Luận văn the relationship between language learning motivation and language learning strategy use of vietnamese employees at honda company vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI USIVERSITY OF LANGUAGES AND INTERNATIONAL STUDEES: FACULTY OF POST - GRADUATE STUDIES + tr tk ti tt King tr HOANG THI HOA THE RELATIONSHIP BETWEEN

VIETNAM NATIONAL UNIVERSITY, HANOI

USIVERSITY OF LANGUAGES AND INTERNATIONAL STUDEES:

FACULTY OF POST - GRADUATE STUDIES

+ tr tk ti tt King tr

HOANG THI HOA

THE RELATIONSHIP BETWEEN LANGUAGE LEARNING MOTIVATION AND LANGUAGE LEARNING STRATEGY USE OF VIETNAMESE EMPLOYEES

AT HONDA COMPANY, VIEFNAM

MOI QUAN HE Gi

CHIEN THUAT HOC NGON NGU CCA NHÂN VIÊN NGƯỜI LIỆT

ỨA ĐỘNG LỰC HỌC NGÔN NGỮ HÀ VIỆC SỬ DỰNG

CÔNG TY HONDA, VIET NAM

MLA,

(OR PROGRAMME TIIESIS

Field: English Teaching Methodology Code: 60140111

TIANOI - 2016

VIETNAM NATIONAL UNIVERSITY, HANOI

USIVERSITY OF LANGUAGES AND INTERNATIONAL STUDEES:

FACULTY OF POST - GRADUATE STUDIES

Xi th R4 hư k tr ti

HOANG THI HOA

THE RELATIONSHIP BETWEEN LANGUAGE LEARNING MOTIVATION AND LANGUAGE LEARNING STRATEGY USE OF VIETNAMESE EMPLOYEES

AT HONDA COMPANY, VIEFNAM

MOI QUAN HE GIỮA ĐỘNG LỰC HỌC NGÔN NGỮ HÀ VIỆC SỬ DỤNG

CHIẾN THUẬT TỌC NGÔN NGỮ CŨA NIIÂN LIÊN NGƯỜI UIỆT

CONG TY HONDA, VIET NAM

MLA MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

Supervisor: Té Thi Thu Hương, PhD

HANOL - 2016

DECLARATION

Thereby declare that my thesis submitted for the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, apart from the help recognized, is my own work Also, this paper has

not been submitted to any other formal course of study

Hanoi, 2016

Hoang ‘Thi Hoa

ACKNOWLEDGEMENTS

I would like to send my thank you to many individuals for their invaluable

help duriny the conduct of the research

First and foremost, I would like to express my profound gratitude to my

supervisor, Dr ‘lo ‘hi ‘thu Lluong, who gave me enthusiastic instructions, precious

support and crilical feedback on the construction of the study This has always been

one of decisive factors in the completion of this thesis

Second, I also wish to thank all the doctors and lecturers of the Faculty of

Postgraduate Studies, University of Forcign Languages and International Studics, Vietnam National University, ianoi for their valuable lectures, which are partly applied in this study

Next, T would hike 1a send my deep sense of thanks to Vietnamese employees

at Llonda Co., Vietnam for their cooperation and the valuable information they

provided in my research field

Furthermore, T would like to give my hoarLlch thanks to iny family and friends, especially my boyfriend, Thanh Nguyen, and my best friend, Sao Bui, who

have always been helpfull to me throughont the research

Last but nol least, I thank almighty the graders and readers [or [heir interests,

evaluation and feedback on this thesis.

ABSTRACT

This research aims to investigate the correlation between language learning motivation and language leaming strategy use by Vietnamese employees at Honda

company,

To seck answers for the issue, a questionnaire was conducted to collect the

answers from 120 Vietnamese employees at Honda company The first section of the questionnaire was about how often the students used instructed strategios in learning English and found out whether these students use any other strategies than

instructed ones, and the second section was created to collect information about the

participant's’ molivalion level The data were then analyzed and presented in (he forms of frequency, percentage and charts and tables ‘Ihe results indicated that all the instructed strategies were used by the majority of the respondents and the participants also applicd some other strategies that could be considered belonging to memory and social groups in their inglish learning, and among the four types of

motivation, their reported instrumental motivation was of the highest level

Tmportantly, the study found a significant, posilive, and moderale correlation between

motivation and language leaming strategy use Moreover, different types of

motivation are shown to have different correlations with strategy use Finally, the

significant, contributions of integrative and intrinsic motivation to strategy use were

revealed, which went beyond the correlational analysis for the relationship as often

observed in other studies

1H

2.1.1 Definitions and charavleristics of language learning strategies 6 2.1.2 Classiffeation of lenming sữategies oes 2.1.3 The role of language learning strategies in language learning and teaching 12

2.2.1 Dcñinifions of motivation no nnnneeseerarrrnirsrseroae L3 2.2.2 Types of motivation in language leamning co eoeesoeooee LỆ 2.3 Langnage learning strategies and motivation in language learning 7 3.3.1, Data collection instrumentt esunscuusensunnetnnieneennneenannineee 22

LLS language learning strategy

LLSs: language learning strategies

MA: Master of Arts

LIST OF FIGURES

igure 1: Frequency of using mnemory srat©p4€§ neo re 29 Figure 2: Frequency of using cognitive strategies ar

Figure 3: Frequency of using compensation strategies 33

Figure 4: Requency of using metacognitive siratepjes -35

Figure 5: Frequency of using affective strategies 37

Figure 7: fhe percentage of regular use of the most and the least popular strategies

39

Figure 8: The students’ integrative motivation csesssssessneeesiusessesseeniene 42

vii

CHAPTER 1: INTRODUCTION

1.1 The statement of problem and rationale for the study

That well-paid altention lo the socond language leamers and {heir learning

instead of teachers and teaching methods in the recent decades by researches has

been an indispensable and meaningful educational renovation that provides more

comprehensive perception ou second Tanguage education for both teachers and

learners ‘Ihe stadies of second language leaming and their effectiveness that started

to be focused prominently since the second half of the twentieth century (Bilis,

2003) This is well-known when various researches have been launched and they

concentrated on how leamers deal with their own learning and what makes good

language leamers The prominent contributions to this field can be known as the

studies by Stern im 1975, Oxford m 1990, and Griffiths in 2003 These researchers

made it clearer that a lot of responsibility for the second language leaming’s

effectiveness and success is on sludenis themselves wilh their ability lo take

advantage of opportunities for learning

Moreover, the strategies and techniques that language learners exploit to

acquire the language and solve challenges in their language leaming have been a thriving area of research, especially in L2.Since Rubin and Stem (1970) revealed in their works that the use of language leaming strategies (LLSs) was beneficial for

second language leaning Bialystok (1978, p 71) also agreed that leaning strategies

were the “optimal means for exploiting available information to improve competence

in a second language” Later, in 1990, in her work, Oxford found that students can

self-stdy effectively if using LI.Ss In addition, the use of language learning

strategics leads to better proficicncy or achicvement in mastering the target

language (Lee, 2003; O"Malley and Chamot, 1990; Rahimi et at, 2008; Griffiths,

2003; Hong, 2006; Oxford, 1993)

Besides, the variables affecting language learning strategy use were also taken into consideration by several scholars Those factors might consist of degree of

awareness, age, scx, nationality learning style, persouality traits, motivation, learning

context, language teaching method and language proficiency (Aare & Nooreen, 2011;

Khamkhicn, 2010, Rahini, ct al 2008; Chomot, 2004; Grilliths, 2003, Hong-Nam and Leavell, 2007, Green and Oxford, 1995; Ehrman and Oxford, 1989), Concerning

this field, Taguchi (2002) found that “the most influential factors were gender,

English proficiency and motivation” among a mumber of learner and social factors in

beth Japan aud Australia contexts In another work by Khamkhien (2010) which

studied three factors affecting students’ choice of LLS, motivation is the most significant (followed by experience in studying English and gender), Tn additions, the number of studies on the relationship between motivation and LLS use was modest What is more, the approaches to motivation were not consistent and

comprehensive in (hese studies despile the development of rescarch on motivation

field Most of the previous studies emphasized on the relationship between

motivation level and LLS use without paying attention to motivation types In addition, one can notice thal alilough the correlation between motivation and the usc

of LLSs were discussed to some extent (Al-Qalitani, 2013; Khamkhien, 2010; Lau & Chan, 2003, Tu et ab 2014; Mochizuki, 1999: Oxford & Nyikos, 1989), little was

known about the predictive power of motivation in explaining LLS use of EFL

learners

At Honda company context, there has never had any researches of language

learning carried cut Moreover, since 2015, Honda Motor Co announced widely that

they are to make English the official language by around 2020, which means if any

employees who cannot use English will be fired Simultaneously, all Honda staff

imembers will be helped to take part in free Hnglish classes at the company in order to enhance their English skills These mean the learning and teaching context of the

company staff members have undergone some changes Dus to the above reasons,

this paper would take a deeper look at the relationslup between motivation and the

use of LLSs, and the researcher decided ta work with the case of Vietnamese

cmployecs al Honda company in Vinh Phas, Vietnam, who ara having ext classes

of English skills at their company which may lead to students’ clearer motivation for learning Linglish

Tn additions, im the context of Honda, the researcher did nol choose 1o

investigate the relationship between gender and LLSs because the majority of Vietnamese employees at Ilonda are male, so it may meet difficulties in collecting

respondents in proportion Besides, almost all Vietnamese staffs at Honda graduated

from universities of technical fields, or economic, and law, etc As a result, thew

proficiency of Enghsh is quite the same at elementary, pre-intermediate and

intermediate levels, which may give wrvalued results if invesligaling the correlation

between Linglish proficiency and the use of LLSs ‘I'hus, this study was conducted with an aim at expanding the understandings about the relationship between motivation and L1.Ss use, especially on the role of molivation types in explaining and

predicting the L2 leamers’ LLS use

In short, being aware of the rather new teaching and leaming situation, the

gap m rescarch and the possibility of Vietramese employces' increasing motivation

at Honda to learning English, the researcher designed this study to investigate the

relationship between the use of language learning strategy and their motivation for learning English of Vietnamese employees at Honda company, Vietnam

1.2 Significance of the study

Asa study on the relationship between LLS use and motivation for learning English of Vietnamese employees at Honda Vietnam for leaming English, this work would be of benefit for the target population, their [English teacher and other

researchers interested in the field

In the first place, this study is conducted with a hope to provide Vietnamese employees at Ilonda Vietnam, to same extent, with knowledge of LLSs and

encourage them to use these LS im appropriate ways to enbance their language

Icarning offcet In additions, the research results would allow participants to know more their current use of LLS, their motivation in their learning English at present

and importantly, the correlation belween these two clements is expected to be

concerned by learners and taken into their consideration Then, students may have some changes in their choice of LLSs that are useful to their language learning and

adjusl their alliludes Lo their sludy aclively and positively, so thal their learning is

more interesting and effective

As for their English teachers, they could base on the results of this work to

further understand their students’ use of LLS and their motivation After that,

teachers can encouage and guide students to use LLS more effectively Furthermore, they can even change the way of teaching or giving tasks, so that it is

more compatible and constructive for their sludents’ motivation The adjustments in

course content or orientation could also be made for betterment

Last but not least, regarding the researchers who are interested in the same or

related field, the researcher hope this paper could work as a reliable source of

reference and a basis for them to develop their works from

1.3 Objectives of the study and research questions

This sindy was conducted with an aim of exploring the relationship between

motivation and instructed LLSs use by Vietnamese employees at Honda co,

Vietnam, especially the rofe af motivation types in explaining and predicting the T2 leamers’ LLS usc To fulfil this aim, firstly, this study focuscd on identifying the

extent of the use of trained LLSs of Vietnamese employees at Llonda Vietnam in learning English Secondly, motivation types of respondents towards learning English were investigated After that, this paper explored the relationship between respondents’ use of LLS and their motivation for English learning,

In a nut shell, the study reported in this the thesis aims at answering three

questions below:

1 What is the range of instructed language leaming strategies used by

Vietnamese employees al Honda Vietnam?

2 What are Victnamese cmployces’ dominant types of motivation for

English language learning?

3 In what way docs Vietnamese employees’ usc of language learning strategies correlate with their types of motivation for learning linglish?

1.4, Method of the study

The methods employed in this study to find out the answers to the proposed research questions are both qualitative and quantitative analyses

Quantitative analysis used in the process of data collection and analysis,

which was conducted at Honda Company, Vietnam he instrument was a questionnaire that includes fifty-statements of LLSs developed from the fifty-

statement stralegy inventory version 7.0 by Oxford (1989) and an adapted list of

nineteen items related to motivation types Following the phase of data collection is data analysis to give the results for each research question and the topic of the

study

Besides, with an aim at providing an understanding of the field for readers

and a philosophy for the study the researcher carried out to review, compare and

evaluate a large amount of lilerature on LLSs and motivation by experls worldwide

‘These materials were then applied to construct the instrument and compare the

findings wilh the results of previous studies

Hopetully, this study could release meaningful and beneficial findings on the

relationship between leamers’ use of language leaming strategies and their motivation, so that certain contribution to Vietnamese employees’ English learning

at Honda Vietnam could be made

1.5 Organization of the study

The study consists of $ chapters

Chapter 1: Introduction of the research

Chapter 2: Literature review (Other researches on this topic are discussed)

Chapler 3: Methadology (the way the researcher collected the data as well as

analysis them is showed)

Chapter 4: Findings and discussion (features in leamers’ use)

Chapler $: Conclusion

CHAPTER 2: LITERATURE REVIEW

2.1 Language Icarning strategies

2.1.1 Definitions and characteristics of language learning strategies

To be considered as one of the most vital elements contributmg to leamers”

success in language acquisition, language leaming strategies defined and

characterized by a variety of scholars in the related field Early on, according to

Tarone (1983), LLS as “an attempt to develop linguistic and sociolinguistic competence in the target language — to incorporate these into one’s inter-language

competence” (p.67}Rubin (1987) later wrote thal, LS “are strategies which

contribute to the development of the language system which the leamers construct and affect learning directly” (p.22) The learning strategies also have been defined

by O’Malley and Chamot (1990:1) as “special ways of processing information thai

enhance comprehension, learning, or retention of information” In lne with

them, Scarcella & Oxford (1992) mentioned LLS as “specific actions, behaviors,

steps, or lochniques — such as secking oul conversation partners, or giving onesell

encouragement to tackle a difficult language task- used by students to enhance their

own learning”, Obviously, a change of whal is emphasized in these definitions can

be clearly seen that it shifts from finding out what they leam to how and why

learners leam (Wenden 1991:11) Also, it is vital to note that although there is a

notorious relationship between leaner’s language learning style and his or her preferred LLS, LLS are distinct from leaning styles, which refer to leamer’s

“patural, habitual, and preferred ways of absorbing, processing, and retaining new

information and skills" (Reid, 1995 p.viii) Ellis (1994, p 532-533) affirmed that

“[s}trategies refer to both general approaches and specific actions or techniques

used to learn an L2", and strategy use can be behavioral or mental, visible or

invisible This definition was cousislent with the ideas af many other scholars in the

field, especially those of O'Malley and Chamot (1990) and Oxford (1989, 2001)

Concerning whether strategy use necessitates consciousness or not, Ellis (1994),

Oxford (2001), and Grabe (2009) agreed thal learners make use of learning atralegics:

intentionally until they can implement them skillfully and automatically Above all, there was a consensus among these researchers that strategies affect directly and

indirectly on learning proves, exerting positive influence on students’ Lask solving,

language skill development, language proficiency, communicative competence, leaming autonomy, self-confidence, and aiming at making the process of leaming

easier and more feasible (Al-Qahtani, 2013; Dreyer & Oxford, 1996, “Author 2”, 2005; Ellis, 1994, Matsumoto, Hiromori, & Nakayama, 2013; Moya, 2014, Nisbet, Tindal, & Arroyo, 2005; O’Malley & Chamot, 1990, Oxford, 1990; Oxford, 2001;

Oxford & Scarcella, 1992),

Regarding the LLS literature, this study now mentions a number of basic characteristics of language leaming strategies that published in 2005 by Jacet (cited

in Kitakawa, 2008, p.151) First of all, 11.5 help learners 10 study language casier

and contribute language acquisition (competence and performance}, Secondly, LLS

are “what leamers can use consciously according to need and then allow them to

become more tesponsible and self-directed Some TL1.S are behavioral (and,

therefore, observable) while other are mental (and, therefore, not observable) Also,

some T.LS contribule directly while other contributes tudirectly on iner-language development The fitth is LLS are not distinguished by being good or not and just

have effectual way and non-effectual way LLS allow students to properly use the strategies with appropriate guidance Finally, LLS use varies as a result of leamer’s internal factors (sex, age, belief, aptitude, purpose, leaming stage, cultural background, intelligence) and extemal factors (target language, task, environment,

ete)”

2.1.2 Classification of learning strategies

Through the years, a number of researchers released the systems of language

learning strategies in their own way TLS are defined and o

from cach other Therefore, this ficld of LLS is controversial (Oxford, 1990) The

ified in different way

researchers on this field have not been shared the same view As a result, the

quantlily and classification of LLS are “inevitable” (Oxford, 1990).

In 1971, Rubin investigated the strategics used by “good language leamers” when learning a second language with an aim to apply this to “poor language

learner” Naiman ct al (1976) agreed with researchers varlier on the sigroficance of

learners’ strategies to their learning process A new point is they identify “good” and “poor” language leamers and they found out that “poor” language learners

appeared to use a smaller number and range of strategies than “good” leamers It

was believed that good language leamers are “willing and accurate guessers; have

a strong drive ta communicate; are often uninhibited: are willing to make mistakes;

focus on form hy looking for patterns and analysing; take advantage of all practice

opportunities; monitor their speech as well as that of others; and pay attention to meaning”, and the students’ process was under direct or indirect influence of LSs

(Rubin, 1975) The female expert carne lo Her latest classification un 1987 with three

main groups of strategies that make a direct or indirect contribution to students’

language learning: ‘learning strategies’ (with ‘metacognitive strategies’ and

‘cognitive strategies’ as subclasses), ‘communication strategies’, and ‘social

strategies’ Among strategies included in the system, only cognitive ones directly

affect learning, while the rest indirectly However, Bilis (1986) argued that successfid uae of communication strategies may prevent language Icaruing, for example, being

excel at guessing meaning may prevent the desire for learning

Another prominent way of categorising LLS belonged ta C’Malley and Chamot (1990) with three main types, namely cognitive (applying a particular technique to a specific task, for example repeating, summarizing, note-taking,

reasoning and analyzing), meta-cognitive (related to the leaming process, for

example organizing, evaluating, planning and monitoring) and socie- affective (involving oneself and others, for example co-operating with peers and seeking

clarification) O’Malley and Chamot (1990) emphasized the cognitive strategy is the

best one “repetition as the most frequently used strategy” and gave those classed as meta-cognitive a special consideration, maintaining that “students without meta-

cognilive approaches are essentially learners without direction or opportunity to

plan their learning, monitor their progress, or review their accomplishments and future learning directions” It can be seen that the meta-cognitive and cognitive

stralogics correspond rougtily with Rubin’s However, there was an addition of the

social ones, which essentially acknowledged the importance of interactional strategies in language leaning (Griffiths, 2004)

Basing on the predecessors’ works, Oxford tried to develop a taxonomy that

discussed before in other researches in more detail, which was considered "the most

comprehensive classification of leaming strategies to date” (Lillis, 1994) She

divided these strategies into two main classes, direct and indivect, which are further

subdivided into six categories (cognitive strategy that allows learners to understand and produce the target language in different means, memory strategy that helps

leammers fo slore and retrieve new miormation falter, and compensation thal

provides learners the means to communicate although their knowledge is limited

(Oxford, 1990} under the direct class: meta-cognitive, affective, and social under

the indirecl class).Metu-cognitive siraiegies allow siudenls 10 control thew

cognition and their own leaming, affective strategies relates to regulate leamers”

emotion, motivation, and behaviors, and social strategies thal permit learners study

through interaction with others

Following is the table contains detail information of specific strategies of each

group

Table 1: Oxford's (1990) language learning stratogy taxonomy

Major groups of Primary strategies Secondary strategies

strategies

T Memory A Creating mental Tinkages

B Applying imayes and

(help leamers to store new language nese! infomation and S48 C Reviewing well retrieve this later) D Employing action :

qu (entail conscious ways of C Analyzing and

processing of the

la mguage ) handling the targel lmguage} reasoning

input and output

TIL Compensation ‘A Guessing intelligently (enable learners to B Overcoming

communicate despite limitations in speaking and knowledge limits) writing

1 Metacognitive B Anenging miplomning

their cognition their own TA ting jeaming INDIRECT — lemmnig)

STRATEGE8 ———————————————————— TI Affective ‘A Lowering anxiety

(support incirectly Herren gp @ontrol and regulate B Brcowaging onesell

" emotion, raotivation,and — C Taking emetional

leaming)

Gmprove social ierachon — B Cooperating with others

with other people) C Empathizing with others

It is observable that Oxford's (1990) system was more specific than previous

ones in terms of primary slratagics and more general in lerms off secondary ones

Especially, a difference from earlier inventories is that Oxford emphasis on affective

and social strategies This seems to match with her assertion when mentioning to six

10

fundamental stratogics in language learning as “tools for active, self-directed involvement, which is essential for developing communicative competence”

Although there are differences of approac

s and emphases, the stralogios (hal are

discussed and classified by researchers are similar to some extent Particularly, three types of cognitive, memory and compensation given by Oxford correspond to that

by O’Malley’s cognitive group These strategies are mental and physical actions

affecting ther learning input directly Also, O’Malley and Oxford have the same kind of meta-cognitive strategies as mentioned earlier Finally, social-affective

stralegies by O°Malley seem to almost cover two groups of affeclive and social

strategies of Oxford ‘I'he advantage of Oxford's classification in comparison with others is that the list could cover all other particular actions or activities in language

learning, therefore, the system has hecu considered a very comprehensive, dotaled

and systematic taxonomy of strategies (Brown, 2007, Hllis, 1994), More importantly,

based on this taxonomy, Oxford (1989) created the Strategy Inventory of Language Learmng (SILL), which is a questionnaire on how sludenis use the LLSs in their

language leaming ‘he version for speakers of other languages learning Hnglish of

the SILT (Oxford, 1989) has been widely employed by researchers in the field, and iL served as the instrument of this study as well

Concerning previous studies, several have investigated the frequency of using, LLS by L2 leamers, but the findings were different across studies For example, metacognitive and cognitive strategies were revealed to be the most frequently used

in AlTlebaishi (2012), Al-Qahtani (2013), and Chand (2014) In the meantime,

Hayati (2015) found the students made use of metacognitive and memory strategies

the most Differently, in Mochizuki (1999), Oxford and Ehrman (1995),

compensation group was used the most often by L2 students [owever, the

inconclusive findings were understandable because the participant samples had

different charactoristics (different study levels, difforent leaming settings, to name but

a few), and it has been acknowledged that learning strategies were likely to be alfected by many factors, which would be discussed later in this paper

11

2.1.3 The rale of language learning strategies in language learning and

teaching

Obviously, the defimlions and classificalions mentioned above revealed

some roles of LLS, LLS facilitate positively the language learning process as they are used to “enhance comprehension, Jeaming, or retention of information” (O'Malley and Chamot (1990:1) Sharing the same view, Oxford (2001) claims the role of LLS that is to “aid acquisition”, “make learning easier, faster, more

enjoyable, more self-directed, more effective and more transferable to new

Considering communicative approaches, Oxfard (1990) claimed the role af

LS help “cammummeative competence” to be improved, L1.S as “tools for active,

self-directed involvement which is essential for developing communicative

competence” (1990, p.1)

LLS also plays a significant role on culaancing language slall (Fedderholddt,

1997), Lach type of strategies helps to improve certain skills such as monitoring and regulating their own learning (meta-cognitive), leaming and exploiting materials (cognitive) and asking other speakers to correct mistakes (social/ effective) Obviously, these skills are of necessary to the growth of leamers’ independence and

autonomy (Fedderholdt, 1997) and thanks to them, students also have able to

become better language learners (Lessard-Clouston,1997)

In addition, the suitable use of LLS could lead to students’ “greater self- confidence” in cÏassroorn

Scarcella, 1992, p.63)

Moreaver, LLS are considered as valuable clues that provide language

elf-study and real-life communication (Oxford &

teachors a general picture of how their students bandle, evaluate the silunilion, plan,

12

choose appropriate skills with an aim to understand, and digest language input presented in the classroom, As a result, teachers have plan to train and adjust their

studenis in order thal they can learn more effectively

Generally, LLS become a significant part in students’ language proficiency, skills, achievement, communicative competence, learning autonomy and

confidence Besides, these strategies alsa help language teaching to be more

effective Indeed, LLS have overwhelming power to language leaming and

teaching

2.2 Motivation in language learning

2.2.1, Definitions of motivation

Unlike the exploration of LLS, motivation is put into research with a atable

base right irom the slart thanks to careful and thorough sludies ef in{uential authors

such as Gardner and his colleagues such as Lambert Nevertheless, the

controversy of conceptualizing motivation can be stil] not evaded

Reing one of the pioncering researchers in {his field, Gardner (1985) proposed

neatly three constituents of motivation namely ‘effort’, ‘desire’, and ‘attitudes’ to

learning activity By ‘effort’, the scholar meant Gime for language learmng and the chive of the Ivarner, Next, by ‘desire’, the students’ degree of the want to improve

their language proficiency was referred to Iinally, ‘attifudes’ showed the leamers” emotional behaviors or reactions in their process of learning Meanwhile, Brown- the behaviorist (2000) later claims that motivation simply is “the anticipation of reward”; it concerns mainly leamers’ effort and decisions According to Abit (2013), Deci and Ryan (1985), Domyei and Skehan (2003), Gardner and Lambert (1972),

Gardner and Masgoret (2003), Hashemian and Soureshijani (2011), Khodadady and

Khajavy (2013), Wigfield (2000), and Yu (2013), motivation plays a prominent role

in 1.2 leaning and achievernent, more specifically, the motivated sludents could

recognize their goals, exert more effort to handle the tasks, have more aspiration and

less anxiety, enjoy learning activities, draw lessons fom success and failure, exploit

LLSs as an effective tool to reach the goals, and arc likely to achieve higher foreign language proficiency than the unmotivated

Considoring the definition of motivation, Harmer (1991,p.3) proposes iL is

regarded as “intemal drive” that forces learners to do something Sharing the same perspective, Brown (2000, p.160) also claims the “intemal drive” pushing people to

do to gain Similarly, Atkinson (cited in Amorid, 2000, p.13) considered motivation

“a cluster of factors that “energize” the behaviors and give it “direction””

Later on, in 2003, Domyei-a famous figure in the field, defined motivation

as a process of “the dynamically changing cumulative arousal in a person” thal

concerns the reasons that promote someone’s action, how long they will keep that action, and how they are willing to make effort in order to pursue it, Domyei’s

concept of motivation also matches with his construct of three phases of motivation,

that are choice motivation (pre-actioual stage), executive motivation (actional stage) and motivational retrospection (post-actional stage where learners analyze actional phasc) (2003) Domyei’s mindset have some similarities to Wlodwoskis alhough

the latter’s view dated back to 1985

Tn tus research, m 1994, Allis also confirmed that motivation tas a significant

intlucnes on the degree to which language leamers last thou leamung, the types of

behavior they apply, and their actual achievement ‘This was reemphasized with his

idea in 2003: “motivation involves the aititudes and affective states that influence

the degree of effort that learners make to leam an L2” (p.75)

In general, although there is a variety of different definition of motivation,

the authors’ conceptualization mentioned earlier shared the same view, that

motivation makes learners’ spirit stronger and direct their action and carry out their goal in leaming language

2.2.2 Types of mativation in language learning

Defining motivation types also garnered a lot of attention Gardner (1983), Gardner and Lambert (1972) posited that there were two types of motivation in language learning: integralive versus instrumental motivation The formor refers to

14

the reasons mainly related to the learners’ identification with the socicty (Gardner,

1983) or their desires and willingness to explore more about the culture of the region

using the largel language, to conmerl more with the community and people speaking

that target language or to be a member of that society (Gardner and Lambert, 1972, Saville-Troike, 2006), Similarly, Wilkins (1972) suggested that an integratively

motivated language learner wants to “know more of the culture and values of the

foreign language group to make contact with the speakers of the languages to live in the country concemed” (p 184) A typical illustration is the act of leaming

French of many Bnglish speaking Canadians (Fltis, 2003) In contrast, the latter is

derived purely from practical reasons or non-interpersonal purposes such as admission requirements, business opportunity or job promotion (Gardner & Lambert,

1972, Saville-Trike, 2006).For example, when a Icaner study to “pasa an

examination to use it in one’s job, to use it in holiday in the country, as a change

from watching television, because the educational system requires it”, (s)he is

imstumentally motivaled (Wilkins, 1972, p.184)

While both motivation types were theorized to be essential elements of

success, Csizer and TDomyei (2005), Yu (2013) found integrative motivation the more

powerful contributor to success in L2 leaming, Nouctheless, Damye: (1990), Gupta

and Woldemariam (2011), Lukmani (1972), Rehman et al (2014), Warden and Lin

(2000), Yu (2014) showed that in EFL contexts where leamers have few opportunities to using the foreign language or interact with foreigners, instrumental motivation was more important and students were motivated more strongly by

instrumental reasons than integrative one Thus, it is understandable when a learner

with an instrumental reason such as a need to get promotion, read document of related-field in target language or necessary qualifications is more interested in

learning English im some contexts ike Viera

Other researchers, later on, raised another well-known categorization which

differentiated between intrinsic and extrinsic motivation Specifically, according to Scl-Delermination Theory (Deci & Ryan, 1985), learning molivation’s typos arc

categorized “based on the different reasons or goals that give rise to an action” that

are intrinsic and extrinsic motivation Whilst intrinsic motivation means “doing somelbing because i is inherenily imleresting or enjoyable’, extrinsic motivalion

refers to “doing something because it leads to a separable outcome” such as having good grades, or receiving compliments from others (Deci & Ryan, 1985, p 95)

Sharing the same view to Deci & Ryan, Harmer (1994) defines intrinsic

motivation in related to elements appeared within a class, while extrinsic motivation

includes affected factors exterior of class such as a need to pass the examinations,

hope lo get reward, or able to gel a vacalion im the future In addition, imyrinsic

motivation refers to learners’ attitude, belief, needs and personal elements In this

case, the students will still leam willingly and voluntarily what they consider as

worth and essential (Arnold, 2000) On the contrary, extrinsic raotivation derives

from each individual and invelved im external forces or cutcome such as grade or

teacher that help to shape leamer’s behaviors and push the learner to engage in

learning aelivily In general, intrinsic and extrinsic molivation are nol mutually

exclusive, but mutualize each other, In reality, almost people study English because

of both types of motivation As for Harmer (1991, p.4), he saw both integrative and

instrumental motivations as extrinsic motivation

In Deci and Ryan’s opinion (1985), being extrinsically motivated could do some harm to leaming That is, when the rewards or even the punishment disappear, there is a high chance of losing motivation in sbidents, However, some researchers

indicated that extrinsic motivation is effective for those with little motivation Concerning intrinsic type, Lightbown and Spada (1999) agreed that it brings no

hammful effects because the needs derive from inside This motivation type was also considered the underlying factor in L2 leaming success (Daleghizadeh & Rahimi,

2011; Grabe, 2009; Guthrie & Wigfield, 2000; Lin ef al, 2014)

Another type was discussed by Ellis (2003, p 75): ‘resultative motivation’

All above sorts of motivation have been identified based on the assumption that

molivation slimulates language learning and contributes (o achievernent, however, in

16

maby cases, motivation could result from learning (Ellis, 2003) This scholar

reasoned that success and sense of achievement in language learning could sustain

existing level of motivation or may cause more or, in sume context, even less

inotivation

Besides, Bllis (2003) seems to imply that integrative, instrumental and

resultative categories all belong to exwinsic motivation because in Ellis’s

classification there are four types: integrative, instrumental, resultative, and intrinsic categories In this research, Ellis’s system of motivation was applied due to the fact

thal il covered all main types of motivation discovered previously

2.3 Language learning strategies and motivation in language learning

The factors affecting L2 leamers’ stratesy use have been investigated by a

varioly of inercasing researchers AMhough discussed in just a fow slusties, the strong

relationship between L2 leaming strategy use and motivation was recorded In a

research of foreign language learners in Midwestem America, Oxford and Nyikos

(1989) stated Ural among many factors, molivalion was the most mfluential and “the

degree of expressed motivation was the single most powerful influence on the

choice of language learning strategies” More particularly, the level of motivation has a positive coelation with the number and the frequency of strategies students

apply The superiority of motivation over study experience, gender, study major, English proficiency, enjoyment, etc., in correlating with and affecting LLS choice

and use was supported in Khamkhien (2010), Lau and Chan (2003), and Mochizuki

(1999), Besides, significant correlation bebveen LLS use and motivation was also reported in Al-Qahtani (2013), Baleghizadeh and Rahimi (2011), Gupta and

Woldemariam (2011), Lin et al (2014), Matsumoto, Hiromori, and Nakayama

(2013), and Xu (2011)

Moreover, this relationship between TLS use and motivation was found to be

mediated by different strafegics and motivation types Schmidt and Watanabe’s (2001) results showed that cognitive and metacognitive were correlated most strongly

wilh motivation Tn Oxford and Nytkos (1989), i was reporled that the students”

instrumental desire was not interrelated with comnrunication strategies However, the

opposite was found in hrman (1990) In the meantime, Al-Qahtani (2013) suggested

that both itlegralive and instbumcntal strategies significantly correlated with LS use,

but the former possessed the higher correlation For intrinsic and extrinsic motivation, Vandergrift (2005), Baleghizadeh and Rahimi (2011) showed that both were

significantly correlated with strategies

‘The above listed studies had some undeniable strengths For example, Oxford

and Nyikos (1989), Schmidt and Watanahe's (2001) recruited a huge number of

participants (1200 and 2089 respectively), and in Oxford and Nyikes (1989) there

was a large amount of evidence for the SLLL’s reliability and validity Llowever, there existed some gaps and limitations In Gupta and Woldemariam (2011), Lau and Chan

(2003), Malsumolo, Hiromoni, and Nakayama (2013), Vandergrifl (2005), the focal

attention of their research was the strategies for only one in four English stalls

(writing, strategies, reading strategies, and listening strategies) which cannot cover all the range of LLSs Similarly, Baleghiadch and Rahnm’s (2011) research was

confined to only metacognitive strategies For some other studies, the measurement

of motivation was not so well-developed In Khatnkhien (2010), Mochizuki (1999),

Oxford and Nyikos (1989), the number of items pertaming to motivation was

relatively small (thirteen, one, and six respectively) What 1s more, Khamkhien (2010), Oxford and Nyikos (1989) only employed the two-point scale questions in the motivation questionnaires (strongly agree/moderately agree and yes/no respectively), which might not reflect exactly the students’ opinion and their level of motivation In

addition, many of the studies investigating LLS use and motivation relationship only

scrutinized one or two types of motivation or did not clarify the motivation types

investigated Several did not report the results for each motivation types as well

(Damyei &

Skchan, 2003) and often changes as a function of study results, social and classroom setting, beliefs, and feelings (Grabe, 2009, Mazumder, 2014, Waninge, Bot, &

Dérmnyci, 2014, Xu & Casc, 2015) Aside from this, different motivation types could,

18

be beneficial in different contexts as argued by Brown (2007) Therefore, the results

of previous investigations are not always applicable to a certain place of another

contsxL On lop of that, te majority of previous studies in the ficld merely conducted

correlation analysis while the causality in the LLS use and motivation relationship is worth investigating Conspicuously, further researches are necessary, especially in L2

context where the shortage of research exactly addressing the relationship between

LLS use and motivation types into consideration exists

To sum up, it would appear that there exists a relationship between motivation

and which LLSs the leamers use and how often these strategies were ulilived

Nevertheless, the effects of different strategy groups and motivation types on the relationship have not been clarified well enough in the past Thus, along with the

room for improvement mn provious tescarch, became the rationale behind the presen study

Summary: In this chapter, two main aspects of the research that are LLS and

molivalion mentioned by providing some scholars’ viewpoints In other wards, their

concepts, classification are listed, analyzed, compaied with each other Finally, the

telalionship between how learners’ use of L1.S and their motivation are handled as

the last part These contents are pointed out with an aum as a base to build up the

questions in the questionnaire and the determination of the research design, both of

which are presented in the following chapter

ig

CHAPTER 3: METHODOLOGY 3.1 Research questions

This study examines 3 research questions

1 What is the range of instructed language learning strategics used by Victnamesc employees at Honda Company?

2 What are Vietnamese employees’ dominant types of motivation for English language learning?

3 In what way does Vietnamese employees’ we of instructed language leaning strategies correlate with their types of motivation for leaning English?

3.2 Participants

150 in a total of 1500 Viemamese employees at Honda co in Vinh Phuc, Vietnam were selected on the basis of their voluntary participation to be the sample

for this study and helped Lo find answers to lnree above questions

Participants were chosen from all three Inglish classes at Ilonda Co There are two semesters for leaming English at Honda Co every year Rasing on the results of their placement test at the beginning of each semester, employees were distributed into suitable English classes at three levels: lementary intermediate

and advarwed Nevertheles

as much effective as possible with an aim at satisfying conditions as the company’s

20

policy publicized in 2015; therefore, English teachers cooperated with cach other to make a list of language leaming strategies must be used and included for teaching

them in curnculum That is, in addition to traning students [our English skills based

on knowledge arranged in course book, students were learned about language learning strategies to develop their vocabulary, grammar, and their ability of

communication There were some typical examples that teachers usually made use

of to teach language leaming strategies as followed: Firstly, for improving the

participants’ new words, students were required to make some sentences used that

word Besides, teachers oflen encowage students 10 think of silualions (make a

mental picture) that the new words could be used In some other cases, teachers

used synonym words or called some students stood in front of the class to act out

the new words, the rest of siudents guessed what it is Secondly, to develop

students” communication ability, English was the only language used in the classes,

so students are encouraged to ask their teacher or pairs to say it again or slow down

if they misunderstood Also, teachers created a (riondly study environment to deal

with cases of shy students, Moreover, students were free to make gestures or used

known words or phrases to express the unknown words Finally, for strategies of cnhaneHg the fluency of English gramnunar, teachers otten provided students with

short sample emails or letters at the end of each lesson, and required them to read,

find out the pattems of each sentence and write respective answer emails or letters

at home and then, submitted those for correction in the following lesson

The researcher came to all three classes explaining about the research, and asking for students’ voluntary participation Then, (he questionnaires were provided

to all students who agreed to participate in these classes After excluding some questionnaires which were nol filled in completely, 120 questionnaires were used as data for the study

The samples have some basic features such as: they are all Vietnamese cinployees al Honda Company, 32 arc female and 88 are male The period of time that they have worked at Honda is from one to ten years ‘'heir major is not English

21

and their first language is Victnamese Besides, their range of age is from 23 to 35 years old [hey studied the same Jinglish curriculum and course book entitled New English File mostly at intermediate level Morcaver, reformed project of English throughout the company publicized in 2015 and applied since 2020 would decide job opportunity of existing workers and caused great effect on their English

learning, Therefore, this is a chance for them to improve English skills; and the

researcher thik this may lead to employees” better motivation for leaming Lnelish Thus, explormg emplayees’ type of motivation and their use of language learning

stralegies is the focus of the study

3.3 Data collection methods

3.3.1 Data collection instrument

This study uses the data collection instrument that is a questionnaire

consisting of two major sections: one pertained to the participants’ use of T.I.Ss, and

the olher was about their motivation to leam English (See Appondix 1)

‘The first section in this study was to find out LLSs used by Vietnamese employees at Ilonda Company, ie answering research question number one The researcher adapted Oxford's Strategy Inventory for Language Learning (SILL)

version 7.0, Oxford (1989) invented the SILL, based on her taxonomy, and the

version 7.0 is designed for speakers of other languages learning English as a second

ox foreign language Oxford’s instrument consisted of a background questionnaire and a list of LLSs Nevertheless, the part of background questionnaire by Oxford

was exchided in this paper because two studies’ objectives are different from each

other In her research, Oxford worked on variables mMAucuce on choice of LT.Ss by

university student, therefore, she included background questionnaire that she

mentioned some other eleraents such as mother tongue or English profiviency

Meanwlule, this study concentrated on the relationship between the use of

instructed LLSs and motivation for learning English, which was a smaller area

compared with Oxford’s As a resull, some quastions were not related to the situation of this study Besides, considering questions that concerning motivation in

22

Oxford’s instrument only covered two motivation types and was not enough for a thesis focusing more on motivation Consequently, this paper included four types of

molivalion in the second section Apart from he background quustiormairs, this

study adopted the list of LLSs designed by Oxford as the main instrumentation that systematically covered four Lnglish skills of listening, reading, speaking and

writing and were completely concluded from her taxonomy of LLSs For ages, a

variety of scholars have demonstrated the efficiency of this strategy questionnaire

In Oxford’s point of view, answering a strategy questionnaire like the SILL may

ever help participants understand themselves more because they cart self-score and

have feedback right after completing (1992, p.33) Additionally, in his work, Lillis (1994) claimed that this Oxford’s piece of research is “perhaps the mast

comprehensive classification of learning strategies to date” Moreover, through a

number of tests, researches, and reviews, this Oxford’s product has been proven to

be high in reliability and validity (Oxford & Nytkos, 1989) Because the

parlicipanis aro in tton-Fnglish major and workers, (he researcher of this study

translated the SILL into Vietnamese with an aim to help participants can fully

understand every word in the SILT Te make sure, the author also piloted the questionnae with some students who arc now workers at Honda company The

resull was that no unsuitability was found Students in the pilot study also did not meet any difficulty in choosing the answers under the scale of five points As a result, this study used Oxford’s instrument for LLSs for the first section without any

changes

The firs scotion of the questionnaire adopted [ifly closed-ended questions, or more exactly, fifty statements used in the forms of rating scales in the SILL by Oxford (1989) with a role of measuring students’ level of employing English T.Ss There wore six parts A, B, C, D, E and F correspanding to Oxtord’s six types of LLSs: memory cognitive, compensation, metacognitive, affective, and social strategies rexpeclively, and they confained respeutively wine, fourteen, six, nine, six,

and six items Each group was composed of the statements mentioning strategies used

23

by language learners, for cxampls, "I review English lessons often, I read English without looking up every new word” Particularly, for this section, the perticipants

were required to rate how truc these slaterents were for themselves on the scale of

five options: (1) zever or almost never true of me, (2) usually not true of me, 3) somewhat true of me, (1) usually true of me, (5) always or almost true of me The

respondent never uses that strategy if he or she chooses level 1, and it is the other

way round for the selection of level 5, Oxford (1989) also suggested the way to interpret the mean scores of the students’ self-ratings If the means are equal 4.5 ar

above (oul of 5), the strategies are always or almost always used: if from 3.5 to less

than 4.5, the strategies are usually used; if from 2.5 to less than 3.5, the frequency is

medium, and the strategies are sometimes used, if from 1.5 to less than 2.5, the

strategies generally are nol used, if Ihe mean is Tess than 1.5, the stratogics are never

or almost never used This scale was applied to interpret the results in this study as

well In additions, the author inchided an open-ended question as the question

number 51 of language learning stralogics thal respondents use but this study failed

to list (Gf any)

The second section of the questionnaire mcluded 19 statements as to the students’ motivation types ‘hese statements were divided imto four parts of integrative, instrumental, resultative, and intrinsic motivation In the first two

parts, the items were adapted from Gardner (1985) and Hemandez (2006) ‘he four items in the integrative motivation part mentioned leamers’ desires to know the

language, the English culture and the people especially who come from English

speaking regions, Conversely, the cight items of the instrumental motivation part

were about practical reasons to learn English, for example, the helpfulness of English

infraveling and workimg in oversea erviromment, in gelting better jobs, qualifications

Next, adjusted from the investigation of Madrid and Pérez (2001), three items of the

third part were designed to have information about learners’ resultative motivation

Particularly, these items helped to identify if the study results allect negatively or pesitively students” motivation and how strong the influences are Finally, intrinsic

24

type was discussed in the last part with three items asking about learners’ love and enjoyment for learning Unglish itself These items were from ‘Isai and Chang’s (2013) questionnaire,

Besides, this section of the questionnaire also applied the 5-point Likert ranging fom (1) strongly disagree to (2) disagree, (3) neither, (A) agree and (5) strongly agree

Moreover, the way to interpret the mean scores into the degree to which the students

were motivated to learn English was made compatible with the system used for the frequency of LLS use presented above That is, if the mean scores were equal 4.5/5 or

Ingher, the students’ motivation was considered extremely high; if from 3.5 lo less

than 4.5, their motivation was high, if from 2.5 to less than 3.5, it was at medium level; if from 1.5 to less than 2.5, their motivation was low, if less than 1.5, the

students were nol snolivated at all, or extremely low

Data and results from all statements in two sections of the questionnaire are

used to find the answers for the research question three, that is the correlation (if any)

between learners’ use of instructed 1.1.88 and their motivation in English learmmng

3.3.2 Data collection procedure

The researcher conducted a pilot sludy with @ group of ten Vietnamese cmployecs at Honda Vietnam with an aum to discuss with this group and find out

and correct any mistakes, ambiguity and misunderstanding, so that these could be avoided in the full scale study Then, thanks to the research expert's opinion, the researcher finalized the questionnaire and administered it to the respondents

When delivering, the author helped the respondents to understand the topic

and objective of the questionnaire, Moreover, in order that participants could be fully

aware of what systems of options were used in the questionnaire, what they had to

read and decide on, where they could put the ticks and write their basic information to

complete the questionnaire, the overall guide was given m Vietnamese orally The

researcher dircetly observed the respondents’ process of filling the form and welcomed them to raise their voice if they did not understand anything or wanted to

give any suggestions, The author was always ready to oxplain overything to the participants

The r

cher also met some difficulies wn distributing questionmires A few

employees were not confident to fill in the questionnaire because they were not good

at English, and afraid that their responses would negatively affect the results of the

research Others seemed to just put ticks to finish without having a look at the

statements lo deal with this problem, the researcher had to emphasize what the

author needs are reliable results that did not concem respondents’ English proficiency

and explained in person bul briefly to them the importance of their answers Lo the

study and said “thank you" in advance

Finally, the uncompleted answers or those wilh seemingly ramdom ticks were excluded, and only the completed questionnaires were collected and counted ‘These

answers were used for data analysis

3.4, Data analysis procedure

After collecting questionnaire, the researcher carried out to analyze data in some steps Firstly, items were categorized according to related research question

Then, the data was converted into numerical form using the SPSS program version

16.0 in which all the variables (questions in the questionnaires) are ordinal

The range of language strategies used by the participants and their types off

motivation were investigated in the rating scales so that results collected could

auswer ihe first two research questions The frequency of each option was

calculated and displayed in percentage terms Data were illustrated by means of

tables and stacked bar charts

The last rescarch question is about (he correlation between tespondenis’ use

of LLS and their motivation ‘Io see the relationship between the frequency of using

LLS and their motivation, a Spearman-tho test, which is a test to find out the

correlation of ordinal variables, was employed Spearman’s corrclation is a statistical measure of the strength of a monotonic relationship between paired data

26

(which are LLS frequency and motivation level in this study) and it is donoted by r

of which the value is such that -1 <r <+1 The closer r is to +] or -1, the stronger

the monotonic relationship While positive values incheale a relationship such that

as values for one increase, values forthe other also increase, negative values indicate a relationship such that as values for one increase, values for the other decrease Ratner (2004) provided guidelines for interpreting the strength of correlation:

r = Q indicates no Linear relationship or no correlation, ie there is no tendency for one variable to either increase or decrease when the other increases

r values from more than 0 to less than +0.3 (from more than -0.3 to less than

0) indicate a weak correlation

t values from 0.3 to less than 0.7 (from more than -0.7 10 -0.3) midicaic a

absence of correlation, and the null hypothesis could be rejected (Rumsey, 2011) A

correlation with p value less than 0.05 is statistically significant In this thesis, a

small p value approved the likelihood of a monotonic correlation between LLS use

and the population’s motivation for leaming English and that correlation were

statistically significant

Finally, the data which were converted and presented in the previous step would be inlerproted By analyzing, the choice of groups of instructed L1.Ss and the

frequency and popularity of the use by Vietnamese employees at Honda Co came out, Apart from that, which reasons for leaming Linglish and indications of

molivalion are agreed by the biggest number of participant were also [ound oul and

dominant motivation types or the types with the highest reported level of motivation

were revealed As for the third research question, the values of r and p describe how

the respondents’ use of LLS and their motivation level related to each other It

means that whether the two related significantly or strongly to each other or not were found The relation may be between a group of LLSs and a type of motivation

Moreover, a comparison was made to find statistically significant and slrongest

relations Liventually, conclusions were drawn for each question in the questionnaire and each research question

Summary: This chaplor has showed the methodology applied in ihis research by

means of a questionnaire with elaborating questions for 120 Vietnamese employees

at Honda co In the chapter, the process from collecting data to analyzing them is

ompbasived on: voluntary sampling was used at first, then questionnaires were

distributed to the sample All participants’ confusions were clarified and their

suggestion was also laken inlo consideration to make an amendment to the questionnaue The questionnaire’s format and content were explamed carefully in

this chapter ‘he results collected were then transferred into numerical forms and

presented in charts and graphs This presemation of the methedology would help

make the easier way for studying, the next chapter

28