This research utilizes a survey method toevaluate the correlation between three motivational scopes learner level, language level, and learning situation level and the intention to learn
OVERVIEW OF THE RESEARCH TOPIC
Reasons for choosing the topic
In the 21st century, globalization is reshaping economies, politics, cultures, and societies worldwide, with Vietnam actively participating in this trend Since joining the World Trade Organization (WTO) in 2007, Vietnam has experienced significant socio-economic growth, necessitating a skilled workforce proficient in foreign languages Mastery of foreign languages is essential for effective communication, accessing advanced knowledge and technology, and enhancing opportunities in education and employment Learning foreign languages enables individuals to engage with global literature, culture, and scientific advancements, broadening their perspectives and fostering global awareness Moreover, foreign language proficiency has become a crucial requirement for studying abroad and securing jobs in both domestic and international markets, as businesses increasingly seek multilingual employees.
Learning a foreign language is essential for students, as it opens up numerous future opportunities in our globalized world Proficiency in both a mother tongue and a foreign language is common, but acquiring a third language can provide a competitive edge A third language enhances students' abilities in studying, researching, and working, while also exposing them to new cultures and perspectives For instance, English facilitates global communication, French enriches understanding of Western culture, and German supports careers in science and technology Mastering multiple languages broadens horizons and fosters creative thinking and problem-solving skills, making candidates more attractive to employers in today's competitive job market.
The importance of learning a third language is growing, yet it largely depends on individual needs Factors such as tuition costs and the primary goals for acquiring an additional language significantly influence students' motivations to learn.
The article "Motivation for Learning a Third Foreign Language Among Students in Ho Chi Minh City" aims to offer a deeper understanding of the factors influencing students' desire to learn an additional language It also suggests strategies to enhance the elements that hinder students' motivation, ultimately fostering a greater interest in acquiring a third language This initiative seeks to expand students' opportunities for education, employment, and personal development.
Objectives of the Study
This article explores the motivations behind learning a third language by assessing three key motivational factors It aims to provide tailored solutions that enable students to learn a third language in a way that aligns with their individual needs and circumstances.
Research suggests that providing tailored recommendations can facilitate easier access to learning a third language This approach not only enhances individual language acquisition but also fosters greater linguistic diversity in our increasingly globalized world.
- What are the motivations for learning a third language? (Are they influenced by society or by personal needs?)
- What factors are decisive in choosing which language to learn?
- To assess the level of influence of each factor on the need to learn a third language
- To propose solutions to improve the factors that make it difficult to choose a third language.
Subjects and Scope of Study
The research subjects were 368 students from universities in Ho Chi Minh City who had studied at least one foreign language.
- Time scope: The survey will be conducted for 3 weeks, starting from December
- Spatial scope: Ho Chi Minh City.
Research Resources
- Robert Gardner's (1979) Study on Motivation for Language Learning
In his influential 1979 paper, Robert Gardner emphasized that teaching a second or foreign language in schools transcends being merely an educational subject; it embodies the cultural heritage of its speakers He argued that foreign language instruction introduces students to elements of a different culture, effectively integrating them into their "living space." This connection between language and culture is further highlighted in cases where students, who may harbor negative feelings towards the community that speaks the second language, resist adopting aspects of that culture into their behavior.
- The Social Psychological Approach of Gardner and Lanibert (1972)
Gardner and Lambert's (1972) study conducted in Canada divided foreign language learning motivation into two types:
Integrative motivation refers to the intrinsic enjoyment of learning a second language, driven by a genuine interest in the people and culture associated with that language This type of motivation emerges when learners aspire to integrate and immerse themselves in the culture of the target language, enhancing their language acquisition experience.
• Instrumental motivation: is reflected in the desire to achieve something
Gardner's theory of motivation in second language research highlights the significance of integrative motivation, which is a complex construct comprising three key factors.
Integrativeness refers to learners' desire to connect with native-speaking communities, showcasing an interest in diverse cultures and fostering positive attitudes towards native speakers This characteristic highlights the importance of cultural integration and the appreciation of second language communities in the language learning process.
• Attitude towards the learning situation (including attitude towards the teacher and the course): This section talks about the learner's feelings towards the teacher, teaching methods, and learning environment.
• Motivation (including motivation intensity, desire to learn the language, and attitude towards language learning): These are the factors that drive learners to continue learning and achieve their goals.
- The Motivational Framework of Williams and Burden (J997)
Marion Williams and Bob Burden (1997) developed a comprehensive research framework on learner motivation, contributing to the broader understanding of psychology for foreign language educators They aligned with Dörnyei's (1994) perspective that foreign language motivation is a complex and multidimensional construct, but they categorized its components differently Their framework primarily distinguishes between internal and external sources of motivation, further identifying various sub-components that reflect contemporary themes in educational psychology.
The Expectancy-Value Theory, developed by Eccles and Wigfield, has garnered significant interest among psychologists due to its insights into student motivation This theory posits that Expectancy reflects a student's belief in their ability to succeed in a subject Value is broken down into four key components: Intrinsic Value, which pertains to the enjoyment derived from learning; Utility Value, which indicates the future usefulness of the subject; Importance Value, emphasizing the significance of performing well; and Cost Value, which considers the sacrifices and effort required for success.
- "Motivation for Learning Second Foreign Language - Chinese of English Language Students, University of Banking Ho Chi Minh City" by Luu Hon Vu (20Ì7)
According to Dornyei's (1994) motivation theory, a survey was conducted to explore the motivation for learning Chinese as a second foreign language among English language students at the University of Banking Ho Chi Minh City The findings revealed that students exhibited a relatively positive motivation level, with the highest motivation stemming from the learning environment, followed by the language scope and learner scope Furthermore, the study highlighted that the motivation fueled by a passion for the Chinese language and culture significantly influenced the students' academic achievement.
- "A Comparison of Vietnamese Students' First Foreign Language Learning Motivation and Second Foreign Language Learning Motivation: A Case of a University in Ho Chi Minh City" by Luu Hon Vu (2022)
Based on Dornyei's (1994) theoretical framework on motivation, the author surveyed all
45 students majoring in Business Administration (English program) at a university in
Research conducted in Ho Chi Minh City reveals that Business Administration students enrolled in an English program exhibit greater motivation for learning their first foreign language compared to their second This motivation varies across different dimensions: at the language level, students pursue their first foreign language to fulfill personal aspirations, while their second language is often learned to meet external expectations At the learner level, the desire to avoid disappointing parents drives students to engage with both languages Additionally, the learning situation significantly influences their interest; outcomes, quality, and classroom atmosphere enhance motivation for the first language, whereas the teacher's influence and classroom environment are more critical for the second language.
- A Study on the Motivation for Learning Foreign Languages of Foreign Language Students at Hong Duc University by Hoang Kim Thuy (2017)
In the academic year 2016-2017, a study was conducted using Gardner and Lambert's foreign language motivation theory, focusing on the English Language Pedagogy KI9 class at Hong Duc University A survey comprising 20 questions—10 related to integrative motivation and 10 to instrumental motivation—revealed that students exhibited a moderate level of foreign language motivation The findings indicated a stronger inclination towards instrumental motivation, such as passing exams and gaining recognition or financial rewards, compared to integrative motivation, which includes desires to communicate with native speakers and broaden knowledge.
- A Study on the Motivation for Learning Foreign Languages at Japanese Elementary Schools by Junko Matsuzaki Carreira (2006)
A study conducted on 354 elementary school students in grades three and six across two public schools and one private school examined the impact of intrinsic and extrinsic motivation in foreign language learning, based on research by Harter (1981), Sakurai and Takano (1985), and Schmidt et al (1996) The investigation focused on five key factors: interest in other cultures, passion for knowledge, encouragement from parents and teachers, learning goals, and psychological pressure Findings revealed that as students age, both intrinsic motivation and the desire to learn decline, while external influences such as grades and achievement become more prominent This indicates that external factors, including the education system, teachers, parents, friends, and the classroom environment, significantly affect students' motivation to learn.
Structure of the thesis
- Chapter 1: Overview of the Research Topic
- Chapter 2: Theoretical Basis and Research Model
- Chapter 3: Research Methodology and Data Analysis Tools
- Chapter 5: Conclusion and Managerial Implications
THEORETICAL BASIS AND RESEARCH MODEL
Overview of Motivation and Learning Theories
Motivation is the driving force that compels people to make choices, take action, persevere, and persist in their actions (Zhao Yang, 2015) Corder (1967) once stated:
Motivation plays a vital role in mastering a foreign language, accounting for 33% of the factors influencing language acquisition, as highlighted by Jakobovits (1970) This underscores the importance of motivation compared to aptitude (33%), intelligence (20%), and other factors (14%) Pioneering research by Gardner & Lambert (1972) categorized motivation into two types: integrative motivation, aimed at community integration, and instrumental motivation, focused on practical benefits The 1990s saw the emergence of new motivational theories, including Dornyei's (1994) three-dimensional model and Williams & Burden's (1997) motivational development theory, further enriching the understanding of language learning motivation.
In recent years, there has been a significant increase in interest and research surrounding learning motivation, particularly within the international language learning community However, studies focusing on foreign language learning motivation, especially in the context of second language acquisition in Vietnam, remain limited Our observations in training and teaching reveal that students exhibit diverse learning motivations, which directly influence their learning effectiveness To foster autonomy and a desire for learning, it is crucial to comprehend students' second language learning motivations and implement incentive measures We believe that further exploration of this area will enhance our understanding of students and lead to the development of optimal teaching strategies By shifting the focus from "I want you to learn" to "I want to learn," we can promote greater proactivity and interaction in the learning process, ultimately improving student performance Therefore, we advocate for continued research on second language learning motivation to enhance the quality of education.
It is indeed challenging to define motivation, and it seems that learning theorists have not been able to agree on a single definition for this concept According to Gardner
(1985), motivation encompasses four aspects: goals, effort, the desire to achieve those goals, and a positive attitude toward the learning activity in question Ames & Ames
Motivation is the essential drive that fosters intentions and goal-oriented actions in learning, playing a critical role in student engagement and positive attitudes toward education (1989) It is widely recognized by researchers as a key factor in successful second language acquisition, with Oxford and Shearin (1994) emphasizing its influence on active participation in language learning McDonough (1981) also highlights motivation's impact on the outcomes for language learners Furthermore, motivation encompasses the need for achievement, curiosity, encouragement, and the pursuit of new experiences Consequently, motivated learners are more likely to succeed in language acquisition, as supported by Gass and Selinker (1994), who assert that motivation enhances both the speed and depth of learning In summary, motivation can be defined as the combination of a learner's goals, effort, determination, active engagement, and perseverance.
Dornyei's Three-Dimensional Model of Language Learning Motivation
Our research is based on Dornyei’s Three-Dimensional Model of Language Learning Motivation, introduced in 1994 This model identifies three key factors influencing language learning motivation: the language level, learner level, and learning situation level The language level involves motivational aspects related to the target language, including its culture and societal context The learner level captures the emotional and cognitive states of learners, highlighting their need for achievement and self-confidence Lastly, the learning situation level focuses on motivational elements within the foreign language learning environment, which includes course characteristics, teacher attributes, and group dynamics.
Table 1.1 Dornyei's Three-Dimensional Model of Language Learning Motivation
Integrative motivational subsystem Instrumental motivational subsystem
Need for achievement Sclf-confidcncc
Language use anxiety Perceived L2 competence Causal attributions
Self-efficacyLEARNING SITUATION LEVEL
Interest (in the course) Relevance (of the course to one’s needs) Expectancy (of success)
Satisfaction (one has in the outcome)
Affiliative motive (to please the teacher)
Authority type (controlling vs autonomy supporting)
Direct socialization of motivation Modelling
Goal - orientedness Norm and reward system Group cohesiveness
Classroom goal structure (cooperative, competitive, or individualistic)
RESEARCH METHODOLOGY AND DATA ANALYSIS TOOLS 9
Research Methodology
This study utilizes a survey methodology through a questionnaire, which is widely recognized as one of the most effective data collection techniques in foreign language teaching, second only to language proficiency testing (Dornyei, 2003).
Our questionnaire was designed based on Dornyei's three-dimensional model of language learning motivation, using a 5-point Likert scale ranging from "strongly disagree" to "strongly agree," with a total of 31 items.
Table 1.2 Structure of the Questionnaire
Model of motivation Type of motivation Question code
Table 1.3 Factors Influencing the Demand for Third Language Learning among
Students in Lio Chi Minh City
A Why did you choose to learn a third language?
Al Because I am interested in the history and culture of that country
A2 Because I am interested in the music, movies, and art of that country
A3 Because I want to learn more about the lives of people in that country
A4 Because I like that country or 1 like the people of that country
A5 Because I want to make friends with some people from that country
A6 Because I have relatives who are from that country, I want to communicate with them A7 Because of the requirements of my major
A8 To travel and use the language of that country
A9 To pass the proficiency test
A10 To prepare for university studies
All To be able to find a good job in the future and have more opportunities for advancement A12 To help foreign friends understand my country
A13 Because I feel that speaking a foreign language is an important life skill
A14 Because learning a foreign language well will give me a sense of accomplishment A15 Because I am interested in the relationship between the two countries
A16 Because when I know another foreign language, I can get respect from others A17 Because my parents and school want me to learn
A18 Because I feel the language of that country is very interesting, it helps me become a knowledgeable person A19 Because 1 like the language of that country, there is no special reason
A20 Because learning the language of that country is a challenge
A21 Because 1 like learning foreign languages
B What motivates you to try to learn a third language?
Bl Because 1 don't want to lose face with people because of my poor academic performance B2 Because I want to prove that I am not worse than others
B3 Because I found that the language I want to learn is not difficult, and I am making relatively fast progress B4 Because 1 have found a learning method to achieve good results
B5 Because I always believe that I can learn that language well
B6 Because I don't want to disappoint my parents c Currently, what is your interest in learning a third language mainly determined by?
Cl Determined by my third language learning achievement
C2 Determined by my language teacher
C3 Determined by the language curriculum in use
Data Analysis Tools
The author will use SPSS version 20 to perform various statistical analyses, starting with a descriptive analysis of the variables "Gender" and "Student Year," along with factors affecting students' motivation to learn a third language Additionally, SPSS will facilitate Paired samples T-tests and Independent samples T-tests specifically for the "Gender" variable.
RESEARCH RESULTS
Descriptive Statistics
Table 4.1 Frequency Statistics for the Variables Gender and Student Year
Source: Processed from the author's survey data.
Source: Processed from the author's survey data
This study examines the factors that affect students' demand for learning a third language, with a particular emphasis on gender as a significant variable The statistical analysis reveals the gender distribution within the research sample, highlighting its impact on language learning preferences.
The study involves 140 males, representing 38.0% of the total participants, and 228 females, accounting for 62.0% This gender disparity may obscure underlying factors influencing the demand for third language learning among students The author aims to conduct a comprehensive analysis to investigate the relationship between gender and the interest in learning a third language.
■ 1st Year ■ 2nd Year ■ 3rd Year 4th Year
Source: Processed from the author's survey data.
In addition to gender, another important factor considered is the student's year of study
The study categorizes students by academic year, revealing a significant variation in enrollment numbers across each year The third year comprises the largest group, representing 66.3% of the total student population, while the first year, second year, and fourth year account for 13.0%, 12.0%, and 8.7%, respectively.
The author explores the notable increase in third-year students pursuing a third language, suggesting that their prior exposure to foundational knowledge fuels this desire for skill enhancement and career preparation This trend may indicate a growing interest in embracing new challenges, prompting a deeper analysis of the relationship between academic year and the demand for third language acquisition These insights aim to contribute significantly to the fields of teaching and learning support.
4.1.2 Statistics of Mean, Minimum, Maximum, and Standard Deviation
Table 4.2 Statistics of Mean, Minimum, Maximum, and Standard Deviation for the 31
Variables Corresponding to the 31 Questions in the Survey Questionnaire
Size Minimum Maximum Mean Standard
Source: Processed from the author's survey data.
In this study, the calculation of mean, minimum, maximum, and standard deviation aims to assess the variation and diversity within the collected data on variables These statistical measures enable a comprehensive understanding of trends, distribution, and key characteristics of each variable, ultimately shedding light on the factors that influence students' demand for learning a third language.
The analysis of variables Al to A21, FBI to ỈB6, and Cl to C4 enables the author to calculate the mean, minimum, and maximum values for each variable, providing insight into the data's range However, it is crucial to recognize that accurately assessing agreement or disagreement requires rounding the mean values to the nearest integer on the Likert scale.
Rounding the mean value to the nearest integer on the Likert scale allows us to assess that value at the corresponding level of the rounded integer.
If the mean value is
If the mean value is
If the mean value is
If the mean value is
If the mean value is
"Strongly agree.’* from 1.00 to 1.49 from 1.50 to 2.49 from 2.50 to 3.49 from 3.50 to 4.49 from 4.50 to 5.00
We will assess the results based on five key criteria Each criterion will be evaluated thoroughly to ensure a comprehensive analysis This systematic approach allows us to draw meaningful conclusions and enhance our understanding of the subject By focusing on these specific aspects, we can provide valuable insights that align with SEO best practices.
In the analysis of 31 variables, 26 were found to have a mean value rounded to 4, suggesting that the majority of respondents expressed agreement with the posed questions Conversely, 5 variables—A6, A15, A17, B1, and B2—exhibited a mean value rounded to 3, reflecting a neutral stance among certain participants.
The study reveals that respondents prioritize learning a third language primarily for career advancement and personal development, as indicated by the high mean values of 4.32 and 4.35 for the motivations of securing a good job and recognizing foreign language proficiency as an essential life skill In contrast, the lowest mean value of 3.04 for the desire to communicate with relatives in a foreign-speaking country suggests that connecting with family is not a significant motivator for language acquisition among participants.
Standard deviation is a key metric that indicates the degree of variation in data, helping authors assess the homogeneity or diversity of student responses to research factors To quantify this variation, the author employs the Coefficient of Variation (CV), which is calculated by dividing the standard deviation by the mean (CV = Std Deviation/Mean).
A coefficient of variation (cv) greater than 1 indicates a high level of data variation, signifying significant differences in respondents' answers for that variable For instance, in a survey question utilizing a 1-5 Likert scale, a scenario where numerous individuals select 1 and 2, while others opt for 4, exemplifies this substantial variation in responses.
A significant difference in ratings results in a high standard deviation, indicating substantial variability in responses In contrast, when the coefficient of variation (cV) is less than 1, it suggests low data variation, reflecting minimal differences in respondents' answers regarding that variable.
Table 4.2 shows that the coefficient of variation (CV) for all 31 variables is below 1, suggesting a lack of significant variation in the data, which indicates that students' responses are relatively uniform The author will further explore each factor in the subsequent section.
Analysis Results of Factors Affecting the Need to Learn a Third Language
The author divides the factors affecting the need for third language learning among students in Ho Chi Minh City into three main groups:
- Group A: Why do you choose to learn a third language?
- Group B: What motivates you to try to learn a third language?
- Group C: Currently, what mostly determines your interest in learning a third language?
The author categorizes questions into three groups to examine the key factors influencing the necessity of learning a third language, focusing on the language itself, the learner, and the learning environment Table 4.3 presents a descriptive statistical overview of these three primary factor groups.
Table 4.3 Descriptive Statistics of Factors Affecting the Need to Learn a Third
Impact within the language level (Group
Impact within learner level (Group B) 3.62 0.75 0.06
Impact within the learning situation level
According to fable 4.3, the author determined that the average of the three primary factors influencing students' motivation to learn a third language is 3.70, indicating a significant impact on their language learning decisions.
Variable Impact within language level (abbreviated: A) has 21 sub-variables (from Al to A21) and has an average value of Mean = 3.76, the lowest standard deviation SD 0.56.
To streamline the analysis of the dataset containing 21 variables, the author organized the variables into distinct groups based on their similar impacts.
- History, culture: Includes variables Al, A2,A12, Al5
- Communication, making friends: Includes variables A3, A4, A5, A6
- Value enhancement: Includes variables Al 3, A14, A16, AI8, A20
- Like to learn foreign languages: Includes variables A19, A21
The organization of variables into six distinct categories—History and Culture, Communication and Making Friends, Studying and Working, Value Enhancement, Contribution to Others, and Interest in Learning Foreign Languages—will be presented in the following table This structure enables both the author and readers to clearly understand the impact of each variable group on the necessity of learning a third language.
Table 4.4 Descriptive statistics of 06 impacts within Language Level affecting students' decision to learn a third language
Source: Processed from author's survey data
6 Like to learn foreign languages (AA6) 3.67
The author conducted paired samples T-tests to analyze the six types of language level impacts on students' motivation to learn a third language This examination revealed how each factor influences the necessity for third language acquisition and highlighted the changes in this need following the implementation of these impacts The findings significantly enhance the richness and value of the research within the fields of language study and education.
Table 4.5 Paired samples T-test of 06 effects in Language level affecting students' decision to learn a third language
Like to learn foreign languages
Communication, making friends t(4) =-1.255 p = 0.278 t(4) =-1.768 p = 0.152 t(4)=2.689 p = 0.055 t(4) =1.716 p = 0.161 studying, working t(4) = - 0.343 p = 0.749 t(4) =4.526 p = 0.011 t(4) =2.645 p = 0.057
Source: Processed from author's survey data
A p-value of less than 0.05 signifies a statistically significant difference in mean values regarding the impacts within the Language Level Notably, three specific pairs demonstrate this significance: the impact of "For others" compared to "For studying and working," the impact of "For others" versus "For value enhancement," and additional related comparisons.
The analysis reveals significant differences in impacts related to the desire to learn foreign languages and value enhancement, with p-values of 0.011, 0.004, and 0.034, respectively In contrast, other impact pairs exhibit p-values exceeding 0.05, suggesting no significant differences among them.
Within the Language Level, the impacts with the highest mean values are in the
The study highlights the significance of foreign language proficiency, emphasizing its role as a vital life skill and a key factor in career advancement Participants indicated that mastering foreign languages not only enhances job prospects and opportunities for professional growth but also fosters a sense of personal achievement Additionally, the ability to communicate while traveling and an appreciation for the cultural richness of different languages contribute to the overall value of learning these languages The high mean values of the responses reflect the strong belief in the benefits of foreign language acquisition, with scores of 4.35, 4.32, 4.18, 4.12, and 4.03 respectively.
Table 4.6 Mean of 21 impact variables in Language level in order from large to small.
Source: Processed from author's survey data
The results indicate that the importance of mastering a third language is paramount for career opportunities and personal growth, with mean values of 4.35 and 4.32 for impacts A13 and All, respectively This highlights candidates' recognition of the role foreign languages play in daily life and their potential to enhance job prospects Additionally, impact A14 shows a mean value of 4.18, suggesting that candidates link their sense of personal success to proficiency in a foreign language.
In the Language Level analysis, the Communication, making friends, and For others groups show the lowest mean impacts Notably, impact A6, which reflects the desire to communicate with foreign relatives, has a mean value of just 3.04 Following closely is impact A7, indicating that parental and school encouragement to learn contributes a mean value of 3.21.
Candidates prioritize learning a third language for career advancement and personal growth, indicating that their decisions are more influenced by individual aspirations than by social factors or external pressures.
The Impact variable within the learner level (abbreviated: B) has 6 small variables (From
Bl to B6) and has an average value of Mean = 3.62, highest standard deviation SD 0.75.
Table 4.7 Mean of 6 impact variables in the learner level range in order from large to small.
Source: Processed from author’s survey data
At the Learner Level, the most significant influences on language learning are B5, which scores a mean of 3.85, indicating a strong belief in the ability to learn the language well, and B3, with a mean of 3.80, reflecting the perception that the desired language is not difficult and personal progress is swift Conversely, the least impactful factors are B1, with a mean of 3.28, highlighting concerns about losing face due to poor academic performance, and B2, which has a mean of 3.48, emphasizing the desire to prove oneself as competent compared to others.
Learners exhibit a strong sense of self-worth and confidence in their capacity to successfully acquire a third language, demonstrating optimism in tackling this challenge In contrast, social pressures and the desire to compare themselves to others appear to have minimal impact on their decision to pursue third language learning.
4.2.3 Impact within learning situation level
Variable Impact in the learning situation level (abbreviated: C) has 4 sub-variables (from
Cl to C4) and has a mean value of Mean = 3.72, standard deviation SD = 0.71.
Table 4.8 Mean of 04 impact variables in the learning situation level in order from large to small.
Source: Processed from author’s survey data
In the context of learning a third language, students place significant importance on personal achievement and the effectiveness of the language curriculum, as indicated by the high mean values of 3.92 for personal success and 3.72 for curriculum effectiveness These factors are crucial in creating an optimal learning environment, highlighting that quality learning materials and individual accomplishments are key to successful language acquisition.
Impact C2, determined by my language teacher, has the lowest mean value at 3.60, indicating that the teacher's influence may be perceived as less significant compared to personal achievement and the learning curriculum Respondents appear to prioritize the naturalness and effectiveness of the curriculum over the specific contributions of the teacher.
Relationship between Gender and Factors Affecting the Need to Learn a Third
In a survey of 368 students, comprising 170 males and 228 females, the author employs the Independent Sample T-Test to analyze the mean differences between genders regarding factors influencing the necessity to learn a third foreign language.
Table 4.9 Independent Sample T-Test for 10 variables with differences between 2 genders, male and female
Levene’s Test for Equality of Variances t-test for Equality of Means
Source: Processed from author's survey data
To identify the variable that distinguishes between males and females, we first analyze the significance value from the Levene's test (or F test) to assess variance differences Next, we evaluate the two-tailed significance value from the t-test to examine mean differences.
- If Sig > 0.05, we consider Sig (2-tailcd) in the Equal variances assumed row If Sig (2-tailed) < 0.05, we conclude that the mean of the two groups is different
- If Sig < 0.05, we consider Sig (2-tailed) in the Equal variances not assumed row.
If Sig (2-tailed) < 0.05, we conclude that the mean of the two groups is different
In conclusion, of the 31 variables in groups A, B, and c that were tested, there were a total of 10 variables that showed a difference between the two genders, male and female (Table 4.9).
We will continue to examine the difference between the two gender groups in the 10 impact variables above (including variables A6, A8, A9, A11, A13, A14, A16, A18, A21, and B5).
Table 4.10 Mean and standard deviation of 10 impact variables divided into two different genders
Mean Std Deviation Mean Std Deviation
Source: Processed from author's survey data
To compare the motivations of male and female learners in acquiring a third language, we analyze the mean values and standard deviations from the data table According to the findings presented in Table 1.10, several key insights emerge regarding the differences in motivation between genders.
In the context of communication with foreign relatives and passing proficiency tests, it has been observed that male participants tend to have higher mean values compared to their female counterparts.
Learning a foreign language offers numerous benefits, including the ability to travel and communicate effectively in different countries It enhances career opportunities and paves the way for professional advancement Mastering a new language is not only an essential life skill but also instills a sense of achievement Additionally, being multilingual often earns respect from others, further enriching personal and professional relationships.
Al 8 (Because I feel the language of that country is very interesting, helping me to become a knowledgeable person), A21 (Because 1 like to learn foreign languages) and B5 (Because I always believe that I can learn that language well):
On the contrary, for these variables, female often have higher mean values (Mean) than male.
The conclusion reveals significant differences in motivation for learning a third language between males and females Our research indicates that males tend to be more driven by the desire to maintain contact with relatives and excel in exams, whereas females are often motivated by travel opportunities, career advancement, a sense of achievement, and confidence in their language learning abilities These differences can be attributed to various social, cultural, and educational influences, highlighting the diversity in individual motivations for language acquisition.
Understanding the differences in motivation between male and female learners when acquiring a third language is crucial for effective teaching Educators and researchers should focus on gender-specific factors that influence motivation to create tailored learning environments This approach may involve designing specialized programs or support systems that cater to the distinct motivational needs of both genders, ultimately enhancing the language learning experience.
Future research into the factors influencing academic motivation in males and females can enhance our understanding of the roles played by society, culture, and education This insight will aid in the creation of targeted teaching and learning strategies, ultimately fostering success for both genders in acquiring a third language.
CHAPTER 5: CONCLUSION AND MANAGERIAL IMPLICATIONS
A comprehensive survey involving 368 university students in Ho Chi Minh City was conducted to explore the factors that influence the demand for learning a third language The study identified three primary categories of influencing factors: language-related factors, learner-related factors, and the language learning environment.
The research highlights the crucial role of various factors in influencing students' interest in learning a third language It emphasizes that students' decisions are shaped not only by language-specific elements but also by the intricate interplay between these factors and individual characteristics, as well as the language learning environment.
The study emphasizes that students' interest in learning a third language is driven by several key factors, including personal benefits, career opportunities, a sense of achievement, and enjoyment This suggests that the decision to learn a third language goes beyond mere interest; it involves a thoughtful assessment of the advantages and opportunities that come with language acquisition, alongside the personal growth experienced through mastering a new language.
The study revealed notable gender differences in motivations for learning a third language Males are primarily driven by the desire to maintain connections with relatives abroad and to pass proficiency tests, highlighting the importance of family ties and achievement pressure In contrast, females are motivated by travel, career opportunities, personal achievement, and confidence in their language skills, reflecting the impact of personal development and social influences on their learning motivation.
The findings offer valuable insights into the origins and motivations for learning a third language, highlighting the importance of understanding each student's unique goals This knowledge can guide teachers and institutions in developing personalized learning environments that support students on their language learning journey, ultimately leading to greater success in acquiring a third language.
Managerial Implications
This research provides valuable opportunities for students by enabling them to conduct self-assessments that deepen their understanding of their motivations for learning a third language By utilizing the insights from the study, students can set specific language learning goals and recognize the key factors that influence their decisions As a result, this process enhances their self-management and determination in acquiring knowledge and skills in a third language.
Students can utilize research findings to pinpoint targeted actions that enhance their learning motivation For instance, by acknowledging the importance of personal benefits and career opportunities, they can actively pursue language practice in professional settings and engage in relevant courses and activities.
Students can enhance their learning experience by discussing their individual motivations with lecturers and academic advisors This collaboration helps them create a personalized and flexible learning plan, which includes choosing suitable courses and efficiently managing their time and resources.
This research is vital for lecturers, as it highlights their essential role in enhancing students' learning motivation By utilizing insights from the study, educators can customize their teaching strategies and learning materials to effectively meet the diverse needs of their students.
Some specific managerial implications for teachers include:
- Clearly identifying the motivations of each student in the classroom and striving to create conditions for individual interaction and learning discussions.
- Providing more practical opportunities to apply language knowledge in real-life situations or in the students' professional fields.
- Creating engaging and stimulating learning activities, especially for students with high motivation related to travel, career opportunities, a sense of achievement, and belief in their ability to learn languages well.
Universities can utilize the research findings to improve the quality of language teaching and learning for students This may include:
- Designing learning programs that offer practical opportunities and broad applications to support students' language and career development.
- Developing special projects and programs tailored to students' individual motivations to optimize their learning process.
- Providing personalized support to students, helping them build learning plans and language development based on their motivations.
- Creating an engaging and diverse learning environment to encourage active student participation and foster their interest in language learning.
Limitations of the Study
This research offers valuable insights into the motivations of students learning a third language in Ho Chi Minh City; however, it is important to acknowledge certain limitations of the study.
This study exclusively examined students in Ho Chi Minh City, excluding participants from other regions and universities in Vietnam Consequently, this limitation may affect the generalizability of the findings, as motivations for language learning can differ significantly based on regional and social contexts.
The research methodology utilized a survey method for data collection, which may impact the accuracy and generalizability of the findings Students' responses could be influenced by their interpretation of the survey questions, potentially misrepresenting their true motivations in real-life learning contexts To gain a more comprehensive understanding of students' learning motivations, incorporating additional research methods such as interviews or observations is recommended.
The study was conducted within a specific time frame, which may not accurately represent students' evolving motivations in the future To gain a deeper understanding of how motivation changes over time, it is essential to conduct research that spans a longer duration and monitors these motivational shifts.
The study acknowledged the limited exploration of cultural factors influencing third language motivation, noting that cultural differences, values, and community perspectives play a crucial role in shaping students' motivation to learn To enhance understanding of these influences, future research should conduct a more in-depth analysis of cultural factors affecting language learning motivation.
This study, despite its limitations, offers significant insights into students' motivations for learning a third language, paving the way for enhancements in teaching and learning quality in the future.
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A Why did you choose to learn a third language?
Al Because I am interested in the history and culture of that country
A2 Because 1 am interested in the music, movies, and art of that country
A3 Because I want to learn more about the lives of people in that country
A4 Because 1 like that country or I like the people of that country
A5 Because I want to make friends with some people from that country
A6 Because I have relatives who are from that country, I want to communicate with them A7 Because of the requirements of my major
A8 To travel and use the language of that country
A9 To pass the proficiency test
A10 To prepare for university studies
All To be able to find a good job in the future and have more opportunities for advancement A12 To help foreign friends understand my country
A13 Because I feel that speaking a foreign language is an important life skill
A14 Because learning a foreign language well will give me a sense of accomplishment A15 Because 1 am interested in the relationship between the two countries
A16 Because when 1 know another foreign language, I can get respect from others A17 Because my parents and school want me to learn
A18 Because I feel the language of that country is very interesting, it helps me become a knowledgeable person A19 Because I like the language of that country, there is no special reason
A20 Because learning the language of that country is a challenge
A21 Because 1 like learning foreign languages
B What motivates you to try to learn a third language?
Bl Because 1 don't want to lose face with people because of my poor academic performance B2 Because 1 want to prove that I am not worse than others
B3 Because I found that the language Ỉ want to learn is not difficult, and I am making relatively fast progress B4 Because I have found a learning method to achieve good results
B5 Because I always believe that 1 can learn that language well
B6 Because I don't want to disappoint my parents c Currently, what is your interest in learning a third language mainly determined by?
Cl Determined by my third language learning achievement
C2 Determined by my language teacher
C3 Determined by the language curriculum in use
C4 Determined by the language class
Mean N Std Deviation Std Error Mean
Pair 1 AA1 before & AA2 after 5 998 000
Pair 2 AA1 before & AA3_after 5 -.711 178
Pair 3 AAl_before & AA4_after 5 700 188
Pair 4 AA1 before & AA5 after 5 248 687
Pair 5 AA1 before & AA6 after 5 489 403
Pair 6 AA2_before & AA3_after 5 -.709 180
Pair 7 AA2_bcfore & AA4_after 5 712 177
Pair 8 AA2 before & AA5 after 5 284 644
Pair 9 AA2_before & AA6_after 5 527 362
Pair 10 AA3_before & AA4_after 5 -.406 497
Pair 11 AA3_before & AA5_after 5 -.482 411
Pair 12 AA3 before & AA6 after 5 -.047 940
Pair 13 AA4_before & AA5_after 5 667 219
Pair 14 AA4_before & AA6_after 5 832 080
Pair 15 AA5 before & AA6 after 5 583 302
Levene's Test for Equality of Variances t-test for Equality of Means
Confidence Interval of the Difference
AH Equal variances not assumed
Bl Equal variances not assumed