04051001878 investigation into motivation of students in english online learning at a university in hanoi = khảo sát Động lực học của sinh viên khi học tiếng anh trực tuyến tại một trường Đại học Ở hà nội
INTRODUCTION
Rationale of the study
The Covid pandemic led to a rapid global spread that significantly affected students, including those in Vietnam, due to the closure of schools and educational institutions This situation necessitated an urgent shift from traditional face-to-face teaching to online learning Consequently, all schoolchildren and university students in Vietnam, including those at the researcher's university, transitioned to online education during the pandemic.
Online learning has experienced significant growth, particularly during the Covid-19 pandemic, due to its convenience and flexibility, allowing students to save time by avoiding commutes However, this educational method also presents challenges, such as difficulties in maintaining motivation and a lack of community and peer interaction A study by Rovai, Wighting, and Lui (2005) found that online students reported feeling a weaker sense of connectedness and belonging compared to their on-campus counterparts.
Motivation plays a vital role in determining learners' performance, particularly in online education, where traditional face-to-face interactions are absent The effectiveness of online learning hinges not only on institutional readiness but also on student participation, as they are the primary users Ultimately, students' motivation serves as the key driving force behind their engagement in online learning Therefore, it is essential to gather comprehensive information related to students' online learning experiences to foster motivation in this digital environment.
The researcher observed varying motivation levels among first-year students during online learning, with some maintaining high motivation while others exhibited low motivation Concerned about the factors influencing these changes, the researcher aims to identify what motivates or demotivates students in this context Notably, there has been a lack of formal research addressing this issue within the specified population, prompting the researcher to conduct a study focused on understanding the factors that contribute to differences in student motivation levels.
All these reasons granted me to conduct research titled: ―Investigation into
Scope of the study
Due to time constraints and limited resources, this small-scale study focuses exclusively on first-year students majoring in English at the university, comprising 160 students across 08 classes The research aims to explore the students' perspectives on their motivation, as they are best positioned to provide insights into their own experiences.
Aim of the study
The major aim of the study is to examine the students’ motivation in online environment at a university in Hanoi
This study aims to explore the shifts in motivation among first-year English major students and to identify the key factors influencing their motivation after a semester of online learning.
The objectives of the research are:
- To determine how students’ motivation changes after a semester of studying online
- To identify the factors that most affect their motivation that leads to those changes
A more detailed explication of how the objectives mentioned above have been formulated and how these objectives can be attained is specified in chapter 3: Methodology.
Research questions
Based on the above aims and objectives, the study is conducted to answer the following questions:
(1) How does the student’s motivation level change over a semester of studying online?
(2) As perceived by students, what factors affect their motivation in online English language learning?
This study employs a qualitative method to achieve its objectives, utilizing an online questionnaire as the data collection instrument distributed to participants.
This study represents the first official investigation into online student motivation at a university in central Hanoi The findings serve as a valuable reference for the faculty's management and educators, enhancing their understanding of student motivations This insight aims to assist teachers in better supporting student learning in online environments Additionally, relevant authorities may utilize the study's results to implement necessary adjustments in curriculum design on a broader scale.
The study is divided into five chapters:
- Chapter 1, ―Introduction‖, discusses the rationale, the scope of the study, the objectives of the study, and the research questions, as well as the organization of the study
- Chapter 2, ―Literature Review‖ presents a related theoretical background that precedes and necessitates the formation of this research
- Chapter 3, ―Methodology‖, describes the research procedures that have been utilized in the study
- Chapter 4, ―Findings and Discussions‖, contains the core part of the study It presents, analyzes, and synthesizes the data collected, which are followed by some findings and discussions
Chapter 5, titled "Conclusion," encapsulates the key findings regarding the shifts in motivation levels and the factors influencing these changes It also addresses the limitations of the research, offers pedagogical recommendations related to the topic, and presents suggestions for future studies The chapter is followed by the References and Appendices.
Significance of the study
This study represents the first official investigation into online student motivation at a university in central Hanoi The findings serve as a valuable reference for the faculty's management and teachers, enhancing their understanding of student motivations This insight aims to assist educators in better supporting student learning in an online environment Additionally, relevant authorities may utilize the study's results to inform necessary adjustments in curriculum design on a broader scale.
Organization of the study
The study is divided into five chapters:
- Chapter 1, ―Introduction‖, discusses the rationale, the scope of the study, the objectives of the study, and the research questions, as well as the organization of the study
- Chapter 2, ―Literature Review‖ presents a related theoretical background that precedes and necessitates the formation of this research
- Chapter 3, ―Methodology‖, describes the research procedures that have been utilized in the study
- Chapter 4, ―Findings and Discussions‖, contains the core part of the study It presents, analyzes, and synthesizes the data collected, which are followed by some findings and discussions
Chapter 5, titled "Conclusion," encapsulates the key findings regarding the shifts in motivation levels and the factors influencing these changes It also addresses the limitations of the research, offers pedagogical recommendations related to the topic, and presents suggestions for future studies The chapter is followed by the References and Appendices.
LITERATURE REVIEW
Motivation in education
Motivation is a widely studied topic across various fields such as psychology, education, sociology, human development, and business; however, researchers have yet to reach a consensus on its precise definition (Oxford & Shearin, 1994) Dürnyei (1998) highlights the lack of agreement in the literature regarding the specific meaning of motivation, despite its frequent use in educational and research contexts This section will begin with a brief exploration of the definition of motivation.
Motivation is a theoretical concept that encompasses the initiation, direction, intensity, persistence, and quality of goal-oriented behavior (Brophy, 2010) It is influenced by individual cognitive and affective processes, shaped through the interactive relationship between learners and their learning environment, which includes contextual and social factors that can act as enablers or barriers (Schuck et al., 2014) Additionally, motivation is described as an inner urge or desire that drives individuals to engage in specific activities (Brown, 1994) Language learning motivation is conceptualized as comprising three key elements (Gardner, 1985; Dürnyei, 1994).
Effort, desire, and attitudes play a crucial role in language learning, reflecting the time dedicated to the process, the learner's motivation, and their aspiration to enhance language skills Additionally, emotional behaviors and reactions are integral in understanding these three motivational components.
Motivation plays a crucial role in second language learning and acquisition, as emphasized by researchers such as Gardner & Lambert (1972) and Dửrnyei (2015) It drives individuals to pursue language learning to achieve goals and fulfill needs, with enjoyment in the process serving as a key indicator of motivation (Gardner, 1972) Furthermore, motivation significantly impacts language proficiency, encompassing essential skills like vocabulary, listening, reading, and writing (Gardner, 1985) Dửrnyei (2015) argues that motivation is vital for successful language acquisition; without it, even the most talented learners may struggle, while a strong motivation can compensate for skill deficits He advocates for engaging instructional design in both traditional and online learning environments, a challenging endeavor in today's distraction-filled world.
Motivation is a complex phenomenon that has been defined in various ways, yet all definitions emphasize its significance in determining the extent to which individuals engage in language learning According to Gardner (1985), motivation is driven by a desire to learn and the satisfaction derived from the learning process.
In the 1950s, Gardner and Lambert developed the Socio-Educational model of language acquisition, introducing integrative and instrumental motivations, which laid the groundwork for subsequent theories of motivation This model has served as a foundation for further research in the field Additionally, Deci and Ryan (1985) differentiated between intrinsic and extrinsic motivations, highlighting the distinction between internal and external drivers of motivation The upcoming section of the literature review will provide a comprehensive analysis of various types of motivation.
2.1.2.1 Intrinsic and Extrinsic Motivation in Learning
The self-determination theory, established by Deci and Ryan in 1985, identifies two primary types of motivation: intrinsic and extrinsic This theory is highly regarded in motivational psychology, as noted by Dửrnyei in 2005 Gholamreza Z and Hojat J (2015) have explored the application of this theory to second language acquisition, aiming to elucidate the factors influencing second language motivation.
Intrinsic motivation refers to engaging in activities for their inherent satisfaction rather than for external rewards (Ryan & Deci, 2000a, p.56) It encompasses the desire to learn and acquire new knowledge, the joy derived from enjoyable learning experiences, and the drive to tackle challenging tasks, such as completing difficult assignments (Deci & Ryan, 1985).
Extrinsic motivation is associated with three types of regulations: (1) external regulation, which drives individuals to seek rewards or avoid punishment, such as the desire to succeed in challenging tasks; (2) introjected regulation, where motivation stems from the need to prove one's competence and avoid negative feelings; and (3) identified regulation, which involves the motivation to gain advantages after completing a learning activity, like mastering a subject for future job opportunities (Erten, 2014, p.174).
Gardner (1985) and Krashen (1988) categorize the motivational factors influencing second language acquisition into two types: integrative and instrumental motivation These motivations play a crucial role in determining the success of learning a second language, each offering a unique perspective on the learner's drive.
Integrative motivation, as described by Brown (1994), refers to learners' desire to connect with the target language community and culture According to Saville (2006), these learners pursue a second language to engage with and relate to the target language group Masgoret and Gardner (2003) characterize integratively-motivated learners as those who embrace learning from other language groups and maintain positive attitudes during their educational journey.
Instrumental motivation, as described by Gardner et al (1983), refers to learning a language for its practical benefits rather than for social integration Learners with this motivation prioritize advantages such as improved job prospects, higher wages, and enhanced social status Their goals may include advancing their careers, fulfilling academic requirements, or engaging with technical literature Students motivated by external rewards, such as prestige or personal fulfillment, typically demonstrate instrumental behavior in their language learning pursuits.
Some scholars argue that there are no clear distinctions between intrinsic/extrinsic motivation from self-determination theory and integrative/instrumental motivation from Gardner’s socio-educational model Intrinsically motivated students enjoy learning a language, while integratively motivated students tend to have higher class satisfaction, as noted by Gardner (2009; 2010) Extrinsically motivated individuals study for practical reasons, influenced by rewards or the desire to avoid punishment, similar to instrumentally motivated learners who pursue education for practical outcomes like employment Consequently, it can be challenging to differentiate between instrumental and extrinsic motivation, as well as between integrative and intrinsic motivation, with the similarities between extrinsic and instrumental motivations being more pronounced.
2.1.3 The dynamic nature of motivation
Motivation is characterized by its temporal and dynamic nature, indicating that it fluctuates over time across different subject areas, learner groups, and learning contexts (Gardner, 1985; Dửrnyei, 2001b) To effectively explain changes in motivation during an activity, any theory or model must account for these variations Many students report that their motivation varies based on their perceptions of the study environment and their emotional state at the time, highlighting that motivation can experience swings This view contrasts with the positivist perspective, which suggests that motivation is static, along with other theories that stem from this notion.
Several approaches have supported the notion, including the process-oriented methodology proposed by Dửrnyei and Ottú (1998) and Dửrnyei (1999, 2000,
The dynamic nature of motivation is essential to understanding long-term learning activities, such as studying a second language Motivation is not a stable trait; it fluctuates over time, as teachers often observe in their students Factors like the time of the school year can significantly influence these variations in motivation.
Online learning and factors affecting learners’ motivation in online
The online learning environment encompasses any educational setting that leverages the Internet to provide instruction to learners who are separated by time, space, or both (Dempsey & Van Eck).
Allen & Seaman (2006) categorize learning environments into four types based on the extent of online content and activities The first type is conventional face-to-face courses, which utilize 0% online technology, relying solely on verbal or written presentations The second type is web-facilitated courses, where 1 to 29% of the course content is delivered through web-based technology to enhance traditional classroom experiences.
3) blended/hybrid courses (30 to 79%), for which courses blend online and face-to- face delivery, and usually have online discussions and face-to-face meetings; and,
4) online courses (80+%), for which most or all of the content and activities are delivered online and typically include no face-to-face meetings
Distance learning is increasingly recognized for its significant advantages, particularly in higher education It is often more cost-effective due to the elimination of travel expenses Beyond the health benefits highlighted during the Covid-19 pandemic, online education also provides universal access to resources, economic savings, and contributes to reduced air pollution by minimizing the need for commuting.
2021) With e-learning, teachers may still impart knowledge to students without the need for formal lectures in a classroom setting
The motivation levels of online students compared to those in traditional classrooms are a topic of discussion, as online learning environments offer unique characteristics that differ from conventional classroom settings (Adams, Sumintono).
Differences in perception significantly influence students' motivation, course satisfaction, and overall learning experiences In online learning environments, the dynamics of student motivation differ from traditional face-to-face settings Therefore, it is crucial for researchers to avoid assuming that motivation theories from conventional classrooms are applicable to online contexts without proper justification A comprehensive examination of online learners' motivation, including the evaluation of relevant motivational theories and structures, is essential for understanding their unique learning needs.
During the Covid-19 pandemic, the university conducted all classes online, utilizing digital platforms like Microsoft Teams and Zoom for direct interaction between teachers and students Students were required to keep their cameras on throughout the lessons, facilitating communication with both the instructor and their peers.
2.2.2 Factors affecting learners’ motivation in online learning
2.2.2.1 Dửrnyei (1994)’s framework of second language motivation
Dürnyei's process-oriented theory of motivation highlights the dynamic nature of second language learning, which is influenced by classroom settings and circumstances This literature review thoughtfully examines Dürnyei’s framework, emphasizing its educational approach that focuses on motivation from a classroom perspective The model categorizes second language motivation into three levels: language level, learner level, and the level of the learning situation, providing a comprehensive understanding of the factors affecting motivation in language acquisition.
The Language Level encompasses various aspects related to the community and culture of a second language, along with its intellectual and practical benefits This level highlights the established factors of second language motivation, which are associated with integrativeness and instrumentality.
The Learner Level encompasses the distinct attributes that individuals contribute to their learning journey, particularly highlighting the intricate nature of self-confidence This self-confidence is comprised of four key subcomponents: language use anxiety, perceived competence in the target language, causal attribution, and self-efficacy.
The Learning Situation Level encompasses various motivational components specific to second language learning in the classroom These include course-specific factors such as the syllabus, teaching materials, methods, and learning tasks; teacher-specific elements related to the teacher's personality, behavior, and teaching style; and group-specific aspects that consider the characteristics of the learner group.
Figure 1 Dửrnyei’s (1994) framework of L2 motivation
This study aligns with Dửrnyei's model, which encompasses essential factors influencing learners' motivation in language acquisition The model distinguishes between integrative and instrumental motivation at the learner level, while also addressing various components of the L2, including cultural and community aspects, as well as the intellectual and practical benefits associated with language learning However, this research will focus primarily on the learner's motivational processes rather than the language level Additionally, the learning situation level includes motivational conditions, but given that this research is conducted in an online learning context, it is crucial to consider other factors such as interaction and technical skills.
2.2.2.2 Self-Determination Theory and Motivation in Online Learning
Dửrnyei’s (1994) framework of L2 motivation is limited in its consideration of factors relevant to online learning To create a more comprehensive framework for this study, the researcher has chosen to incorporate several elements from the self-determination theory.
Self-determination theory, developed by Deci and Ryan, provides a comprehensive framework for understanding human needs, motivation, and well-being in today's social context It posits that fulfilling three fundamental human needs—autonomy, competency, and relatedness—promotes psychological growth and integration Autonomy refers to the sense of control and agency, competency relates to feeling capable in tasks, and relatedness involves a sense of belonging and connection with others.
Autonomy: The notion of autonomy is included in flexible learning, learner control, and learner autonomy Flexible learning, according to Brande (1994), is
Online learning empowers learners by allowing them to choose when, how, and what they want to learn, fostering a strong connection between autonomy and motivation The flexibility in time and location offered by online education is particularly beneficial for individuals who may be physically impaired, out of town, or otherwise occupied, enabling their participation in classes Research indicates that this flexibility is a significant motivator for online students (Kim, Liu, & Bonk, 2005; Morrison et al., 2004; Peltier et al., 2007).
The significance of learners' affiliation in achieving success in second language acquisition has been well recognized (Dennen, Darabi, & Smith, 2007; Hara & Kling, 2000; Wegerif, 1998) Online learning environments replace face-to-face interactions with computer-mediated communications, which are essential in traditional classrooms This shift has resulted in perceptions of online education as impersonal, cold, and demotivating (Galusha, 1997).
Previous studies in Vietnam
Numerous studies have explored students' motivation for learning English, aiming to uncover the factors that drive this motivation and identify effective strategies to enhance it This article focuses on a selection of research closely aligned with the author's own investigation.
Research by Nguyen (2011) and Bui & Duong (2018) revealed that instrumental (extrinsic) motivation is the predominant type among learners Despite varying reasons for learning English, students are primarily motivated by their ultimate goals, which include passing exams, gaining better educational opportunities, and securing excellent jobs These findings were further supported by Pham (2015), who noted that learners are significantly motivated by their career aspirations during speaking lessons.
Nguyen (2011) also revealed that half of the participants’ motivation dropped after a period of time This finding is consistent with the results of other previous research
Research in Vietnam has highlighted various demotivating factors affecting students' English learning Tran and Baldauf (2007) identified teacher-related factors as the primary source of demotivation, while Nguyen (2010) argued that subject-related factors are more significant Additionally, Nguyen (2010) emphasized the impact of the learning environment on both motivation and demotivation Nguyen (2011) further expanded the list by identifying dissatisfaction with syllabi and a lack of self-regulatory strategies as critical demotivating factors.
Regarding the online learning environment, the number of researchers is limited (Tran, 2014) in her study investigating the motivation of online learners of basic
English 1 at tienganh123.com found out that the reasons for learners to learn English in the course are not mainly to gain qualifications and because of their interest in culture and people in English-speaking countries It means that integrative motivation plays a more critical role than instrumental motivation when students learn English in their online courses The result is quite different from previous studies that the researcher has reviewed Regarding the factors affecting students’ motivation, the findings share a common factor with previously reviewed studies: the material The researcher concludes that material is the most important to learners as learners seem to be more attracted to the course with interesting and valuable materials
Researchers worldwide are increasingly focused on motivation in online learning A study by Kadiseran et al (2021) examined the motivating factors affecting university students in Malaysia during the Covid-19 pandemic The findings indicated that higher education institutions should thoroughly investigate student participation and the role of instructors as key motivation factors in online learning Additionally, the researchers recommended that institutions implement workshops or training sessions to enhance the acceptance and familiarity of both instructors and students with online learning platforms.
The researcher identified key similarities in previous studies, noting that most targeted non-English majors, indicating differing motivations for English learning compared to English majors Additionally, while many studies have explored language learner motivation, few have focused on the online environment These observations highlight a research gap, prompting the researcher to investigate the factors influencing first-year English majors' motivation to learn English in an online setting.
This chapter provides an overview of key motivation theories in education, highlighting various types and factors that influence students' learning motivation Additionally, it examines similar research conducted within the educational context of Vietnam, setting the stage for a comparative analysis with the findings of this study.
RESEARCH METHODOLOGY
Setting of the study
The research was conducted at a university in central Hanoi, Vietnam, where the researcher has over two years of experience teaching English This familiarity with the site facilitated access and encouraged student participation in the survey during the first semester of the 2020-2021 academic year, aligning with the school curriculum First-year English major students are required to develop four skills—speaking, listening, reading, and writing—along with grammar and integrated English skills The course materials included a primary course book authored by English writers and authentic resources for each subject, with the official books forming the core content To enhance student engagement in the online learning environment, additional tailored materials were provided.
The core curriculum consists of 15 weeks with 30 class periods, maintaining the same course materials and time allocation as the traditional curriculum Students engage in two 50-minute contact hours per week for each subject via the Microsoft Teams application, where they are required to be visible to both the teacher and classmates Collaborative activities involve smaller groups of two to five students discussing tasks Homework is assigned and reviewed through Microsoft Teams, and students receive written instructions on using the application before the semester begins All assessments during the semester are conducted online.
Speaking& Listening Skill Skillful Second Edition 1
English Speaking and Listening 1 (for internal use) Reading Skill Reading Explorer 1
Writing Skill Longman Academic Writing 2
English Writing 1 (for internal use)
Grammar Practice English for Everyone – English Grammar Guide
English Integrated Skill English Integrated skills (for internal use)
Table 1 Main course books used in the first semester
Participants
The research targets a substantial population of 160 first-year English-major students across 8 classes, each containing 18 to 24 students, predominantly aged 18 and native Vietnamese speakers This sizable sample enhances the reliability of the findings and supports valid generalizations Prior to administering the questionnaire, the researcher obtained consent from all participating students, ensuring their anonymity throughout the study.
Research Design
Quantitative research focuses on identifying problems through the generation of numerical data that can be transformed into usable statistics This method processes measurable data to establish facts and reveal patterns in research Common quantitative data collection methods encompass surveys, interviews, longitudinal studies, website interceptors, online polls, and systematic observation.
This study utilized quantitative data analysis to evaluate changes in students' motivation levels and the factors influencing these changes in online learning The analysis was performed using Statistical Packages for Social Science (SPSS) version 16, applying means, variances, and standard deviations to measure the variations in students' motivation and the underlying factors affecting these changes.
Data collection
In this study, a survey questionnaire was selected as the primary research tool to effectively gather insights into participants' beliefs about learning and their responses to classroom instruction and activities This method not only facilitates the collection of valuable information but also simplifies the analysis process, as it typically yields numerical data.
& McLean, as cited in Cohen et al., 2007, p 317)
All participants in the study were Vietnamese students majoring in English, and the questionnaire was conducted in English The researcher provided continuous support and clear instructions throughout the process At the start of the questionnaire, explicit guidance was shared in the group chat to clarify the research's purpose and ensure the confidentiality of responses To enhance data reliability, all participants remained anonymous.
The online surveys were conducted using self-administered questionnaires via Google Forms, consisting of three main sections The first section collected demographic information, including participants' age, gender, and online learning duration The second section aimed to assess changes in students' motivation levels before and after a semester, with participants reporting their motivation at both the beginning and end of the semester The third section focused on identifying factors influencing changes in motivation during online learning, featuring 35 statements adapted from Pham (2015)’s framework on learner motivation.
The research aligns with Ph m’s framework, which explores the factors influencing learner motivation in traditional face-to-face settings Consequently, the researcher chose to adapt this framework for the online environment Participants were asked to evaluate the truth of specific statements about themselves on a five-point scale, ranging from (1) never or almost never true to (5) always or almost true The interpretation of mean scores was consistent with the frequency system proposed by Oxford.
In a study conducted in 1989, it was determined that students' motivation levels were significantly influenced by various factors, with a mean score of 4.5 or above indicating an extremely high impact Scores ranging from 3.5 to less than 4.5 reflected a high influence, while scores between 1.5 and less than 2.5 suggested a low level of impact Scores below 1.5 indicated that students were not affected by these factors at all Descriptive statistics were utilized to analyze the correlation between these factors and the changes in students' motivation levels.
After the semester concluded and students received their final grades, a questionnaire was distributed to 160 students, with 102 participants completing the survey This resulted in a response rate of 64%, which is considered average Detailed information about each item in the questionnaire can be found in Table 2.
Table 2 Structure of the motivation questionnaire
(Changes in student’s motivation level)
Motivation level at the beginning of the semester Motivation level at the end of the semester
(Factors most affect students’ motvation)
18 Relevance (of the course to one’s needs)
20 Satisfaction (one has in the outcome)
The questionnaire was piloted with five students to ensure clarity and comfort with the language used After evaluation by two experienced teachers, the updated questionnaire was distributed via Google Forms An online Zoom meeting facilitated discussions, allowing participants to clarify any confusing aspects and share feedback on the questionnaire's structure and content Following this process, the finalized questionnaire was prepared for distribution to the actual participants.
In March 2022, a finalized questionnaire was distributed to 160 students who had completed their first semester of online learning The researcher assured participants of confidentiality and explained the study's purpose, seeking their consent to participate A detailed guide was provided in a group chat to ensure clarity about the process Within 20 minutes, 102 responses were collected, with the researcher available to offer timely support throughout the process.
After collecting the data from the Google Form, the data were analyzed by using SPSS version 16 The process of quantitative data analysis used in the study is as follows:
The paired-sample T-test was conducted to analyze the mean difference in motivation levels between the start and end of the semester.
Descriptive statistics, including mean and standard deviation, were employed to analyze the impact of various factors on motivation levels in English online learning The data was categorized into groups based on changes in motivation: those with decreased motivation, those with increased motivation, and those with unchanged motivation Subsequently, descriptive statistics were calculated to determine the mean scores of the influencing factors within each group.
Data collection procedure
In this chapter, based on responses, all collected data from the questionnaires will be concretized to provide the answers to the two research questions
Information Number and percentage of students
The study involved 102 students, predominantly aged 18-19, who made up about 95% of the participants Approximately 75% of these students had been studying English online for over six months Notably, the majority of English language majors at the university were women, with females representing 80% of the participants.
A paired sample T-test was employed to compare the mean motivation level at the beginning and end of the semester It can be seen from the chart that sig (2-tailed)
The statistical analysis revealed a significant difference in the motivation levels of students from the beginning to the end of the semester, with a p-value of 0.019, which is less than the threshold of 0.05 Additionally, the mean motivation score of 0.235 indicates that students experienced an increase in motivation after a semester of online learning.
FINDINGS AND DISCUSSION
Participants
Information Number and percentage of students
The study involved 102 students, predominantly aged 18-19, who made up about 95% of the participants Approximately 75% of these students had been studying English online for over six months Notably, the majority of English language majors at the university were women, with females representing 80% of the participants.
Changes in students’ motivation
A paired sample T-test was employed to compare the mean motivation level at the beginning and end of the semester It can be seen from the chart that sig (2-tailed)
The statistical analysis revealed a significant difference in the motivation levels of students from the beginning to the end of the semester, with a p-value of 0.019, which is less than the threshold of 0.05 Additionally, the mean motivation score of 0.235 indicates that students experienced an increase in motivation after a semester of online learning.
Table 4 reveals that student motivation remained high throughout the semester, with an overall mean score of 3.56 Notably, motivation levels at the beginning and end of the semester were also elevated, scoring 3.40 and 3.64, respectively This increase in motivation from 3.40 to 3.64 by the semester's end is a positive outcome for educators and administrators, indicating that students' motivation was sustained even in the context of online learning.
Motivation at the beginning of the semester
Motivation at the end of the semester
Table 4 Changes in student’s motivation level (N2)
Figure 2 Changes in students’ motivation level (N2)
Figure: Changes in students' motivation
More than one-third of participants experienced an increase in motivation, with 26% maintaining high levels and 14% sustaining average motivation Only 4% reported low motivation throughout the semester, while one-fifth experienced a decline This is a positive indication, as the majority of students remained enthusiastic about learning despite the challenges of an entire semester conducted online.
Factors affecting student’s motivation
This section discusses the study's findings, focusing on three key categories of factors that may affect students' motivation: language level, learner's situational context, and group-specific motivational components.
The increase in motivation among students can be attributed to their demographic, as all participants were young adults aged 18-21 This age group is particularly advantageous for embracing new teaching methods and effectively addressing any technical challenges that may arise during the learning process.
Table 5 Factors affecting students’ motivation (N2)
Table 5 reveals students' overall opinions on factors influencing their motivation, highlighting that language level, encompassing both integrative and instrumental motivation, is the most significant However, there are no substantial differences in motivation levels among the three groups: decreased, increased, and unchanged motivation A similar trend is noted in teacher-specific and group-specific motivational components, where slight variations in motivation levels (3.49, 4.03, and 3.62) are observed, but they are not statistically significant Ultimately, it can be concluded that both the type of motivation for learning English and specific teacher-related factors play a crucial role in shaping students' motivation.
Other factors, namely learner level and course-specific motivational components vary significantly among each motivation group
The following part of the study will discuss the breakdown of each category in detail
In Dửrnyei’s framework, language level encompasses both instrumental and integrative motivation The questionnaire included items 3-7 to assess students' motivation types, with items 3-5 focusing on integrative motivation and items 6-7 on instrumental motivation Table 6 presents a summary of the mean scores for students' self-rated motivation types.
Table 6 Means score of students’ types of motivation (N2)
Overall, it can be seen that students’ motivation is fueled and shaped by combining different kinds of motivation, integrative and instrumental motivation Each of these weighed differently
The study reveals that participants exhibited a high level of motivation for learning English online, with mean scores ranging from 4.1 to 4.6 Notably, instrumental motivation emerged as the dominant factor, achieving an impressive average of 4.65 out of 5 Respondents showed a significantly higher inclination towards instrumental motivation compared to integrative motivation, which had a lower average score The data highlights that students primarily pursued English for external benefits, such as enhanced career opportunities (M: 4.81), further education (M: 4.46), and a passion for English art and literature (M: 4.19) Overall, English-majored students at the university demonstrated a stronger instrumental motivation than integrative motivation.
The study reveals that students' reasons for learning English did not significantly impact their motivation levels Regardless of their motivational types—integrative or instrumental—all three groups exhibited similar changes in motivation Therefore, it can be concluded that the type of motivation had minimal effect on students' motivation to learn English.
In conclusion, both types of motivation are found to be important to the majority of students Apparently, the instrumental type was the most dominant component in students’ motivation
Table 7 presents the participants' views on the factors influencing their motivation at the learner level, highlighting two key motivational sub-components: the need for achievement and self-confidence, as outlined in Dürnyei’s framework Autonomy is linked to students' capacity to choose what, how, where, and when they learn (items 6 and 7) Additionally, self-confidence is further categorized into four sub-components: language use anxiety (item 8), causal attribution (item 9), self-efficacy (item 10), and competency (items 11-14).
6 I am very active in learning English I am clear about what and how I should learn
7 I can choose when, where and how to learn in my courses 2.2 3.53 2.86
8 I feel confident when I am called in my online English classes
9 I feel confident when I catch up with my classmates when I learn online
10 Considering the difficulty of the classes, the teachers, and my skills, I think
I can do well in my online classes
11 I feel competent using technologies in my online English class
Factors Decreased Increased Unchanged problems when studying English online
13 I feel anxious and distressed when I get technical problems with my devices or internet when learning online
14 I get timely support with technical problems when studying online 2.4 3.5 3.11
Table 7 Factors affecting student’s motivation at learner’s level (N2)
Table 7 reveals a significant mean difference in motivation changes among three groups, with students experiencing increased motivation scoring an average of 3.57, notably higher than the other groups at 1.93 and 2.95 In the increased motivation group, casual attribution stands out with the highest mean score of 3.87 Similarly, in the unchanged motivation group, causal attribution factors also rank first, achieving a mean score of 3.32 This suggests that students felt more confident when they were able to keep up with their classmates during online studies.
Students with decreased motivation often feel unconfident due to their inability to keep pace with classmates In contrast, highly motivated students exhibit a strong sense of autonomy, clearly understanding their learning objectives and having the freedom to choose their learning environment in online classes This autonomy contributes to their confidence, as they feel at ease when called upon during discussions, unlike their less motivated peers who experience anxiety in similar situations Additionally, groups with unchanged motivation levels show relatively high mean scores, ranging from slightly above 2.5 to 3.32, indicating that those whose motivation remained constant after a semester generally possess high motivation levels.
Students' competency in using technology for online learning varies significantly based on their motivation levels Those with increased or stable motivation reported confidence in their technological skills, effectively handling technical issues In contrast, students experiencing a decline in motivation felt less competent, reflected in a low mean score of 2.35 for their technological abilities Despite all groups facing regular technical problems, the lack of timely support led to feelings of worry and distress However, the two more motivated groups reported a more positive experience with technical support.
In Dửrnyei’s framework, the situational level includes course-specific, teacher- specific, and group-specific motivational components The following part of chapter three is to discuss each section in detail
Table 8 illustrates the participants' opinions on the relationship between factors at the situational learning level and their change in motivation
11 Studying online, I enjoy most of the
English lessons in my program They are interesting
12 The syllabi of the online English program meet my expectation They are suitable for me
13 The online English program has helped me to reach my goal of studying
14 I am satisfied with my mark when studying online
The average rate for motivational factors is moderate, with scores ranging from 2.05 to 3.27, and the increased motivation group leading with a mean score of 3.27 Students in this group expressed satisfaction with the course content, benefiting from diverse online resources despite the lack of face-to-face interaction They found the online program's syllabi relevant and helpful in achieving their English study goals Conversely, the unchanged motivation group also reported relatively high mean scores, yet participants were dissatisfied with their course scores, which ranged from 1.75 to 2.36, below the cut score This trend was similarly observed in the unchanged groups, where three out of four mean scores exceeded 2.5.
Students in the decreased group expressed dissatisfaction with the course, feeling that its content, relevance, and outcomes did not meet their expectations Their mean scores ranged from 1.75 to 2.3, indicating a significant level of discontent with various aspects of the course.
This study explores how various aspects of a teacher's approach—specifically their authority type, modeling, task presentation, and feedback—impact students' motivation in online English learning Students were surveyed to assess the connection between their teacher's instructional methods and shifts in their motivation levels.
Statistics indicate that students across three groups rated their teachers' abilities and skills highly, with average mean scores between 3.49 and 4.03 Notably, the increased group placed the highest value on their teacher's knowledge and skills in English, achieving a mean score of 4.32 This was followed by ratings for teacher friendliness (4.21), encouragement (4.08), and helpfulness (3.89).
15 Many of my teachers always encourage me to learn when I study online
16 In my online classes, many of my teachers are friendly, approachable and helpful
17 In my online classes, many of my teachers have good knowledge and skills in English
18 In my online classes, many teachers present the material in a way that makes it relevant to me
19 In my online classes, many of my teachers give clear instructions about how to carry out a task
20 In my online classes, the teachers provide regular feedback that helps me gauge my performance in this class
21 The instructor responds to questions clearly, completely, and in a timely manner in my online classes
22 I get help with language mistakes in the online classroom 3.65 3.84 3.55
The table reveals that students across all three groups shared a similar perception of teacher-related factors, showing no significant differences Notably, even among students who reported a decline in motivation, their views on their teachers remained positive, with mean scores between 2.95 and 3.65.
CONCLUSION
Major findings of the study
A study involving 102 first-year English major students aimed to explore changes in their motivation to learn English and the influencing factors The analysis of questionnaire data revealed that most participants experienced either increased or stable motivation levels after a semester of online learning, with only one-fifth reporting a decrease This positive outcome suggests that students maintained a favorable attitude towards learning despite the challenges of online education In contrast, previous research by Nguyen (2011) indicated that over half of participants in a traditional offline setting experienced a decline in motivation, highlighting a significant concern The differences in findings can be attributed to the distinct contexts of the studies, as Nguyen's research focused on English non-major students in a traditional environment.
The study examined three groups of students—those with increased motivation, decreased motivation, and unchanged motivation—to identify the factors influencing these changes It was found that students' orientation towards learning English, whether instrumental or integrative, significantly affected their motivation levels, aligning with previous research by Nguyen (2011) and Pham (2015) Notably, while specific teacher-related factors positively impacted learners, they did not directly cause differences in motivation Among the groups with increased and unchanged motivation, high mean scores indicated that various factors influenced their motivation, with teacher-related aspects playing a crucial role Students expressed satisfaction with their teachers' skills, friendliness, and instructional quality, as well as the cohesion within their groups However, they reported lower satisfaction regarding their course scores and the quality of interactions during online learning These findings are consistent with earlier studies, including Pham (2015), which highlighted the importance of teacher quality and group cohesion in enhancing student participation.
The third group reveals that teachers and types of motivation are not the primary causes of decreased motivation, as most students acknowledged receiving support from their teachers The majority learned English for specific occupational purposes However, four key sources of demotivation were identified: lack of autonomy, low confidence, insufficient interaction among students on online platforms, and dissatisfaction with scores These findings align with previous research discussed in chapter 2 and hold significant implications for future educators and policymakers.
Implications
The primary aim of this study was to support teachers in maintaining their students' motivation to learn English The findings present several significant implications for educators.
To enhance student motivation, it is crucial for teachers to align tasks with learners' competence levels and provide ample encouragement to boost their confidence, particularly in technology use Clear guidelines for online platform usage should be established before the semester begins, ensuring all students feel capable of tackling online tasks and resolving technical issues Additionally, timely support for struggling students is essential, and creating tutorial videos can effectively assist those who frequently encounter technical challenges, ultimately saving teachers' time.
Fair assessment in online learning is crucial for student satisfaction with their scores Teachers should objectively grade assignments and term papers by adhering closely to established rubrics, which help reduce bias Utilizing assessment platforms that provide a flexible yet consistent grading standard ensures that all students understand the expectations and evaluation criteria Furthermore, focusing on the content of individual responses, rather than the overall submission or student identity, can help mitigate unconscious bias, leading to a more equitable learning experience.
To effectively deliver online courses, teachers must be proficient in technology and prioritize maintaining student engagement The design of English programs should be thoughtfully adapted for the online setting, allowing teachers to modify lessons by adding or removing elements to suit virtual classes Incorporating activities that foster student autonomy and motivation is essential, and instructors can leverage various internet resources to invigorate the learning experience Utilizing interactive materials, charts, and 3D animations can create a dynamic learning environment, moving beyond traditional textbook theory to enhance knowledge distribution.
Online learning can lead to feelings of alienation, especially during the Covid-19 pandemic when students are unable to interact with professors or peers in person This lack of interaction can hinder their learning experience To combat this, educators should promote communication through technological means and encourage students to connect with one another Additionally, assigning students to small groups of 2-3 for class activities can foster camaraderie and solidarity, enhancing their motivation and engagement in the learning process.
Teachers should offer consistent feedback and promptly address student inquiries to ensure that all students feel their opinions are valued To alleviate the challenges of online learning, instructors must encourage student engagement by providing timely and frequent feedback.
Self-monitoring is an effective technique for enhancing student engagement and awareness of academic progress Online learning platforms offer reporting tools that compile essential data, including enrollment numbers, attendance, grades, and timesheets These detailed reporting tools also evaluate student performance in individual modules, enabling students to gain insights into their strengths and weaknesses With this knowledge, students can approach their classes with increased confidence.
Limitations of the study
Despite the researcher’s efforts, the study had a variety of limitations because of time constraints and a lack of resources Significant shortcomings will be discussed below:
The research aimed to explore various factors affecting students' motivation to learn English; however, the exclusive use of quantitative methods limited the depth of the analysis While the researcher could assess students' satisfaction levels regarding these factors, the study did not delve into further insights, highlighting a significant limitation of the quantitative approach.
Students' motivation serves as a vital source of information; therefore, it is essential to consider specific classroom events from the viewpoints of both teachers and through direct classroom observation.
The reliance on a single instrument, the questionnaire, limited the researcher's ability to obtain in-depth information To enhance data validity, it is recommended to incorporate semi-structured interviews as well.
Suggestions for further studies
Based on the findings and limitations of this study, the author recommends several avenues for future research focused on motivation in online language learning.
This study primarily examined English-majored students, highlighting the need for further research on motivation in online learning involving a broader participant base Expanding the research to include students from various majors who are learning English could provide valuable insights.
Another suggestion is to look at the problem from the viewpoints of the students, their instructors, and their families Again, only a tiny number of participants may participate in this
This research highlights the motivation in online learning during the Covid-19 pandemic, indicating significant opportunities for further exploration Future studies on the motivation of students participating in online courses present a valuable avenue for investigation.
This research highlights that students often struggle with confidence, autonomy, and interaction when using online platforms This finding paves the way for future studies aimed at identifying strategies to boost students' confidence and autonomy, as well as methods to enhance interaction among peers during online learning.
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I am Luong Thúy Nguyệt , from Hanoi, Vietnam This questionnaire is being conducted as a part of my research titled “ Investigation into Motivation of
The article focuses on exploring the motivation of first-year English major students in online English learning It requests participants to complete a survey, assuring them that their information and opinions will remain confidential.
If you have any comments, please contact me via email: nguyetluongthuy@gmail.com
Thank you for your time and contribution
Please feel free to write down some information about yourself
6 How long have you been learning
1 My motivation to learn English at the beginning of the semester
2 My motivation to learn English now
Section 3: Factors affecting student’s motivation
Which statements are true for you? Put a tick on the number from 1-5
(1) never or almost never true of me; (2) Somewhat true of me; (3) Neutral; (4)
Somewhat untrue of me; (5) always or almost true of me
3 I love English as it is such a beautiful language
4 I am interested in English art and literature (music, movies, stories, articles, etc.)
5 I enjoy meeting and having conversations with friends or people who speak English, especially those from English- speaking countries
6 English will be helpful for my (future) career (get a good job or promotion)
7 It will enable me to further my education
8 I am very active in learning English I am clear about what and how I should learn
9 I can choose when, where and how to learn in my courses
10 I feel confident when I am called in my online English classes
11 I feel unconfident when I catch up with my classmates when
12 Considering the difficulty of the classes, the teachers, and my skills, I think I can do well in my online classes
13 I feel competent using technologies in my online English class
14 I have encountered some technical problems when studying
15 I feel anxious and distressed when I get technical problems with my devices or the internet when learning online
16 I get timely support with technical problems when studying online
17 Studying online, I enjoy most of the English lessons in my program They are interesting
18 The syllabi of online English program meet my expectation
They are suitable for me
19 The online English program has helped me to reach my goal of studying English
20 I am satisfied with the mark when studying online
21 Many of my teachers always encourage me to learn when I study online
22 In my online classes, many of my teachers are friendly, approachable and helpful
23 In my online classes, many of my teachers have good knowledge and skills of English
24 In my online classes, many of the teachers present the material in a way that makes it relevant to me
25 In my online classes, many of my teachers give clear instructions about how to carry out a task
26 In my online classes, the teachers provide regular feedback that helps me gauge my performance in this class
27 The instructor responds to questions, clearly, completely, and in a timely manner in my online classes
28 I get help with language mistakes in the online classroom
29 I want to complete the goal of the online lesson
30 My peers have a good influence on me They encourage and motivate me to learn in my online classes
31 Most of my class members are willing to help each other to learn in my online classes
32 There is a good sense of competition in my online classes
33 I feel connected with my teachers and my classmates
34 I pay attention in classes when learning online
35 I enjoy class discussions via Zoom, Google meeting,
Microsoft teams or any other online applications
36 I feel like I can freely communicate with the teachers in classes via Zoom, Google meeting, Microsoft teams or any other online applications
37 I feel like I can freely communicate with other students in classes via Zoom, Google meeting, Microsoft teams or any other online applications
APPENDIX II: STUDENTS’ QUESTIONNAIRE RESPONSES
APPENDIX III: DATA ANALYZED ON SPSS
APPENDIX IV: EXTRACT OF MODEL QUESTIONNAIRE