INTRODUCTION
Statement of the problem
English is widely used globally as a second or foreign language, making it an essential communication tool In Vietnam, the rising international trade and influx of tourists have underscored the importance of English, prompting the government to mandate English language programs in secondary schools, high schools, colleges, and universities The Ministry of Education and Training (MoET) has established a curriculum that requires ten credits in English out of a total of two hundred at the tertiary level, with English proficiency being a graduation requirement Mastery of English not only enhances students' intellectual capabilities but also opens doors to better job opportunities, showcasing their dedication to learning a new language.
Teaching English in an EFL environment can be challenging due to limited language input outside the classroom High motivation is essential for language learners, especially when tackling a character-based language, as it fosters perseverance in overcoming the complexities of learning To succeed, students must maintain strong motivation, which is a crucial factor in language acquisition (Nguyen & Habok, 2021) Research indicates a positive correlation between motivation and success in English language learning (Lambert, 1963; Gardner, 1985; Lightbrown & Spada, 1993; Bernaus, 1995; Gardner et al., 2004) Highly motivated EFL learners tend to achieve their learning objectives, which in turn sustains their motivation.
In Vietnam, English is a mandatory subject for all students at Ho Chi Minh City Open University (HCMCOU), as outlined by the Ministry of Education and Training (MoET), to enhance English proficiency and meet employer demands (Nguyen & Nguyen, 2018) However, many Vietnamese students face significant challenges in learning English, leading to decreased motivation As an English lecturer at HCMCOU, the researcher has observed several issues impacting student motivation, such as lack of engagement, disinterest in materials, and a focus on test preparation rather than genuine learning These challenges highlight the need for a deeper understanding of the factors affecting motivation among first-year non-English major students, a group that represents a large segment of the English as a Foreign Language (EFL) population in Vietnam (Nguyen & Habok, 2020) Consequently, this study aims to explore the motivational influences on these students in the context of HCMCOU.
Purpose statement and research questions
This study aims to explore the factors influencing the motivation of first-year non-English major students at HCMCOU in their English learning journey Based on the findings, the research will offer recommendations to enhance English teaching and learning at the university Key research questions will guide this investigation.
1 What are the factors that influence first-year non-English major students’ motivation to learn English at HCMCOU?
2 To what extent do these factors influence first-year non-English major students’ motivation to learn English at HCMCOU?
Significance of the study
The study aims to enhance teachers' understanding of the factors affecting first-year non-English major students' motivation to learn English at HCMCOU By gaining these insights, educators will be better equipped to support their students in improving English proficiency and will implement more effective strategies to boost students' motivation and academic success in the language.
The organization of the study
Five chapters comprise this research
Chapter 1 discusses the problem statement, purpose statement, research questions, significance, and organizational structure
Chapter 2 conducts a literature review on motivation in foreign language learning, focusing on motivation and motivation classification This chapter also discusses the impact of motivation on students' language learning, the research framework, the factors influencing students' motivation to learn English, and previous research on students' motivation to learn a foreign language
Chapter 3 outlines the research design and methodology, including the research setting, participants, instruments, methods for data collecting, and data analysis Finally, the chapter discusses reliability and validity
Chapter 4 presents the results and discussion It reports the findings as well as the interpretation of the data
Chapter 5 gives the conclusions of the thesis This chapter also expresses the study's implications, limitations, and recommendations.
Chapter summary
Chapter 1 presented the statement of the problem, purpose statement and research questions, significance, and the organization of the study The next chapter will conduct a literature review on motivation in foreign language learning, the impact of motivation in students in EFL, the research framework, the factors that affect students' motivation to learn English, and previous research on students' motivation to learn a foreign language.
LITERATURE REVIEW
Motivation in foreign language learning
2.1.1 Definition of motivation in foreign language learning
The starting point of any research in motivation is defining the term ‘motivation’ A definition is presented by Hammer (1991, p.3) when he explains motivation as the
"internal drive" that pushes somebody to do something Broussard and Garrison
Motivation is defined as the internal drive that influences our actions, guiding us toward achieving specific goals (Analoui, 2000) It serves as the underlying cause for our behaviors and choices (Narayanan, 2006), and reflects the force that compels individuals to meet their expectations and needs (Mullins, 2007) Dürnyei (2001) emphasizes that motivation determines not only the choice of activities but also the effort and persistence individuals exhibit in pursuing their objectives Despite varying definitions, it is widely agreed that motivation arises from human needs, prompting actions aimed at fulfilling goals and satisfying those needs.
Motivation plays a vital role in foreign language learning, with varying interpretations among researchers Dürnyei (1998) notes that as individuals learn a new language, they develop an 'L2 identity' and adopt characteristics from the target culture, which may differ from mastering other subjects This article will specifically explore motivation within the context of foreign language education, highlighting the diverse perspectives researchers hold on this important concept.
Gardner (1985) defines motivation for learning a foreign language as a multifaceted construct that encompasses effort, desire, and a positive attitude He emphasizes that a student's enjoyment of lessons and aspiration to master the language do not equate to true motivation unless they actively pursue achievement According to Gardner, genuine motivation in learning a second language involves three essential components: the intensity of motivation, the desire to learn, and favorable attitudes towards language acquisition.
Dürnyei (2001) defines motivation as an abstract concept used to understand individual thoughts and behaviors He emphasizes that motivation plays a crucial role in a person's success in learning, suggesting that motivated language learners are likely to attain a satisfactory level of proficiency, regardless of their inherent language learning abilities.
According to Williams and Burden (1997, p.120), motivation can be defined as:
− A state of cognitive and emotional excitement that precedes purposeful action
− The results in a period of sustained intellectual and physical effort
− The results in the achievement of previously established goals
Internal factors like curiosity and interest, along with external influences such as events or individuals, can trigger initial arousal, according to Williams and Burden (1997) Once a person's interest is ignited, they are motivated to take action towards achieving a specific goal.
Motivation is a crucial element in language learning, encompassing effort, desire, and positive attitudes toward education (Hammer, 1991; Vallerand, 1997) According to Shoebottom (2014), it significantly influences the rate and success of learning a second or foreign language, alongside factors like age, experience, personality, cognition, and native language Effective language acquisition requires learners to invest considerable effort, engage with the target language community, and find enjoyment in the learning process Ultimately, motivation plays a vital role in a learner's ability to acquire a foreign language successfully.
Instrumental motivation, integrative motivation, extrinsic motivation, and intrinsic motivation are the four types of motivation Gardner and Lambert (1972) develop the phrases "instrumental" and "integrative" motivation, whereas Deci and Ryan
(1985) introduce the terms "intrinsic" and "extrinsic" motivation The contrast between these two motivational pairings is still being debated from many perspectives The following section defines these motivations
Gardner and Lambert (1972) introduced the Socio-Psychological Model, which differentiates between integrative and instrumental motivation in language learning Integrative motivation reflects learners' aspiration to connect with the target language and culture, fostering individual growth and cultural enrichment Those motivated integratively aim to enhance their understanding of the language and engage with native speakers, seeking to immerse themselves in the cultural society of the language group and participate in social exchanges.
Instrumental motivation, as defined by Gardner and Lambert (1972), drives learners to pursue foreign language skills for economic or social benefits This practical motivation is crucial for EFL students, helping them achieve key objectives such as career advancement, accessing specific reading materials, securing pay raises, passing university entrance exams, or applying for jobs Many university language students are particularly motivated by the need to fulfill their institution's language requirements, highlighting the clear instrumental reasons behind their language learning efforts.
Research by Spolsky (1969) and Gardner and Lambert (1972) indicates that integrative motivation is essential for successful language learning Conversely, Lukmam's (1972) study found that Indian learners with instrumental motivation tend to excel in English competency exams Therefore, while some learners thrive on integrative motivation, others may find instrumental motivation more beneficial in different contexts.
Ryan and Deci (2000) presented the Self-Determination theory, which divides motivation into two types: intrinsic and extrinsic motivation
Intrinsic motivation drives individuals to engage in activities for the sheer pleasure they bring, allowing students to pursue their learning goals without external rewards (Dửrnyei, 1998; Deci & Ryan, 1985) When students actively seek language learning opportunities and tackle challenges, they experience intrinsic motivation, which is further fueled by their desire for joy and fulfillment (Vallerand, 1997) In the context of English as a Foreign Language (EFL), intrinsic motivation can evolve into integrative motivation when learners aim to connect with the culture of the language, or into instrumental motivation when they focus on achieving specific language-related objectives (Brown, 2000) Conversely, extrinsic motivation arises from external factors, prompting learners to excel in language acquisition for practical reasons, such as passing exams or securing lucrative job opportunities (Deci & Ryan, 1985) This type of motivation can also shift to integrative or instrumental motivation based on external influences and goals (Brown, 2000) Given the critical role of motivation in language learning success, educators should prioritize understanding and fostering diverse motivational sources among their students.
2.1.3 The impact of motivation on students in foreign language learning
Motivation is widely recognized as a critical factor in foreign language learning, with scholars like Gardner (1985) emphasizing its importance for success in acquiring a second language Rost (2006) refers to motivation as the "neglected heart" of language learning, highlighting its fundamental role Furthermore, Oxford and Shearin (1994) assert that motivation is essential for fostering student engagement throughout the learning process.
Motivation plays a crucial role in language learning, as it encourages students to increase their efforts, take responsibility, set goals, and enjoy the learning process (2003) According to Dürnyei (1998, as cited in Huang & Liaw, 2007), motivation is essential not only for initiating language acquisition but also for sustaining it over time, as all aspects of language learning are influenced by motivation Lambert's theory (1963) further emphasizes that an individual's success in learning a foreign language is heavily dependent on their motivation Therefore, fostering motivation in English learning environments is vital for creating optimal conditions for language acquisition in educational institutions (Flemens).
Motivation is recognized as a crucial factor influencing second and foreign language learning, as highlighted by Anjomshoa and Sadighi (2015) It significantly impacts the success of language learners, making it an important area for research and exploration.
Various factors and contexts can influence students' motivation, leading to fluctuations over time (Williams and Burden, 1997) According to Bernaus (1995), motivation contributes to 48.5% of students' English competence, highlighting its importance in promoting English achievement Enhancing motivation in English learning is beneficial for both teachers and students.
Research framework
Zhao (2012) highlights the significance of identifying the core reasons behind students' motivation to learn English and the factors influencing their long-term engagement For educators aiming to enhance student motivation, understanding these elements is crucial, as learner motivation is essential for acquiring a foreign language Various frameworks have been developed to explore the factors that can either enhance or diminish students' motivation.
Williams and Burden (1997) expand their cognitive perspective by embracing a social constructivist view of motivation, highlighting that individuals are motivated in various ways based on contextual and social influences This perspective suggests that motivation is shaped by factors such as the environment, social interactions, and relationships with significant others According to Williams and Burden, individuals have the ability to choose and regulate their behaviors, investing time and effort into their pursuits Consequently, motivation plays a crucial role in understanding why people make certain decisions and what drives their actions Their exploration of motivation also includes a temporal perspective, as depicted in figure 2.1.
Figure 2.1 Factors acting on motivation, within the social context
(Williams and Burden, 1997, p.121) Williams and Burden (1997) believe the three-stage model of motivation is helpful in L2 motivation for three reasons:
Reasons for doing something Deciding to do something Sustaining the effort, or persisting
Individuals engage in activities driven by a blend of internal motivations and external influences Each person interprets these influences uniquely, leading them to make choices that resonate with their personal understanding and perspective.
− The decision-making process entails the factors that motivate people to begin a task and invest time and effort
− Individuals must maintain their effort in order to complete the task
Williams and Burden's Framework of L2 Motivation suggests that both internal and external factors play a crucial role in shaping learners' motivation A sense of progress is primarily an internal factor, as it involves learners establishing their own goals and evaluating their success and weaknesses However, external influences, including teachers, classroom experiences, peers, and learning materials, significantly impact learners' perceptions of their progress.
Although many frameworks of motivational factors have been introduced, the researcher found Framework of L2 Motivation setting by Williams and Burden
Williams and Burden (1997) developed a comprehensive model of L2 motivation, categorizing motivational elements into internal and external factors This framework was later utilized by Zhao (2012), who also classified these elements in his research Consequently, the objectives of the current study align with the models proposed by Williams and Burden and Zhao Thus, this research employs a combination of Williams and Burden's L2 motivation framework and Zhao's model to explore motivation in the classroom.
Hence, this research concentrated on the outstanding factors which were mentioned in Williams and Burden’s (1997) Framework of L2 Motivation and the research by
Numerous studies have highlighted key factors influencing the subject matter, with significant contributions from researchers such as Wu (2010), Pawlak (2012), and Fujikawa (2013) Notable findings were also presented by Lee (2015), Nawaz et al (2015), and Tran (2016), among others Recent research, including work by Al-Munawwarah et al (2018), Ekiz & Kulmetov (2016), and Rahman et al (2017), further emphasizes the importance of these factors Additional insights were provided by Nguyen & Nguyen (2018), Admed et al (2015), and Olusiji (2016), culminating in a comprehensive understanding of the topic as seen in the studies by Abi (2019) and Doan (2020).
2020) Figure 2.2 shows the recommended research model for the present study
Factors influencing students’ motivation in foreign language learning
Internal factors, as defined by Williams and Burden (1997), stem from within the individual and significantly influence language learning This study will specifically examine the roles of goal setting, expectations, anxiety, self-confidence, and self-efficacy in the language acquisition process.
Goal setting is the initial stage in the motivation process, as outlined by Dửrnyei and Ottú (1998), and is essential for achieving desired outcomes Students with a clear understanding of their goals tend to exhibit higher motivation levels for learning While the journey from setting goals to achieving them can be complex, effective goal setting helps focus attention on relevant activities and enhances persistence, creativity, and risk-taking, as noted by Locke and Latham (1990).
Goal setting is crucial for students as it empowers them to direct their learning effectively (Orzechowska & Polok, 2019) By actively setting goals in language learning, students can enhance their chances of success To achieve proficiency in a language, learners must cultivate strong motivation and establish clear objectives As highlighted by Karaoglu (2008), well-defined goals and expectations significantly boost motivation, ultimately resulting in higher language competence.
Expectancy, as defined by Wen (1997), refers to the likelihood of achieving successful performances, which significantly influences language learners' motivation and effort, as highlighted by Dürnyei (2001) When learners embark on studying a language, they anticipate developing specific skills in reading, writing, and speaking English Vroom's (1964) expectancy theory suggests that increased effort correlates with improved outcomes, while his expectancy-value theory underscores the necessity for learners to have realistic expectations and an understanding of the value of their goals to maintain motivation Consequently, students' expectations play a vital role in the learning process, reflecting their aspirations for an English course or task through their dedication Higher expectations can lead to greater motivation and more effective learning outcomes.
Arnold and Brown (1999, referenced in Indrianti, 2012, pp 276) define anxiety as
Language learners often encounter negative emotions such as frustration, discomfort, and self-doubt during the process of acquiring a foreign or second language While anxiety has traditionally been viewed as a harmful factor, it can diminish as English as a Foreign Language (EFL) students build confidence in their skills Sparks and Ganschow (1993) highlight that anxiety leads to a persistent fear of making mistakes or receiving negative evaluations, which can adversely impact learners' motivation To address these challenges, several strategies have been proposed by Heron (1999, as cited in Indrianti, 2012).
277) to reduce the anxiety of students in the classroom:
− Creating a welcoming environment in the classroom
− Providing exercises that are tailored to the needs and interests of the students
− Assist students in realizing that anxiety may be minimized
Anxiety is an essential factor in foreign language research for EFL learners since it can directly negatively impact learners' motivation
Self-confidence plays a crucial role in a language learner's belief in their ability to succeed in the target language (PSU, 2016) While some students naturally possess self-confidence, others may experience frustration and anxiety due to daily school demands To enhance learners' self-confidence, Dürnyei (1994) suggests various strategies that can help students build their skills and competencies.
− Teachers can recognize their students' accomplishments and feel that competence is a malleable feature of growth
− Be realistic about what students can accomplish, and use mistakes and failures to teach them
− Provide students with decision-making chances and the sense of being able to contribute
− Accept that some students have strengths and others do not, which will help reduce classroom anxiety
Teachers can foster self-confidence in students by creating a welcoming classroom environment and designing engaging learning activities Additionally, recognizing and praising hard work keeps students motivated and reinforces their belief that they are progressing effectively.
Self-efficacy refers to an individual's confidence in their ability to complete tasks successfully (Mirhadizadeh, 2016) Higher self-efficacy in students enhances their belief in achieving goals Bandura (1993) identifies four key factors that influence self-efficacy: prior performance, vicarious learning, verbal encouragement from others, and physiological responses.
According to Dürnyei (2001), individuals with low self-efficacy are less likely to succeed in their endeavors, while those with high self-efficacy tackle challenges confidently and persistently Dürnyei (1994) further supports this by noting that low self-efficacy can demotivate students, making them view language learning as a daunting task, whereas high self-efficacy encourages them to stay motivated even in the face of setbacks Bandura's (1997) self-efficacy theory of motivation suggests several strategies to enhance students' self-efficacy.
− Teachers create slightly challenging goals based on students' realistic goal setting
− Teachers observe students who have high self-efficacy in the class and use this as motivation for other students
To summarize, self-efficacy is seen as a critical aspect of student motivation
External factors, as defined by Williams and Burden (1997), originate outside the individual and play a crucial role in enhancing students' motivation and persistence in achieving academic goals This study will specifically examine the influence of teachers, peers, educational materials, classroom activities, feedback, and the overall classroom environment on student motivation.
According to Lumsden (1994), students' motivation and eagerness to learn are significantly influenced by their teachers, school environment, administrators, and peers Among these factors, teachers play a crucial role in shaping students' learning experiences Williams and Burden (1997) emphasize that the personalities and teaching methods of educators are vital for enhancing student motivation, highlighting the importance of effective teaching in fostering a positive learning atmosphere.
Research by Hardré and Sullivan (2008) and Skinner and Belmont (1993) emphasizes that teachers' contributions to classroom environments are crucial for student motivation and engagement Educators must showcase their enthusiasm and passion for the subject matter, as it is their responsibility to teach from diverse perspectives This approach not only sparks students' curiosity but also fosters a deeper desire to learn and motivates them to explore further.
According to Murphey (1998), students can inspire one another to enhance their enthusiasm for learning English, while Wentzel (1994) emphasizes that peer support fosters a sense of equality, promoting reciprocal motivation When students observe their friends excelling in English, it positively influences their own learning outcomes Additionally, as Allwright (1984) notes, peers can effectively share knowledge and deepen their understanding through communication, highlighting the importance of socialization in the classroom for improving English proficiency.
Allwright (1984) highlights the crucial role of peer conversations in language learning, suggesting that collaborative discussions enhance understanding and retention among learners Research by Fitz-Gibbon & Reay (1982) supports the effectiveness of peer-assisted language learning, while Wong (2007) identifies peers as the most significant human factor influencing success in this context Additionally, Duvernay (2007) affirms that peers contribute significantly to the achievements of EFL learners.
Research highlights the critical role of materials in enhancing language learners' motivation Wachod (2006) indicates that these materials are essential for fostering motivation, while Seven and Engin (2007) note that instructional resources can significantly influence both language acquisition and teaching practices Guariento and Morley (2001) emphasize that utilizing accurate information from teaching materials can engage students by exposing them to "authentic" language Furthermore, Cunningsworth and Tomlinson (1984) stress the necessity for materials to align with students' needs, ensuring that their studies are relevant to their educational goals, intellectual capabilities, and emotional engagement.
Previous studies related to the topic
Numerous studies have highlighted that both internal and external factors play a crucial role in influencing students' motivation to learn English Internal factors encompass learners' attitudes, personal relevance, self-respect, and various affective states such as self-confidence, self-efficacy, anxiety, and expectancy On the other hand, external factors include teacher-related elements like the student-teacher relationship, feedback, teaching methods, as well as influences from peers, parents, and the classroom environment Notably, teachers emerged as the most significant contributors to student motivation.
Al-Munawwarah et al (2018) investigated the motivations influencing students' English as a Foreign Language (EFL) learning in Indonesia, utilizing both quantitative and qualitative methods within a vocational school setting Their findings revealed twelve motivational factors categorized by Williams and Burden (1997, cited in Dornyei, 2001), with internal factors, particularly learners' attitudes and personal relevance, playing a more significant role than external factors These internal determinants emerged as crucial influences in the EFL learning process.
A study by Ahmed et al (2015) examined the factors influencing students' motivation to learn English as a Second Language (ESL) among 189 undergraduate students at the University of Sargodha Women Campus in Faisalabad, Pakistan Utilizing a four-point Likert scale questionnaire, the research revealed that motivation significantly impacts learning, particularly in relation to the student-teacher relationship, classroom environment, self-esteem, and the willingness to engage in speaking activities.
A study by Rahman et al (2017) utilized an eighteen-item questionnaire to explore the factors affecting English learning motivation among 80 students at Sekolah Menengah Kebangsaan Lepar Utara The results revealed that motivation was significantly impacted by teacher influences, student attitudes, and parental support.
Batubara et al (2020) conducted a descriptive quantitative study to examine how the Montessori classroom environment influences students' motivation to learn English as a Foreign Language (EFL) The research involved a sample of fifty-five students from five different classes, utilizing a questionnaire and an observation checklist as data collection tools The findings indicated that factors such as teacher presence, personal attitudes, Montessori materials, classroom settings, and peer relationships significantly affect students' motivation to study.
Zhao (2012) conducted a study on motivation among Chinese college students, surveying 124 first and second-year students The results indicated that both internal and external factors significantly influenced students' motivation to learn English, with external factors having a stronger impact Students identified five key external influences: feedback, relevance, materials/activities, classroom atmosphere, and teachers In contrast, the internal factors ranked by students included goal setting, expectations, anxiety, self-confidence, and self-efficacy.
Research indicates that internal factors alone can negatively impact students' motivation to learn English, while external influences play a significant role in enhancing their motivation Conversely, it has also been found that external factors can boost motivation, with internal factors sometimes serving as demotivators.
Fujikawa (2013) conducted a mixed-methods study to explore the motivating and demotivating factors affecting Japanese university students' motivation to learn English in EFL classrooms The research involved a survey of 245 students and semi-structured interviews with 13 participants The findings revealed that goal setting and self-efficacy were significant internal motivators for these students Conversely, teacher-related factors, including teaching methods, teacher behaviors, teacher competence, teaching materials, learning environments, and inappropriate feedback, emerged as key sources of demotivation among Japanese students.
In a study conducted by Abi (2019) at the Dili Institute of Technology in East Timor, factors affecting students' motivation to learn English in a multilingual context were examined Utilizing a Convergent Parallel Mixed Methods Design, the research involved 200 students and 8 teachers, employing questionnaires and semi-structured interviews as data collection tools The findings revealed that students' motivation to learn English, their attitudes toward the learning environment, teacher evaluations, and perceptions of the English course were significantly influenced by their interest in the language.
Nawaz et al (2015) investigated the factors affecting students' motivation to learn English as a second language (ESL) in Pakistani tertiary institutions using a mixed-methods approach, prioritizing quantitative research The study randomly selected participants, gathering data from 40 students through a survey and semi-structured telephone interviews Key motivational factors identified included attitudes toward learning English, anxiety, the ideal L2 self, self-confidence, and fear of assimilation Additionally, qualitative findings highlighted the respect and status associated with the English language, as well as its significance to both the general public and professionals in Pakistan.
Ekiz and Kulmetov (2016) investigated the role of motivation and its influencing factors among first-grade students in English as a Foreign Language (EFL) The study involved 40 participants from the English Language Teaching department, who completed a survey addressing classroom dynamics, parental influences, and teacher attitudes The results revealed that teachers' attitudes and the classroom environment significantly affected students' motivation Specifically, when teachers clearly communicated the purpose of activities and provided positive feedback, students exhibited higher motivation levels Additionally, peer collaboration further enhanced student motivation However, the study's limitations include its small sample size, as it focused solely on students from one department and college.
Wu (2010) explored the contextual factors affecting learner motivation through a social constructivist lens, emphasizing that motivation is shaped by students' interactions with their learning environment Utilizing both qualitative and quantitative research methods, the study was conducted in two English classes for non-English majors at a Taiwanese university The findings revealed that teachers, learning materials, and tasks significantly influence students' motivation to learn English.
In a study by Olusiji (2016) on student motivation, it was found that support from parents, teachers, and peers plays a significant role The research involved quantitative data collected from 46 participants at an Indian college, including second-year pre-university and first-year degree students The findings indicated that teachers have the most critical influence in motivating students to engage with English studies.
Few researchers have looked into the factors that influence students' motivation in the Vietnamese EFL context
A study by Hoang and Nguyen (2016) examined the university-related factors impacting the learning motivation of economics students at Can Tho University's College of Economics, surveying 495 students The results indicated that extracurricular activities, teacher quality, curricula, learning conditions, and the overall learning environment positively influenced students' motivation to learn.
Nguyen and Nguyen (2018) conducted a study involving 434 economics students at HCMCOU to explore the factors influencing English as a Foreign Language (EFL) learners and to offer recommendations for enhancing learning motivation Their findings indicated that teachers, learning materials, and students' intrinsic motivations significantly contribute to improving students' motivation to learn English However, participants who were exclusively majoring in economics expressed difficulty in applying these findings to broader contexts.
Research gap
Numerous studies have established a strong link between motivation and the learning of English or other foreign languages, focusing on factors that influence student motivation to achieve better learning outcomes (Wu, 2010; Phan, 2011; Zhao, 2012; Fujikawa, 2013; Ahmed et al., 2015; Ekiz & Kulmetov, 2016; Olusiji, 2016; Rahman et al., 2017; Nguyen & Nguyen, 2018; Doan, 2020; Nguyen & Le, 2020) However, there is a notable lack of research on the motivational factors affecting higher education students, as most studies have centered on participants from language centers, secondary schools, high schools, vocational schools, and colleges (Phan & Le, 2009; Nguyen, 2012; Le, 2014; Cao, 2014; Phan, 2016; Hoang and Nguyen, 2016; Tuna, 2017; Al-Munawwarah et al., 2018; Du, 2019; Al-Zaareer, 2019; Batubara et al., 2020) Additionally, existing university studies have primarily examined motivation in relation to specific English skills, such as listening (Nguyen, 2010; Nguyen, 2012; Le, 2014), speaking (Tran, 2013; Phan, 2016), and writing (Cao, 2014) Therefore, this study aims to explore the factors influencing motivation among first-year non-English major students at HCMCOU, with the expectation that the findings will provide valuable insights for EFL teachers to improve teaching and learning quality.
Chapter summary
The literature review presented an overview of motivation in foreign language learning, highlighting the research framework and the internal and external factors that affect students' motivation to learn English It also identified existing research in this field, pinpointing the research gap for the current study The subsequent chapter will address the research design, instruments, validity and reliability, as well as the procedures for data collection and analysis.
METHODOLOGY
Research questions
The research is guided by the following questions:
1 What are the factors that influence first-year non-English major students’ motivation to learn English at HCMCOU?
Hypotheses 0 (H0): No factor influences first-year non-English major students’ motivation to learn English at HCMCOU
Hypotheses 1 (H1): The “Goals Setting” factor influences first-year non-English major students’ motivation sto learn English at HCMCOU
Hypotheses 2 (H2): The “Expectancy” factor influences first-year non-
English major students’ motivation to learn English at HCMCOU
Hypotheses 3 (H3): The “Anxiety” factor influences first-year non- English major students’ motivation to learn English at HCMCOU
Hypotheses 4 (H4): The “Self-Confidence” factor influences first-year non-English major students’ motivation to learn English at HCMCOU
Hypotheses 5 (5): The “Self-Efficacy” factor influences first-year non-
English major students’ motivation to learn English at HCMCOU
Hypotheses 6 (H6): The “Teachers” factor influences first-year non- English major students’ motivation to learn English at HCMCOU
Hypotheses 7 (H7): The “Peers” factor influences first-year non- English major students’ motivation to learn English at HCMCOU
Hypotheses 8 (H8): The “Materials” factor influences first-year non- English major students’ motivation to learn English at HCMCOU
Hypotheses 9 (H9): The “Activities” factor influences first-year non- English major students’ motivation to learn English at HCMCOU
Hypotheses 10 (H10): The “Feedback” factor influences first-year non-
English major students’ motivation to learn English at HCMCOU
Hypotheses 11 (H11): The “Classroom Environment” factor influences first-year non-English major students’ motivation to learn English at HCMCOU
2 To what extent do the factors influence first-year non-English major students’ motivation to learn English at HCMCOU?
Research design
The researcher utilized a mixed-method research design to address the research questions, integrating both quantitative and qualitative approaches for comprehensive data collection and analysis According to Creswell and Plano (2007), this methodology enhances understanding of research issues more effectively than using either method alone Palinkas et al (2011) also emphasize that mixed-method designs offer superior insights, while Miles and Huberman (1994) highlight the compelling nature of combining these methods, ultimately strengthening the validity of the study.
This study employed an explanatory sequential design, as defined by Creswell (2012, p 542), where quantitative data is collected first, followed by qualitative data This approach enables a detailed discussion and elaboration of the quantitative results.
The researcher utilized questionnaires as a quantitative tool and conducted one-on-one interviews for qualitative insights By gathering quantitative data through the questionnaires, the study aimed to explore the factors affecting students' motivation in learning English and the impact of these factors on their learning experience.
Qualitative Data Collection and Analysis
Follow-up on the interpretation of motivation in English language learning reveals that qualitative data gathered from interviews provides deeper insights into this perceived influence.
Research sites and participants
The study was conducted at HCMCOU's Nguyen Kiem Campus, which serves a diverse student body across various faculties The university offers multiple four-year training programs, including on-campus and distance learning options In the first semester of the 2020-2021 academic year, over 2,500 first-year students from disciplines such as accounting, biotechnology, and computer science enrolled English is a mandatory subject for all students, requiring non-English majors to obtain a TOEIC certificate with a minimum score of 550 for graduation Additionally, these students must complete ten English classes in their first year, including five Basic and five Intermediate English courses To accommodate the learning needs of first-year non-English majors, 92 English classes were introduced in the first semester of 2020-2021 at the Nguyen Kiem Campus.
Creswell (2012) emphasizes that simple random sampling aims to choose individuals that accurately represent the population Consequently, the researcher employed this method to select participants for both the pilot and formal studies.
The choice of research subject significantly impacts study outcomes, making participant selection crucial for success (Hatch & Farhady, 1982) While there are no strict guidelines for determining the ideal sample size, it is noted that individual variability decreases as sample size increases (Herbert et al., 1989) To ensure the validity and reliability of the research, an adequate sample size is essential (Morse, 2000), with the optimal size generally being about 10% of the total population.
At OU – Nguyen Kiem Campus, the researcher, an English teacher for non-English majors, accessed a list of 2,532 first-year students enrolled in 92 General English classes Each class was assigned a unique number from 1 to 92, and a random number generator was utilized to select participants for the study.
The researcher utilized a random number generator found on www.google.com to prevent number repetition in their study Given the varying class sizes, with some classes exceeding 40 students while others had only 5, the researcher selected numbers as the random sample, aiming for approximately 10% of the total population Ultimately, 259 students from 9 different classes at Nguyen Kiem Campus were randomly selected for the study.
The researcher selected first-year university students for the study because their motivation for learning English often declines after gaining admission to university, as noted by Berwick and Ross (1989) These students typically face challenges in maintaining focus on their studies and may become complacent after passing their entrance exams Additionally, Abd Aziz (1994) highlights that first-year students often have limited exposure to English and exhibit low morale Therefore, the study specifically targeted this group of participants.
The pilot study conducted during the 2020-2021 academic year involved selecting 3 students from each of 9 classes, adhering to Baker's (1994) recommendation that pilot study participants should comprise 10% to 20% of the total sample size Ultimately, 27 out of 259 participants completed the pilot questionnaire, with interviews also conducted with 3 randomly chosen students from each class.
A formal study was conducted at the end of the first semester of the 2020-2021 academic year, involving 259 students from nine different classes at HCMCOU, Nguyen Kiem Campus, selected through simple random sampling The researcher secured permission from the English Faculty and students to collect data, distributing 259 questionnaires However, only 242 were returned due to student absences, and after validation, 232 questionnaires were deemed fully complete The remaining 10 were excluded for either uniform answers or incomplete responses, leading to a final sample of 232 non-English major first-year students for the study.
The researchers employed a simple random sampling method to select one student from each class, resulting in a total of 9 participants from 259 questionnaire respondents for one-on-one interviews Each student was asked five semi-structured questions during the interview, conducted in Vietnamese.
Research instruments
Questionnaires may benefit this research in several ways Firstly, as Herbert et al
Questionnaires are essential tools for gathering intangible phenomena like attitudes and motivations (1989) The use of Statistical Package for Social Sciences (SPSS) software enables researchers to perform quick analyses of survey data (Richard, 2001) Furthermore, the anonymity provided by not requiring students to write their names likely encouraged them to share their opinions more freely, resulting in more valid data collection.
The questionnaire for this study was adapted from Zhao's (2012) recent survey, which utilized the L2 motivation framework developed by Williams and Burden (1997) Both studies focus on the learning motivation of non-English major students at the tertiary level, aiming to evaluate their motivation to learn English Additionally, English is a foreign language in both China and Vietnam, where students are engaged in its study.
Zhao's (2012) research includes distinct questionnaires designed for both students and teachers, with the latter featuring a modified number of items to suit their responses While the format is similar, the language in the teachers' questionnaires has been adjusted accordingly Additionally, Zhao categorizes students' motivation for learning English into four distinct types.
Zhao’s (2012) students’ questionnaires assume that factors that influence students’ motivation related to these categories:
− Materials and Activities (Items 51, 52, 53, 54, 55, 56, and 57)
Three modifications were made to Zhao’s questionnaire for students in connection to this study
Firstly, the research employed 41 items out of 65 items from Zhao’s questionnaire for students Items 1, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 20, 23, 24, 25,
27, 38, 40, 49, and 57 were eliminated due to these reasons
Table 3.1 Eliminated items from Zhao’s (2012) questionnaire for students
Item 1: I fell in love with English at the first sight, without particular reasons Items 1, 3, 5 were involved in Intrinsic Motivation However, the general mean of these items was low It indicated that students’ intrinsic motivation to learn English explained by these items was low
Item 3: I learn English just because I like this language
Item 5: Out of my love of English literature, I have developed a great interest in the language
Item 6: I learn English because I want to learn the culture, history and lifestyles of English speaking countries
24, 25, and 27 were involved in Extrinsic Motivation However, they had a low general mean, indicating that students’ extrinsic motivation to learn English explained by these items was low
Moreover, items 8 and 25 were inappropriate with the
Item 7: Before entering university, my purpose of learning English was mainly to obtain high scores in the university entrance examination
Item 8: After entering university, my purpose of learning English is to get the certificates of
Item 9: I learn English in order to prepare for the English examination for proceeding to postgraduate study
Item 10: An important purpose for my English learning is to obtain a university degree
Item 11: I learn English because it is a required subject
Item 12: I began to study English because my parents required me to learn it
Item 13: I learn English in order to facilitate the learning of other academic subjects
Item 14: I learn English because I want to study abroad after graduation context in Vietnam
Item 15: I want to learn English because it is useful when I travel abroad
Item 17: The ultimate purpose of my English learning is to emigrate to English-speaking countries
Item 18: Only with good English skills can I find a good job in the future
Item 20: I view English as an important language in the world
Item 23: Only when I have a good command of English can I live up to the expectations of my parents
Item 24: I learn English in order to learn economic and technological developments in the world
Item 25: I learn English in order to let the world know more about China
Item 27: Fluent oral English is a symbol of good education and accomplishment
Item 38: I often have difficulty in concentrating in English class
Items 38 and 40 were involved in the “Anxiety” factor However, they had a low general mean, indicating that the “Anxiety” factor which influenced students’ motivation to learn English explained by these items was low
Item 40: It worries me that other students in my class seem to learn English better than I do
Item 49: If the teacher does not have high language proficiency, the students will certainly be unable to learn English well
Item 49 was involved in the
“Teachers” factor However, it had a low general mean, indicating that the factor of teachers which influenced students’ motivation to learn English explained by this item was low
Item 57: Communication activities are a waste of time, because I only need to learn what is necessary to pass English examinations
This item was involved in
The item was removed due to its low average score of 1.9, indicating that the "Materials and Activities" factors affecting students' motivation to learn English were minimal.
The second modification was the changes in the wordings of the items to make them appropriate to investigate the factors that influence students’ motivation to learn English
Items 51, 52, and 53 fall under the category of Materials, while items 54, 55, and 56 are classified as Activities Notably, item 52 has been reworded to align more effectively with the Materials factor.
Original item: “In an English class, I prefer activities and materials that really challenge me so that I can learn more.”
Revised item: “In an English class, I prefer materials that really challenge me so that I can learn more.”
There was a change in the wordings of item 64 to make it appropriate with the context in Vietnam
Original item: “In English class, the teacher should explain things in Chinese sometimes in order to help us to understand”
Revised item: “In English class, the teacher should explain things in Vietnamese sometimes in order to help us to understand”
The last modification, which the researcher made in this present study was the addition of more items
Item 58 in the “Relevance” factor in Zhao’s (2012) questionnaire for students: “The teacher should know why the students are studying English so that the lessons can be made relevant to their goals and needs” was added to the
“Teachers” factor in the present study because item 58 was also correlated with the
The study did not include the "Relevance" factor as a determinant of students' motivation for learning English, as it was not part of the L2 motivation framework proposed by Williams and Burden (1997) Additionally, recent research has shown that the "Relevance" factor is not a significant concern in the context of English language learning motivation.
The "Peers" factor emerged as a significant external influence on students' motivation to learn English, as highlighted in section 2.3.2.2 Consequently, the researcher incorporated three additional items related to "Peers" to evaluate its impact on students' motivation to learn English at HCMCOU.
− Williams and Burdens identify the "Peers" component as one of the external factors in their theory of L2 motivation (1997)
− Several pieces of research have demonstrated that assisting language acquisition with peers rather than teachers is more beneficial (Fitz-Gibbon & Reay, 1982)
− Researchers observed that peers have an impact on students' English learning through striving for high marks in the classroom
The researcher did not include Integrative and Instrumental Motivation in her questionnaire, as the items related to Intrinsic and Extrinsic Motivation were reclassified from a different viewpoint The structure of the questionnaire will be discussed in the following section.
The research questionnaire, detailed in Appendix 2, comprised two sections The first section included two multiple-choice questions and three fill-in-the-blank questions aimed at gathering background information on students, including their gender, age, hometown, major, and years of English learning experience.
Section 2 concluded forty-four questions written in multiple-choice format with a five-point Likert scale and investigated students' motivation in English language learning According to the concepts and theories of internal factors, external factors, and types of motivation, which were discussed in chapter 2, the items in section 2 were designed as following:
Table 3.2 The distribution of questionnaire items
Question 1: Students’ gender Collecting students’ information about gender, age, hometown, majors, and years of learning English
Question 2: Age Question 3: Hometown Question 4: Major Question 5: Students’ year of learning English
Item 1, 2, 3, 4: Goal setting Asking about the internal factors that influence students’ motivation to learn English
Item 5, 6, 7: Expectancy Item 8, 9, 10, 11: Anxiety Item 12, 13: Self-confidence Item 14, 15: Self-efficacy
Asking about the external factors that influence students’ motivation to learn English
Item 21, 22, 23: Peers Item 24, 25, 26: Materials Item 27, 28, 29: Activities Item 30, 31, 32: Feedback Item 33, 34, 35, 36: Classroom environment
Asking about students’ motivation to learn English
The questionnaire predominantly featured multiple-choice questions, which were favored for their accessibility and efficiency compared to open-ended questions Utilizing the Likert scale (Likert, 1932), the questions offered five response options, ranging from one to five points.
1= Strongly disagree, 2=Disagree, 3=Uncertain, 4 =Agree, 5=Strongly agree
The researcher developed a bilingual questionnaire in Vietnamese and English (refer to Appendix 2) However, students were directed to fill out the Vietnamese version for their convenience and to avoid any potential confusion.
Data Collection
Step 1: Collecting pilot questionnaires and interviews
The research findings heavily relied on data gathered from questionnaires and interviews To enhance the effectiveness of these instruments, the researcher conducted a pilot study involving 27 random students for the questionnaire and 3 for the interview in November 2020 This pilot phase allowed for critical feedback, leading to the revision of the research tools Consequently, repetitive questions were removed, and others were rewritten for clarity, ensuring a more accurate assessment of the planned statistical and analytical procedures.
Step 2: Collecting formal questionnaire data
On December 27, 2020, at the end of the first semester of the 2020-2021 academic year, an official questionnaire was distributed to students who had completed their mid-term exams and nearly finished the course The researcher invited 259 participants to fill out the questionnaires during regular class time, with prior permission obtained from teachers at OU, Nguyen Kiem campus In the classroom, the researcher provided clear instructions to ensure students understood how to complete the questionnaires accurately, which took approximately 30 minutes to finish Afterward, all completed questionnaires were collected by the researcher.
9 classes had different schedules, it took the researcher around 2 weeks to have all of the questionnaires done
Step 3: Collecting formal interview data
After distributing questionnaires to students, the researcher arranged one-on-one Zoom interviews with randomly selected participants, resulting in nine students volunteering for the sessions The convenience of qualitative data collection through Zoom, which allows secure recording of interviews without third-party software, was beneficial, especially since students were already familiar with the platform from previous online classes during isolation With permission to record the interviews, the researcher was able to transcribe them for easy reference later Conducted in Vietnamese to ensure clarity and confidence in responses, the interviews spanned approximately two weeks.
Data analysis
The researcher analyzed questionnaires and interviews in several methods
The researcher used the SPSS 20.0 to explore researcher question 1 in the analytical procedures
Section 1 of the questionnaire related to students’ background information: gender, age, hometown, major, and years of learning English The responses of this section were measured and presented using percentages According to Creswell (2012), using percentages to convey the relative frequency of survey replies and other data is advantageous
Section 2 of the questionnaire related first-year non-English major students’ motivation in English language learning The researcher employed the five-point Likert scale identified by Oxford (1990) to decide the level of internal factors, external factors, and motivation among first-year non-English major students in English language learning The participants were asked to choose one from five alternatives in each item: “strongly disagree,” “disagree,” “uncertain,” “agree,” and
The motivation levels are categorized based on mean scores: a score of 4.5-5.00 indicates a high motivation level, 3.5-4.49 reflects fairly high motivation, 2.50-3.49 represents average motivation, 1.50-2.49 signifies low motivation, and a score of 1.0-1.49 denotes very low motivation For a detailed breakdown, refer to Table 3.3.
Table 3.3 Interpretation of mean score in terms of factors that influence students’ motivation to learn English
Scale Interpretation Factors level Mean Score
Source: Oxford (1990) Different statistical procedures were used to analyze the questionnaire data for the two researcher questions
Research question 1: “What are the factors that influence first-year non-English major students’ motivation to learn English at HCMCOU?”
The study aimed to identify the factors affecting the motivation of first-year non-English major students to learn English To achieve this, the researcher employed Cronbach’s Alpha (CA) to assess the internal reliability of the questionnaire Exploratory Factor Analysis (EFA) was utilized to determine the key factors among the variables Additionally, Multiple Linear Regression (MLR) was applied to predict the dependent variable based on the independent variables.
Research question 2: “To what extent do the factors influence first-year non-
English major students’ motivation to learn English at HCMCOU?”
The mean scores were analyzed to assess the impact of various factors on students' motivation to learn English, providing an average representation of participants' responses A higher mean score indicates a greater influence of these factors on motivation Additionally, standard deviation was utilized to evaluate the variability of scores around the mean, offering a more accurate measure of score dispersion A comprehensive analysis of these findings will be detailed in Chapter 4.
Interviews with students were recorded with their consent to analyze data and gather their insights, complementing questionnaire results The recorded interviews were transcribed, translated into English, and included in Appendix 4 The researcher then categorized the responses through content analysis, coding the data and grouping similar codes to identify common patterns in student feedback The findings were later presented in Chapter 4, highlighting the frequency and percentage of these recurring themes in students' responses.
Reliability and validity
3.7.1 Reliability and validity of questionnaire
The researcher utilized Cronbach's Alpha (CA) to assess the internal reliability of the questionnaire, which is considered the most effective method for evaluating the correlation among test items, as noted by Tavakol and Dennick (2011) This method helps identify and remove poorly correlated items, indicating the degree of interrelatedness among the items CA is particularly applicable to test items with a range of responses, such as a five-point agreement scale, with acceptable values ranging from 0.7 to 0.95 In this study, CA was conducted for 12 scales, including Goal Setting, Expectancy, Anxiety, Self-Confidence, Self-Efficacy, Teachers, Peers, Materials, Activities, Feedback, Classroom Environment, and Motivation to ELF, with an overall CA value also calculated for all scales A summary of the CA analysis is presented in Table 3.4.
Table 3.4 Summary of Cronbach’s Alpha analyzes
Corrected Item-Total Correlation (Minimum)
Corrected Item-Total Correlation (Maximum)
A reliability analysis of the independent variables, Self-Efficacy and Materials, revealed a Cronbach's Alpha (CA) of less than 0.7 and a Corrected Item-Total Correlation of 0.3, indicating that both scales are unreliable Specifically, items 14, 15, 24, and 25 contributed to this lack of reliability.
26 were removed from the data analysis
The correlation analysis of independent variables, including goal setting, expectancy, anxiety, teachers, peers, materials, activities, feedback, and classroom environment, with the dependent variable of motivation to learn English as a foreign language (EFL) yielded a correlation coefficient of ≥ 0.7 and a Corrected Item-Total Correlation greater than 0.3 According to Pallant (2020), these findings demonstrate that all items are significantly related to the overall scale, confirming the reliability of the model's scales and their suitability for exploratory factor analysis (EFA).
Validity, as defined by Kimberlin and Winterstein (2008), refers to an instrument's ability to accurately measure what it is intended to measure They categorize validity into three main types: construct, content, and criterion-related validity Additionally, Drost (2015) notes that terms such as external validity, construct validity, internal validity, and statistical conclusion validity are often used interchangeably.
The researcher established construct validity in this study According to Ginty
Construct validity refers to the degree to which a measurement, often through questionnaires, accurately assesses the theory or hypothesis in question In the current study, four key measures were implemented to establish construct validity First, the concept of motivation was clearly defined using a theoretical framework and prior research Second, the questionnaire was adapted from William and Burden's (1997) Framework of L2 Motivation and Zhao's (2012) design, reinforcing the validity of the motivation construct Third, a pilot test of the questionnaire was conducted to ensure its effectiveness before distribution Lastly, the questionnaire was translated into Vietnamese, facilitating participant responses and further confirming its validity.
3.7.2 Reliability and validity of interview
To enhance reliability in interviews, as suggested by Silverman (2015), a pilot study was conducted with three students to ensure that the questions were clear and meaningful Cohen et al (2007) warn that summarizing responses at the end of an interview can introduce bias due to potential memory lapses Therefore, the researcher meticulously recorded and transcribed all interviews to capture essential information from participants accurately.
The interview questions, grounded in "literature and pilot work with respondents" (Gray, 2021, P.219), are designed to align closely with the research objectives, ensuring their validity Conducted in Vietnamese, the interviews facilitated full comprehension among participants, allowing for a richer expression of their opinions and reducing potential bias Key factors enhancing the study's validity included allocating sufficient time for in-depth exploration of topics, formulating relevant questions based on existing literature, and fostering trust and rapport with interviewees The researcher endeavored to incorporate all these elements during the interview process.
Chapter summary
This chapter outlined the research methodology for the study, detailing the research design, sites, and participants involved in data collection and analysis It also addressed the reliability and validity of the instruments used The next chapter will present the findings and discussions related to the study.