in learning.
Main kinds of motivation
There are many ideas about the kinds of learning motivation As mentioned above, learning motivation naturally has to do with students’ desire to participate in learning The reality that a more motivated learner will achieve greater success in the target language appears to be a generally accepted view More motivated learners tend to be more active in learning process (Gardner, 1988) and perceive themselves to be more competent learners (Harter, 1981)
Although students may be equally motivated, the source of their motivation may be different and, of cause, their success in learning will also be different The source of motivation, thus, turns to be a key point here Many theorists and researchers have stressed that it is very important to recognize the construct of motivation, and in this process, it should be seen not as a single entity but as a multi-factorial one
With different expressions and the employments of different aspects of the problem, researchers have had different points of view in recognizing kinds of motivation, but all of them grounded on the base that learning motivation concerns the reasons or goals that underlie the students’ involvement in academic activities
Gardner and Lambert (1972) first made the famous distinction between two types of motivation: instrumental and integrative motivation Instrumental motivation refers to the learner’s desire to learn a language for utilitarian purposes (such as employment or travel or exam purposes) in the context of language learning On the other hand, integrative motivation refers to the desire to learn a language to integrate successfully into the target language community In later studies, Crookes and Schmidt (1991), and Gardner and Tremblay (1994) explored four other motivational orientations: firstly, reason for learning; secondly, desire to attain the learning goal; thirdly, positive attitude toward the learning situation; and finally, effortful behavior Oxford and Shearin (1994) have also analyzed a total of twelve motivational theories and models, including those from socio- psychology, cognitive development, and socio-cultural psychology, and identified six factors that impact motivation in language learning But one of the most general and well-known distinctions in motivation theories is that between intrinsic motivation, which is concerned with factors inside the classroom and extrinsic motivation, which is concerned with what takes place outside the classroom (Harmer, 1991: 3) About this distinction Deci (1980) has stated:
The distinction between intrinsic and extrinsic motivation is frequently made on the basic of whether there is an externally mediated reward or constraint present in the situation When people receive a reward such as money, or praise, or the avoidance of punishment for doing an activity, they are considered to be extrinsically motivated If there is no apparent external reward, they are said to be intrinsically motivated In the latter case, the reward is supposed to be in the activity itself
The widely accepted classification of motivation into intrinsic and extrinsic types effectively captures most components of the motivation construct This framework is considered a mainstream approach in motivational research, providing a clear and comprehensive understanding of what drives human behavior.
Intrinsic motivation, as a key socio-psychological factor, along with extrinsic motivation, forms the twofold theory of motivation Research by Harmer (1991) emphasizes that intrinsic motivation plays a crucial role in students' success or failure as language learners, highlighting its importance in language acquisition and learner engagement.
There are many ways of defining intrinsic motivation The following seems to be a quite short and neat definition from Dửrnyei:
Intrinsically motivated behaviors are the ones that the individual performs for some internal rewards (e.g., the joy of doing a particular activity or satisfying one’s curiosity)
Intrinsic motivation is driven by personal interests and the inherent enjoyment of activities, rather than external rewards Individuals with intrinsic motivation engage in tasks because they find them meaningful and satisfying, not solely for external benefits According to Lepper and Thomas (1999), a student with intrinsic motivation participates in learning for its own sake, valuing the enjoyment, the opportunity to learn, and the feelings of accomplishment it provides Emphasizing the importance of internal drive, intrinsic motivation fosters deeper engagement and a genuine passion for personal growth and achievement.
In educational process intrinsic motivation is potentially a central motivator:
Intrinsic motivation manifests when students’ curiosity and interest drive their learning, fueling engagement and enthusiasm An educational environment that offers optimal challenges, diverse sources of stimulation, and promotes autonomy encourages this natural motivational energy to thrive Creating such supportive settings enhances students’ intrinsic motivation, leading to more meaningful and sustained learning experiences.
Students’ intrinsic motivation is influenced by a variety of factors, including school facilities, course syllabus, teaching quality, and students' past experiences of success or failure (Harmer, 1991) These elements collectively impact students' engagement and enthusiasm for learning, highlighting the multifaceted nature of motivation in educational settings Understanding these influences can help educators create supportive environments that foster intrinsic motivation and improve student outcomes.
Scientific studies have highlighted the significant impact of the school’s learning environment on student performance Research indicates that the thermal conditions in classrooms directly influence students’ ability to understand and retain instruction According to Canter (1976), humans perform mental tasks most efficiently when the ambient temperature is optimal, emphasizing the importance of maintaining a comfortable thermal environment to enhance learning outcomes.
Lighting is also considered one of the most critical physical characteristics of the classroom Classrooms that are badly lit can excessively de-motivate students’ learning (Harmer, 1991)
Creating a comfortable classroom environment with appropriate temperature, noise levels, and lighting is essential for optimizing student performance The age of the school building also plays a significant role in influencing learning conditions (Earthman, 2002) Additionally, overcrowded classrooms hinder student learning, while reducing class sizes has been shown to improve student achievement.
Based on these insights, we pose a key challenge to educators: how to create a welcoming and engaging classroom environment, even when facing the significant obstacle of large class sizes Ensuring a positive school atmosphere is essential for student learning and well-being, despite the current limitations posed by high student-to-teacher ratios.
Course syllabus has an impact on students’ intrinsic motivation A tedious or overloaded course syllabus (too easy or too difficult) often undermines students’ interest in learning
Researchers found that the framework of L2 classroom motivation: interest, relevance, expectancy, and satisfaction, which is postulated by Crookes and
Schmidt (1991) appears to be particularly useful in describing course syllabus factor
Interest naturally stems from an individual's curiosity and desire to learn more, fueling engagement and motivation Relevance is crucial, as it pertains to how well the instruction aligns with students' needs, values, and personal goals, enhancing their connection to the material Together, these factors foster a more meaningful and motivating learning experience.
Expectancy, which relates to students' self-confidence and self-efficacy, reflects the perceived likelihood of success in a learning activity It involves factors such as task difficulty, the effort required, and the availability of assistance and guidance Additionally, satisfaction pertains to the outcomes of an activity and the achievement of proximal learning goals, playing a crucial role in shaping learners' motivation and engagement.
Attitudes toward learning English
Attitude is a complex theoretical construct which according to Baker is used to
Understanding human behavior involves exploring its direction and persistence (Baker, 1992) Attitudes are defined as evaluative reactions to referents or attitude objects, based on individual beliefs or opinions, and are essentially dispositions to respond favorably or unfavorably toward specific entities (Gardner, 1985; Baker, 1992) Unlike physical attributes or actions, attitudes cannot be directly observed or measured, often remaining dormant until triggered by specific stimuli, which then manifest through expressed beliefs, feelings, or behaviors While attitudes do not directly influence language learning, they play a crucial role in fostering motivation essential for language acquisition.
Language attitudes significantly influence learners’ ability to acquire a second language, particularly after adolescence (Finegan, 1984) The knowledge gained during language learning becomes integral to learners’ social identity, making language acquisition not just an intellectual process but also a social transformation Understanding this connection highlights the importance of positive language attitudes to facilitate successful second language acquisition and social integration.
A positive attitude and strong motivation are crucial factors that significantly influence success in second language acquisition According to Krashen (1987), an "effective filter"—a psychological barrier—either facilitates or hinders learners' natural language learning abilities Modern language education emphasizes that second language acquisition is not only an intellectual process but also a social-psychological experience Learners must go beyond understanding new information from their own culture and actively acquire the symbolic elements of a different ethno-linguistic community to achieve fluency.
Attitudes toward learning a second language can be either positive or negative, influenced by various factors such as motives for learning English, anxiety levels, self-esteem, and tolerance of ambiguity Understanding these elements is essential for fostering effective language learning experiences Factors like strong motivation and high self-esteem tend to promote a positive learning attitude, while increased anxiety and low tolerance for ambiguity may hinder progress Recognizing and addressing these influences can enhance learners' engagement and success in acquiring a second language.
English is widely spoken across the world and is taught as a foreign language in over 100 countries, reflecting its significant influence on people's lives today The desire to master English continues to grow because of the clear benefits of communicating with over 600 million speakers globally—more than 300 million native speakers and an additional 300 million second-language users.
Learning English is essential for accessing rapid technological advancements in Britain and the USA, as it serves as a key to technological progress It is the most valuable tool for gaining entry into the dominant economies of these countries and others worldwide English is the language of mass media, including newspapers, radio, and television, and is widely used across fields such as science, medicine, agriculture, engineering, informatics, and tourism Moreover, proficiency in English is crucial in education and is vital for career advancement and active participation in modern society.
English has become a crucial foreign language in our country, widely taught in schools and universities alongside Russian, Chinese, French, and German According to the curriculum framework by the Ministry of Education and Training, English is now a compulsory subject in schools and colleges, emphasizing its importance for academic success Students are required to have a certain level of English proficiency to excel in their studies Additionally, English proficiency is a mandatory part of entrance examinations for postgraduate candidates.
Due to our open economic policies, many foreign companies and individuals are investing in various sectors, creating significant opportunities for economic development and employment Mastery of English is often essential to access these joint ventures and secure good jobs with competitive salaries, making English proficiency a valuable asset for employment prospects in our growing economy.
Many learners study English for a variety of reasons, such as studying abroad, settling permanently in an English-speaking country, securing a good job, or enjoying entertainment However, some students view English learning merely as a course requirement, paying little or no attention to the curriculum, and see it as just a formal necessity for graduation For these learners, mastering English is superficial, and their negative attitude toward learning often stems from a lack of genuine motivation, which hinders their progress.
Many students perceive second language learning as intimidating and too challenging, which often results in negative attitudes toward the classroom This anxiety, often experienced as vague fear, can impair their performance, creating a cycle of increasing fear and decreased confidence Addressing these emotional barriers is essential for fostering a positive learning environment and improving student outcomes in second language acquisition.
Facilitating anxiety, often regarded as the "good" kind of anxiety, can be a positive influence in certain situations by helping students stay alert and focused Some experts believe that anxiety is more helpful than harmful when it serves as a motivating force to keep individuals engaged and prepared This form of anxiety enhances performance by encouraging vigilance and readiness, ultimately contributing to personal and academic success.
Research by Brown (1987) suggests that facilitating anxiety may assist with simple learning tasks; however, according to Horwitz (1990), it is not beneficial for complex tasks like language learning This indicates that facilitating anxiety may not exist or be helpful for language learners, highlighting the importance of understanding individual differences in learning experiences.
Debilitating anxiety significantly impairs language learners' performance by inducing worry, fear, and self-doubt This type of anxiety directly reduces participation and leads to overt avoidance of using the language, hindering progress and confidence Addressing such anxiety is crucial for improving learner engagement and promoting more effective language acquisition.
Students’ self-esteem reflects their self-judgment of worth and is influenced by their perceptions of competence in specific areas Excelling in learning a second language can significantly boost students’ self-esteem, fostering greater confidence and motivation This increased self-confidence encourages students to overcome challenges and become more active in their learning process Developing strong language skills not only enhances self-perception but also promotes a positive attitude towards language acquisition and personal growth.
Unsuccessful language learners tend to have lower self-esteem compared to their successful counterparts A learner’s self-esteem is influenced by how significant language learning is to them personally To support students, teachers should focus on boosting self-esteem by helping students set realistic goals and encouraging positive self-assessment This approach promotes a more active and engaged attitude towards learning English, ultimately enhancing their language learning experience.
Summary
Recent years have seen a significant boost in motivation research, highlighting its vital role in successful language learning Motivation is a key factor that influences learners' achievement, encompassing both external and internal aspects External motivation, or extrinsic motivation, is driven by external influences such as rewards or pressures, while internal motivation, or intrinsic motivation, stems from personal interests and intrinsic feelings that inspire engagement in language learning activities.
Intrinsic motivation is widely recognized as the most fundamental form of motivation, influenced by factors such as school facilities, course syllabus, teaching quality, and students’ past experiences of success or failure While intrinsic motivation is closely related to extrinsic motivation, which is often viewed as potentially undermining it, research shows that extrinsic motivation can be combined with intrinsic motivation or even serve as a catalyst for it Understanding this dynamic can help educators create supportive learning environments that enhance students' internal drive to learn.
Extrinsic motivation in language learning is categorized into two types: integrative and instrumental motivation Integrative motivation reflects a learner’s desire to be accepted and recognized within a foreign community, fostering genuine interest in the language and culture In contrast, instrumental motivation is driven by the pursuit of external rewards, such as career advancement or academic achievement While both types of motivation can influence the language learning process, many researchers argue that instrumental motivation plays a more significant role in achieving language learning success.
Student motivation is influenced by various factors, including individual characteristics, environmental conditions, and learning materials The effectiveness of classroom teaching methods and the personality traits of teachers also play crucial roles in motivating students to learn English Understanding these interconnected elements can help optimize strategies to enhance student engagement and academic success.
Learners' attitudes toward second language learning do not directly influence language acquisition but play a crucial role in developing motivation These attitudes are connected to personality traits such as anxiety and self-esteem, which can impact language learning success Furthermore, the effect of attitudes is shaped by social contexts and interpersonal or intergroup relationships, emphasizing the importance of environmental and relational factors in the learning process.
METHODOLOGY
Study location
In September 2005, I conducted a comprehensive study at Vinh Long Teacher Training College to explore EFL students’ motivations for learning English, their attitudes toward the learning process, and the key factors influencing their language acquisition This research aims to identify the underlying drives and perceptions that impact students' engagement and success in mastering English as a foreign language Understanding these motives and attitudes is essential for developing effective teaching strategies and enhancing language learning outcomes.
Research design
This section outlines the research methodology, detailing the subject selection process, the characteristics of the participants, and the data collection instruments used.
In the understanding of qualitative method as one that “describes phenomena in words instead of numbers and measures” and of quantitative method as one that
This study employs both qualitative and quantitative methods to analyze the collected data, combining descriptive insights with statistical support Qualitative research serves as the primary approach to identify various motivational factors influencing students' language learning processes and to assess their attitudes towards learning English To substantiate these findings with measurable data, quantitative methods are also utilized, providing frequency distributions of responses related to students’ motivation levels and attitudes This mixed-method approach ensures a comprehensive understanding of the factors affecting English language learning, aligning with the idea that research outcomes often require numerical representation alongside descriptive analysis.
The data necessary for the study was collected through the survey conducted among the EFL students at Vinh Long Teacher Training College
This study sampled 100 third-year EFL students randomly selected from a university, all of whom had over two years of English learning experience as a non-majored subject, giving them substantial familiarity with the language learning process These students, from both social sciences and natural sciences departments, were confident in understanding the survey's importance and could provide in-depth responses to research questions The data analysis aims to uncover students’ motivations for learning English, their attitudes toward the learning process, and the key factors influencing their motivation, providing valuable insights into effective language learning strategies.
Eight English teachers from Vinh Long Teacher Training College were interviewed to gain deeper insights into their perceptions of learning motivation These interviews revealed teachers’ understanding of the importance of motivation in language learning and highlighted various factors influencing their students’ motivation levels The data provided valuable information on how different elements impact students’ engagement and success in learning English.
For the purpose that “Listening to the voices of students is increasingly being advocated by researchers concerned with enhancing student motivation”, all the questionnaires were delivered to students
The questionnaire was originally developed in English (Appendix 1), but only the Vietnamese version (Appendix 2) was provided to students to prevent confusion or omission of questions and instructions It comprises three parts: the first gathers demographic data, including gender, age, English learning background, and professional studies; the second explores student motivation and factors influencing their English learning process through fifteen items; and the third assesses students’ attitudes toward learning English using six statements, balanced with three positively and three negatively worded items.
The questionnaire's latter sections are adapted from validated tools developed by Gardner (1985) to assess various aspects of motivation in English learning Items 2, 3, 7, and 10 specifically measure intrinsic motivation, while items 1, 4, 6, and 8 focus on extrinsic motivation Items 5 and 9 evaluate coercive reasons, reflecting participants’ purely extrinsic motives for learning English Additionally, items 11-15 explore the impact of different motivational factors on the learning process, and the final six items assess participants' attitudes—either favorable or unfavorable—toward learning English Notably, items 16, 19, and 20 are positively worded, whereas items 17, 18, and 21 are negatively worded, providing a comprehensive measure of motivation and attitudes aligned with existing validated questionnaires.
Participants in the survey indicated their levels of agreement and attitudes toward learning English by selecting appropriate boxes for questions 1-10 and 16-21, helping to identify the various motivations influencing their learning Questions 11-15 focused on key factors affecting their language learning motivation Only fully completed questionnaires were included in the data analysis, while incomplete responses, even those missing only one or two answers, were excluded to ensure data accuracy and reliability.
English teachers at the school were asked to share their opinions on the importance of learning motivation and how various factors influence their students’ language motivation The questions aligned closely with those used in the student questionnaire (items 11-15), providing valuable insights into teachers’ perspectives The collected data from teachers aims to support and clarify the findings of the student survey, offering a comprehensive view of factors affecting language learning motivation.
Data collection procedure
One hundred questionnaires (the Vietnamese versions) were randomly administered to 50 students in two classes of the department of social sciences and
During their class time, the author personally distributed questionnaires to 50 students across two classes in the Department of Natural Sciences Before handing out the surveys, the purpose was clearly explained, emphasizing that the results would solely be used for research purposes Students were instructed to read each question carefully, complete the questionnaires anonymously, and understand that any incomplete surveys would be discarded, even if only one or two questions remained unanswered They were also advised not to consult with classmates and to answer honestly, ensuring the integrity and accuracy of the data collected.
Out of the total questionnaires distributed to students, 98 were collected after one week Two questionnaires were excluded due to student absence, leaving 96 responses However, only 95 completed questionnaires were valid for data analysis, as three were incomplete and deemed unusable.
RESULTS AND DISCUSSION
Data analysis method
All student data were manually processed and presented through statistical percentage distributions across five key survey aspects: students’ profiles, intrinsic motivation, extrinsic motivation, attitudes toward learning English, and factors influencing motivation To streamline data interpretation, the levels “Definitely true” and “Quite true” were combined into a single category labeled “True,” enhancing clarity and focus in the analysis.
This study compares responses across gender and study areas—social sciences and natural sciences—by classifying questionnaires into these categories and analyzing percentage distributions to identify differences and similarities Additionally, responses were compared among different age groups, though the small sample size for respondents aged 23 and 24 limits the generalizability of these findings.
To ensure a more reliable analysis, the data were grouped into a single category Students' responses were organized into three age ranges—21, 22, and 23+24—and their frequency distributions were calculated This comparison aimed to identify similarities and differences among respondents across these age groups, providing valuable insights into how age may influence the observed responses.
Students’ profile
The samples comprised of 34 male students (35.8 %) and 61 female students (64.2
All samples were randomly selected from 3rd-year EFL students at Vinh Long Teacher Training College, where a significantly higher proportion of female students reflects the typical trend of attracting more female applicants to teacher training programs At Vinh Long Teacher Training College, the female student population is nearly twice as large as that of male students The survey respondents included 95 students, with 47 from the natural sciences department and 48 from the social sciences department, as detailed in Table 4.1.
Age range Years of learning English before entering the school
Male 24.2 5.3 6.3 1.1 4.2 30.5 35.8 Female 38.9 22.1 3.2 1.1 10.5 52.6 64.2 Total 63.1 27.4 9.5 2.2 14.7 83.1 100 Table 4.1 The demographic profile of the respondents
Most respondents (63.1%) were 21 years old, with the next largest group (27.4%) being 22-year-olds A smaller percentage (9.5%) were aged 23 and 24 The predominantly young age of the students offers significant benefits for learning, particularly in acquiring new knowledge Additionally, the high proportion of young students suggests a strong potential for intrinsic motivation, enhancing their educational engagement.
Most respondents (83.1%) had received English as a Foreign Language (EFL) lessons during secondary and high school, providing them with extensive vocabulary, grammar, and skills in reading, listening, speaking, and writing, which positively impacts their college language learning Seven years of English education also helped develop effective language acquisition methods, saving time and effort in mastering the language In contrast, 14.7% of students had only three years of high school English experience before entering college, resulting in a smaller vocabulary and fewer language skills but still offering a foundational confidence in learning English.
Approximately 2.2% of respondents in Vietnam did not study English during secondary or high school, as they hail from the northern regions where Chinese is the primary language spoken in their villages This language difference presents significant challenges for these students when learning English, requiring extra effort to keep pace with their peers and overcome initial language barriers.
Students’ motivation
This section presents the percentage distribution of responses from 95 EFL students at Vinh Long Teacher Training College to the questionnaire The data provides insights into students' attitudes, perceptions, and experiences related to the study topic Additionally, a discussion of the results is included to analyze the implications of the findings and their significance for EFL education at the college.
4.3.1 Students’ intrinsic orientation to learning English
Analysis of responses from 95 students to Questions 2, 3, 7, and 10 reveals that students generally demonstrate a high level of intrinsic motivation in learning English The percentage distribution indicates that most students are internally motivated, highlighting the effectiveness of the current learning strategies Details of this distribution are presented in Table 4.2, providing concrete evidence of students' intrinsic motivation toward English language acquisition.
It will help me to better understand English- speaking people
It will allow me to meet more and various people I like
I want to be able to understand the lyrics of pop/rock music
Today’s students recognize that English is a vital tool for cross-cultural exchange, emphasizing its social dimension beyond simply communicating with native speakers This perspective highlights the importance of English as a global language that opens opportunities for intercultural understanding As a result, students value English not only for practical communication but also as a means to engage in meaningful cultural interactions worldwide Emphasizing this broader role of English aligns with current educational trends that prioritize intercultural competence and global connectivity.
A significant 70.5% of students learn English primarily to better understand English-speaking people and their lifestyle, indicating strong intrinsic motivation to connect with the target language community While 27.4% of respondents did not fully agree, they still recognize this as one of their reasons for learning English, demonstrating the importance of cultural understanding in their motivation Only 2.1% of students do not consider understanding English speakers as a goal, highlighting that most learners are motivated by genuine interest rather than solely academic requirements Even among those uncertain or negative about this motivation, intrinsic desire to learn English remains a factor, underscoring the overall drive among EFL students to engage with the language and its culture.
The answers to Item 2, “It will allow me to meet and converse with more and various people”, reflected that a large proportion of the respondents considered
English is widely regarded as a gateway to a broader world, with 77.9% of respondents citing it as a primary motivation for learning the language, reflecting society’s increasing need for effective international communication Interestingly, despite this external motivation, many students at teacher training colleges express a strong desire to interact with diverse people, indicating that intrinsic motivation significantly influences their English learning in this context While 21% of respondents did not list communication as a main reason, they did not entirely dismiss it, and only 1.05% explicitly disagreed, suggesting that communication remains a relevant yet secondary motive for most learners.
More than two-thirds of respondents at Vinh Long Teacher Training College indicated that liking English is a primary motivation for learning the language, highlighting the significant influence of intrinsic motivation among EFL students However, 21% of students did not fully agree with this reason, suggesting they pursue English for alternative motives beyond personal interest Additionally, 6.3% of students did not endorse the idea of liking English, implying they study the language for practical reasons such as employment opportunities or social interactions This diverse range of motivations underscores the complexity of students’ reasons for learning English and the importance of understanding these factors to support their language acquisition effectively.
Surprisingly, only 44.2% of respondents cited understanding the lyrics of pop and rock music as their reason for studying English, contrary to expectations given the widespread popularity of international songs among youth Many young people learn by heart songs from famous artists like Madonna, Michael Jackson, The Beatles, Westlife, and Boyzone, and the number of fans interested in understanding these songs continues to grow This moderate response may reflect a shift towards practicality among students, who prefer to focus on learning skills that will benefit their future The fact that 40% of respondents did not fully agree, and 15.8% outright denied this purpose, highlights a realistic attitude toward language learning priorities in today's youth.
Students at Vinh Long Teacher Training College demonstrate a high level of intrinsic motivation to learn English, with an average of 66.3% of respondents indicating that internal desires motivate their studies Most students responded positively to items measuring intrinsic motivation, reflecting their awareness of English language importance across various life domains While 27.3% see these motivations as factors influencing their decision to learn English, they do not completely deny their significance, and only 6.3% of students do not endorse these reasons at all.
4.3.1.1 Difference between the respondents of two genders
A comparison of intrinsic motivation levels between male and female students revealed a small difference, indicating that gender has minimal impact on intrinsic motivation.
Item 1 Item 2 Item 3 Item 4 Total
Table 4.3 Intrinsically motivational difference between sexes
The results showed that female students on average (68.8 %) are more intrinsically motivated than male students (61.7 %) The biggest deviation is in the first item,
Understanding English enhances communication with native speakers and broadens cultural awareness, as reflected by 75.4% of female students and 61.7% of male students recognizing its importance Female students show a greater desire to expand their knowledge about other people’s lives, with a 14% higher positive response compared to male students, indicating a higher interest among females in cultural understanding Conversely, male students are more extroverted, with 82.4% expressing a desire to meet and converse with diverse people, compared to 75.4% of females, highlighting differences in social tendencies Additionally, 78.7% of female students and 61.7% of male students agree that they like English, suggesting higher enthusiasm among females When it comes to understanding pop and rock music lyrics, both sexes show similar interests, with 45.9% of females and 41.2% of males responding positively, indicating comparable music preferences across genders.
4.3.1.2 Difference between respondents of two study areas
Analysis of students' intrinsic motivation reveals that social sciences students demonstrate higher levels of intrinsic motivation compared to natural sciences students, indicating a notable difference in motivation across department disciplines.
Item 1 Item 2 Item 3 Item 4 Total
Table 4.4 Difference between respondents of the two study areas
A significant portion of students demonstrated intrinsic motivation toward learning English, with 60.6% from the department of natural sciences and 71.8% from the department of social sciences providing positive responses to four motivational items This indicates that students in social sciences have a stronger intrinsic drive towards English learning, influenced by their initial choice of study area Notably, 81.2% of social sciences students believe that learning English will help them better understand English-speaking cultures and lifestyles, compared to just 59.6% from natural sciences Additionally, 58.3% of social sciences students aim to understand pop/rock song lyrics, in contrast to only 29.8% from natural sciences However, responses for Items 2 and 3 show no significant difference between the two departments.
4.3.1.3 Difference between the respondents of three age groups
The analysis comparing three age groups revealed a notable decline in intrinsic motivation as students' ages increase, indicating that younger students are more intrinsically motivated than older peers This trend is detailed in Table 4.5, highlighting how intrinsic motivation diminishes with age among students.
Item 1 Item 2 Item 3 Item 4 Total
Table 4.5 Differences between age groups in students’ intrinsic motivation
Age influences students’ intrinsic motivation significantly, often shaped by their perception of life values Older students tend to be more practical, expecting their efforts to yield tangible benefits beyond personal satisfaction For instance, among 252 positive responses to four motivational items, 69.2% came from 21-year-olds, compared to 62.5% from 22-year-olds and only 58.3% from older students The most notable difference appeared in the statement “I like English,” with 83.3% of 21-year-olds agreeing, versus 61.5% of 22-year-olds and just 33.3% of those aged 23 and 24, highlighting a decline in intrinsic motivation with increasing age.
4.3.2 Students’ extrinsic orientation to learning English
Analysis of the response percentages to questions 1, 4, 6, 8, 9, and 5 reveals that students demonstrate a strong extrinsic motivation The data indicates a relatively high level of extrinsic orientation among students, highlighting the importance of external factors in their motivational profiles This pattern underscores the significance of understanding external influences in shaping student motivation and engagement.
It will some day be useful in getting a good job
Proficien cy in English is a sign of a good educa- tion
English will make me a more knowled geable person
English is the languag e of progress
My parents want me to
English is a part of the school curricu- lum
Motivational factors
This study investigates the key factors influencing students’ learning motivation, assessed through five questionnaire items covering human factors, environmental influences, textbooks, classroom motivational strategies, and teachers’ personality traits The data are presented through percentage distributions, providing a clear overview of each factor’s impact To gain deeper insight, interviews with English teaching staff were conducted, offering valuable perspectives that support and explain the survey findings Identifying the most significant motivational factors can inform targeted strategies to enhance student engagement and learning outcomes.
A close examination of the percentage distribution of the responses to the item measuring the influence of human factors on students’ learning English (Question
11 in students’ questionnaire) showed that 65.3 % of the respondents confirmed again the primary position of the teachers in their learning motivation The details of this are in the Table 4.10 below
The people who have the most influence on my learning English are:
Table 4.10 Human factors affecting students’ learning English
Teachers play a crucial role in students' learning process, highlighting their importance as the primary influence on student achievement According to Sparks (2000), teachers are considered the most significant factor in enhancing students' academic success This emphasizes the vital impact that effective teaching has on student outcomes and overall educational quality.
In modern classrooms, teachers play multiple roles including monitor, organizer, controller, facilitator, and evaluator, significantly influencing all aspects of the learning process Their diverse responsibilities make them the key figures shaping student outcomes, highlighting their undeniable Impact on student development and educational success.
Classmates have the second position in motivating a student to learn English with
Approximately 21% of respondents highlighted that students possess diverse traits and abilities, with some being more intelligent or gifted in languages While some students are outgoing, communicative, and extroverted, others tend to be shy, withdrawn, and introverted These varied learner types can complement each other by balancing strengths and weaknesses, ultimately influencing and enhancing the overall language learning process through their interaction.
Only 11.6 % of the respondents considered their parents’ role the most important
This low proportion reflects the fact that today our students are more and more independent from their families in making decisions of what to pursuit in life
The influence of siblings on students' English learning is generally minimal, with most students reporting little to no impact Only two respondents acknowledged that their brothers or sisters had the most significant influence on their English language development, highlighting that family members other than parents tend to play a limited role in influencing students' language learning progress.
The thing(s) that has/have the most influence on my learning English is/are:
Table 4.11 Environment factors affecting students’ learning English
A thorough analysis of responses reveals that 45.3% of students believe school facilities, rather than teaching methods, have the greatest impact on their English learning—an unexpected finding for educators and researchers This insight highlights the long-standing concern that environmental factors, such as classroom conditions, significantly influence students’ ability to learn effectively Studies by Canter (1976) demonstrate that comfortable classroom temperatures enhance human performance in psychomotor tasks, while research by Harmer (1991) and Earthman (2002) shows that class size, lighting, noise levels, and school building age all affect students’ capacity to grasp instruction Notably, students who emphasize environmental factors may be those experiencing more difficulties due to classroom conditions, such as large class sizes.
According to the study, 41% of respondents selected the teacher’s method as a key factor in student motivation Harmer (1991) emphasizes that the teaching method significantly impacts student engagement; a boring approach can lead to de-motivation, while a confident and effective method enhances motivation The moderate level of endorsement for this approach was somewhat unexpected, highlighting varying perceptions of the importance of teaching methods in fostering student motivation.
Only 11.6% of respondents believe that the teaching curriculum significantly influences their learning process, whereas only 2.1% feel that textbooks impact their learning to a certain extent This suggests that most students do not perceive curriculum or textbooks as primary factors affecting their educational experience Understanding these perceptions can help educators focus on more effective teaching tools and resources to enhance learning outcomes.
The analysis of students’ responses regarding the influence of textbooks on motivation at Vinh Long Teacher Training College indicates overall dissatisfaction, with 53.7% rating the current textbooks as somewhat uninteresting Additionally, 6.3% of students found the textbooks not interesting at all, and another 6.3% described them as completely boring These findings highlight concerns about the relevance and engagement level of the textbooks used, impacting students’ motivation negatively.
I think the textbooks used in the school are:
Table 4.12 Influence of textbooks on students’ learning English
The negative comment the students gave to the textbooks was understandable
Most teachers today acknowledge the importance of demonstrating the relevance and utility of language skills to learners Connecting teaching points and textbooks to students’ interests, real-life tasks, and upcoming exams is essential to motivate and engage learners effectively At Vinh Long Teacher Training College, the textbooks “Streamline English Departures” are utilized to ensure that language learning is practical and aligned with learners’ needs By emphasizing real-world applications, educators can make learning more meaningful and beneficial for students’ academic and personal growth.
"Streamline English Connections" is largely irrelevant and unhelpful, as its content and skills do not align with students' needs for tests and exams, which are the primary goals of learning English This negative evaluation highlights the necessity of adopting new textbooks that better meet the course demands Implementing updated materials can enhance students' intrinsic motivation and support more effective language learning outcomes.
Approximately 33.7% of respondents found these textbooks interesting, indicating that they are highly communicative and effectively meet students' language learning needs Conversely, only 12.6% of students disliked the books, a sentiment influenced by the perceived relevance and utility of the textbooks, emphasizing the importance of aligning educational materials with students’ expectations These findings highlight the significance of choosing engaging and practical textbooks to enhance communicative skills in language education.
Only 7.4% of respondents reported that the use of marks effectively motivates them to learn English, indicating that traditional grading methods may have limited impact on student motivation This finding highlights the need to explore alternative motivational strategies in English classrooms Further details are provided in the accompanying table.
The thing(s) I would like teachers to use most in encouraging me is/are:
Table 4.13 Influence of different classroom motivational methods
While test scores and grades can be valuable for formative assessment, guiding students’ learning, and providing useful information for summative evaluation of achievement (Bachman & Palmer, 1996), the current grading practices often fall short Typically, students receive their marks only after completing a course or assessment period, leaving little opportunity for them to adjust their learning strategies beforehand Moreover, grades primarily serve as a means for students to compare themselves with peers, which can lead to dissatisfaction with the way teachers assign marks Although students acknowledge that marks can motivate them to study, they generally find the current grading system insufficient for supporting ongoing learning and self-improvement.
Only 12.6% of respondents认为表扬是激励学生更努力学习的有效方式。教师常用简短的表扬语，如“非常好”、“精彩”或“行了”，但这些表扬多为自动化表达，显得不自然。频繁使用这些表扬词使其失去效果，学生对其反应逐渐变得迟钝。这也是导致这种激励方式认可度较低的原因。
The choice of “more difficult exercises” was agreed by 28.4 % of the respondents
Students’ attitudes toward learning English
This chapter presents the conclusion of the research and offers recommendations derived from the findings to enhance motivational factors in teaching English to EFL students at Vinh Long Teacher Training College Implementing these strategies can improve student engagement and language learning outcomes, contributing to a more effective English teaching environment The study emphasizes the importance of fostering motivation to support students' language acquisition and academic success.
This research aims to explore the motives and attitudes of EFL students at Vinh Long Teacher Training College towards learning English The study relies on descriptive statistics to analyze data collected from field research In summary, the findings provide valuable insights into students' motivation levels and their perceptions of the English learning process, contributing to a better understanding of effective language education strategies.
EFL students at Vinh Long Teacher Training College demonstrate both intrinsic and extrinsic motivation in learning English, with a slight predominance of intrinsic motivation This dual motivation highlights their genuine interest in language acquisition as well as external influences driving their learner engagement Understanding these motivational factors is crucial for developing effective teaching strategies that enhance language learning outcomes.
Most EFL students at Vinh Long Teacher Training College are motivated to learn English due to its association with progress and modernization, believing that proficiency will open up future opportunities They see English as a gateway to communicate with diverse people and broaden cultural understanding Many students enjoy learning English because they find it interesting and engaging Additionally, they recognize that mastering English will help them better understand English-speaking cultures and lifestyles Students also believe that English skills will be valuable for securing good employment in the future Lastly, their motivation is reinforced by the requirement to learn English as part of the school curriculum.