Factors affecting the effectibeness of learning eng lish of students in ho chi minh city

Page 1 List of abbreviation words EC: English center EL: English HCMC: Ho Chi Minh City L1: native language, first language L2: second language SNS: social networking sites LLS: learnin

UNIVERSITY OF ECONOMICS HO CHI MINH CITY

International School of Business

-

LE DUC PHUOC

FACTORS AFFECTING THE EFFECTIVENESS OF LEARNING ENGLISH OF STUDENTS IN HO CHI

UNIVERSITY OF ECONOMICS HO CHI MINH CITY

International School of Business

-

LE DUC PHUOC

FACTORS AFFECTING THE

EFFECTIVENESS OF LEARNING ENGLISH OF STUDENTS IN HO CHI

MINH CITY

ID: 21110015

MASTER OF BUSINESS (Honours)

SUPERVISOR: Dr Lam Nguyen Huu

Ho Chi Minh City – Year 2014

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List of abbreviation words

EC: English center

EL: English

HCMC: Ho Chi Minh City

L1: native language, first language

L2: second language

SNS: social networking sites

LLS: learning language strategies

EFA: exploratory factor analysis

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List of figures and tables

Table 1: The research process 31

Table 2: features of samples: About sex 33

Table 3: Features of samples: About Age 34

Table 4: Features of samples: Years of learning English 35

Table 5: Features of samples: Scores in TOEIC 35

Table 6: Features of samples: Best confident skill in English 36

Table 7: The reliability analysis: Cronbach’s Alpha 37

Table 8: KMO and Bartlett’s test 39

Table 9: ANOVA 43

Table 10: Coefficients 44

Figure 1: The research model 28

Figure 2: Process of data analysis 33

Figure 3: The Scree plot 40

Figure 4 Conclusion model of impact factors 45

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TABLE OF CONTENTS

Abstract

Chapter 1- INTRODUCTION 1.1 Research background 6

1.2 Management problem 8

1.3 Research problem 9

1.4 Research objectives / questions 9

1.5 Scope / delimitations 12

Chapter 2- LITTERATURE REVIEW 2.1 Definition of foreign language 13

2.1.1 What is foreign language? 13

2.1.2 Motivation of second language learners 13

2.2 About English 17

2.2.1 English and characteristics of English 17

2.2.2 The importance of English towards learners 19

2.3 Difficulties of learner when study foreign language 21

2.4 Factors impact to learner when study English 22

2.4.1 Learner’s self motivation 22

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2.4.2 Hi technology support 23

2.4.3 English teacher and teaching method 23

2.4.4 Online social network 25

2.5 The research model and hypothesis 27

2.5.1 Research model 27

2.5.2 Hypothesis 27

Chapter 3-RESEARCH METHODOLOGY 3.1 Research process 30

3.2 Research design 30

3.2.1 Organization of analysis 30

3.2.2 Sample and sampling 30

3.2.3 Measurement scale 31

3.3 Data collection and analysis 31

3.4 Summary 31

Chapter 4-DATA ANALYSIS 4.1 Some features of sample 33

4.2 Data analysis 35

4.2.1 Reliability Analysis 36

4.2.2 Exploratory Factor Analysis 37

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4.2.3 Regression Analysis 42

4.3 Interpret meaning of the regression model………43

Chapter 5- CONCLUSION, IMPLICATIONS AND LIMITATIONS 5.1 Conclusion 45

5.2 Implication 46

5.3 Limitation and future research 47

References 48

Appendix 51

Questionnaire 61

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Abstract

The benefits of learning a foreign language in general and English in particular perhaps nobody are not known With the fluently skill of using English can help you: access to knowledge of the world, communication with people, promote at work However, it is a true that many people whether have no change learning in school or any class, even if not living in a foreign country, but they have the ability to learn and use the language fluently and quickly, however there are many cases that so many people spend time and fee of learning long-term, but over time they can not be used or no upgrade So what is the reason for this phenomenon

There are many reasons affecting to foreign language learning First, learners have no guider, don’t know where to start, what’s important, which one should be study first, which one second and use which methodology So the role of the guider is help learners system all knowledge Second, learners are too focusing on grammar When the grammar just takes 7% in communication, 93% rest is motion and body language Third, learners study for the testing/examination but not for use Most of student when they studied

second language is being pressure of the examination, they try to study the trick to pass the exam and forget that studying is for using Fourth, Most of learners are not patient enough They want how to speak foreign language influent in short time

This paper will figure out the factors affecting the performance of students learning English (not foreign language specialists) are enrolled at HCMC and thus can introduce effective methods for learning students

Keywords: effectiveness of learning English, learning English of student in HCM city, methodology to fluent English

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Chapter 1 INTRODUCTION 1.1 Research background

Research background is the role of English in current society It would be interesting if

we could have access to the latest information, while others could not We can talk and communicate with friends who can, and can go far on the job while others look at you in admire eyes You can totally do this if you are good at English

But one article from Tuoitre e-newspaper said that “the English qualified of graduated

students are lower than the average standard even learner spent a lot of money and time” (Thanh Ha, 2014)

So far, more than 30 years ago, an important shift has taken place in the field of

second/foreign language learning, and researchers have focused mainly on learner’s individual factors There is a proverb states that give a man a fish and he eats for a day Teach him how to fish and he eats for a lifetime Applying such proverb in language learning and teaching, tells us that if students are taught strategies of language learning to work out, they will be empowered to manage their own learning In such way, native language speakers use the same strategy types as learners of second/foreign language use

In addition, differences between more effective learners and less effective learners were found in the number and range of strategies used so, it is undeniable of the importance of encouraging using learning language strategies Moreover even there are some researches support the belief that learners who receive learner training, generally learn better than who do not In addition, there is relationship between the frequent use of learning

strategies and achievement in the language Therefore, there is claim that use of language learning strategists helps the learners retrieve and store material, and facilitate their

learning

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The studies regarding learning English effective as a second language are done in three different areas which are: the characteristics of learning English strategies (Oxford, 1990; O‟Malley & Chamot,1990; Wenden & Rubin,1987); the variables affecting learning English effective (Nyikos & Oxford, 1993; Wharton,2000); and the effect of strategy Training on second/foreign language learning (Oxford, 1990)

From the variables affecting from point of view above, individual differences have been identified as variables influencing language learning outcome; In addition, the high

percent of source of learners gain the knowledge is teacher; encourage teachers to

discover the prescriptive belief of their own students And in order to provide successful instruction, teachers need to learn to identify and understand their students‟ individual difference, and even they need become more aware that their teaching styles are

appropriate to their learner's strategies

1.2 Management problem

According to a survey by the Ministry of Education and Training Vietnam and ETS (English testing services) The survey was evaluated 9.948 freshman sample from 13 colleges for the average score was 250 on the TOEIC On the other hand, after few years

in college, 51.7% of graduates do not meet the requirements of English language skills Only 10.5% of the university has made survey assessed the ability to meet the job

requirements of English skills of graduates The results showed that about 49.3% students meet the requirements of the recruiters, 18.9% students did not meet, and 31.8% students need more training Survey results are statistically Department of Higher Education reports on the status of the 59 teaching English language college (which not major as English school) in the country ( http://www.tuoitre.vn)

There is a real scenario in HCM city that a lot of students come from some rural areas, country side or provinces where have no native teacher can help them got a best method

to study English When they go to a big city to study, they understood how English is important to them, so they was spent money and time to study, hoping can get a better job

in future, but it seems quite hard and waste resources if they don’t have a logic method

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In the other hand, some method maybe effect in other countries but not work with learner

is Vietnamese, so this report also want to find out is there any different between the native learner and non native learner

Whenever we understand in sight or the nature of learners we can adjust not only the teaching method but also the studying method in current education system to meet desires from learners and fulfill requirements from recruiters

This thesis is willingness to look for guide and orient learner approach the best method of studying English

1.3 Research problem

The research problem of this paper is the effectiveness of learning English of student in HCM city So we have to insight understand student with many dimensions of reason to study English

To understand the issue of research problem, a number of question was posed to students

as, have student volunteered to study? , is it force by their parents, require of jobs?

Because of better life or it’s simple just because of satisfy their hobbies? If the

motivations start from their inside, it’s mean that they want to learn, so, high result is something not over their ability and possible But if different, they studied just likes “a thing must pass if you want to graduate from school”, of course, it is another story

1.4 Research objectives/ questions

What are the key characteristics of learner lead to high result?

People were born with diversity of characteristics, and every job in social need special person Example, a salesman must be good as talking and persuading, a teacher must having a good voice, so to study EL well, learners also need some special quality

If learners afraid of making mistakes, of losing face with friends when speaking or

writing English surely that it comes to learner’s performance

Example, according to Self-Efficacy Theory mention above, self-efficacy is a kind of personal expectation or judgment concerning one's capability to accomplish some task

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It’s also defines self-efficacy as an individual's judgments of his or her capabilities to perform given actions The more people believe in themselves to achieve their goals, the stronger and higher their motivation is

This report also wants to answer the other four questions below:

Does teacher and teaching method play a role factor impacts to result of learning EL?

Methods of teaching English not only in universities but also in high school has been a controversial issue in many forums online and offline in VN There has been survey of teaching effectiveness is due to the quality of teachers, however, from English teachers are also countered quite reasonable Some said that by psychology of student just wanted

to achieve the achievement or scores; others said that due to the design of training

program (issued by the Ministry of Education and Training) is not really justified

How the hi-tech equipments support bring back the effective to learners in study process?

It's undeniable that hi-tech facilities are more and more effect to young generation who are leaner in English as a second language nowadays

If previously student are limited due to lacking of material and mostly using hard copy document on learning purpose, nowadays with technology, modern equipment such as laptops, smart phone and other devices can easily access the internet, it also means they own diversified and more abundant reference material sources, such as all kinds of

dictionary, online forums to share materials and experiences, sound tract and video in English, tests samples

This thesis also wants to find out whether with the support of high-tech equipments can bring better results for learners of English

Does the online social network participant get relationship with learning EL effective?

Analysis from socialbakers.com – the most popular website in the world analytics about social network such as: Facebook, Google+, Linkedin, Twitter…- in 2013, there are about 20-milion active accounts only in Vietnam In which, 45% users are between 18-24 years-old, the College of University age of student

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The average time per user spend on internet is 2 hours and 23 minutes With that amount

of time, users have more change to interact with English, so perhaps some more will impact to learning EL effective of student, data retrieving from www.socialbakers.com

(Statistics on social networks Vietnam)

Does job’s requirement impact to result of learning EL?

Especially after VN WTO, more and more multinational companies entry VN to do business Thus, the need for using high quality human resources is increasing day by day one of the requirements is almost mandatory in requests from employers is the ability to communicate in English Just spend few minutes at some popular recruitment websites in Vietnam such as: www.careerlink.vn, www.myjob.vn, www.mywork.vn it is not hard

to realize that English is almost the necessary skill in the recruitment file

English is one of important sites for young people entering the life and it is nearly

indispensable if students wish to work for foreign companies, joint ventures or in the big public Vietnam companies, which often have a business relationship cooperation with international partners

Different from others knowledge and skills that may be the company to accept training after recruitment, English is often tested and used immediately in the recruitment process, therefore ready to use English all the time, everywhere is very important point to be able

to get a good job

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Chapter 2 LITERATURE REVIEW

2.1 Definition of foreign language

2.1.1 What is foreign language?

A foreign language is a language indigenous to another country It is also a language not spoken in the native country of the person referred to, i.e an English speaker living in Japan can say that Japanese is a foreign language to him or her These two

characterizations do not exhaust the possible definitions, however, and the label is

occasionally applied in ways that are variously misleading or factually inaccurate

A language other than the mother tongue that a person or community uses for public communication, in trade, higher education, and administration

Non-native language officially recognized and adopted in a multilingual country as a means of public communication

2.1.2 Motivations of second language learners

Among factors determining second language learning achievements such as attitude, learner preferences, learner beliefs, and age of acquisition, motivation gains widespread acknowledgement as the most influential Thus, being able to conceptualize motivation as exactly as possible will, without a shred of doubt, be beneficial to all who related, like educationalists, psychologists, teachers and learners, to name a few

Though motivation has secured its dominant and preeminent position in second language learning research, paradoxically, no consensus is actually reached on a satisfactorily precise definition of motivation The long term controversy put down to the

complicatedness, multi-faceted, or multi-factored nature of motivation as a conclusion drawn by Dörnyei (1998, p.117), “Although, motivation‟ is a term frequently used in both educational and research contexts, it is rather surprising how little agreement there

is in the literature with regard to the exact meaning of the concept” Later on, Dörnyei (2001b, p 7), ironically named it “as no more than an obsolete umbrella that hosts a wide

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range of concepts that do not have much in common” The complexity of

motivation can be unified since them all intended to explain nothing less than the reasons for human behavior (Dörnyei, Csizér, and Németh, 2006)

Moreover, from observations of Dörnyei (2001b, p 8), most scholars agree, at least, that motivation provides a source of energy that is responsible for “the choice of a particular action,” “the persistence with it,” and “the effort expended on it”

One popular definition proposed by Gardner (2011, p.10) in his eminent

socio-educational model of language acquisition, regarded motivation as “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language.” In this definition, three mentioned factors of effort, desire and attitude apparently belongs to the interior dimension of learners themselves Thus, it

is detectable that Gardner neglected social aspects of motivation such as learners

stimulations linked to parents, teachers and peers, for instance

Subsequently, a more thorough definition of second language motivation is suggested, where in motivation is a state of cognitive or emotional arousal’ which provokes a

decision to act which results in sustained intellectual and/or physical effort’ so that the person can achieve some previously set goal’(Williams and Burden, 2001, p.120) The two researchers consider the roles of both individual and contextual factors in motivation and the temporal aspect of motivation

In recent period of process-oriented perspective, Dörnyei and Ottό (1998, p 65)

presented a rather well-rounded definition in recognition of many other authors‟ previous achievements gained through years of hard work on the field

They concluded that motivation is a dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, priority, operationalised, and (successfully or unsuccessfully) acted out This umbrella term covers well the

temporal, dynamic nature of motivation as well as points out its directive role in the cognitive process

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An extensive body of literature exists on classifying motivation into types based on

varieties of criteria Integrative motivation is perceived as “a sincere and personal interest

in the people and culture represented by the other language group” (Lambert, 1974) Instrumental motivation refers to “the practical value and advantages of learning a new language” such as, get good marks, pass an examination, or find better jobs/promotions etc Resultative motivation suggests that their success in learning trigger more

motivation, while failure does the opposite (Crookes and Schmidt, 1991) Extrinsic

motivation, considered by most scholars to be the same as instrumental motivation,

derives from a number of outside factors such as winning a prize or avoiding punishment (Deci and Ryan, 2010)

Alternatively, intrinsic motivation, partly resemble integrative motivation, originates from learners‟ internal needs for competence and self-determination, satisfaction, and enjoyment (ibid, p 32) According to the findings of most studies, intrinsic motivation to the second language learning is responsible for learners‟ achievement more significantly than extrinsic one

However, in peculiar situations, the extrinsic may surpass or even internalized to be intrinsic For instance, it holds true where the role of second language is as means of wide communication; thus, weight of each types of motivation relies on particular socio-

cultural conditions In a nutshell, these types of motivation are “complimentary rather than as distinct and oppositional” (Ellis, 1998) as a learner, in reality, often possesses a joint motivation of all abovementioned

of intended or ongoing action.” (Pigott, 2008 adapted from Dörnyei, 2001b, p.43) and demotivation to mean “the state of a learner whose level of motivation is lacking enough

to severely restrict progress” (Pigott, 2008)

Looking at its role in second language learning, though the picture remains rather blurred, Christophel and Gorham (1995) figure out that “the strongest influence on motivation was not the presence of moti vators in the classroom, but the absence of demotivators.” In the same vein, Rost (2004) warned, “one demotivating act can negate or wipe out the positive effects of ten motivating acts”

Dörnyei (2001b, p.142) describes a demotivated learner as “someone who was once motivated but has lost his/her commitment/interest for some reason” Demotivated

learners show a lack of interest in the second language or second language community culture, hesitate to participate in any class activities, have no intimate affiliation with teacher and/or peers Consequently, they harbour ever-growing diffidence in classroom environment Eventually, these learners end up with appalling learning outcomes, which

in turn aggravate remaining motivation Once such a wicked circle materializes, it turns almost unbreakable

Amotivation

Amotivation, or learned helplessness, a concept emerged in self-determination theory Amotivation is defined as the situation in which people lack the motivation to take any action seeing that 'there is no point ' or 'it's beyond me ' (Deci and Ryan, 2010) This happens when they lack self-efficacy or a sense of control on the desired outcome Thus, the amotivated learner sets no goal and hold neither intrinsic nor extrinsic motivation to make any move

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2.2 About English

2.2.1 English and characteristics of English

English is the International Language and is one of the most popular and most spoken in the technology world We need to know English language in order to study any science subject or any computer language We need to know English to communicate effectively too many developed countries English is very much important in our life it is necessary

in each and every field If we know English we never feel tongue tide in front of others It's a widely spoken language People take pride in speaking English If we don't know English, we will leave behind the others English is a need of hour Today we can't deny the importance of English in our life To anyone who lives in an English speaking

country, it is of vital importance Language is always very important, because it is the means of communication If you cannot speak the language of a place, it will be very difficult to communicate with the people And so it is an absolute necessity We

communicate with others every day Weather we just say 'hello' or have a long

conversation, or weather we give or follow instructions, or weather at home or at the shop

or in the workplace Communication is a tool for everyday life-Everyone uses it every day And language makes it a whole lot easier, so everyone learns to speak their native language And English is the most widely spoken language in the world, and if you know how to speak it, it will be an invaluable tool of communication You can develop your knowledge for betterment of your knowledge As long as you educate yourself, you will come across many new things There is no end for learning

A / vocabulary:

1- Many words in English can usually be used in academic English, but its meaning

is not entirely the same as speech For example, the word "underline" in the

sentence "The research underlines the Importance of International Trade

Agreements" means to provide (give emphasis to something) is not underlined as

in "Underline your family name." This concern led to the debate when he said the word means A, B others say that when they really mean that it must depend on the

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context It is also classified by candidates who have extensive background and strong English language will be used, "a solid Evidence" contestants also usually end up taking "solid" when referring to the solid state of the object that only So to understand this is not much else to read academic articles, as it will gradually understand the differences in meaning of simple words in academic writing than normal, and can be confident use it in my article

2- Academic office contains a large amount of formal, high academic nature is less common in speech This is also the reason why I opened the competition to

reinforce learning for the whole family to this segment at least people can

recognize it in the reading, listening, proceed to use it in the article How to use the word, expression is extremely important because judges rely on this but

decided to do all of the contestants is high or low

3- Last feature is extremely important and different from Vietnamese academic English that use large amounts of noun phrases (noun phrases), each noun phrase

to contain a lot of important information Skilled people who know how to write academic writing is more of a noun phrase and link them together coherent

throughout I have learned a great experience from discussing the use of Google while writing through which each person can edit their own posts very effective as follows Whenever you write one noun phrases but certainly not native speakers use it or not, go to Google type that phrase into the search box, put in the memory

or dual (i.e "an Emerging disease") After you press enter and get the search

results, then look to the left column with 'everything, news, and more (much

more) You will find out more click on a series from other sources such as Books, Films Now that you select Books or News then wait for the results If found in catalog Books that the data demonstrate that native speakers can use > I used to

be Conversely, if they do not see how the phrase is not okay, need to reconsider This is how I discovered the absurdity of "a lot of diseases starting up" as a result

do not have the resources to write this in the knowledge of mankind But with all

B / About Grammar

Academic English requires the use of varied sentence patterns, alternating single sentence, complex sentence, compound sentence (there are many propositions) High point when candidates use more complex sentence patterns while

maintaining stable grammar and accuracy We should review the grammar books

to reinforce the knowledge of the common phrases, and can look at the discussion

of the article also has a lot of quality with sample sentences and that people have

to learn that

2.2.2 The importance of English towards learners

In global world today, the importance of English can not be denied and ignored when English was being the most common language spoken all over the world With the help

of technology, English has been playing a major role in many sectors including medicine, engineering, and education

The first reason for why English should be the medium of instruction at universities is that it helps students find a high quality jobs

In business life, the most important common language is obviously English In addition

to this, especially, high-quality jobs need good understanding ability and speaking in English Therefore, companies can easily open out to other countries, and these

companies generally employ graduates whose English is fluent and orderly For example, the student who is graduated from a university which takes English as a major language will find a better or high-quality job than other students who don’t know English

adequately In other words, the student who knows English is able to be more efficient in his job because he can use the information from foreign sources and web sites He can

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prepare his assignments and tasks with the help of these information Therefore,

undoubtedly, his managers would like his effort or prepared projects In addition, many high-quality jobs are related with international communication and world-wide data sharing University graduates who are in a international company and business are

needed to communicate with foreign workers For instance, if their managers want them

to share the company’s data, they are expected to know English Moreover, they will even have to go business trip for their company Absolutely, all of these depend on

speaking English; as a result, new graduates have to know English in order to get a quality job, and the others, who don’t know English, may have lack of communication and be paid less money

high-The second and the most important reason, for English to be the medium of instruction higher education system is that it enables students to communicate with the international world

In these days, in my opinion, the most important thing for both university students and graduates is to follow the development in technology For this reason, they have to learn common language Certainly, they should not lose their interest on communicating with the world However, some of the university students can’t obtain English education in their university Unfortunately, these people may lose their communication with

worldwide subjects and topics In short, they will not communicate foreign people To prevent these people from lacking of speaking English, universities’ administration will provide English education to them In addition, university students can use some specific hardware and software of computers with their English to communicate others For

example, the Internet, which, in my own opinion, is the largest source in the world, based

on English knowledge and information Also, most of the soft ware such as “Windows”,

“Microsoft Office”, “Internet Explorer” are firstly written in English, and these programs are the basic vital things for communication over computer That is to say, even in a little research about something, they need these programs and the Internet to find necessary sources and information

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So, English is role an important factor for learners in many ways

− First, students who know English are easier to find their favorite job related with

their field

− Second, they can communicate with “rest of the world”

− Third, English makes accessing information easy for students

2.3 Difficulties of learners when study foreign language

Language teaching practice often assumes that most of the difficulties that learners face

in the study of English are a consequence of the degree to which their native language differs from English A native speaker of Vietnamese, for example, may face many more difficulties than a native speaker of German, because German is closely related to

English, whereas Vietnamese is not This may be true for anyone of any mother tongue setting out to learn any other language See also second language acquisition for mixed evidence from linguistic research

Language learners often produce errors of syntax and pronunciation thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the second language, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as false friends This is known as L1 transfer or

"language interference" However, these transfer effects are typically stronger for

beginners' language production, and second language acquisition research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds

It is important to remember that learning a second language involves much more than learning the words and the sounds of a language Communication breakdowns occur not only due to the more commonly understood syntax and pronunciation difficulties but because when we learn a language we also learn a culture What is perceived as right, normal and correct in one language and culture does not always "translate" into a second language even when the vocabulary is understood Communication breakdowns may occur as a result of cultural assumptions regarding age, forms of address, authority and

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respect, touching, eye contact and other body language, greetings, invitations, and

punctuality to name just a few

In particular, some learners may have very different cultural perceptions in the classroom

as far as learning a second language is concerned Also, cultural differences in

communication styles and preferences are significant

2.4 Factors impact to learner when study English

2.4.1 Learner’s self motivation

- Lack of a large enough force, a very specific purpose People often hesitate to start a course, or when school is not trying, and in many cases enrolled for some time, then quit halfway through

- The second is the difficulty most people have no rational methodology, there is no method known in Vietnam as the standard for all to follow

- Habit translated into Vietnamese to understand the letter, eager to hear and remember information as well as 100% some college students do not distinguish between the core content is necessary to grasp, what is the Secondary information can be ignored in the process of listening Distorted perception of the requirements of this type of course as learners and fatigue tend to hesitate, confusion in class listening in class

- From limited capital is the biggest obstacle for the comprehension of the learners This restriction makes the school so stopped thinking when meeting new words, had to miss most of the next information That's not to mention the psychological stress factors can hear the familiar word processing became popular not recognize new words during the hearing Pronunciation Vocabulary also increases the difficulty of the subjects to listen to many times The negative change in rapid and continuous speech compared to articulate each syllable of the teacher in the class as well as significant obstacles Such phenomena schwa sound / ə /, swallowing negative phenomena (elision), negative assimilation

(assimilation), and that sound simple (homophone), is always the challenge for language learners That's not to mention the different accent (accents) capital shock and psychological crisis for the school

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2.4.2 High technology support

High technology already has an important role of learning English effective to both

individuals and schools

But in the other hand, we are understood of its potentials has encouraged a shift in

emphasis from computer technology itself to its applications So, looking ways to use high technology for convincing teaching and learning has gained prominence in the research Nowadays, the use of multimedia, the Internet, and diversity forms of distance learning are wide spread Interest in using them as tools to support language learning is growing, both from the perspective of a language educator and that of a language learner

A significant amount of literature explored the potentials of computer technology with regards to teaching and learning languages more effectively Dunkel (1990), for example, asserted that the possibilities of computer technology as a tool could include increasing language learners’ self esteem, vocational preparedness, language proficiency and overall academic skills Furthermore, the benefits of multimedia, the Internet, and various forms

of distance education were explored by many others Educators were particularly

interested in technology’s interactive capabilities, such as providing immediate feedback and increasing learner autonomy, in addition to the capability of simulating real-world situations via audio

Moreover, discussions of the benefits of computer technology included the exploration of the application of certain technologies in specific language areas Hypermedia technology with its linking and interactive capabilities was discussed as a tool to enhance vocabulary learning, and reading comprehension Video and audio considered as the potentials to support text comprehension

2.4.3 Teachers and teaching method

There were many researchers and articles have attempted to describe and explain how is the best model of second language teacher and language learning methods

Although they have showed different classifications and conceptualizations of both concepts above, for example, O’Malley & Chamot (1990) conclusion language

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learning methods into three categories: cognitive, meta-cognitive, and social-affective, Oxford (1990) was improved to become more comprehensive, clearly and systematic Although from this research, Oxford also separated language learning methods into two domains:

- Direct Methods: it means that language learning methods which directly involve the target language All direct methods require mental processing of the language.(1990,

p 37) There are three elements of direct methods:

 Memory methods – techniques specifically tailored to help the learner store new information in their memory and retrieve it later on, e.g placing new words in context, using keywords and representing sounds in memory, etc

 Cognitive methods – skills that allow students to better comprehend and produce language in different ways, e.g note-taking, repetition, summarizing text, etc

 Compensation methods – behaviors used to compensate and help them to employ the language, e.g guessing while listening or reading, or using synonyms or paraphrasing while speaking or writing

- Indirect Methods

This methods is the other side of view, “Indirect Methods provide indirect support for language learning through focusing, planning, evaluating, seeking opportunities, controlling anxiety, increasing cooperation and empathy, and other means” (1990,

p 151) The factors of this indirect methods are below:

 Meta-cognitive methods – behaviors used for arranging, planning and

evaluating one’s learning, e.g overview and linking with already known material

 Affective methods – techniques which regulate emotional behaviors and

motivation, e.g using relaxation techniques, singing songs in a target language to lower one’s anxiety, etc

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 Social methods – actions allowing better learner interaction with other people in the language learning process, e.g asking questions, cooperating with peers, and developing empathy towards target language speaking people, etc

In the other hand, the teacher is one of the factors that has a lot of influence on student achievement An ineffective teacher places students at an extreme disadvantage due to poor instruction According to Adams & Pierce (1999), having many years of experience doesn’t guarantee expert teaching; experience is useful only when the teacher continually engages in self-reflection and modifies classroom techniques to better serve the needs of students Teachers must prepare to teach a wide range of students in terms of interest, motivation and ability, some of whom may need additional assistance and these

behavioral

characteristics are said to have effects on the students

in learning English However, apart from good teaching skills that teachers need to have, personal traits are also equally important because they also play a vital role in the success

of learning as stated by Thorne (2009) that building and maintaining relationships in classrooms is necessary And to build relationships, teachers need to be able to build rapport and foster an environment that encourages questions, negotiation and processing, and ultimately, autonomy, rather than an over-dependence on teachers In order for this to occur, teachers should be well-planned, creative and patient with the learners they are working.”

2.4.4 Online social networks

There is a research study published in December 2008 on the use of digital technologies

by adults from 16 industrial nations suggests that “on average spend a third of their

leisure time online, belong to two social networking sites and have regular contact with

16 people who they have ‘virtually’ met on the internet” While most European countries and the USA hovered around the 30% average, Asia’s digital natives far exceeded it, with

attraction to teenagers, housewives, students and a new group of recently enfranchised elderly digital immigrants Facebook, for example, reputedly has more than 175 million international users, a claim that, if true, would make it the sixth largest country in the world

The article examines how one example of social software is having a direct impact on foreign language teaching and learning in Japan, by allowing both teachers and learners

to build and participate in multimedia collaborative learning environments that are able to promote active and creative language learning Language learning that takes places in these social networks can be based on the creation and sharing of user profiles, friends, instant messaging, blogging and comments, as well as photos and videos What follows will present research findings from a pilot project carried out on the first SNS specifically aimed at developing an online community of language learners, Livemocha.com, which was launched at the end of 2007 in the United States The aim of the project was to

examine the way that an SNS designed specifically to enhance language learning

responds to a number of concerns of existing research in this area, impression

management, friendship performance, networks and network structure, and privacy issues (Boyd & Ellison 2007), as well as the potential to enhance opportunities for language exchange between native and non-native speakers

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2.5 The research model and hypothesis

2.5.1 Research model

The research model is built to figure out the factors impact to learning English effective

of the non native speaking English students in HCM city The model as below:

Figure 1: The research model 2.5.2 Hypothesis of report

H1: self motivation of learner impacts to result of learning EL

There are many reasons to motivate oneself to study English as a second language: to

study oversea, to get better job with high salary, to travel, to understand the culture all

over the world…so I hope that self motivation is the most potential variable could

enhance the learners’ performance of English as second language learning

Dörnyei (2001), one of the well-known leaders within the field of motivation also states, generally, motivation can be a matter explaining why people decide to do

something, how long they are willing to sustain the activity, and how hard they are

going to pursue it The learners with high motivation to learn a language will likely use a variety of strategies Therefore, in terms of language learning, achievement can be

Teacher and teaching method

Hi-tech support

Job requirement

of English skill

Learning English effective of non-native speaking English students in HCM

H5

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viewed as one of indexes of motivation since motivation can lead to and support all activities

H2: teacher and teaching method is a role factor impacts to result of learning EL

Teacher and teaching method play an important role to bring back good result for

students who learning English Teachers are not only a living library but also a mirror for student But nothing is always right and perfect, through this research I hope can explore new methodology maybe good in pass but must change now

H3: hi-tech support

We can’t deny that high-tech tools have played an important role in modern life It is hard

to imagine how’s life would be without them High technology has crept into almost every activity of our daily, which has applications in learning Hopefully hi-tech also bring back positive results for learning English as we are thinking

There is a article to assess how typical English language classroom students can take benefits of technology to learn English as a second language, a questionnaire form has been used for this purpose (Nomass, B B 2013) The form was given to samples of students of College of arts, Al-Jabal Al-Gharbi University in Libya The results show the following:

- 98% of the students using the computer can improve their English vocabulary

- 96% of the students that using computer in the classroom increases students'

interaction with learning

- 96% of the students believe that using computer will help them to develop their writing skills

- 83% of the students believe that the use of computer will improve their listening skills

- 66% of the students prefer using technology to learn English language

- 98% of the students using technology will help them to learn English language faster than other ways

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- 90% of the students that using technology can help them to improve their speaking skills

H4: social network participant

Along with the explosion of information technology is a series of nascent trend among young people today One of which is the habit of using online social networking With online social networks, people across continents as closer, and this could also be factors

to help improve students' English learning HCM city

In 2012, the research by two authors from the University of California - Wang, S., & Vásquez, C (2012) has shown that the elements from the internet (from Web 2.0

platform) that affects the efficiency to second language learning online in which online blogs and social networks took part for 45%, the rest are other factors such as Wiki, Google tools, 3-D virtual world thus, this article is also looking for do those factors impact to English learners in HCM City

H5: pressure of job’s requirement impacts to result of learning EL

English nowadays becomes one of most important indicate for company to recruit an employee So, want or don’t want, learners also try to get a high score in English

certificate to enhance the recruiters even they do not use after get in the company

Conclusion chapter 2:

This chapter introduces about literature relation to the research It is also list out 5 hypotheses which are maybe deep impact to the learning English result In next chapter will talk about the research methodology, research resign and sample

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Chapter 3 RESEARCH METHODOLOGY 3.1 Research process

Research process shows on the table below:

1 Literature review

2 Model and hypothesis of research

3 Research design

4 Reliability Measurement

5 Data collection and analysis

6 Discussion and conclusions

Table 1: The research process This research will conduct into two main stages Stage one is desktop survey In this stage, list down all the English centers in HCM city and category by district, school fee, local/foreign teacher rate, owner (public school, private school or invested by foreign company) Stage two, do the survey on students by using questionnaire By this way, we can collect information of variance learners about school cluster

3.2 Research design

3.2.1 Organization of analysis

Organization of research is English center in HCM city areas For survey results on

selected representative samples for all overall, survey organizations have been divided into geographical groups, school fees, reputation representative of the overall

3.2.2 Sample and sampling

Learner from English centers Sample side is about 200/240.000 (all students in HCM city)

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Sampling method: random class from different English center in different district

Concentrate on the medium and advantage class (because student in lower class have not enough experience of studying)

3.2.3 Measurement scale

The questionnaire and scale to measurement

- Nominal (gender, major, age…), ordinal (priority useful of EL, temper suitable to learn,

- Interval, ratio, semantic, itemized, likert…

The table of questionnaire can not too long, too much question and arrange from easy to difficult

This questionnaire designed based on scales of several author as: Guilloteaux, M J., & Dörnyei, Z (2008) – about self motivation of learners; Nomass, B B (2013) about The impact of using technology in teaching English as a second language; Boyd, D Ellison, n.(2007) about social network Sites, Dörnyei, Z., & Ushioda, E (2013) About the

Teaching and researching Williams, M., Burden, R L., & Al-Baharna, S (2001) About

the role of the individual in motivation

3.3 Data collection and analysis

After survey, data will be collected and run by SPSS software to get the relationship of hypothesis and variance

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Chapter 4 DATA ANALYSIS

Chapter 3 presented research methodology to examine scale validation and analyze the collected data In chapter 4, results of study will be shown and analyzed with sample n=200

First, respondents‟ demographics were analyzed by using the SPSS – Statistical software package Secondly, results of scale validation were presented In this section, the data of this research was evaluated through two steps

Step 1 used Cronbach‟s Alpha and Exploratory Factor Analysis (EFA) to examine

reliability and validity of the scale measurement In step 2, researcher used data

regression independent variables from EFA to test the research model Finally, results of hypotheses testing were discussed

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4.1 Some features of samples

Form 200 respondents, of which 6 samples but failed due to a number of incorrect

answers such as: age (less than 10 years old), TOEIC score (greater than 1,000 points or score made no logic to TOEIC system

Thus, the samples was 194 Here are some features of the samples

a) About sex

Table 2: features of samples: About sex With value 1 is equal to male, 2 is equal to female From 194 samples, there are 60 male students take 31%, the rest 134 students are female take 69%