Research proposal on motivation on english language learning of english learners

Structure and Writing Trang 3 Table of ContentsABSTRACT...iChapter One INTRODUCTION...11.1 Background of the study...11.2 Research aims...11.3 Research questions...11.4 Significance of

HO CHI MINH UNIVERSITY OF BANKING FACULTY OF FOREIGN LANGUAGE -o0o -

Supervisor : M.A Lê Thị Minh Thủy

Ho Chi Minh City, July 07 , 2023 th

ADVANCED WRITING - RESEARCH REPORT

MARK SHEETStudent's name: …Lê Hương Duyên…Class: D02 Project Group: 8

/1.0Research methodology /1.0

2 Analysis and

Interpretation of findings /1.0Discussion of findings against points

made in the literature review; implications

Table of Contents

ABSTRACT i

Chapter One INTRODUCTION 1

1.1 Background of the study 1

1.2 Research aims 1

1.3 Research questions 1

1.4 Significance of the study 1

Chapter Two LITERATURE REVIEW 3

2.1 Introduction 3

2.2 Definition of motivation 3

2.3 The Importance of Motivation in a Foreign Language Learning 3

2.4 Types of Motivation 4

2.5 Conclusion 5

Chapter Three METHODOLOGY 6

3.1 Introduction 6

3.2 Research Design 6

3.3 Samples and Sampling Procedures 6

3.4 Research Instruments 6

3.5 Data Collection 7

3.6 Data Analysis 8

3.7 Conclusion 8

Chapter Four RESULTS AND DISCUSSION 9

4.1 Introduction 9

4.2 Findings 9

4.2.1 The Integrative Motivation’s level of participants 9

4.2.2 The Instrumental Motivation’s level of participants 11

4.2.3 The Comparison Between Integrative and Instrumental Motivation 12

4.3 Answer to the research questions 13

Chapter Five CONCLUSION 14

5.1 Overview 14

5.2 Limitations 14

5.3 Conclusions and recommendations 14

REFERENCES ii

PERSONAL REFLECTION iii

APPENDIX iv

Nowadays, English has become the global language and plays a significant role incommunication and integration into society Many individuals now consider learning andutilizing English to be essential, especially the younger generation Motivation is considered asone of the fundamental factors in successfully learning a language As a result, this study aims toinvestigate the type and level of motivation in English language learning The instrument of thestudy was adopted is a 5-point Likert scale from Gardner’s Attitude/Motivation Test Battery(AMTB) The participants in this study includes 72 second-year undergraduate students majoring

in the Business English program from Ho Chi University of Banking The collected data from aquestionnaire were summarized and analyzed by using SPSS software The findings show thatthe students that participated in the study were highly motivated in English learning, and moreintegratively motivated According to these findings, certain recommendations are proposed tomotivate students to learn English

Chapter One INTRODUCTION 1.1 Background of the study

Almost all students majoring in business English aspire to become people who have mastery of their target language However, a variety of factors contribute to HUB students' limited English proficiency Student motivation for learning English is one of the elements that may significantly affect students McDonough (1983) also confirmed that “motivation of the students is one of the most important factors influencing their success or failure in learning the language As a result, investigating the motivation of undergraduate business English majors at HUB related to learning English as a foreign language To improve the students' motivation for learning English, understanding a student's level of motivation in the learning process is crucial

1.2 Research aims

The study aims to investigate the motivation of students majoring in business English at HUB related to learning English as a foreign language Furthermore, a better understanding of student motivation can help find out the language difficulties that the students encountered during the learning process and to provide some recommendations for improving the students' motivation in learning English

1.3 Research questions

The purpose of this study is to answer the following question:

What is the motivation for learning English as a foreign language by the students at HUB?

1.4 Significance of the study

The uses of this study were conducted to contribute some benefits for the lecturers and the students at HUB It is expected to give information to the HUB students that motivation is

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MOTIVATION ON ENGLISH LANGUAGE LEARNING

really affecting their studying achievement, and it could also give the lecturers more concern on how to increase their students' motivation to help them get success in their study

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Chapter Two LITERATURE REVIEW

2.1 Introduction

This chapter carries out a review of motivation in learning English as a foreign language

It mentions some types of motivation in learning English used in learning English

2.2 Definition of motivation

There are many different definitions of motivation, especially in language learning In Gardner socio-educational model (1982), it is indicated that motivation is perceived to be composed of three elements These are effort, desire and affect Effort refers to the time spent studying the language and the drive of the learner Desire indicates how much the learner wants

to become proficient in the language, and affect means the learner’s emotional reactions related

to language study While Aree Punmanee (1991) views motivation as the process aroused by stimulus to achieve desired purposes, behaviors or conditions Motivation is the continuous process based on a person’s desire According to these two definitions, we can evaluate that motivation is the process that initiates, guides, and maintains goal-oriented behaviors

2.3 The Importance of Motivation in a Foreign Language Learning

The importance of motivation has been defined in many previous researches Motivation

is an issue worthy of investigation because it seems implicated in how successful language learners are Spolsky (1990) stated that motivated students are likely to learn more quickly than students who are less motivated In a specific learning situation, students who are less motivated are likely to lose their attention, to misbehave, and to cause discipline problems On the contrary,students who are more highly motivated will participate actively and pay more attention to a

certain learning task or activity Together with engagement, motivation is viewed in the literature

as very important for enhanced learning outcomes of all students (Woolfolk & Margetts, 2007)

In summary, motivation is an important element that cannot be lacking for learners who learn a foreign language, as it gives them reasons, encouragement, and goals

In general, motivation is broadly classified into two main categories of extrinsic motivation and intrinsic motivation (Arnold, 2000) Intrinsic motivation refers to learning havingits own reward It means that the students are willingly and voluntarily trying to learn what they think has worth or is important to them.While extrinsic motivation refers to a desire to get a reward or to avoid punishment It emphasizes the external need to persuade students to take part

in learning activities (Arnold, 2000) Both integrative and instrumental motivations are also grouped under the branch of the extrinsic motivation (Harmer, 1991).

Accordingly, there are a number of previous researches making surveys on the levels of ỉntegrative and instrumental motivations In Engin’s study in learning a foreign language (2009),integrative motivation was more influential than instrumental motivation However,

R.Wimolmas (2012) did research on the motivational level and he discovered that the mean score

of instrumental motivation is higher than the mean score of integrative motivation

R.Wimolmas’s assumptions were maintained in a study in 2019

(Nguyen, C H ,2019) Considering all mentioned literature, there is no clear consensus or assumption that one form of motivation is superior to the other

2.5 Conclusion

The above research indicates that the supremacy of one motivational concept to another may vary depending on the contexts being studied As a result, the researchers decided to make asurvey on HUB English-majored students’ conditions Continuously, the researchers will continue with the methodology applied to carry out the research

Chapter Three METHODOLOGY

non-3.3 Samples and Sampling Procedures

The research was carried out at Banking University of HCMC with 72 second-year undergraduate students majoring in the Business English program We are going to apply a random sample procedure to improve the reliability and accuracy of the data that was gathered

3.4 Research Instruments

The instrument for this study is a 5-point Likert scale which was adopted from the original 7-point Likert scale format of Gardner’s Attitude/Motivation Test Battery (AMTB) It ranged from ‘Strongly disagree’ to ‘Strongly agree’ The 5-point Likert scale is used because it issimple to understand and takes less time and effort to complete than higher-point scales Some ofthe questions used in the questionnaires are based on N.H.Cuong’s research (2019) The

questionnaire consists of two main parts: integrative motivation (items 1-10) and instrumental motivation (items 11- 20).

3.5 Data Collection

The strategy for data collection includes using Google Forms to create the questionnaire based on the study’s research questions along with ideas from previous research The results of the surveys will then be reviewed and prepared for the following stage

3.6 Data Analysis

The gathered information and data on the questionnaires will be put into an Excel file andSPSS statistical tool to be summarized and analyzed so that the research team can answer research questions A five-point Likert scale was used to measure the level and type of subjects’ learning motivation Such scale was used in the questionnaire to specify the level of the agreement or disagreement based on the following criteria:

3,68 – 5,00 High degree of Motivation

2,34 – 3,67 Moderate degree of Motivation

3.7 Conclusion

In order to clearly explain the facts, this quantitative study will determine the precise findings for research topics, evaluate them through debate, and then come to a conclusion

4.1 Introduction

This chapter investigates and analyzes the raw data to identify the core findings of a study based on the methods used to collect and analyze data, preparing the readers for further interpretation and review in the following section

4.2 Findings

4.2.1 The Integrative Motivation’s level of participants

Table 1: Integrative Motivation

motivation

1 Learning English makes me understand E-books, movies,

pop music, etc

4,22 ,809 HighHigh

2 Learning English makes me better understand and

appreciate the ways of life of native English speakers

3,89 ,897 High

3 Learning English helps me understand and appreciate arts

& literature in English speaking cultures

3,65 ,981 Moderate

4 Learning English helps me have more friends 3,47 ,978 Moderate

5 Learning English helps me integrate more easily into

English speaking communities

4,01 ,847 High

6 Learning English enables me to keep in touch with

foreign friends

3,58 ,931 Moderate

7 Learning English helps discuss interesting topics with

people from other cultural backgrounds

3,81 ,944 High

8 Learning English helps me convey my knowledge &

information to other people

3,76 ,986 High

9 Learning English helps me become an open-minded and 3,79 ,978 High

4.2.2 The Instrumental Motivation’s level of participants

Table 2 Instrumental Motivation

motivation

11 Learning English helps me to learn new things 3,89 1,095 High

12 I mainly focus on using English for class assignments

& exams

3,29 1,131 Moderate

13 I am interested in reading only English textbooks in my 2,93 1,117 Moderate

university studies.

14 Learning English helps me earn a university degree 3,65 1,153 Moderate

15 Learning English helps me have the higher education 3,89 1,095 High

16 Learning English helps me to have a chance to study

18 Learning English helps me get a lot of useful

information for my work in the future

3,93 1,079 High

19 Learning English helps me get a good job in

multinational corporations

4,06 1,005 High

20 Learning English helps me have opportunities to get a

good job abroad

3,81 1,057 High

In the same pattern as integrative motivation, from Table 2, the researchers see that the instrumental motivation of the participants in the study is quite high Table 2 showed that for participants of this research, learning English is significant in terms of being necessary for the career in the future and getting a good job in multinational corporations These items of the questionnaire got the highest mean score (4,08 and 4,06 respectively) The researchers believed that the fact that English has become a mandatory requirement in most jobs and the integration may lead to this result While item 13 had the lowest totals that indicated that participants are reading only English textbooks in their university studies was not a motivational factor for them

by illustrating 2,93 average This might be as a result of their regular exposure to a variety of English-language content, which makes them feel bored

4.2.3 The Comparison Between Integrative and Instrumental Motivation

Table 3 The Comparison Between Integrative and Instrumental Motivation

Motivation Mean S.D Meaning

Integrative Motivation 3,8 0,939 High

4.3 Answer to the research questions

Question: What is the motivation for learning English as a foreign language by the majored sophomores at HUB?

We discover that students are eager to learn English as a foreign language overall Researching integrative and instrumental motivation in particular, we see that the primary incentive is the desire to become more integrated with the outside world and acquire new knowledge

Chapter Five CONCLUSION 5.1 Overview

This chapter presents the limitations, conclusions and recommendations of the current study

5.2 Limitations

The data of the study was collected from only 72 students of the second-year within a strict time limit It is recommended that larger sample size with a longer time frame should be extended to increase the degree of generalization of the study, in order to make the findings morevalid and reliable In addition, this study does not examine motivation in English language learning of students in the first, third and fourth year It is recommended that more variety of

participants should be included so as to contribute further trustworthy and helpful information for the future research The researchers also encountered issues with time and analytical proficiency Due to their inexperience in survey research and data analysis as sophomores, they occasionally misunderstand the significance of the study paper's implications As a result, their study contains a lot of flaws and could not be persuasive enough for the audience.

5.3 Conclusions and recommendations

According to the study's overall conclusions, learners are highly motivated to learn English Comparing and evaluating research participants, we discovered that all of them showed both an integrative and instrumental drive to learn English The integration dynamics, however, are higher than the instrumental dynamics The rise in instrumental motivation for learning can

be attributed to trends in the integration and growth of English as well as English proficiency, both of which will open up a variety of potential professional opportunities The trends in integrative motivation can be explained by the urge to read and listen to literature and music in a foreign language as well as a willingness to assimilate with the growing English-speaking community

The study’s results are unique for only particular students that participated, which is substantially at odds with the findings of earlier NHCuong, R.Wiloma and O.Ametava research that we cited Furthermore, the study with other students in different universities with largely different education contexts would produce significantly different results The researchers might assume that the sophomores in Banking University of Ho Chi Minh City are quite separated fromtheir counterparts at other universities because the requirements for a degree certificate and a job are still not particularly crucial This is also taken into account since as English gains popularity and becomes the global language, there is a growing need for international friendships, travel,