000070054 THE RELATIONSHIP BETWEEN MOTIVATION AND ACADEMIC ACHIEVEMENT: A SURVEY WITH STUDENTS OF ENGLISH AT THE UNIVERSITY OF LABOUR AND SOCIAL AFFAIRS (ULSA) MỐI QUAN HỆ GIỮA ĐỘNG LỰC VÀ THÀNH TÍCH HỌC TẬP: KHẢO SÁT SINH VIÊN TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC LAO ĐỘNG VÀ XÃ HỘI (ULSA)
B a c k g r o u n d t o t h e s t u d y
The role o f motivation in language le a rn in g
Motivation plays a central role in L2 learning, a view that teachers and researchers across human learning have widely accepted It has consistently emerged as a strong predictor of successful language learning in numerous studies, including work by Gardner and his colleagues as well as research from scholars around the world.
In Canada, where French and English are official languages, social psychologists have found that aptitude and motivation are the two factors most strongly associated with second-language achievement Gardner (1985)’s socio-educational model of SLA posits that learners who hold positive attitudes toward the target culture and its people tend to learn the language more effectively than those with less favorable attitudes Moreover, Oxford and Shearin (1994) argue that higher motivation increases a learner’s chances of success in language learning.
Moreover, motivating students to select their own L2 learning strategies is a key role of motivation in language education These strategies act as tools for active, self-directed engagement, which is essential for developing L2 communicative ability (Oxford, 1994).
Research shows that using specific learning strategies during second-language study boosts success Oxford (1994, p 2) also found that more motivated learners tend to employ a wider range of strategies than their less motivated peers, and as a result they achieve greater success Moreover, the appropriate and deliberate use of language learning strategies significantly contributes to the success of second language acquisition (Bull, 2000, cited in Chang, 2005, p 56).
Finally, m otivation accounts for learners’ involvem ent in language learning
Meaningful involvement in language learning occurs when learners feel their needs are met, and motivation is one of the major factors driving this engagement This active involvement strongly influences success in acquiring a second or foreign language, as motivation determines the extent of personal, active participation in L2 learning Oxford and Shearin (1994, p 12) noted that "motivation is considered by many to be one of the main determining factors in success in developing a second or foreign language Motivation determines the extent of active, personal involvement in L2 learning."
Motivation as seen from different theories and models
Motivation plays a crucial role in second language (L2) learning, and researchers around the world have proposed a range of theories to explain it Each theorist offers a distinct perspective on motivation in L2 learning, and definitions and classifications of motivation differ across theories These diverse viewpoints influence the current study, which motivates us to survey several influential motivation theories in the field to gain deeper insights into the complex phenomenon of English as a Foreign Language (EFL) motivation.
2.2.2.1 G ard n er’s Social Psychological A pproach
Foreign language learning is distinct from other subjects because language belongs to a person’s social being and identity Consequently, learning a foreign language involves more than skills; it entails changes to self-image and the adoption of new social and cultural behaviors and ways of being, significantly impacting the learner’s social nature (Williams, 1994, p 77) This interconnection helps explain why the social psychology of language has developed into an important discipline, and why researchers have proposed a range of language-learning models within a social-psychological framework (Gardner & Tremblay).
In 1994, this scholar established scientific research procedures and introduced standardized assessment techniques and instruments, making remarkable contributions to L2 learning motivation research The classical social-psychological model he proposed has remained the dominant framework for many years, and his revised model, introduced soon after, has attracted considerable attention and prompted renewed thinking about L2 learning motivation.
2.2.2.2 G ardn er’s Socio-E ducational M odel
Among the many theories of motivation in language learning, Gardner's socio-educational model—distinguishing integrative and instrumental orientations—is one of the most frequently cited Gardner (1985) defines integrative orientation as a learner's desire to culturally and linguistically integrate and to interact with, and perhaps be assimilated into, valued members of the L2 community; in contrast, instrumental orientation involves learning for utilitarian purposes such as obtaining a better job, higher earnings, or passing exams The integrative orientation is viewed as rooted in the learner's personality and as more likely to sustain motivation and effort over time, thereby supporting language-learning success, whereas instrumental motivation, driven by external rewards, is typically less effective A distinctive feature of Gardner's model is its empirical testability: the Attitude/Motivation Test Battery (AMTB) employs self-report questionnaires to measure 19 subscales representing different motivational facets, and the AMTB is a widely used standardized instrument with well-documented psychometric properties that also provides a comprehensive list of motivational factors shown to significantly affect learning achievement in prior studies.
Gardner's approach has significantly influenced L2 motivation research, but many studies highlight its limitations due to terminological issues First, distinguishing integrative from instrumental orientations is not always straightforward; as Ely (1986, p 30) pointed out, a given language-learning motive can be either integrative or instrumental depending on the social and psychological factors at play Additionally, the integrative–instrumental dichotomy cannot cover all possible L2 motivation types (Oxford & Shearin, 1994, p 19) Other orientations exist, such as learning an L2 to travel, to show off, to satisfy achievement needs, or to fuel interest, curiosity, and entertainment; empirical work has documented further orientations like friendship, knowledge, identification or prestige influence, and motivations tied to career and school needs as well as national security Together these findings point to the insufficiency of Gardner’s theory for explaining the full range of L2 motivation.
2.2.2.3 Deci & R yan (1985): Self-D eterm ination Theory
To address ongoing questions about motivation in language learning, researchers have proposed reconceptualizing how motivation is understood A central framework is Deci and Ryan’s Self-Determination Theory, which distinguishes intrinsic motivation—doing a task for its own sake and the satisfaction of completing it—from extrinsic motivation—pursuing external rewards such as high grades While extrinsic incentives can undermine intrinsic interest when a task is framed as a means to an end, intrinsic and extrinsic motivation are not opposite poles; rather, they lie on a continuum and can interact to shape learners’ engagement and persistence in language learning.
Deci and Ryan (1985) proposed Self-Determination Theory, which posits that intrinsic motivation stems from three basic psychological needs: competence, autonomy (self-determination), and relatedness Empirical evidence shows that both intrinsic and extrinsic motivation can predict learners’ achievement in second-language (L2) learning The theory suggests that the more students internalize motivation for L2 study, the more persistent they become, implying that the degree of internalization may shape their long-term language outcomes.
Researchers have proposed multiple theories to account for learners' motivation in second and foreign language learning, each offering its own perspective on motivation concepts, the ways motivation is classified, and its core components Although no single theory applies to all contexts, these approaches have been influential in motivation research to date.
Definition of motivation
Second language motivation is a key affective variable in language learning and shows a positive link with L2 achievement and overall proficiency; in practical terms, higher motivation often translates into stronger outcomes in second language performance Motivated learners tend to engage more actively in study, while low motivation can be associated with reduced activity and even classroom disruptions As a result, the issues surrounding motivation in second or foreign language learning have attracted sustained attention from researchers for many years Accordingly, scholars have proposed a range of definitions of L2 motivation, reflecting ongoing efforts to clarify how motivation drives language acquisition.
H owever, theorists define m otivation differently.
Among the many definitions of motivation proposed by researchers, Gardner (1985) offers one of the most representative concepts: motivation is the combination of the effort a learner makes, the desire to achieve the goal of learning the language, and favorable attitudes toward learning the language, all of which together drive the directed effort to learn a language Gardner argues that motivation mediates the effects of learners' orientation, meaning that while orientation and second-language learning are indirectly related, motivation is directly related to achievement.
Gardner’s original conceptualization of motivation has drawn criticism, prompting researchers to propose alternative definitions of motivation Drawing on Deci and Ryan’s (1985) self-determination theory, motivation encompasses activation and intention, including energy, direction, persistence, and equifinality At the same time, many researchers regard motivation as a central determinant of success in developing a second or foreign language, shaping the level of active, personal involvement in L2 learning (Oxford & Shearin, 1994).
Motivation, as defined by Keller (1983), is the set of choices people make about which experiences or goals to pursue or avoid, and the degree of effort they are willing to invest In his framework, he identifies four motivational conditions that shape these choices: attention—whether learners’ curiosity is aroused; relevance—whether the desired goal is perceived as connected to the instruction; expectancy or confidence—whether learners believe they can succeed; and satisfaction or outcome—whether extrinsic rewards and intrinsic motivation align with learners’ expectations.
Motivation, according to Dörnyei’s framework (1998, p 117), is the ongoing process in which an initial impulse triggers action and sustains effort until the intended goals are achieved, provided there are no opposing forces that weaken it.
In other w ords, m otivation can be seen as a force that m akes a person to initiate action, and to keep on until they reach the goals.
Researchers define motivation in foreign language learning in many ways, and this study adopts a broad conception of motivation based on Schmidt et al (1996) From Schmidt and colleagues’ perspective, motivation is a composite construct that includes intrinsic goal orientation toward English, extrinsic goal orientation toward English, personal psychological goals of achievement and affiliation, the expectation of success, attribution of success and failure, and attitudes toward English language learning.
This article examines the attitudes of Americans and British English speakers toward American and British culture and the anxiety linked to cross-cultural perceptions, and it argues that using this concept can help avoid premature reductionism and the assumption that all aspects of motivation are universal (Schmidt et al., 1996).
Types o f m otivation
Motivation is defined differently by researchers, which leads to varied classifications of motivation types This article focuses on two mainstream frameworks for classifying motivation in language learning, highlighting how each approach conceptualizes learner drive and its impact on success in acquiring a new language.
2.2.4.1 Integrative vs instrum ental m otivation
Motivation in language learning is commonly classified into two main types: integrative motivation and instrumental motivation This influential framework was first introduced by Gardner in his early studies on language learning motivation Integrative motivation reflects a learner’s desire to connect with the target language community and culture, while instrumental motivation centers on practical benefits such as exams, career opportunities, or social mobility Gardner’s foundational work, beginning with his 1985 publications and followed by subsequent analyses, established integrative and instrumental motivation as central concepts in understanding why learners engage with language study.
& Lam bert, 1972; G ardner & M acIntyre, 1991, 1992, 1993) and then advocated in other research.
Integrative m otivation occurs w hen the learner has “the desire to identify with and integrate into the target language culture” (Ur, 1996, p 276) Sim ilarly, Schm idt, et al
Integrative motivation occurs when learners decide to study a foreign language because they are attracted to the target language’s culture, community, or the language itself This orientation implies an interest in interacting with speakers of the target language and may, but does not necessarily, include a willingness to integrate into the target-language group Learners with integrative motivation show a readiness to pursue these goals, and the theory suggests that such motivation stems from a sincere, personal interest in the people and culture represented by the other language group (Lambert, 1974, cited in Ellis, 1997).
Instrum ental m otivation, on the contrary, is som ething w hich concerns “the practical value and advantages o f learning a new language” (Lam bert, 1974 cited in Ellis,
Instrumental motivation, defined by Ur (1996), refers to learning a language for study or career advancement and for obtaining practical benefits from language study The aim is utilitarian, including meeting the requirements for school or university graduation, applying for a job, earning higher pay based on language ability, reading technical material, translation work, or achieving higher social status Instrumental motivation is commonly found in second language acquisition, especially when there is little or no social integration of the learner into a community that uses the target language, or in some cases such integration is even avoided.
• Integrative vs instrum ental m otivation
Integrative motivation and instrumental motivation are both key drivers of L2 success, but integrative motivation has been identified as the factor that sustains long-term achievement in second-language learning In later studies, Gardner and MacIntyre and colleagues expanded on this view, showing that learners with strong integrative motivation tend to stay engaged and persist over time, leading to enduring proficiency, while instrumental motivation often supports shorter-term, goal-specific outcomes.
By 1991 Gardner no longer held his earlier view; he argued that integratively motivated students tended to have greater chances of success than those who were not In his studies, he did not place much value on instrumental motivation, which he regarded as negative and temporary, because once learners achieve their goal, their motivation to continue learning would fade.
Alongside Gardner, Ellis (1994) argues for an integrative approach to language study, showing that learners can be both integratively and instrumentally motivated at the same time He notes that motivation can both arise from learning and drive the learning process itself Evidence suggests that learners with integrative motivation participate more actively in class and are less likely to drop out.
Although this framework for motivation receives support, Lukmani (1972) found that instrumental orientation was more important than integrative orientation among non-Westernized female learners of L2 English in Bombay She also argued that the social context helped determine both the type of orientation learners had and which orientation was most influential for language learning.
N oels, Clem ent, & D om yei (1994) agreed w ith this classification o f m otivation
Researchers conclude that integrative motivation may play a larger role in second language contexts, while instrumental motivation often proves more important when language is learned as a foreign language Instrumental motivation can be particularly effective in scenarios where learners have no opportunity to use the target language and therefore cannot interact with members of the target language community.
Researchers generally agree that motivation in second-language (L2) learning falls into two main types—integrative motivation and instrumental motivation While this dichotomy has been influential in L2 motivation research, it has attracted substantial criticism, with scholars arguing that these categories cannot capture all possible motivations across different contexts As a result, an alternative distinction of motivation has been proposed and is presented below.
Beyond the classifications discussed earlier, motivation in language learning is widely categorized as intrinsic motivation and extrinsic motivation, a distinction that appears across numerous studies (Covington & Kimberly, 2001; Deci & Ryan, 1985; Noels et al., 1999; Noels, Clement, & Pelletier, 2001; Noels, Pelletier, Clement, & Vallerand, 2003; Schmidt et al., 1996) One of the best-known frameworks that reveals this classification in language learning is Deci and Ryan's self-determination theory (1985), which explains how intrinsic interest and external rewards influence learners' engagement and outcomes in language acquisition.
Intrinsic motivation, as defined by Deci and Ryan (1985), refers to the motivation to engage in an activity that the learner finds enjoyable and satisfying, with these feelings of pleasure arising from fulfilling innate needs for competence and self-determination People who are intrinsically motivated participate voluntarily because they choose to engage in the activity and because it presents a meaningful challenge to their existing competencies, requiring them to use their creativity This form of motivation is highly self-determined, since the reason for performing the task is linked solely to the individual's positive feelings while they work.
Intrinsic motivation is an important form of motivation, but most everyday activities are not intrinsically motivated To understand the motivation behind tasks that don’t feel inherently interesting, we need to take a deeper look at the nature and dynamics of extrinsic motivation.
Extrinsic motivation refers to the drive to perform an activity in order to achieve a separable outcome According to Deci and Ryan (1985), it is the motivation to learn something for instrumental ends such as earning a reward or avoiding punishment In other words, people who are extrinsically motivated act with a purpose beyond the activity itself For example, a student does homework to avoid parental sanctions, which is extrinsically motivated by the goal of avoiding sanctions Conversely, a student may also engage in work because she believes it will benefit her chosen career, which remains extrinsic motivation due to instrumental value rather than intrinsic interest Both cases involve instrumentalities, yet the latter reflects personal endorsement and a sense of choice, whereas the former involves mere compliance with external control Although both are intentional behaviors, the two forms of extrinsic motivation differ in their degree of relative autonomy.
Despite broad agreement on the important roles of intrinsic and extrinsic motivation in L2 learning, researchers have debated which type more strongly influences SLA Deci and Ryan (1985) proposed that learners who engage in tasks for their own sake (intrinsic motivation) tend to be more successful and effective language learners than those driven by rewards (extrinsic motivation) They also showed that external acknowledgment of task performance can enhance a learner’s sense of competence, which can boost intrinsic motivation By contrast, experiences that undermine a learner’s sense of competence can weaken intrinsic motivation.
Integrative and instrumental motivation and their relationship with academ ic achievement
Numerous studies have investigated the relationship between motivation and the academic achievement of second- and foreign-language learners Gardner and his associates’ work on L2 motivation has been highly influential, not only for introducing the first major theory of language motivation but also for fueling strong academic interest and ongoing research in the field In one of the earliest studies, Gardner and Lambert (1959; cited in Gardner & Lambert, 1972) explored the link between motivation and language-learning success, a line of inquiry that later scholars such as Gardner & MacIntyre (1991, 1992), Lukmani (1972), Pae (2008), and Wang (2008) continued to develop.
45) developed an approach to m otivation w hich has influenced various studies in L2 m otivation to the present day They dem onstrated that tw o independent factors, language aptitude and social m otivation, were both related to achievem ent in French am ong Canadians A fter over ten years, G ardner & Lam bert (1974, cited in Chen,
A 2009 study (p 6) found that integrative motivation, defined as a sincere and personal interest in the people and culture represented by the other language group, is a stronger predictor of L2 achievement because it consistently correlates with linguistic outcomes By contrast, instrumental motivation—learning for practical benefits such as career opportunities or exam success—reflects a different motivational pathway in language learning.
"the practical value and advantages o f learning a new language”, w as found to be related to L2 linguistic achievem ent in som e studies only.
Within the socio-educational model of second language acquisition, Gardner (1985) examined the role of attitude and motivation in L2 learning, drawing on his prior research The study involved a group of students learning French as their second language; they were assessed for language aptitude, attitudes toward the French-speaking community, their reasons for studying French, and the effort they were willing to invest, while their achievement in French was measured Data were collected using the Attitude/Motivation Test Battery (AMTB) The analysis indicated that motivational factors were strongly related to students’ achievement in French, and students with integrative orientation were more successful than those with instrumental motivation.
G ardner’s (1985) findings accord w ith those in M an-Fat (2004) investigation W hile exploring the role o f integrative m otivation in the achievem ent o f English language in
In Hong Kong, researchers found that both integrative and instrumental motivation contribute to linguistic achievement; however, high motivation—especially integrative motivation—may be a consequence of high linguistic achievement.
Subsequently, G ardner, in com pany w ith his associate investigated the link between student perceptions, student m otivation, and English achievem ent (B em aus &
G ardner, 2008) The participants consisted o f 31 English as a foreign language (EFL) teachers and their students (ni4) in C atalan A utonom ous C om m unity o f Spain The students were in their last year o f com pulsory secondary education, and they were 15 years old O f the participant sam ple, 50% cam e from public schools and 50% cam e from private schools subsidized by the C atalan governm ent In order to find out this correlation, the students were tested on their attitudes, m otivation, and language anxiety with the m ini-A ttitude M otivation Test Battery (A M TB) (G ardner &
M acIntyre, 1993) and com pleted objective tests o f English achievem ent The analysis indicated that integrativeness, attitudes tow ard the learning situation, and instrum ental orientation predicted the m otivation to learn English and that m otivation w as a positive predictor o f English achievem ent, w hereas attitudes tow ard the learning situation and language anxiety w ere negative predictors o f English achievem ent The results indicated that in individual level, students w ith higher levels o f m otivation perform ed b etter on the English test than the students w ith low er m otivation A part from that, in class level, the correlation between m otivation and English achievem ent was dem onstrated through the finding that the classes w ith higher levels o f m otivation tended to have higher levels o f achievem ent than the classes w ith low er levels o f m otivation, and vice versa.
Contrary to some expectations, Lukmani's 1972 study of sixty Marathi-speaking high school students found that English proficiency was more strongly related to instrumental motivation than to integrative motivation, with the students showing little desire to identify with English-speaking Indians A similar conclusion was drawn by Li and Pan (2009), who found that instrumental motivation plays a highly important role in English majors' learning; both high achievers and low achievers exhibited higher instrumental motivation, though high achievers also had a greater sense of achievement while low achievers showed a lower sense of achievement They further demonstrated that students with higher motivation consistently achieved greater success in language learning, whereas those lacking motivation tended to make no attempts and often failed, suggesting that motivation level can influence outcomes regardless of teacher or curriculum, while highly motivated students can succeed under varying conditions.
Consistent with Lukmani (1972) and Li & Pan (2009), Liu (2007) conducted a survey of 202 third-year non-English majors at a southern Chinese university, using a motivation questionnaire and an English proficiency test After collecting and analyzing the data, the study found that students held positive attitudes toward learning English and were highly motivated to study it, with instrumental motivation positively correlating with English achievement, while intrinsic motivation did not show the same association.
Findings from Lukmani (1972), Li & Pan (2009), and Liu (2007) indicate a significant relationship between both instrumental and integrative motivation and writing proficiency among Iranian IELTS candidates, a result that stands in contrast with Fazel & Ahmadi (2011) In these studies, researchers compared integratively motivated IELTS candidates with their instrumentally motivated peers to assess differences in English proficiency The sample comprised 245 Iranian IELTS candidates who had taken the actual IELTS test in Iran, with IELTS scores used as the indicator of English achievement Overall, the results show that instrumental and integrative motivation are meaningfully related to English proficiency among Iranian IELTS candidates, aligning with earlier research.
A body of research on language learning motivation (Gardner, 1985, 2008; Lukmani, 1972; Man-Fat, 2004) has highlighted different motivational orientations However, Fazel and Alimadi (2011) found no significant difference in language proficiency between instrumentally motivated and integratively motivated learners, suggesting that both motivation types positively contribute to learners' success.
Chihara and Oiler (1978) investigated Japanese learners’ motivation in relation to attained EFL proficiency, using motivation measures modeled after the questionnaires of Gardner, Lambert, Spolsky, and others Surprisingly, the study found only weak correlations between the motivation factors and actual EFL proficiency, with some cases showing negative or insignificant relationships where positive ones were expected The authors propose two explanations: first, that the relationship between integrative or instrumental motivation and language proficiency may be indirect and therefore weak; second, that the validity of the motivation measures themselves could be in doubt, which would call into question the results and conclusions of many prior studies.
Intrinsic and extrinsic motivation and their relationship with academic achievement in
Although Gardner’s work has exerted substantial influence, it has attracted notable criticisms regarding its limitations Much of the critique centers on the fact that Gardner’s theory was developed from data drawn from the Canadian L2 context, where English is learned as a second language rather than a foreign language, raising questions about its generalizability to other contexts (Chihara & Oiler, 1978; Noels et al., 2003; Schmidt et al., 1996) For instance, scholars have questioned whether the primacy of the integrative orientation—advocated by Gardner and Lambert—applies in foreign language learning environments where learners may have limited interaction with the target language community.
Numerous motivation researchers, including Crookes & Schmidt (1991), Oxford & Shearin (1994), and Schmidt et al (1996), argued that Gardner’s theory alone cannot fully explain the highly complex construct of motivation in second language learning Oxford & Shearin (1994) specifically called for expanding the theoretical basis for L2 motivation by incorporating inputs from other motivational theories, including perspectives from domains beyond language learning Consequently, researchers have introduced alternative models that are not intended to replace the integrative/instrumental motivation paradigm but to complement it.
An influential distinction in motivation is between intrinsic motivation and extrinsic motivation, a framework widely used to explain L2 motivation and grounded in Deci and Ryan's Self-Determination Theory The theory, which has shaped motivational psychology and informed numerous studies (Noels et al., 1999, 2001; Pae, 2008; Schmidt et al., 1996; Wang, 2008), proposes two general types of motivation that lie on a continuum: intrinsic motivation, driven by genuine interest and satisfaction in the activity, and extrinsic motivation, driven by rewards external to the activity itself Intrinsic motivation rests on innate needs for competence and autonomy; Deci and Ryan argued that when people are free to choose an activity, they seek engaging situations that allow them to confront and master challenges Through meeting these challenges, learners develop a growing sense of competence in their abilities.
Examining Deci and Ryan's (1985) self-determination theory, Noels et al (1999) tested the link between intrinsic motivation, course materials, and higher academic performance in a sample of Anglophone students participating in a six-week summer French-immersion program in Canada Data were gathered through a three-section questionnaire completed by participants aged 18 to 36, of whom 75.7% were women The duration of L2 learning among the respondents ranged from a few weeks to 19 years, and they were evenly distributed across seven class levels—from beginner to advanced—taught by seven different instructors To assess L2 achievement, final course marks were standardized within each class prior to analysis The study concluded that intrinsic motivation may be a critical predictor of learners' academic performance in second-language contexts.
Findings from Noels et al (1999) align with a Chinese study by Wang (2008), which compared the roles of intrinsic and extrinsic motivation in English achievement Wang’s survey examined two samples and included 469 freshmen from several non-English majors at a comprehensive university in China The study featured an equal number of male and female participants aged 18–20, and employed a questionnaire designed to measure intrinsic and extrinsic motivation as predictors of English attainment.
Using 24 items on a five-point Likert scale to assess students' intrinsic and extrinsic motivational orientations, the study examined the links between motivation and language learning outcomes—such as effort, anxiety, and language competence—with semester-end English exam scores serving as the indicator of English achievement The findings indicate that intrinsic motivation is associated with greater interest in English, more effort in learning, higher academic self-concept and self-efficacy, and a greater tendency to persist in challenging tasks; intrinsic motivation also affected academic achievement through its impact on learning strategies and self-confidence.
Noels et al (2001) examined intrinsic and extrinsic motivation for language learning among 59 Quebecois university students in a summer English-immersion course, using Deci and Ryan’s self-determination theory as the theoretical framework Participants completed a questionnaire about their reasons for learning English, perceptions of autonomy and competence, the effort they invested, their determination to study English, and course achievement, with final grades standardized within each class to approximate English proficiency The results supported the predicted link between intrinsic and extrinsic motivation orientations and suggested that overall motivation—whether internal or external—does not automatically determine effort or persistence in language learning In other words, learners may study for rewards or punishment, but may abandon learning when external pressure fades; intrinsically motivated learners, however, tend to be more persistent, and this persistence can contribute to their achievement.
To explore how motivation relates to learners' proficiency, Pae (2008) proposed a structural analysis of the factors influencing second language achievement The study examined multiple determinants of language success and used a sample of 315 participants to assess their roles and interactions in shaping proficiency outcomes.
Korean university students aged 18–32 who had studied English as a foreign language (EFL) for at least six years in middle and high school participated in the study Approximately 62% of the participants were male, with over half majoring in the humanities and social sciences and the remaining students in the sciences A questionnaire composed of several subsets, developed from prior L2 motivation research, was administered; the original items were translated into Korean and slightly revised to fit Korean EFL contexts All items used a 7-point Likert scale, with negative items scored before analysis The findings underscore intrinsic motivation as an essential foundation for L2 motivation, because intrinsic motivation emerged as the strongest predictor of learners’ self-confidence and motivation to learn an L2 Yet intrinsic motivation is necessary but not sufficient for successful L2 achievement, since it relates to achievement only indirectly via the mediating effects of motivation and self-confidence.
An alternative research conducted in the context o f H ong K ong w here English is taught as a foreign language also revealed the supportive conclusions Lin, et al
In 1991, a survey was conducted with 524 first-year, full-time students randomly drawn from a Hong Kong tertiary institution Data on students' motivation and English proficiency were collected through a questionnaire and written and listening cloze tests The findings indicate a significant positive relationship between intrinsic motivation and students' English attainment.
By contrast, the study reveals a significant negative correlation between extrinsic motivation and students’ English attainment, as measured by the questionnaire Specifically, students who score high on intrinsic motivation tend to achieve higher Cloze test scores, while those with higher extrinsic motivation scores tend to have lower Cloze test scores.
Similar to the aforementioned research (Deci & Ryan, 1985; Lin et al., 1991; Noels et al., 1999, 2001; Pae, 2008; Wang, 2008), Lucas et al (2010) conducted a study on the influences of intrinsic motivation in second language learning The study involved a total of 240 freshman college students from different colleges and universities.
In Manila, a 48-item questionnaire served as the major instrument of the survey The findings show that students were largely intrinsically motivated by achievement and knowledge, with these learners striving to master their English skills, viewing such mastery as the key to their success in English learning outcomes.
A nother investigation on this correlation w as also intriguing C ovington & Kimberly
A 2001 study presents an alternative view of how intrinsic and extrinsic motivation relate to achievement in second- or foreign-language learners It shows that intrinsic and extrinsic motivations can coexist, and that their combination is the strongest predictor of learners' English grades.
Contrary to earlier findings, Taguchi (2006) reported that motivation did not predict Grade 10 students’ English achievement He set out to test whether motivation is a predictor of language gains, a commonly accepted assumption Language gains were measured by comparing pre- and post-test results designed by the author based on the textbooks the students used Motivation was assessed with two measures: subject rank and projected spare time After analyzing the data, the results showed that motivation was not a predictor of English achievement for Grade 10 students The study concluded that the strongest predictors of language gains were teachers’ implicit beliefs about their students’ capacities and their expectations for their students’ achievement.
Sum m ary
Extensive research has explored the correlation between motivation and achievement in second-language and foreign-language learning Although many empirical studies report a significant positive relationship, conclusions about the strength of motivation’s impact and which types of motivation are most influential vary A major reason for these discrepancies is the use of different measurement approaches across studies Some research draws on Gardner’s (1985) social-psychology framework for L2 acquisition and its emphasis on attitudes toward language learning, while others adopt alternative models, contributing to inconsistent findings about how motivation affects language achievement.
M otivation Test B attery (A M TB), some adapted Deci & R y an ’s (1985) self- determ ination theory, w hereas some have their ow n m easurem ent.
Achievement assessment often yields varying results Many researchers use final course marks that have been standardized within the class before inclusion in analyses as the indicator of achievement; these marks are typically provided by school administrators, though some studies relied on student self-reports The length of the course also affects grading, with one-semester, summer English, and six-week courses producing different outcomes As a result, variation in data sources and course duration can make the evaluation of students’ learning outcomes inconsistent and potentially unreliable.
Furtherm ore, m ost o f these studies have been developed from a W estern perspective
Most of the data collected in this area come from learners in Western cultures, while research on students from Asian backgrounds remains scarce In particular, Asian populations such as Vietnamese students have been underrepresented, and studies exploring their educational experiences, needs, and outcomes have not been adequately conducted.
To address the gaps identified, this study investigates the correlation between motivation and English academic achievement among students at ULSA As outlined in Section 2.4, intrinsic motivation and extrinsic motivation are the terms used in this research, and the study draws on Schmidt et al.'s (1996) conceptual framework to define the components of motivation and to analyze how these dimensions relate to learning outcomes.
• Intrinsic goal orientation tow ard E nglish
• Extrinsic goal orientation tow ard E nglish
• Personal psychological goals o f achievem ent and affiliation
• A ttitudes tow ard A m ericans and B ritish speakers o f English
• A ttitudes tow ard A m erican and B ritish culture
2.4 A pp lication s to the p resent study
Based on the theoretical basis m entioned in the Literature Review, in this study, som e main points w ill be applied to the present study as follows:
According to Schmidt et al (1996), motivation in language learning is a composite construct formed by eight interrelated components: intrinsic goal orientation toward English and extrinsic goal orientation toward English; personal psychological goals of achievement and affiliation; expectation of success; attribution of success and failure; attitudes toward Americans and toward British speakers of English; attitudes toward American and British culture; and anxiety This framework treats motivation as a multifaceted driver that shapes learners’ goals, beliefs, and emotional responses within the English-learning process.
1996) w ill be considered as the com ponents o f m otivation in foreign language learning.
Secondly, m otivation is classified as intrinsic and extrinsic m otivation This classification will support for the third research question.
Motivation in previous research has been measured in several ways, as the literature review shows In this study, motivation is assessed primarily with a motivation questionnaire adapted from Schmidt et al (1996), selected for its usefulness and availability (Abisamra, 2009; Ogane & Sakamoto, 1999) This instrument is used to measure students’ motivation in English learning In addition, the average scores of two end-of-term English tests in the first year will be used as an indicator of students’ achievement in English.
The purpose o f this chapter is to provide readers detailed description o f how the study w as carried out Firstly, it will refer to the research questions o f the study
Subsequently, information about the data collection instruments and the study subject will be provided, followed by a discussion of data collection procedures and the methods of data analysis.
As m entioned in C hapter 1, this study attem pts to answ er the follow ing research questions:
1 H ow m otivated are students in learning English at U TSA ?
2 To w hat extent does m otivation affect academ ic achievem ent in English among students at U LSA ?
3 W hich type o f m otivation, intrinsic m otivation or extrinsic m otivation, has m ore influence on high achievers?
In order to seek the answers to the research questions, the questionnaire and test were used.
Q uestionnaire
Seliger and Shohamy (1995) argue that questionnaires are an attractive data-collection method for capturing phenomena that are not readily observable, such as motivation, attitudes, and the use of language-learning strategies (LLS) They also note that questionnaires are self-administered, which facilitates efficient data gathering from respondents.
;and can be given to large groups o f subjects at exactly the sam e tim e, hence the data
Self-administered questionnaires are more uniform, standard, and accurate According to Gillham (2000), self-administered questionnaires offer several advantages: they require low time and monetary cost, they enable data collection from large numbers of respondents, respondents can complete the questionnaire at their convenience, analysis of closed questions is straightforward, there is less pressure for immediate responses, respondents enjoy anonymity, and there is a lack of interviewer bias The questions are standardized (as with structured interviews), and the data obtained can provide suggestive evidence for testing a hypothesis.
In this study, Schmidt et al (1996) adapted their motivation questionnaire to measure students’ motivation in English language learning The instrument comprises 50 items, with students indicating their agreement on statements using a six-point Likert scale The components of motivation in Schmidt et al.’s (1996) questionnaire are organized into seven groups: intrinsic motivation, extrinsic motivation, personal goals, expectancy/control components, attitudes, anxiety, and motivational strength.
This study employed a three-part questionnaire, with the second section adapted from Schmidt et al.'s (1996) motivation questionnaire, and two additional sections added by the researcher.
The questionnaire begins with five background questions designed to capture demographic and academic information from university students, including age, gender, year of study, faculty, and the length of time they've been studying English Specifically, Question 1 requests the students’ age; Question 2 collects gender; Questions 3 and 4 record the year of study and the faculty the student attends; and Question 5 indicates the length of English study The purpose of collecting this background information is to assess whether factors such as age, gender, year of study, faculty, and English-study duration influence students’ English achievement.
Schmidt et al.'s (1996) second part of their motivation questionnaire assesses students' motivation in English language learning It comprises 50 items on a five-point Likert scale (1 = strongly disagree to 5 = strongly agree), replacing the original six-point scale These items are organized into seven domains consistent with the original instrument: intrinsic motivation, extrinsic motivation, personal goals, expectancy/control components, attitudes, anxiety, and motivational strength The first five items measure intrinsic motivation; items 6–20 cover extrinsic motivation and reflect a range of reasons for learning English; items 21–24 address personal psychological needs, both achievement-oriented and affiliation-oriented; items 26–34 focus on expectations and multiple locus-of-control statements; items 35–38 assess stereotypical attitudes toward Americans and British; items 39–44 examine anxiety—including general class anxiety, speaking anxiety, test anxiety, and fear of the opinions of teachers and other students; and items 45–50 pertain to motivational strength.
The sum m ary o f the second part o f the questionnaire used in this study is show n in the table 3.1.
Group o f CM Parts in the CM
Specific CM in the MQ
Total Items in the MQ %
Table 3.1: Summary’ o f the Analysis o f the motivation questions
To suit the context in this research, som e item s were changed in w ordings com pared with those in Schm idt, et al.’s (1996) m otivation questionnaire For exam ple, in item
The main reason I am taking this class is that my parents want me to improve my English This change—from “The main reason I am taking this class is that my parents/my spouse/my supervisors want me to improve my English” to “The main reason I am taking this class is that my parents want me to improve my English”—shows how trimming unnecessary qualifiers can sharpen meaning and readability For SEO-friendly content, concise sentences with clear subject-verb structure perform better and reduce ambiguity for readers learning English.
“E verybody in Egypt sh o u ld be able to speak English'", the w ord "E gypt" was m odified to “ Vietnam
Part three of the questionnaire features five open-ended questions that allow respondents to express their own opinions, providing additional information to support this research In the first question, students describe in their own words why they study English The second question asks about their goals in learning English, while the third invites students to share their views on the learning goals of other students in their class and university In question four, students indicate whether they feel that their average score on the two end-of-term English tests in the first year reflects their true ability or progress.
E nglish proficiency Q uestion 5 aim s to explore the reasons why the students' English scores do not reflect their English proficiency.
In order to avoid any language difficulties due to lack o f English proficiency, students were suggested to answer these open-ended questions either in English or
T e s t
According to section 2.4, the study uses the average scores of two end-of-term English tests taken in the first year as indicators of students’ academic achievement in English Both tests were designed to align with the English curriculum taught each semester and focused on assessing grammar, vocabulary, translation, reading, and writing skills.
Section 1 contains eight multiple-choice items designed to assess English grammar structures and vocabulary For each item, students must select the best answer from four options labeled A, B, C, and D, testing their ability to apply grammar rules, choose correct word usage, and demonstrate overall language proficiency in a concise, test-like format.
- Section 2 is a gap-filling task with 8 gaps This task is designed to test not only the use o f gram m ar structures and vocabulary but also students’ reading com prehension.
Section 3 is a sentence‑rewriting exercise that includes four sentences, designed to practice paraphrase while maintaining meaning Students are expected to imitate the same patterns to rewrite each sentence without changing the original meaning The task helps learners refine their ability to paraphrase accurately and preserve the core ideas By following these patterns, they demonstrate how to rewrite content with varied structure while keeping the essential message intact.
- Section 4 is a sentence-building task w ith 4 items Students are required to use the given w ords or phrases to develop new sentences.
- Section 5 is a correcting m istakes task w ith 8 items O ne m istake in each sentence must be explored and then corrected by students.
- Section 6 is a translation task In this section, students are required to translate some V ietnam ese sentences are required to translate into English.
The average scores o f these two tests in the first year were collected w ith the consent o f the Head o f F oreign Languages D epartm ent and the respondents.
The participants in this survey were 132 students from different faculties o f ULSA O f the 132 participants, 35 students cam e from the A ccounting D epartm ent, 32 participants were the students o f the Labor M anagem ent D epartm ent, 34 cases belonged to the Insurance D epartm ent and the rem aining 31 students studied in the Social W ork D epartm ent The students ranged in age from 19 to 21 They represented a population o f nearly 1750 students in 29 classes 39 students o f the sample (29.5% ) w ere m ales and 93 students (70.5% ) w ere fem ales M ost o f them cam e from different provinces in the N orth and central o f V ietnam They started learning English before attending the university Their length o f learning English was from 7 to 12 years.
W hen this research w as carried out, the participants were in their second year They took two end-of-term exam inations o f English and got their English final grades for their first year.
To determine the answer to the third research question, this study identified 39 students who had first-year English scores of 6.5 or higher on a 10-point scale as high achievers.
3.4 Data collection procedures and data analysis
The data collection procedures and data analysis are described as follows:
Questionnaires were distributed to participants in their own classrooms, and the researcher explained the study’s purpose while providing detailed instructions on how to answer, ensuring that all items were clearly understood It was emphasized that there were no right or wrong answers and that all information would be kept confidential Participants completed the questionnaire in their classrooms, with the researcher present to assist if needed, and the process took approximately 45 minutes.
Questionnaire data were entered, computed, and analyzed using SPSS version 13.0 The percentages and mean values obtained from the analysis of the first section of the questionnaire were used to analyze and describe the learners’ background information, yielding a data-driven profile of the respondents for this study.
Descriptive statistics, including means, standard deviations, and the minimum and maximum values obtained from the second part of the study, were reported to examine students’ motivation in learning English On the five-point Likert scale, mean scores of 3.5 to 5.0 were classified as highly motivated, 2.5 to 3.4 as moderately motivated, and 1.0 to 2.4 as low motivation.
Subsequently, the researcher collected first-year students' English average scores with the consent of the Head of the Foreign Languages Department at ULSA and the survey participants The association between students' motivation and their English achievement was then assessed using Pearson correlation analysis in SPSS, version 13.0.
After classifying the responses, the high achievers' questionnaire data were analyzed separately Descriptive statistics, including means, standard deviations, and the minimum and maximum values, were reported to address the third research question.
The students' responses to the third part of the questionnaire were also analyzed This analysis was used to determine whether this section of the questionnaire provided additional information for the study.
T his chapter aim s to report the results o f the questionnaire, to discuss the findings, and to com pare the findings o f the present research w ith those o f other previous studies.
As m entioned in C hapter 3, Part 1 o f the questionnaire includes five items seeking the participants' background inform ation The inform ation collected is presented in Table 4.1 below:
Table 4.1: Background information o f the participants
As can be seen from Table 4.1, the total num ber o f the students in the survey w as 132 o f w hich 29.54% w ere males and 70.45 % were fem ales Their average age w as about
19 The students cam e from four different faculties o f the university The num ber o f participants am ong the four departm ents w as not rem arkably different (approxim ately 25% for each faculty) Even though the stu den ts’ length o f studying English stood between 7 and 12 years, m ost o f the students revealed that they started to learn English when they w ere in secondary school (M ean = 7.86).
4.2 T he results o f Part 2 o f the questionnaire
Chapter 3, Part 2 of the questionnaire comprises 50 close-ended questions designed to measure students’ motivation in learning English The participants’ responses to these items were categorized into seven distinct motivational components, and the results are presented below.
Results indicate that Extrinsic motivation had the lowest mean (M = 2.63, SD = 0.54), while another dimension showed a standard deviation of 0.86 In addition, the analysis reveals that students possessed the five remaining components of motivation, with intrinsic motivation and personal goals among them.
E xpectancy/control com ponents, Attitudes, A nxiety at m edium degree T heir m eans fell betw een 2.92 and 3.23 on a scale o f 1 to 5, a range that was defined as m oderately m otivated (see 3.4).
Extrinsic m otivation
The results o f the extrinsic m otivation possessed by the participants are sum m arized in Table 4.4 and F igure 4.3.
Extrinsic motivation (B) N Mean SD Min Max
Table 4.4 Extrinsic motivation possessed by the participants (B= Extrinsic motivation, B l-1 5 = Question 1-15 about Extrinsic motivation)
Results presented in Table 4.8 and illustrated in Figure 4.7 show that most items in this section yielded medium scores, ranging from 2.64 to 3.31 In particular, for items 1 and 2, students strongly or moderately agreed that they feel quite anxious when speaking.
E nglish’ or ‘volunteer in English class’ (M ean = 3.20, SD = 1.23 and M ean = 3.31,
SD = 1.16 respectively) This situation can be explained by the reasons found in item s
These results show that student anxiety in English class is driven by fear of judgment and social scrutiny Item 3 records the lowest score (Mean = 2.64, SD = 1.21), indicating that students fear teachers may think they are not good students Item 4 reveals that anxiety also arises from the possibility that other students may laugh at them (Mean = 2.96, SD = 1.14) Additionally, item 6 indicates that some students occasionally have difficulty concentrating in English class (Mean = 2.99, SD = 1.25).
Among the six items presented in this section, only item 5 reached a high level of agreement from participants (mean = 3.53, SD = 1.12) A substantial number of students (n = 94) reported that they can learn English well, but they do not perform well on tests and examinations This suggests that testing and examination anxiety may negatively affect their English results.
In this session, the final com ponent o f m otivation - m otivational strength is described in Table 4.9 and Figure 4.8.
Motivational strength (G) N Mean SD Min Max
Table 4.9 Motivational strength possessed by the participants (G = M otivational strength, G l-6 = Question 1-6 abut M otivational strength)
4.3 The results o f Part 3 o f the questionnaire
As noted in Section 3.2.1, open-ended questions were posed to gather additional information to support the present study The results for five questions are presented in Table 4.10 below The researcher translated the participants’ Vietnamese responses into English.
1 Why do you learn English?
1 wan: to learn more about cultures of speaking-English countries 30.06%
1 think English is necessary for me in my future job 59.09%
My results in English are better than those in other subjects 20.45%
1 wan: to pass English exams at university 32.57%
English is a compulsory subject at university 37.12%
2 Wkat are your goals o f learning English ?
! Able to communicate in English 62.12%
Able io watch American or British films 17.42%
Able to read English books or stories 30.30%
1Able to pass all English exams 40.90%
1To ge: a good job in the future 46.21%
3 What do you think are the goals o f other students in your class and school o f learning English?
Able to communicate in English 68.18%
Able to watch American or British films 28.03%
Able tJ> read English books or stories 22.72%
Able to pass all English exams 38.63%
To gel a good job in the future 71.21%
4 Do you think that your English score may reflect your English proficiency?
5 (If No ’) What do you think are the reasons why your English score doesn’t reflect your English proficiency?
Because the English tests were too easy for me 2.27%
Because the English tests were too difficult for me 43.93%
Because the English tests just focus on grammar and vocabulary 62.12%
Because the English tests w eren't consistent with what I learnt at school 55.53%
Because 1 was so anxious during the tests 53.78%
Table 4.10 The results o f open-ended questions
Table 4.10 summarizes participants' responses to the five open-ended questions Regarding question 1, the main reason students learn English is that they like the language (87.12%), indicating intrinsic motivation in English learning Additionally, over half of the participants (59.09%) indicated they learn English to get a good job in the future, reflecting extrinsic motivation Other extrinsic reasons—learning more about the cultures of English-speaking countries, passing university English exams, fulfilling the compulsory subject, or maintaining English results higher than those for other subjects—were reported by 20.45% to 37.12% of participants It can be concluded that students can learn English for both intrinsic and extrinsic purposes, but intrinsic motivation was higher than the latter These findings accord with those in the close-ended questions (see 4.2.1 and 4.2.2).
Table 4.10 summarizes students’ responses about their goals for learning English In question 2, although some goals were revealed, the results show that students’ primary aims are to communicate in English (68.18%), to obtain a good job in the future (40.90%), to read English books or stories (30.30%), and to pass all English exams (41.2%) By contrast, only 17.42% reported learning English in order to watch American or British films.
Moreover, the students believed that the goals they mentioned might reflect those of other students in their class or school (see question 3) Nevertheless, a large majority (71.21%) assumed that other students study English to get a good job in the future Additionally, participants believed that many learners want to improve their English communicative ability (68.18%) A smaller number of students mentioned other goals, such as watching American or British films, reading English books or stories, or passing all English exams, each under 40%.
Findings from Question 2 and Question 3 in this section are consistent with the information cited in the close-ended questions (see section 4.2) Put differently, the results of these two open-ended questions corroborate the responses to the close-ended questions rather than providing additional information.
N ext, Table 10 further displayed the students' opinions about the reflection o f their
The study links English scores to participants’ English proficiency In Question 4, over 50 percent of participants (nq) stated that their English scores in the first school year might reflect their English proficiency, nearly 38 percent (nP) disagreed, and 7.57 percent (n) indicated that they had no idea about this question.
Respondents who did not see a correlation between their English scores and their proficiency cited several explanations in question 5 The results show that, across participants, the belief that English tests focused mainly on grammar and vocabulary, were too difficult, and did not reflect what they had learned at school was held by between 62.12% and 43.93% of respondents Another prominent reason was test anxiety, reported by 55.53% of students Only 2.27% stated that the English tests were too easy for them These findings suggest that English teachers and educators should consider these factors in order to bridge the gap between measured scores and actual language proficiency.
Overall, the findings from the open-ended questions align with those from the close-ended questions In addition, items 4 and 5 in the open-ended responses provided further information relevant to the present study Accordingly, this study uses the results from both the close-ended questions and the responses to items 4 and 5 in the open-ended questions to answer the research questions.
The aim o f this section is to provide som e discussion o f the m ajor findings from the questionnaire.
The initial section of the questionnaire showed no significant differences in participants' backgrounds This suggests that background characteristics do not markedly influence motivation to learn English.
Secondly, the results o f the m otivation questionnaire revealed that students at U LSA in general are m oderately m otivated in English learning.
Thirdly, intrinsic motivation was reported at a moderate level among the participants Many students expressed a desire to improve their English at school, saying they enjoyed learning the language and saw it as a challenge.
Students acknowledged the importance of English in their lives, but only a few study it because it is their hobby This finding contrasts with Noels et al (1999), who reported high intrinsic motivation among their subjects and showed that intrinsically motivated learners may perform better in language learning and become more successful language learners Consequently, promoting intrinsic motivation could help students achieve greater success in English learning.
Fourthly, students showed the lowest level of extrinsic motivation overall; yet two of the fifty items scored highly, with participants valuing English for its ability to broaden their horizons and offer potential financial benefits By contrast, motives such as demonstrating one’s abilities to others, traveling to different countries, or avoiding parental sanctions did not strongly motivate students to learn English.
M otivational strength
In this session, the final com ponent o f m otivation - m otivational strength is described in Table 4.9 and Figure 4.8.
Motivational strength (G) N Mean SD Min Max
Table 4.9 Motivational strength possessed by the participants (G = M otivational strength, G l-6 = Question 1-6 abut M otivational strength)
4.3 The results o f Part 3 o f the questionnaire
As noted in section 3.2.1, the open-ended questions were designed to elicit additional information to support the present study The results of five questions are presented in Table 4.10 below The researcher translated the participants' Vietnamese responses into English.
1 Why do you learn English?
1 wan: to learn more about cultures of speaking-English countries 30.06%
1 think English is necessary for me in my future job 59.09%
My results in English are better than those in other subjects 20.45%
1 wan: to pass English exams at university 32.57%
English is a compulsory subject at university 37.12%
2 Wkat are your goals o f learning English ?
! Able to communicate in English 62.12%
Able io watch American or British films 17.42%
Able to read English books or stories 30.30%
1Able to pass all English exams 40.90%
1To ge: a good job in the future 46.21%
3 What do you think are the goals o f other students in your class and school o f learning English?
Able to communicate in English 68.18%
Able to watch American or British films 28.03%
Able tJ> read English books or stories 22.72%
Able to pass all English exams 38.63%
To gel a good job in the future 71.21%
4 Do you think that your English score may reflect your English proficiency?
5 (If No ’) What do you think are the reasons why your English score doesn’t reflect your English proficiency?
Because the English tests were too easy for me 2.27%
Because the English tests were too difficult for me 43.93%
Because the English tests just focus on grammar and vocabulary 62.12%
Because the English tests w eren't consistent with what I learnt at school 55.53%
Because 1 was so anxious during the tests 53.78%
Table 4.10 The results o f open-ended questions
Table 4.10 summarizes participants’ responses to five open-ended questions Regarding Question 1, the main reason students learned English was that they like the language (87.12%), indicating intrinsic motivation in English learning In addition, over half of the participants (59.09%) indicated they studied English to secure a good job in the future Although students also cited other extrinsic reasons—such as learning more about the cultures of English-speaking countries, passing university English exams, fulfilling a compulsory subject, or maintaining English results that are higher than those in other subjects—the proportions for these reasons were comparatively lower (ranging from 20.45% to 37.12%) The results show that students can learn English for both intrinsic and extrinsic purposes, but intrinsic motivation was higher than extrinsic motivation This finding is consistent with the results from the close-ended questions (see 4.2.1 and 4.2.2).
Table 4.10 reports students’ goals for learning English, showing that the primary aims are to communicate in English (68.18%), to secure a good job in the future (40.90%), to read English books or stories (30.30%), and to pass all English examinations (41.20%), while only 17.42% of students indicated they learn English to watch American or British films.
Moreover, students suggested that the goals they mention might reflect the aims of other classmates or the broader school community (see question 3) A large majority, 71.21%, assume that other students learn English to secure a good job in the future Additionally, 68.18% believe that peers study English to improve their English communicative ability Less common motives include watching American or British films, reading English books or stories, or passing all English exams, each cited by fewer than 40% of students.
Findings from questions 2 and 3 in this section are consistent with the information referenced in the close-ended questions (see 4.2) In other words, the results of these two open-ended questions corroborate the responses to the close-ended questions rather than providing additional information.
N ext, Table 10 further displayed the students' opinions about the reflection o f their
In question 4, over 50% of participants stated that their English scores in the first school year might reflect their English proficiency, nearly 38% expressed disagreement, and 7.57% indicated that they had no idea about this question.
Among students who did not see a link between their English scores and their proficiency, the findings from Question 5 show that, although responses varied, the main concerns were that English tests focus mainly on grammar and vocabulary, are too difficult, and do not reflect what they had learned at school, with percentages for these concerns ranging from 62.12% to 43.93% Another cited reason was test anxiety, reported by 55.53% of the participants Only 2.27% said the tests were too easy These insights suggest that teachers and educators should address these issues to bridge the gap between students’ test scores and their actual English proficiency.
In summary, the results from the open-ended questions align with those from the close-ended questions, and items 4 and 5 in the open-ended section provide additional context for the study Accordingly, this study uses the combined findings from the close-ended questions and from open-ended items 4–5 to answer the research questions.
The aim o f this section is to provide som e discussion o f the m ajor findings from the questionnaire.
Initial questionnaire results show no significant differences in participants’ backgrounds, indicating that background characteristics do not substantially influence motivation to learn English This finding implies that learners' motivation to study English is not dependent on their demographic or experiential background.
Secondly, the results o f the m otivation questionnaire revealed that students at U LSA in general are m oderately m otivated in English learning.
Thirdly, intrinsic motivation was reported to be at a medium level among the participants Many participants expressed a desire to improve their English at school, noting that they enjoyed learning English and saw it as a challenge.
Students acknowledge the role of English in their lives, yet only a minority study English because it is their hobby This finding contradicts Noels et al (1999), who reported high intrinsic motivation among their participants and suggested that intrinsically motivated learners perform better in language learning and become more successful language learners Consequently, efforts should focus on nurturing intrinsic motivation to help students achieve greater success in English learning.
The study found that students displayed the lowest level of extrinsic motivation toward learning English, with only two of fifty items scoring highly Those two items showed that students valued English mainly for its ability to broaden their horizons and for potential financial benefits By contrast, other drivers—such as demonstrating ability to others, traveling abroad, or avoiding parental sanctions—did not substantially motivate them to learn English.
On the personal goals in learning English dimension, students overall showed a moderate level, with all items scoring at medium They value their relationship with their English teacher, and this positive connection serves as a motivational element that promotes their study of English In contrast, getting along with fellow students or helping others learn English did not represent personal goals in learning English at the university.
Similar to the personal goals component, students generally reported a moderate level of expectancy and control in their English learning They identified the difficulty of the English course as the main reason for their underperformance, while also affirming the important role teachers play in shaping their learning outcomes The participants stated that they would put more effort into learning English if teachers applied higher expectations and pressure, and they believed teachers have a direct influence on their English results.
These findings support Taguchi's (2006) idea that teachers play a highly valued role in learners' English learning To facilitate and enhance students' English achievement, it is necessary to strengthen expectancy and control components by paying more attention to the content of the English course and the teacher's role.
Seventhly, in respect o f attitudes com ponent, the students showed their m oderate attitudes tow ard A m ericans and British speakers o f English and attitudes tow ard