ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''''''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING

ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING ĐỀ TÀI NGHIÊN CỨU KHOA HỌC NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH QUA E-LEARNING CỦA SINH VIÊN NEU FACTORS AFFECTING NEU STUDENTS'''' MOTIVATION IN LEARNING ENGLISH THROUGH E-LEARNING

Apart from the support of our supervisor, we would like to extend our special thanks to National Economics University students for their assistance in doing our survey questionnaire truthfully

Furthermore, we highly appreciate the authors of the previous research and documents we consulted during the process of conducting the research

Last but not least, we are grateful to our research teammates who always shared all the difficulties, devoted themselves to this research during the time we were carrying out the study

Finally, our thanks go to all people who have supported us to complete the research directly and indirectly

TABLE OF CONTENTS

ACKNOWLEDGEMENT i

LIST OF ABBREVIATIONS v

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 INTRODUCTION 1

1.1 Rationale of the study 1

1.2 Purposes of the study 3

1.3 Scope of the study 3

1.4 Research questions 3

1.5 Research methodology 4

1.6 Design of the study 4

CHAPTER 2 LITERATURE REVIEW 5

2.1 E-learning 5

2.1.1 Definition 5

2.1.2 Types of E-learning 7

2.1.2.1 Synchronous E-learning 7

2.1.2.2 Asynchronous E-learning 10

2.1.3 The importance of E-learning 12

2.2 Motivation 13

2.2.1 Definition of motivation 13

2.2.2 Motivation classification 13

2.2.2.1 Intrinsic and Extrinsic motivation 13

2.2.2.2 Resultative motivation 14

2.2.2.3 Integrative and instrumental motivation 14

2.2.3 The importance of motivation in L2 learning 15

2.3 Previous studies about factors affecting NEU students’ motivation in learning English through E-learning 16

2.3.1 Factors affecting students’ motivation in learning 16

2.3.1.1 Previous international studies 16

2.3.1.2 Previous Vietnamese studies 17

2.3.2 Factors affecting student’s motivation in learning (English) through E-learning 18

2.3.2.1 Previous international studies 18

2.3.2.2 Previous Vietnamese studies 20

2.4 Proposed framework of factors affecting NEU students’ English learning motivation through E-learning 21

2.4.1 Human factors 21

2.4.1.1 Learner perspectives 22

2.4.1.2 Instructors' Attitudes 22

2.4.1.3 Supportive issues 23

2.4.2 Technological factors 23

2.4.2.1 System quality 24

2.4.2.2 Service quality 24

2.4.2.3 Content quality 25

CHAPTER 3 RESEARCH METHODOLOGY 26

3.1 Participants 26

3.2 Data collection method 27

3.3 Data collection procedure 27

3.4 Data analysis procedure 28

CHAPTER 4 DATA ANALYSIS AND DISCUSSION 32

4.1 Factors affecting NEU students' motivation in learning English through E-learning 32

4.1.1 Human factors 32

4.1.1.1 Learners' Perspectives 32

4.1.1.2 Instructors' Attitudes 33

4.1.1.3 Supportive Issues 34

4.1.2 Technological Factors 35

4.1.2.1 System Quality 35

4.1.2.2 Content Quality 36

4.1.2.3 Service Quality 37

4.2 Descriptive statistics of the primary data 40

4.2.1 Scale reliability testing 40

4.2.2 Exploratory factor analysis 43

4.2.2.1 Independent variables 43

4.2.2.2 Dependent variable 52

4.2.3 Pearson correlation 55

4.2.4 Multiple regression 56

4.3 Discussion 59

4.3.1 Learner Perspectives 59

4.3.2 System Quality 60

4.3.3 Service quality 60

4.3.4 Content quality 61

CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS 63

5.1 Summary 63

5.2 Limitation and suggestions for further study 63

5.3 Recommendations 64

5.3.1 Recommendations for students 64

5.3.2 Recommendations for instructors 66

5.3.3 Recommendations for NEU administrators 67

REFERENCES

APPENDICES

LIST OF ABBREVIATIONS

E-conferencing Electronic conferencing

E-learning Electronic Learning

ICT Information & Communication Technology

OCED Organization for Economic Co-operation and Development

PLS - SEM Partial Least Squares Structural Equation Modeling

SEQ Service Quality

SPSS Statistical Package for the Social Sciences

LIST OF TABLES

Table 4.1 Results of Cronbach's Alpha of factors affecting NEU students in learning

English through E-learning 42

Table 4.2 Results after testing scale reliability of factors affecting NEU students in learning English through E-learning 43

Table 4.3 KMO and Bartlett's Test of independent variables 43

Table 4.4 Total variance Explained of independent variables 48

Table 4.5 Rotated Component Matrix of independent variables 51

Table 4.6 KMO and Bartlett's Test of dependent variable 52

Table 4.7 Total Variance Explained of dependent variable 52

Table 4.8 Component Matrix of dependent variable 53

Table 4.9 Results of testing EFA on factors affecting NEU students' motivation in learning English through E-learning 54

Table 4.10 Correlations between factors affecting NEU students' motivation in learning English through E-learning 56

Table 4.11 Model Summary 57

Table 4.12 ANOVA 57

Table 4.13 Coefficients 58

LIST OF FIGURES

Figure 1.1 Massive open online courses, main international providers 1

Figure 2.1 Proposed framework of factors affecting NEU student's English learning motivation through E-learning 21

Figure 3.1 Participant Demographics 26

Figure 3.2 Study Time Illustration 26

Figure 4.1 Data analysis of learners’ perspectives 32

Figure 4.2 Data analysis of Instructors' Attitudes 33

Figure 4.3 Data analysis of supportive issues 34

Figure 4.4 Data analysis of system quality 35

Figure 4.5 Data analysis of content quality 36

Figure 4.6 Data analysis of service quality 37

Figure 4.7 Data analysis of 6 factors affecting NEU students’ motivation in learning English through E-learning 38

1CHAPTER 1 INTRODUCTION

1.1 Rationale of the study

The advent of industrial revolution 4.0 is the mainspring pushing E-learning forward in the future In many developed countries, E-learning is deployed on a large scale with many features associated with the course According to Cyber Universities (2018), nearly 90% of the universities in Singapore utilize online training methods, online training also accounts for more than 80% in the US

Figure 1.1 Massive open online courses, main international providers

(Source: Economist.com) Figure 1.1 illustrates the number of registered users and online courses as well

as some main course subjects from 2011 to 2017 In 2011, “online course” was still a totally new term to everyone but in 2016, it attracted nearly 60 million people registered and the number of courses reached 7000 by the time of 2017 It is clear that the number of online courses as well as registered users is growing rapidly and online courses are being provided in various subject fields

According to Nguyen Thanh Nam, founder of FPT Online University (FUNiX), many countries in the world, especially those with great pressure on population and economy such as India, the Philippines, Mexico, etc have seen E-learning as an

opportunity to catch up with developed countries, which is the point that Vietnam should absorb and learn It is necessary to consider and put online education as top priority and opportunity to break through as well as level the gap between Vietnamese education and other countries in the world

In fact, by the time of 2010, domestic enterprises took the first steps to explore the E-learning system by launching a series of online learning websites such as Violet.vn, Hocmai.vn, Topica, Onluyen.vn, Speakup.vn, Mathplay, etc E-learning has become a learning model attracting a large number of users, especially in Hanoi and

Ho Chi Minh City with a wide audience coverage Online education activities in Vietnam provide mainly groups of services: language courses; exam preparation or lecture programs for general knowledge and skills courses The content of E-learning lectures is quite plentiful, integrated into many different forms of expression such as videos, clips, sound effects, animated illustrations, etc

English is the language of international communication and a key to open the door of promising futures Therefore, it is considered one of the basic requirements for global citizens in competitive job markets Many colleges and universities in Vietnam have established English outcome standards as an important compulsory graduation requirement Thus, for the NEU students, English is both pressure and a challenge that requires them to overcome and dominate The development of education and information technology offers a favorable external environment for learning English There are many different types of study techniques that can be chosen for learning English strategies Especially the outbreak of the Covid-19 pandemic and school closures have recently provided students with an opportunity to experience various forms of digital learning, which set the scene for a deeper approach to study English through E-learning

Learner motivation is one of the factors determining the success of students' learning (Hidi & Harackiewicz, 2000) Research shows that motivated learners are more likely to undertake challenging activities, be actively engaged, enjoy and adopt a deep approach to learning and exhibit enhanced performance, persistence, and

creativity (Ryan & Deci, 2000b) Therefore, examining students’ motivation is a vital step to research the effectiveness of a learning method

A number of researches have been carried out to investigate different aspects of E-learning as well as learning motivation, however, there seem to be no officially published articles focusing on factors affecting students' motivation in learning English through E-learning, especially at National Economics University

Based on the mentioned reasons, this study is conducted to discover and analyze “Factors affecting NEU students’ motivation in learning English through E-learning.”

1.2 Purposes of the study

This study is aimed at:

- Investigating the factors affecting NEU students' motivation in learning English through E-learning

- Suggesting some recommendations to enhance NEU students' motivation in learning English through E-learning

1.3 Scope of the study

Geographical scope: this study is conducted at NEU

Time scope: the data and figures are collected and analyzed from 2020 October

to 2021 March

Content scope: the research includes 408 full –time NEU undergraduates

1.4 Research questions

This research is conducted to answer these questions:

What are the factors affecting NEU students' motivation in learning English through E-learning?

What can be done to develop NEU students' motivation in learning English through E-learning?

1.5 Research methodology

Primary data is collected through survey questionnaires The survey comprises the engagement of about 408 students majoring in different faculties at National Economics University in the second semester of the 2020/2021 academic year Through an online survey sample that consisted of a system of questions relating to the topic, participants can show their personal opinions and attitudes on the factors that affect them in E-learning lessons Resulting from the survey achievement, the researchers can collect reliable data objectively On conducting the research, the gathered data are analyzed and used purposefully in including parts of the study SPSS

is also utilized to get the most objective results from the data

Secondary data is collected from various available sources through desk research Review of literature and other available information is referred from published and unpublished reports, journals, books, newspapers, etc

1.6 Design of the study

The study consists of five chapters

Chapter 1 is the introduction which presents the rationale, aims, scope, method, and design of the study

Chapter 2 is the literature review which deals with the concepts of E-learning, the motivation of students and reviewing previous studies of factors affecting motivation in English acquisition through web-based learning

Chapter 3 is about the methodology of the study which presents research questions, participants, methods of the study, instruments, data collection

Chapter 4 is about the data analysis, discussion and major findings

Chapter 5 is the conclusion which presents the summary of the study, limitations and suggestions for further study

2CHAPTER 2 LITERATURE REVIEW

The chapter presents the theoretical review of E-learning and motivation

2.1 E-learning

2.1.1 Definition

E-learning is part of the Fourth Industrial Revolution at the start of the 21st century, which reshapes the world's educational system In recent years, many researchers have explained the definition of E-learning Their studies have shown different aspects of E-learning to give a better understanding of online learning for students and enhance future research The definition of E-learning is continuously changing day by day due to the development of technology Besides, it seems that there would be no single definition of E-learning that might be accepted by most scientists Many educational scientists have their scientific approaches, which results

in different concepts of online learning To see the big picture of numerous academic definitions of online learning, some examples are illustrated by education researchers worldwide There has been a debate about the concept of E-learning or online learning

learning means Electronic Learning, with the E standing for Electronic learning is understood as a learning environment with a full range of technologies for storing, encrypting, and transmitting data Learners can interact with teachers and choose for themselves the learning methods and tools to achieve the highest efficiency Wentling et al (2000) argued that the term E-learning is “the attainment and use of knowledge that are predominantly facilitated and distributed by electronic means” Online learning relies on the use of digital devices including computers and networks There will be a progression into the system when students use more channels to study online such as “wireless and satellite, and technologies such as cellular phones (Wentling et al., 2000)

E-Oblinger and Hawkins (2005) suggest that online learning uses modern technology to deliver an online course to learners, which is independent of time and place Thanks to modern technology, learners have chances to take in knowledge anytime and anywhere

Maltz et al (2005) argue that the term ‘E-learning’ includes “distributed learning, online-distance learning, as well as hybrid learning” According to OCED (2005), E-learning means “the use of information and communications technology (ICT)” to help students learn in higher education This term has a variety of systems, including using emails and online courses while providing courses on campus for students to learn offline Universities can use E-learning through the Internet or other online network to support the learning of students There are some types of E-learning

as follow:

• “Web-supplemented courses”: Universities tend to focus more on courses on campus While teaching in classrooms, they also provide a course outline and notes of the lecturers on the Internet, e-mail and links to these materials to enhance the study of students

• “Web-dependent courses”: To take advantage of these courses, students have

to make online discussions, assessments or projects on the Internet or other online networks However, the time of learning in classrooms is not reduced sharply Learning offline with teachers at campus also has a more important role in these courses

• “Mixed mode courses”: The classroom time is decreased, and students spend more time on online learning courses The E-learning element begins to replace classroom time Discussions, assessment, or projects on the Internet starts to replace face-to-face teaching But the campus learning still has significant importance in these courses

• “Fully online courses: Students can learn these courses in any place or any time There is no campus attendance in these courses, which means that students' study independently without teachers or mentors

This definition is applied from a technological perspective, which means that learning depends on digital devices and the Internet

E-According to Liu and Wang (2009), the features of the E-learning process are chiefly “the internet; global sharing and learning resources; information broadcasts and knowledge flow by way of network courses” The creation of E-learning might be seen

as a solution to address the issue of time and place

It can therefore be concluded that it is difficult to identify a common definition for E-learning To conclude, E-learning is a structured course or learning experience delivered electronically; it can also include performance support content There are also many different elements that can make up an E-learning program, such as live or pre-recorded lecture content, video, quizzes, simulations, games, activities, and other interactive elements

2.1.2 Types of E-learning

In the Fourth Industrial Revolution, E-learning or learning online through the internet can be seen as a solution to meet the increasing need for a highly educated workforce To take advantage of this new learning approach, students and teachers need to understand the categories of online learning There are two basic types of online learning “Asynchronous E-learning and Synchronous E-learning”

2.1.2.1 Synchronous E-learning

According to Mathew Murray (2007), Synchronous E-learning is “live, time instructions and learning-oriented interaction” Synchronous E-learning is different from the lecture of its special characteristic “learning-oriented interaction.” Synchronous E-learning focuses on the live and collaborative interactions between students and teachers

real-Synchronous E-learning is the learning which has the support of electronic devices Synchronous E-learning can have asynchronous experiences, but the learning

is real and lively Research on E-learning indicates that about 90% of participants participating in a Synchronous E-learning event There are different types of Synchronous E-learning: virtual classroom, Webcasting, Web conferencing, videoconferencing, Webinars, live E-learning, E-conferencing, etc

• Teleconferencing: People use this term with different meanings Some learners use it as a synonym for videoconferencing It is also used as “audio conferencing” Its major categories are videoconferencing and audio conferencing

• Audioconferencing: the interaction created by telephones The reason why audio conferencing can be so popular is that it is inexpensive and available for anyone

to utilize, adopting this method can bring impressive learning results Students can

give a ring to their teachers and receive helpful advice, feedback, and knowledge sharing from the teachers

• Video conferencing: This term refers to “full-screen video and audio” Students can get access to their teachers by using screen sharing and a camera Videoconferencing is effective to reproduce the classroom

• Webcasting: This term refers to “referenced audio and video sent from a single source to multiple passive receivers, either live or on-demand Webcasting utilizes streaming media to transmit audio/video efficiently over the Internet These media streams are encoded and decoded using a common system format (e.g Windows Media, RealMedia, Flash Video, QuickTime, or DivX)” This method provides a range

of tools such as one-way audio, video streams, presentation slides, chat, file downloads which can enable students to interact more with their teachers Webcasting is suitable for presentation when teachers speak about a specific topic and students can ask questions to understand more about this aspect It not only reaches a larger volume of students but also ensures the interest of learners thanks to interactions through camera Especially, visual information such as, “high-quality motion graphics, and animations”

is used in this type of learning

• Gaming and simulations: This term refers to “online virtual environments or challenges that respond and dynamically adjust to learner input.” This type of learning

is used more and more because games and simulations might be regarded as a measure for the results of learning It can enhance online learning as a novel field of instruction that needs face-to-face communication and practice Students can do their assignments

or even projects online by games

• Web conferencing: This term refers to “Highly interactive, Internet-based applications with a rich collaboration feature set (audio/video from presenters and learners, application sharing, whiteboarding, and markup tools, breakout rooms, polling, quizzing, hand raising and emoticon responses, slides and media, Web site tours, public/private text Chat”

This method can be applied to thousands of learners It allows collaborative learning among geographical conditions, which means that students can learn with a flexible timetable Some people defined it as a virtual online classroom The virtual

E-classrooms allow the success of information delivery to thousands of students In this method, teachers or instructors are able to deliver content in many different ways, get feedback, interact with students and facilitate the practice and problem-solving skills

of their students by using laptops, mobile phones or tablets

The roots of Synchronous E-learning consist of three basic factors: “the classroom, the media and the conference”

• Classroom: the term “Synchronous E-learning” is created to improve the classroom experience Many activities in campus learning, such as hand raising, whiteboarding, etc can be applied by teachers to help students have the most live virtual learning This can permit more interaction between students and teachers, which is often considered as one of the most important factors of education

• Media: The development of Synchronous E-learning technologies and practice

is dependent particularly on mass media devices The increasing use of mass media software and hardware has allowed more Synchronous E-learning Producers to develop their more complex and lively visual design

• Conference: “Synchronous E-learning” is an opportunity for students to share their ideas, gain feedback and have the best collaborative practices The internal conference in “Synchronous E-learning” means that students and instructors can reproduce face-to-face interaction as in campus learning Teachers can generate ideas

or deliver information effectively to their students

Synchronous E-learning focusing more on the interaction of people to enhance the understanding of students It can create truly interesting and engaging learning experiences for students Effectively designed synchronous E-learning provides more opportunities for students to develop their skills, attitudes, and behaviors, which is a requirement of employers in the working environment

Stefan Hrastinsk (2008) finds that “Synchronous E-learning, commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities.” Teachers and students have more opportunities to interact because of questions in real-time It can help students overcome isolation, which can be considered an obstacle in learning online

“Isolation can be overcome by more continued contact, particularly synchronously, and by becoming aware of themselves as members of a community rather than as isolated individuals communicating with the computer.”

In Synchronous E-learning, a virtual classroom is often created to discuss simple issues As a result, it does not require a lot of time for teachers to define the topic and students have more chances to ask and answer questions in class Students and teachers feel like a participant in a real-time classroom This type of learning requires quick response of students such as questions, the learning programs are often well-prepared to save more time It is becoming more popular because of the commitment of students They pay more attention to the content because their teachers require a quick response to any questions which are raised in the classroom

One of the characteristics of this learning method is the use of video conferencing, messaging, and face-to-face meetings through the Internet Students can take part in class and contribute a significant part to the success of the lessons The real-time discussion permits students to practice more and get feedback to enhance their study

For example, a teacher can have a presentation in a simplified way for students

to understand the concept of their lesson She can use video conferencing to deliver information Students are expected to work in groups to do their assignments with the support of instant messaging and chat A well-planned task is essential for students to take advantage of this method due to time limits

2.1.2.2 Asynchronous E-learning

Stefan Hrastinsk (2008) suggests that the learning strategy “Asynchronous learning” is learning “commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time.”

E-It is a fundamental factor of flexible learning There is a fact that some people have to study online because of their asynchronous conditions, such as education, work, family, etc This learning strategy is created to help them overcome these obstacles They can absorb information at any time, just logging on to the E-learning environment and downloading files or chatting with their teachers or classmates

However, in this learning method, students must spend more time learning by themselves Consequently, they can suffer from isolation, which makes many people skeptical about the effectiveness of Asynchronous E-learning

Conversely, Asynchronous E-learning has some features which are different from Synchronous E-learning First, complex issues can be added to this virtual learning because teachers are able to prepare the content carefully Moreover, this type

of learning is one of the best strategies for those who cannot attend Synchronous learning because of their work, family, and other personal responsibilities In this learning method, students have more time to take in the knowledge and prepare their own assignments because teachers do not expect immediate responses from students Students can use email, chatting or blogs to interact with their peers and teachers However, they are not likely to get responses immediately like Synchronous E-learning Instead of working in a group like the learning strategy “Synchronous E-learning”, students are expected to work and do their projects individually They can share their ideas about the topic and assess the opinion of their peers critically They are more likely to develop self-learning and critical thinking skills

E-Another definition of Asynchronous E-learning is suggested by Priscila (2020) She indicates that “If Synchronous E-learning takes place at the same time, Asynchronous E-learning refers to the opposite The instructors, the learners, and other participants are not engaged in the learning process at the same time There is no real-time interaction with other people.” An example of this learning strategy is that students can take in the knowledge through recorded videos of teachers Moreover, teachers can use online tests to assess the achievement of learners

The biggest benefit of this type of study is that students can choose the timetable which suits their schedule Online tests also help students understand their learning achievement They have the results of exams immediately, which means that they can save time waiting for the result Also, each student can learn at their pace Some learners cannot keep up with the high pace of Synchronous E-learning As a result, they choose Asynchronous E-learning as an alternative

2.1.3 The importance of E-learning

As the world shifts into the digital era and more and more universities are seeking to optimize the use of E-learning in education E-learning has changed the way

of learning and has the potential to revolutionize education

The importance of E-learning has been recognized through many studies One can achieve great success in a short period of time with the combination of a well–organized E-learning system and highly motivated students Some main benefits of E-learning contributed to a drastic and far-reaching change in way of learning:

• Convenient for learners:

E-learning materials are self-positioned and can be viewed by the learner at any time they want They do not require the student to be present in the classroom

It is evident that E-learning can engage students to acquire their education while

at the same time pursuing their own targets as well as keeping up their own part-time jobs, with no need to attend to inflexible timetables (Borstorff and Lowe, 2007)

• Reduce costs:

An online training system minimizes the different costs of in-person training usually associated with it This covers travel and lodging, food expenses, upkeep of the classroom, renting of the venue, printed learning materials, and compensation for teachers and other support staff (Axelsson, 2017) Updating existing and developing new learning materials can be expensive and very time-consuming for outdated instruction

• Gain IT skills:

A common advantage found in online courses is that learners learn more than just the content of the course In Cyber Schools in America, Weiner (2003) found that online learning greatly strengthened writing and computer skills This study found that motivational problems and highly organized courses are the secret to effective online learning for students

• Flexibility:

Online learning enables learners to work at a time and place that is consistent with their needs for learning A variety of teachers and students reflected on their desire to concentrate more on the content of the course and less on concerns such as

parking, traffic, and other issues that could occur when entering a typical classroom environment (Thomson, 2010)

2.2 Motivation

2.2.1 Definition of motivation

According to Harmer (2007, p.98), “motivation” refers to some specific types

of internal drivers that encourage someone to do something with the view of making achievement in the end

There are three functions that motives can bring to people: 1) energizing us (this means that it awakens and stimulates our motivation within our own body and mind) 2) guidelining us (directing and showing us the direction in a certain pathway) 3) enabling us to be the wise people when it comes to the behavior of achieving goals

in reality (Don Hamachek, 1989, p.262) In short, motivation is an inner state of an individual, which encourages people to achieve goals in a clear pathway and within a certain time limit

In addition, when it comes to the English acquisition as a foreign language, the term “motivation” is usually depicted as something with complicated structure, revolving around efforts and strong desire, together with a favorable attitude toward spending time acquiring this language (Gardner, 1985) In other words, motivation in learning English is not quite the same as general motivation

2.2.2 Motivation classification

2.2.2.1 Intrinsic and Extrinsic motivation

Normally, a person's motivation can come from inside or outside of their body

In other words, there are two main forms of motivation: intrinsic motivation and extrinsic motivation In terms of intrinsic motivation, according to Harmer (2007), it comes within a person’s body and makes people motivated either by the interests of the learning process itself or the desire that leads to better feeling Besides, Edward Deci (1975, p.23) defines intrinsic motivation as intrinsically motivated activities which have no clear incentives but the activity of its own People are likely to get involved in these for their own sake

In the meantime, extrinsic motivation comes from the external factors of the language learners These outside factors vary (Harmer, 2007), including

circumstances, situations, rewards, or punishments In extrinsic motivation, students are likely to participate in activities for rewards and the feeling of fulfillment, together with satisfaction at the same time Since extrinsic motivation often comes from outward factors, the final objective of the learners tends to be irrelevant to the certain type of activities that they take part in (Cheryl L Spaulding, 1992, p.4) It, therefore, explains why under some specific circumstances, the learners spend lots of their quality time studying and cramming for their lesson at school with the aim of gaining more praises and encouragement from their professors and peers Even though they may not want to concentrate on the knowledge and the content of the lesson itself, the rewards and prizes gained from their course can somehow boost their confidence level (Yuan Kong, 2009, p.146)

in language learning If teachers want to inspire their students to learn at school, they must become motivational teachers who are always willing to motivate and encourage students to be more dynamic and enthusiastic in learning hours

2.2.2.3 Integrative and instrumental motivation

There are numerous similar concepts of “integrative” motivation Masgoret and Gardner (2004) both agree that integratively motivated people always show their willingness to learn as long as there is some certain inspiration, and they are likely to get along with a new environment and community which is not familiar with them Tileston (2010) defines “integrative” as “evolvement” that starts within a person’s

body from which that person may do anything to gain the enjoyment and pleasant feeling Putting into the real context, for those who want to blend in a new group of community in a foreign country, they must interact and communicate with the native ones for not only their future life but also the circle of relationship and sense of belonging, etc

“Instrumental” motivation, however, is significantly different from the previous

“integrative” one Ellis (1994) thinks that while the “integrative” motivation requires much more effort, determination and necessary time from the learners, the latter focuses more on the core of the language process This shows that instead of spending many hours and efforts trying to be blended into international society, learners only concentrate on the academic side of language learning This type of motivation has a tendency of lower level of overall success when it is centered on the vocabulary, challenging tasks side of language, in comparison with “integrative” motivation, with the speaking and communication ability, etc In one study by Gardner and Maclntyre

to show that rewards are “instrumental” motivation, they are supplemented with the financial rewards if participants during that experiment perform well Afterward, the level of motivation seems to dip when the participants are no longer provided with the experiences like they used to be Therefore, the overall impact of “instrumental” motivation is relatively short, compared to the “integral” one because once the language learners can achieve their goals, they tend to lose their desires In that case, learners once again need to set up a new objective to maintain interests in that language field

2.2.3 The importance of motivation in L2 learning

Motivation is one of the main factors of second/foreign language (L2) learning achievement because it helps determine the extent of personal involvement in learning According to Oxford (1994), motivation straightforwardly impacts on how students use L2 learning methodologies, how much students communicate with native speakers

as well as their skill maintenance after language study is over Conversely, without motivation, even individuals with excellent language aptitude cannot accomplish during the long and tedious L2 learning process (Dörnyei, 1998)

This is on the ground that learners’ motivation has been widely accepted as a key determinant influencing the rate and success of L2 learning (Ellis, 1994) McDonough (1983, p.142) also states that “motivation of the students is one of the most important factors influencing their success or failure in learning the language" Lifrieri (2005, p.4) claims that “when asked about the factors which influence individual levels of success in any activity – such as language learning, most people would certainly mention motivation among them” Gardner (2006, p.241) agrees, proposes that “students with higher levels of motivation will do better than students with lower levels” He also states that motivation serves as the catalyst for an individual's engagement "in the relevant activities, attends to the tasks, shows the desire to achieve the goal, enjoys the activity, etc." (Garder, 2006, p.243)

2.3 Previous studies about factors affecting NEU students’ motivation in learning English through E-learning

In recent years, E-learning as an innovative learning method has been applied in

a wide range of education systems, thereby has become a noticeable topic for researchers They have been investigating a variety of aspects of E-learning such as factors affecting E-learning, motivation, language learning

2.3.1 Factors affecting students’ motivation in learning

2.3.1.1 Previous international studies

The research “Psychology for language teachers” (1997) is conducted by Williams, M., And Burden, R The researchers approach the framework from different perspectives of factors that affect L2 learners' motivation and divide them into two broad parts: internal and external factors In this framework, internal factors include the intrinsic interest in activity, the perceived value of activity, sense of agency, mastery, self-concept, attitudes, and other affective states, whereas external factors include significant others, the nature of interaction with significant others, the learning environment, and social expectations and attitudes Humera Nawaz, Muhammad Amin, Ijaz Ahmed Tatla carried out the research “Factors Affecting Students' Motivation Level to Learn English as a Second Language in the Pakistani University Context” (2015), which demonstrates the highlight factors having significant implications in the students’ motivation towards English language learning including

integrativeness, instrumentality (promotion), instrumentality (prevention), international posture, English anxiety, attitudes towards learning English, interest in the English language, travel orientation, linguistic self-confidence, criterion measures, family and teacher influence, and fear of assimilation It simultaneously reveals several other factors adversely affecting the students’ motivation towards learning the English language that links with the teacher, institution, and teaching or learning environment These factors comprise improper English teaching methods, the non-availability of proper library and laboratory facilities, an inappropriate English language syllabus, non-conducive teaching or learning environment and the use of outdated English books

2.3.1.2 Previous Vietnamese studies

The study “The Factors affecting learning English of Vietnamese students” (2016) undertaken by Truong Cong Bang is based courses on data collected from 1,207 students This indicates the relationship between students' beliefs in their ability

to learn English successfully and the values that English will bring to them to influence two factors: (1) learning outcome and (2) the participation in English It also analyzes the difference between male and female students on these measurements Faith in the ability to learn English successfully is closely related to English learning outcomes, while belief in the usefulness of English is connected to the desision of taking English courses Further finding indicates that female students have better English end-of-semester exam results than male students because of their stronger belief in learning English and profound appreciation in the importance of English Girl students also show more willing to take English courses outside of the university than the other half While other previous studies indicate that learning motivation is affected by groups of elements relating to school, family, friends, and student personalities “Factors affecting the motivation in learning of economics students in Can Tho university” (2016) carried out by Hoang Thi My Nga and Nguyen Tuan Kiet pays attention to university-related factors The survey consists of 495 economics students at the College of Economics at Can Tho University The results show that their learning motivation is affected positively by main factors including

extracurricular activities, quality of teachers, curricula, learning conditions and learning environment

2.3.2 Factors affecting student’s motivation in learning (English) through learning

E-2.3.2.1 Previous international studies

With accomplishing the research “Factors Affecting Student Adoption of learning Systems in Jordan” (2009), the researchers including Muneer Mahmood Abbad and David Morris and Carmel de Nahlik draw four main conclusions: (1) Students who are on a regular basis and/ or heavy consumers of the Internet are more liable to use E-learning systems, (2) Students who are confident in their ability to master an E-learning system, without support, are more likely to become users, (3) Students are reassured by the availability of back-up technical support, (4) An E-learning system will be more beneficial to students if it is easy to use “Effects of E-learning on Language Learning” (2011) is another research about language learning conducted by Neda Mohammadi, Vahid Ghorbani and Farided Hamidi After showing the difference between E-learning and the traditional form of language learning, the research result suggests that E-learning seems to be better and more useful than the traditional form of language learning, which depends on two main conditions: the ability of learners and the technological devices “Factors affecting effective E-learning: Learners Perspective” (2014) conducted by Dilrukshi Gamage, Shantha Fernando and Indika Perera makes an attempt to identify the factors affecting the E-learning, which bases on the view of the participants or the students Initially, it has gathered data derived from Grounded theory and generated a framework that will be said to provide an inquiry form among online attendees The researcher supposes that additional links and networks of people should be provided for learners, which allow them to practice the course easily and to open up employment opportunities in the future The PCA analysis uniquely weights the dimensions ranking 1 to 10 The Interactions, Collaborative aspects, and Motivation are at first three priorities and next with the unique dimension, while Network of opportunities leads the participants into

E-a new dynE-amic wE-ay of leE-arning online "E-leE-arning E-and Student’s MotivE-ation: A research study on effect of E-learning on Higher Education”, carried out by Samir A

EI-Seoud, Islam Taj- Eddin, Naglaa Seddiek and Mahmoud Mohamed (2014), shows that the productiveness of use E-learning could help increase students’ motivation, engagement and attendance It could also increase student class participation and improve behavior and performance on core subjects One of the crucial factors for students’ success in the E-learning process is self-motivation The integration of information and communication technologies with the learning process depends on the participants’ personal motivation In order to enable students to maximize the ICT potential in their learning process, students need to be supported with their digitally enhanced learning On the other hand, teachers need to develop and restructure their courses to meet online requirements By investigating “Effects of E-learning on Student’s motivation” (2015) the researcher Safiyeh Rajaee Harandi highlights the significant relationship between E-learning and students’ motivation Findings indicate that when teachers apply E-learning, more motivation is generated by students and vice versa Moreover, the further results also show that there is not a considerable difference in the relationship between E-learning and students' motivation at different ages and different levels of education “Effects of Using a Blended learning Method on Student’s Achievement and Motivation to learn English in Jordan: A Pilot case study” (2018), reported by Thelal Iquab Oweis, reveals two main points, the first outcome demonstrates that the experimental group gains high performance due to the advantages of computers providing information And another result indicates that increasing motivation to learn English can be contributed by the teaching method, which improves students' concentration on the lessons The authors also highly recommend future studies to measure the effects of BL on other variables such as spelling, pronunciation, and test other subjects and consider self-learning merely through the computer without a teacher “A Probe into E-learning and Its Application

in College English teaching” (2019) made by Mengtao Duan suggests 4 modes of learning comprising Peer-to-Peer mode, Independent- learning mode, S-ISAL mode, and network- a broadcast mode that makes people actually comprehend E-learning and determine the appropriate mode to use online learning as an innovative way to enhance the quality of education

E-2.3.2.2 Previous Vietnamese studies

“The relationship between training quality with student satisfaction and loyalty

in E-learning distance training” is conducted by Bui Trung Kien (2016) consists of 916 attendees in the two universities including National Economics University and Hanoi Open University, which indicates three main components to measure the educational quality in E-learning distance training: quality of online information systems, quality teaching staff and quality of training support service system The factors evaluating the quality of training services have a positive influence on satisfaction and indirectly affect the student's loyalty in E-learning Distance training Students’ satisfaction is the satisfaction with the services that the program provides, student loyalty is measured by attitude loyalty (perception - emotional - action) Research results are the foundation for policy management and administration in the future development of the E-learning Distance training “Factors affecting student satisfaction with the E-learning method:

A research at the Women's Union of Ho Chi Minh City” with 240 valid survey respondents is investigated by Nguyen Thi Thanh Loan (2019) The author uses software SPSS 16.0 to give the results of six factors affecting students' satisfaction in the order: “Attitude of learners”, “System Interface”, “Training Program”,

“Technology”, “Trainers” and “Interaction” This helps the Ho Chi Minh City Women's Union have better understand on the factors affecting student satisfaction with the E-Learning method From there, it can be affirmed that E-Learning distance training is an inevitable trend in development Quality in training must always be on top priority, make learners feel comfortable, confident and completely satisfied with the course The results of the study also contribute to supplementing the scale system and research model as well as factors affecting student satisfaction with the E-learning method “Analysis of factors affecting the intention to participate in the E-learning from the lecturer’s viewpoints: A case study of Vietnam”, undertaken by Pham Minh and Bui Ngoc Tuan Anh (2020), is based on interviewing university lecturers in Vietnam to understand the factors affecting their intentions and attitudes towards E-Learning The sample is collected by questionnaires from September to November

2018 consisting of 232 lecturers who are teaching at universities in South Vietnam Due to the use of PLS-SEM with SmartPL to analyze the collected data, the

researchers illustrate the importance of attitude toward E-learning and Perceived Usefulness of E-learning by lecturers who are the most powerful factors having implications in Intention to participate in E-learning Besides, the research also shows the bulk of Perceived Usefulness to improve the E-learning attitude of Vietnamese

lecturers

Although the concerns of the previous studies include aspects such as factors that influence E-learning efficiency, especially in language learning, the effect of E-learning on many fields; it seems that there has not been much research about the factors of E-learning affecting the motivation of undergraduates in learning English up

to present This is the key point for researchers to select the topic and discover new outcomes and make their efforts to bridge the research gap of E-learning studies and English learning motivation

2.4 Proposed framework of factors affecting NEU students’ English learning motivation through E-learning

The researchers proposed a framework of the main factors affecting NEU student's English learning motivation through E-learning, basing on previous reviews

Figure 2.1 Proposed framework of factors affecting NEU student's English

learning motivation through E-learning

2.4.1 Human factors

Whether students choose a traditional face-to-face classroom or online learning, communication between learners and tutors is always necessary throughout the learning process to deliver the knowledge Thus, the knowledge is associated with the

students’ understanding of problems and tasks; therefore, learners’ psychological needs and demands should be fulfilled for optimal academic performance In other words, the best teaching style and methodology need to be investigated in the educational field of E-learning (Cohen & Nycz 2006, 25)

2.4.1.1 Learner perspectives

Passerini and Granger (2000, 52) figure out that learner’s traits including attitudes, enthusiasm, self-esteem, and faith must be prioritized Stodnick and Rogers (2008, 118) state that the approach which puts students’ needs and wants in the first position can create real publicity interests and this is a developing way to enhance the service quality not only in lower but also higher institutional centers The fundamental role of this student-centered approach is to regard students as their customers, meaning that all the facilities for learners’ will be provided thoroughly This also indicates that the satisfaction level of students is likely to increase, which can help educational centers retain students and make learners trust and be more loyal to the service (Martinez-Arguelles & Batalla-Busquets 2016, 270) Owing to the fast-paced increase

in this way of caring for students, numerous researchers have conducted studies to find out what might affect student’s motivation and their satisfaction toward E-learning No matter how well-designed, rich content and learning materials, fully prepared and equipped E-learning system, if the perspective of learners is inappropriate, E-learning hardly succeeds in teaching the learners

2003, 2004) defined instructors as the one who makes, organizes and gives learning chances to all students during the course In other words, in addition to the function of providing information and knowledge, teachers are also in charge of creating the environments for knowledge and intelligence delivery Furthermore, the ISF believed that apart from presenting and transmitting information, there must be some other significant elements such as competition, ideas, concepts and practices that are designed for unique students Therefore, teacher is the only individual who can take responsibility for all these combinations and meet the requirements of students

2.4.1.3 Supportive issues

The supportive elements from the parents and peers also contribute considerably during language learning on online platforms First and most importantly, parents play a crucial role in stimulating their children to actively engage in-class activities as well as self-study procedures in order to gain necessary information The encouragement of parental involvement in their children’s learning progress is drawn out of a continuum ranging from very little to actively involved (Brito & Waller, 1994) Students who experience parental assistance show greater academic performance, whereas those who do not receive parent attention are more likely to struggle during English learning Secondly, friends also have some considerable impacts on learners’ motivation during online classes In other words, peers help each other by giving short and simple orientation or even aid their friends with extra-class tutor and instruction so that all the knowledge learned from class will be retained and well-memorized afterward As a result, students can catch up with the lesson plan and stay on track with the class’s pace

2.4.2 Technological factors

Thanks to the advent of technology, these high-tech appliances have greatly aided educational sectors to provide many opportunities for both tutors and learners from afar In terms of the tutors, they are not restricted to the available course curriculum anymore; instead, teachers have more access to the diversity and variety of teaching resources, and they can even put their creativity in the fixed course design Learners, in the meantime, might learn how to control their learning pace and to recognize and develop their self-discipline throughout E-learning, which is also

applied and evaluated in traditional offline classrooms These mentioned reasons have led to the demands that many modern, cutting-edge technology framework have been used to examine, clarify and study the overall effects of technological usage during the E-learning procedure

2.4.2.1 System quality

Delone & McClean (2003, 17) define system quality as the quality of information transmission that comes from web-based knowledge materials to distant learners A striking and obvious example of an information chain system is cloud systems, which includes two giant technology companies like Microsoft and Google The so-called cloud systems offer free tools and access to educational organizations such as e-mail, contact numbers, schedules, database stockpiling, document generation and sharing, website creation (Sclater, 2009) Meanwhile, Kim, Trimi, Park and Rhee (2012) make an in-depth analysis of the Course Management System, by applying the successful information system model of DeLone and McClean into the research of the effectiveness of E-learning in academic performance The result is that with the suitable and consistent program, the knowledge materials quality and instruction quality, the system brings positivity on user’s experience and they maximize, utilize the benefits of this E-learning From that point of view, the E-learning program becomes one of the most contributing factors that can enhance students' engagement and should be noteworthy being investigated and invested in the standards, when it needs to be usable, accessible, and applicable

2.4.2.2 Service quality

According to DeLone and McClean (2003, 25), the users' experience in the access and communication with the service must be stressed out since they are extremely essential in figuring out the level of quality It is undeniable that service quality has an explicit influence on user’s experience in multiple areas of the information systems In Wahab, Mohd and Al-Momani standpoint (2010), the characteristics of service quality cover its evaluation of the service itself that makes a contribution to customers’ satisfaction by assessing the quality and the convenience of these services In the meantime, Riaz and Hussain (2011) state that service quality directly affects users when it comes to E-learning It is evident that excellent service

quality will provide customers with simple but detailed orientation, together with easy search tools for required information and readily available technical assistance Hence, the high quality of E-learning may result in the boost in the interaction between students; eventually, they are more eager and willing to discover the content of E-learning platforms

2.4.2.3 Content quality

Content quality is usually considered as the ultimate outcome generated by the whole system, or it is also termed as information quality According to Bailey and Pearson (1983, 518) and Seddon (1997, 249)’s description, the most typically described features of information quality include the accuracy rate, relevance, right timing, adequacy, trust, comprehensiveness, formatting and accessibility As for E-learning, Roca, Chiu, and Martinez (2006, 685) research shows that quality information related to learners’ satisfaction directly and the regarded utilization indirectly Similarly, Harrandi (2015, 425) states that the well-constructed content of the whole E-learning course leaves a big, positive influence on students’ motivation by online learning As a result, the instructors should ensure that the content of the E-learning course is always comprehensive, pre-planned, relevant and consistent so that the learners are encouraged to pursue their final objectives after this E-learning class

as being able to learn and explore by themselves

CHAPTER 3 RESEARCH METHODOLOGY

1

The chapter demonstrates participants, data collection method and procedure as well

as data analysis procedure

3.1 Participants

With the aim of gathering objective information about factors affecting NEU students' motivation in learning English through E-learning, 408 students from NEU are invited to take part in the online questionnaire In order to have a thorough insight into factors affecting English learning motivation through E-learning, this research is based on their current real situation

Figure 3.1 Participant Demographics

According to the pie chart, it is obvious that nearly half of the respondents are sophomore students (45.1%) The other categories that take up the majority are freshman students, which comprises 29.4% The remaining students are in third year and fourth year, with the figures being 17.2% and 8.3% respectively The main reason for this difference is because the researchers have more opportunities to connect with sophomores than the others, hence gaining more results from them

Figure 3.2 Study Time Illustration

The pie chart illustrates the amount of time respondents spending learning English through E-learning It is clear to see that most students spend less than three hours per week learning English, which accounted for nearly half of the total (48%) Approximately one-third of students (32,8%) devote three to less than seven hours per week to learning English The minority of learners spending more than twelve hours per week made up 7% of the total

3.2 Data collection method

With the intention of gaining accurate and reliable results and accomplishing the purposes of the research, a questionnaire is used as an instrument to collect data

The questionnaire includes three parts Part one is designed to get the participants' background information Part two consisting of 33 close-ended questions

in 6 categories is designed to gather participants' opinions about factors affecting their motivation in learning English through E-learning The researchers used the Likert five-point scale corresponding to the following degrees: "Strongly disagree",

"Disagree", "Neutral", "Agree" and "Strongly agree" Part three contains 9 questions to assess the general response of participants about 6 factors and their effects on students’ motivation

The questionnaire is based on the framework which is compiled from the review of the literature and presented in 2.4 The online survey is also translated into Vietnamese to get better understanding from respondents

3.3 Data collection procedure

Step 1: Designing the questionnaire From the framework in figure 3 and the

purposes of the research, the questionnaire items are designed

Step 2: Delivering the questionnaire to 10 students for a pilot study and then

adjusting the questionnaire

Step 3: Distributing the online questionnaire to NEU students through social

3.4 Data analysis procedure

The data collected from questionnaires are then synthesized in the chart form and illustrated by SPSS software to identify factors affecting NEU students' motivation

in learning English through E-learning The researchers conduct the research data analysis through the steps below

Firstly, report the chart data to get the overall trend of the respondents

Secondly, use SPSS to prove the reliability of the scale as well as give out the regression equation about factors affecting NEU students' motivation in learning English through E-learning

Scale reliability testing

Items used in a questionnaire should have internal consistency, which reflects its reliability Cronbach's alpha is the most common and useful tool to calculate reliability coefficients for survey instruments that use Likert-type response sets Cronbach's alpha coefficient ranges from 0 to 1.0 with higher values denoting increased reliability George and Mallery (2003) provide the following rules of thumb:

as the value of Cronbach’s alpha >.9 – excellent, >.8 – good, >.7 – acceptable, >.6 –

questionable, >.5 – poor and <5 - unacceptable (p.231) Moreover, according to

Cristobal et al (2007), the subscales with corrected item-total correlation lower than

0.30 (0.20 for exploratory study) are not acceptable As a result, items will be eliminated if their values are out of the acceptable range

Exploratory factor analysis

According to Wikipedia, Exploratory factor analysis is a statistical technique that is used to reduce data to a smaller set of summary variables and to uncover the theoretical structure of the phenomena It is used to identify the structure of the relationship between the variable and the respondent There are some criteria in EFA:

KMO Test: A Kaiser-Meyer-Olkin (KMO) test is used in research to determine

the sampling adequacy of data that are to be used for Factor Analysis The KMO value range from 0.5 to 1.0 (0.5 ≤ KMO ≤ 1.0) is considered a sufficient condition for factor analysis to be appropriate If the value is less than 0.5, then factor analysis is not suitable for the study data set (Hoang Trong et al, 2008)

Bartlett's test of sphericity is used to consider if observed variables have

correlation or not Bartlet's test has statistical significance (sig Bartlett's test < 0.05) proved that observed variables are correlated together (Nguyen Dinh Tho, 2013)

Eigenvalue is a commonly used criterion to determine the number of factors in

EFA analysis In this criterion, only factors with Eigenvalue ≥ 1 can be retained in the analytical model (Hoang Trong et al, 2008)

Total Variance Explained ≥ 50% represents the percentage variation of the

observed variables In other words, if considering the variation is 100%, this value tells how many percent the factor analysis explains

Factor loading is defined as the factor weight which represents the correlation

relationship between the observed variables with the factor The higher the factor load coefficient, the greater the correlation between that observed variable with the factor and vice versa According to Hair & CTg (1998, 111), factor loading is the criterion to ensure the practical significance of EFA:

• Factor loading > 0.3 is considered minimum

• Factor loading > 0.4 is considered important

• If Factor loading > 0.5 is considered of practical significance

Pearson correlation

In statistics, the Pearson correlation coefficient is a measure

of linear correlation between two sets of data The bivariate Pearson correlation indicates the following:

➢ Whether a statistically significant linear relationship exists between two continuous variables

➢ The strength of a linear relationship (i.e., how close the relationship is to be a perfectly straight line)

➢ The direction of a linear relationship (increasing or decreasing)

➢ Correlation can take on any value in the range [-1, 1] The sign of the correlation coefficient indicates the direction of the relationship, while the magnitude of the correlation (how close it is to -1 or +1) indicates the strength of the relationship

• -1: perfectly negative linear relationship

The "R Square" value (also called the coefficient of determination), which is the

proportion of variance in the dependent variable that can be explained by the independent variables Technically, it is the proportion of variation accounted for by the regression model above and beyond the mean model

The sig value of the F-ratio is used to test the suitability of the regression

model If sig < 0.05, it can be concluded that the multiple linear regression model is suitable for the data set and usable

The Durbin Watson Test is a measure of autocorrelation (also called serial

correlation) in residuals from regression analysis Autocorrelation is the similarity of

a time series over successive time intervals It can lead to underestimates of the standard error and can cause you to think predictors are significant when they are not The Durbin Watson test reports a test statistic, with a value from 0 to 4, where:

• 2 is no autocorrelation

• 0 to <2 is positive autocorrelation (common in time series data)

• >2 to 4 is negative autocorrelation (less common in time series data)

The sig value of the t-test is used to test the significance of the regression

coefficient If the t-test sig of the regression coefficient of an independent variable is less than 0.05, the independent variable is considered to have an impact on the dependent variable

A variance inflation factor (VIF) detects multicollinearity in regression

analysis Multicollinearity is when there’s a correlation between predictors (i.e independent variables) in a model; its presence can adversely affect your regression results The VIF estimates how much the variance of a regression

coefficient is inflated due to multicollinearity in the model A VIF value of 10 is recommended as the maximum level of VIF (Hair, Anderson, Tatham, & Black, 1995)

CHAPTER 4 DATA ANALYSIS AND DISCUSSION

The chapter demonstrates factors affecting NEU students’ motivation in learning English through E-learning, descriptive statistics of the primary data as well

Figure 4.1 Data analysis of learners’ perspectives

LP1: Self-awareness of my strengths and weaknesses assists me in the learning process

E-LP2: I am able to apply my IT skills when learning English through E-learning LP3: I have a desire to develop my English language skills through E-learning LP4: My confidence level boosts my motivation in learning English through E- learning

The figure reflects that learner's perspective has a definite influence on learners’ incentive in learning English online In general terms, the majority of survey