Luận văn a study on the motivation in learning english of gifted students at high school for gifted students hanoi national university of education

'This is also the reason I would like to conduet a study on the motivation of students of 3 levels: grade 10, gride 11 and grade 12, who are English al High School for Gifled Student, Ha

VIETNAMNATIONALUNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRẢN HOÀI LINH

A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF

GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS,

HANOI NATIONAL UNIVERSITY OF EDUCATION

(NGHIEN CUU VE DONG CO HOC TIENG ANH CUA HỌC SINH

CHUYÊN, TRƯỜNG TIIPT CIIUYÊN, DẠI HỌC SƯ PHẠM)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Mcthodology Code: 60140111

HANOI -— 2014

VIETNAMNATIONALUNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRAN HOAI LINH

A STUDY ON THE MOTIVATION IN LEARNING ENGLISII OF

GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS,

HANOT NATIONAL UNIVERSITY OF EDUCATION

(NGHIEK CUU VE DONG CO HQC TIENG ANH CUA HỌC SINH

CHUYEN, TRUGNG THPT CHUYEN, DAI HOC SU PHAM)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Pruf Dr Hoang Van Van

TTANOT—2014

DECLARATION

L hereby certify that the minor thesis entitled “A Study on the Motivation in Learning English of Gitted Students at High School for Gifted Students, Hanoi

National University of Education” is the result of my own work in partial

fal flinent of the requiremenis for the degree of Master of Arts in English Teaching,

Methodology at Faculty of Posl-graduaic Studies, Universily of Languages aud International Studics, Victnam National University, Hanoi The rescareh has not

been submitted to any other university or institution wholly and partially

Hanwi, 2014 Trần Hoài Linh

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation

3.4, Instrumental and Integrative Motivation

3.4, Instrumental and Integrative Motivation

3.4, Instrumental and Integrative Motivation

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation

3.4, Instrumental and Integrative Motivation

with the one who is totally devoted to English and studies this subject as his major

or passion 'This is also the reason I would like to conduet a study on the motivation

of students of 3 levels: grade 10, gride 11 and grade 12, who are

English al High School for Gifled Student, Hanoi National University of Education (HNUE}

2 Aims of the Research

The study aims at investigating the types of motivations of students majoring in English at High School for Gifted Students, HNUL and whether there are any differences among the motivation surveyed among students in grade 10, grade 11

and grade 12 ‘The results can be a useful source of reference information for teachers of the classes surveyed as well as the classes to come to work ont the proper way lo improvise the teaching methads and make their students mors

strongly motivated

3 Objectives of the Research

The study is originally conducted to identiy the change in motivation among gifted students in terms of time As stated by Ryan (2000), intrinsic motivation fades out with “each advancing grade” It was also assumed that students were not much as

infegratively as well as intrinsically motivated as mnstrumentally and extrinsically motivaled Thus, to find out whethor these bypathesss are (ruc among gifled students at High School for Gifled Students (HNUR), the objectives rz determined

In this investigation, the following research qucstions were aildrosscd:

1L Whal types of motivation cxist among students al High School for Gifled Students (HNUE)? And which types of motivation prevail?

2 Do gifted students of English in grades 10, 11 and 12 ditier in their motivation to Jeam English, and what are the differences?

3.4, Instrumental and Integrative Motivation

PART A: INTRODUCTION

1 Rationale for the Study

In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions It is undeniable that the motivation has a strong impact on the leaming and behaviour of students Specifically, it affects students’ choice, their goals in Ieaming It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly

Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed

by many English teachers is the cffort to maintain the students’ interest in learning

English Teachers have to well balance the preparation for the exam and the lite- long language skills

Since most researchers and teachers are aware of the importance of motivation

im leaming, they have been allempting to figure oul ways to increase the students’

motivation by carrying oul studies of motivation among students Numerous studios

about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide

As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you

cannot reinforce them to “swallow” the knowledge, instead you can let them acquire

the knowledge themselves by providing them with leaming motivation ] am myself

a teacher and I know how crneial the motivation is for teaching and leaning [lence

a teacher's goal is to show his or her students an interesting way to the waler by

making him a motivated student To work out the proper way, teachers are supposed

to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming A student

who is oriented to pursue natural sciences and does not care much about English

would wish to experience a different way of leaming and teaching in comparison

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

A special word of thimks goss lo my students, without whor it would never have been possible for me to have this thesis accomplished

Last by not least, I am greatly indobted to my family for the sacrifice they have devoted to the fulfillment of this academic work,

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

PART A: INTRODUCTION

1 Rationale for the Study

In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions It is undeniable that the motivation has a strong impact on the leaming and behaviour of students Specifically, it affects students’ choice, their goals in Ieaming It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly

Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed

by many English teachers is the cffort to maintain the students’ interest in learning

English Teachers have to well balance the preparation for the exam and the lite- long language skills

Since most researchers and teachers are aware of the importance of motivation

im leaming, they have been allempting to figure oul ways to increase the students’

motivation by carrying oul studies of motivation among students Numerous studios

about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide

As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you

cannot reinforce them to “swallow” the knowledge, instead you can let them acquire

the knowledge themselves by providing them with leaming motivation ] am myself

a teacher and I know how crneial the motivation is for teaching and leaning [lence

a teacher's goal is to show his or her students an interesting way to the waler by

making him a motivated student To work out the proper way, teachers are supposed

to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming A student

who is oriented to pursue natural sciences and does not care much about English

would wish to experience a different way of leaming and teaching in comparison

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

3.4, Instrumental and Integrative Motivation

A special word of thimks goss lo my students, without whor it would never have been possible for me to have this thesis accomplished

Last by not least, I am greatly indobted to my family for the sacrifice they have devoted to the fulfillment of this academic work,

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

PART A: INTRODUCTION

1 Rationale for the Study

In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions It is undeniable that the motivation has a strong impact on the leaming and behaviour of students Specifically, it affects students’ choice, their goals in Ieaming It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly

Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed

by many English teachers is the cffort to maintain the students’ interest in learning

English Teachers have to well balance the preparation for the exam and the lite- long language skills

Since most researchers and teachers are aware of the importance of motivation

im leaming, they have been allempting to figure oul ways to increase the students’

motivation by carrying oul studies of motivation among students Numerous studios

about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide

As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you

cannot reinforce them to “swallow” the knowledge, instead you can let them acquire

the knowledge themselves by providing them with leaming motivation ] am myself

a teacher and I know how crneial the motivation is for teaching and leaning [lence

a teacher's goal is to show his or her students an interesting way to the waler by

making him a motivated student To work out the proper way, teachers are supposed

to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming A student

who is oriented to pursue natural sciences and does not care much about English

would wish to experience a different way of leaming and teaching in comparison

ABSTRACT

This study was intended to investigate the motivation of English gifted

students at High School for Gifted Students, Hanoi National University of Education

(HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of

motivations that exisL among Rnglish gifled students al High School for Gifled

Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation In the study, 158 students

participated in completing the questionnaire retlecting the learning motivation The

results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also

found thal students of grade 1] were more infegralive and inbinsic onented than

those in grade 10 and grade 12 Finally, based on the findings, some suggestions fer

teachers of these classes are offured.

LIST OF ABBREVIATIONS, TABLES AND FIGURES:

Talile 1: Information on the Nurnber of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject 20

Eigure 5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15

figure 11: Amotivation Pattem of Grade 10 Students 26

Figure 12: Amotivation Pattem of Grade 11 Students „36

Eigtrs 13: Amotivation Pattern of CGrade 12 Students 27

Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades 7

Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29

Abbreviations

LLM: Language Leaming Motivation

HNUE: Hani National University of Education

L2: second language

AMBIT: Attitude / Motivation Test Battery

iv

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation

with the one who is totally devoted to English and studies this subject as his major

or passion 'This is also the reason I would like to conduet a study on the motivation

of students of 3 levels: grade 10, gride 11 and grade 12, who are

English al High School for Gifled Student, Hanoi National University of Education (HNUE}

2 Aims of the Research

The study aims at investigating the types of motivations of students majoring in English at High School for Gifted Students, HNUL and whether there are any differences among the motivation surveyed among students in grade 10, grade 11

and grade 12 ‘The results can be a useful source of reference information for teachers of the classes surveyed as well as the classes to come to work ont the proper way lo improvise the teaching methads and make their students mors

strongly motivated

3 Objectives of the Research

The study is originally conducted to identiy the change in motivation among gifted students in terms of time As stated by Ryan (2000), intrinsic motivation fades out with “each advancing grade” It was also assumed that students were not much as

infegratively as well as intrinsically motivated as mnstrumentally and extrinsically motivaled Thus, to find out whethor these bypathesss are (ruc among gifled students at High School for Gifled Students (HNUR), the objectives rz determined

In this investigation, the following research qucstions were aildrosscd:

1L Whal types of motivation cxist among students al High School for Gifled Students (HNUE)? And which types of motivation prevail?

2 Do gifted students of English in grades 10, 11 and 12 ditier in their motivation to Jeam English, and what are the differences?

PART A: INTRODUCTION

1 Rationale for the Study

In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions It is undeniable that the motivation has a strong impact on the leaming and behaviour of students Specifically, it affects students’ choice, their goals in Ieaming It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly

Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed

by many English teachers is the cffort to maintain the students’ interest in learning

English Teachers have to well balance the preparation for the exam and the lite- long language skills

Since most researchers and teachers are aware of the importance of motivation

im leaming, they have been allempting to figure oul ways to increase the students’

motivation by carrying oul studies of motivation among students Numerous studios

about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide

As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you

cannot reinforce them to “swallow” the knowledge, instead you can let them acquire

the knowledge themselves by providing them with leaming motivation ] am myself

a teacher and I know how crneial the motivation is for teaching and leaning [lence

a teacher's goal is to show his or her students an interesting way to the waler by

making him a motivated student To work out the proper way, teachers are supposed

to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming A student

who is oriented to pursue natural sciences and does not care much about English

would wish to experience a different way of leaming and teaching in comparison

PART A: INTRODUCTION

1 Rationale for the Study

In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions It is undeniable that the motivation has a strong impact on the leaming and behaviour of students Specifically, it affects students’ choice, their goals in Ieaming It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly

Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed

by many English teachers is the cffort to maintain the students’ interest in learning

English Teachers have to well balance the preparation for the exam and the lite- long language skills

Since most researchers and teachers are aware of the importance of motivation

im leaming, they have been allempting to figure oul ways to increase the students’

motivation by carrying oul studies of motivation among students Numerous studios

about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide

As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you

cannot reinforce them to “swallow” the knowledge, instead you can let them acquire

the knowledge themselves by providing them with leaming motivation ] am myself

a teacher and I know how crneial the motivation is for teaching and leaning [lence

a teacher's goal is to show his or her students an interesting way to the waler by

making him a motivated student To work out the proper way, teachers are supposed

to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming A student

who is oriented to pursue natural sciences and does not care much about English

would wish to experience a different way of leaming and teaching in comparison

1 RATIONALE FOR THE STUDY

2, AIMS OF THE RESEARCH

3 OBJECTIVES OF THE RESEARCH

4, RESEARCH QUESTIONS

5 SCOPE OF TILE RESEARCH

6 SIGNITTCANCE OF TITE RESEARCH

7 STRUCTURAL ORGANIZATION OF THE THESIS

2.5, Data Collection Procadures

3.1 Students’ Main Goal of Leaming

3.2 Main Goal of Leaming

3.3 Intinsic and Extrinsic Motivation