A survey on lower secondary school students’ motivation to take extra courses in english

Background

In today's globalized world, English has emerged as the dominant language for international communication, significantly impacting countries like Vietnam As international business and trade expand, proficiency in English has become essential across various sectors In response to this demand, the Vietnamese Ministry of Education and Training has initiated national projects to enhance English education, including the 10-year National Plan for “Teaching and Learning Foreign Languages” approved in 2008 Despite these efforts, the transformation of the public education system has not met expectations Consequently, numerous English language institutions have proliferated throughout Vietnam, particularly in major cities, attracting a diverse range of students eager to improve their English skills.

General statement of the problem

When teaching English for lower secondary students, I recognized that a lot of students at PCT Secondary school took private English courses after school although at the time

In my research, I discovered that students are not required to take an English test for their graduation exam, prompting me to explore what drives them to enroll in additional English courses I aim to investigate the potential causal relationship between formal English instruction in schools and students' motivation to pursue extra English studies.

2 understanding can be helpful to teachers and school administrators in their efforts to improve the teaching and learning of English at the school.

The significance of the study

The study highlights the advantages of enhancing English teaching and learning in lower secondary schools Based on the findings, educators can modify their teaching methods to better align with students' needs in an increasingly globalized world.

This study's findings can enhance the theoretical framework surrounding English teaching and learning in secondary schools Additionally, the results serve as a valuable reference for future research on the English teaching and learning process.

Research question

The research study was conducted to survey secondary students from grade 6 to grade

9 in the academic year 2017-2018 at PCT Secondary school, Hanoi, Vietnam Its objective was to find the answers to the following question:

- What motivates students to take extra courses in English?

Context of the study

The research took place at PCT Secondary Public School in Hanoi, Vietnam, which adheres to the programs set by the Ministry of Education and Training The school serves nearly 1,700 students across grades 6 to 9, with an average class size of 45 students Additionally, students participate in three English classes each week.

Organization of the thesis

This study is organized into five chapters

Chapter one covers the background, the significance of the study, the research question, the context of the study and the organization of the thesis

Chapter two includes four main categories of literature: Definition of motivation, different motivational orientations in language teaching, motivation and the social context, and role of motivation in language teaching

Chapter three comprises of the methodology including participants, instruments, data collection procedures, and data analysis procedures

Chapter four presents the findings of collected data consisted of survey results and interview findings

The final chapter presents a comprehensive conclusion based on the analyzed data, while also addressing the discussion, limitations of the study, and its pedagogical implications Additionally, it outlines suggestions for future research directions.

Definition of motivation

Motivation plays a crucial role in the teaching and learning process, significantly impacting second and foreign language acquisition Dürnyei (2004) highlighted motivation as a key determinant of language learning success, supported by Spolsky (1989), who identified it as one of the critical conditions for effective second language learning Motivation influences how much time and effort learners dedicate to their studies, explaining the varied engagement levels among students Despite its importance, motivation is a complex and multifaceted concept, often leading to confusion due to the lack of a uniform definition among researchers (Dürnyei, 2001) Dürnyei and Ottó (1998) described motivation as a dynamic process that initiates and evaluates cognitive and motor actions, while Gardner (2010) emphasized it as a blend of effort, desire, and positive attitudes towards language learning, further illustrating the challenges in defining this essential construct.

Motivation in language learning encompasses the desire to learn, motivational intensity, and attitudes towards the language Pintrich & Schunk (1996) describe motivation as a process that initiates and maintains goal-directed activities, which cannot be directly observed but can be inferred from behaviors such as task choice, effort, persistence, and verbal expressions They emphasize that motivation involves setting goals that drive actions and requires both physical and mental engagement to achieve these goals Starting towards a goal can be challenging, but sustaining motivation is crucial for continued effort While perspectives on motivation vary among researchers, there is a consensus that it influences the direction and intensity of human behavior, including the choice of actions, persistence, and effort levels Ultimately, motivation explains why individuals choose to engage in activities, how long they will continue, and the intensity of their pursuit (Dürnyei, 2001).

Motivational orientations in language learning

This section highlights key motivational orientations in the language learning field, based on Gardner's (1985) motivation theory Orientation is seen as a motivational antecedent that helps stimulate and direct motivation towards specific goals in second language acquisition Gardner and Lambert (1959, 1972) identified two main types of orientations: integrative and instrumental Integrative orientation involves the desire to learn a second language to communicate effectively with speakers of that language and to become a valued member of that linguistic community.

Orientation in language learning is influenced by one's interpersonal attitude towards the second language group, with integrative orientation linked to increased motivation and competence in learning a second language, as suggested by Gardner and Lambert (1972) In contrast, instrumental orientation focuses on practical goals such as job advancement or academic progress Research findings on these orientations have been inconsistent, with some studies supporting the significance of integrative orientation while others indicate that instrumental orientation may better predict language outcomes Clément and Kruidenier (1983) attributed these discrepancies to definitional issues and social influences, proposing four motivational orientations: travel, friendship, knowledge, and instrumental goals While studies by Dürnye & Noels (1994), Belmechri & Hummel (1998), and Ozkut (1990) echoed Clément and Kruidenier's views, they emphasized that the desire for connection with the second language group is not central to motivation, which is more closely related to socio-cultural contexts Consequently, scholars have shifted focus to the nature of language learning motivation, particularly the distinction between intrinsic and extrinsic motivation as outlined in Deci and Ryan's self-determination theory (1985, 1995), where intrinsic motivation stems from innate needs.

Self-determination theory distinguishes between intrinsic and extrinsic motivation, highlighting that intrinsic motivation arises from internal rewards like joy and curiosity, while extrinsic motivation is driven by external rewards such as good grades or praise This theory suggests that language teachers should focus on creating conditions that foster self-motivation in students rather than solely trying to motivate them directly Deci and Ryan's framework effectively explains the relationship between different motivational orientations and learning outcomes.

Goal theories play a crucial role in understanding second language motivation, focusing on the reasons students perceive for achieving their objectives (Anderman & Midgley, 1998) There are two primary goal theories influencing motivation: goal-setting theory and goal orientation theory Developed by Locke (1996), goal-setting theory is grounded in three key principles: it aligns with philosophical views on individual control over actions, reflects the purposeful nature of human behavior, and offers practical applications This theory highlights that goals encompass both internal aspects (ideas) and external aspects (conditions sought) Furthermore, Locke (1996) and Locke & Latham (2002) suggest that individual characteristics can significantly enhance motivation.

• The more difficult the goal, the greater the achievement (easy tasks do not give a sense of achievement)

• The more specific or explicit the goal, the more precisely performance is regulated (general goals like „do your best‟ do not really cause individuals to do their best)

• The highest performance is yielded when the goals are both specific and difficult

Commitment to specific and challenging goals is crucial for achieving success, as it fosters accountability and focus In contrast, vague or general goals are easier to commit to, as they allow for flexibility and can be adjusted to justify minimal effort.

• High commitment to goals is attained when the individual is convinced that (a) the goal is important and (b) attainable

By contrast, the goal orientation theory was developed in a classroom where children‟s learning and performance could be explained (Dửrnyei, 2001) Pintrinch & Shunck

In 1996, it was posited that a significant motivation theory in the classroom links an individual's performance to their established goals This theory identifies two primary goal orientations: performance orientation, where learners focus on appearing competent, and mastery orientation, where the emphasis is on knowledge acquisition and skill development (Ames & Archer, 1988; Ames, 1992) Dweck (1985) further clarified this distinction, stating that performance goals drive individuals to appear smart, while learning goals encourage them to become smarter.

Goal theories are closely linked to intrinsic and extrinsic motivation, as well as self-determination For example, Gardner's theory distinguishes between integrative and instrumental motivation, while the self-determination theory differentiates intrinsic and extrinsic motivation, with some researchers, like Soh (1987), arguing that these distinctions are negligible Furthermore, intrinsic and extrinsic motivation within the self-determination framework shows a correlation with goal orientation theory.

In general, different motivational orientations in language learning that I have just described above make two latent assumptions which are learners could be driven by

Research indicates that learners can be motivated by multiple factors simultaneously, challenging the notion that only one motive can be activated at a time For effective language learning, it is essential to engage students not only by making the process enjoyable but also by highlighting its personal significance (Noels et al., 2000) Keblawi (2006) supports Oxford's (1994) idea of mixed motives, noting that a single stimulus can elicit various motivations For instance, a statement like “I study English because I want to pursue my higher studies” can reflect instrumental motives (enhancing career prospects), intrinsic motives (the joy of learning), or achievement motivation (earning high marks for university admission) Ultimately, the specific motives activated depend on the learner's intentions.

Motivation and the social context

The intergroup model

Giles and Byrne (1982) propose the intergroup model as a social psychological framework to explore how ethnic minorities in multicultural settings acquire and utilize the dominant language Central to this framework is the individual's self-concept, with a positive self-image serving as a crucial motivating factor for language acquisition.

The identification theory serves as a framework for understanding the relationship between social identity, linguistic processes, and second language acquisition Key concepts within this theory include "ethnolinguistic vitality," which encompasses status, demographic, and institutional factors that define an ethnic minority's distinctiveness "Group boundaries" reflect the ease of mobility in and out of group memberships, while "multiple group membership" highlights the influence of various affiliations, such as professional organizations, on an individual's ethnic identity This intergroup model elucidates why certain ethnic groups maintain their language despite being part of dominant cultures However, some scholars critique this framework for failing to address how individuals seek a positive identity connected to the collective identity of their group members (William, 1992).

Situated language identity

Situated language identity explores the intersection of ethnic identity and ethnolinguistic vitality Clément and Noels (1992) propose that social identity theory posits individuals strive for a positive self-image, which is shaped by social contexts This quest for a favorable social identity significantly influences linguistic practices Additionally, Clément, Noels, and their colleagues identify several factors affecting social identity, including the speaker's minority or majority status in their environment, the public versus private use of language, and the quality and quantity of connections with other members of their ethnic group.

Social theory of motivation

Norton (2000; Norton Pierce, 1995), drawing on the social theory, initiates the term

The concept of "investment" is used to describe the socially and historically constructed relationship learners have with the target language, emphasizing the acquisition of symbolic and material resources to enhance their cultural capital This perspective highlights that learners are motivated by the desire for a substantial return on their investment It acknowledges that students belong to different imagined communities, which can be better understood through their unique investments in the language and the contexts in which they engage with it Norton Peirce (1995) introduced this idea, illustrating the complex and often ambivalent desires learners have towards language acquisition Furthermore, Norton (2013) critiques the traditional view of instrumental motivation, arguing that it oversimplifies the language learner's experience by portraying them as fixed entities seeking material advantages In contrast, the notion of investment recognizes that language learners are actively shaping their identities and social relationships as they engage with the target language, reflecting a dynamic process of self-discovery and social interaction.

Maehr and Braskamp (1986) have a similar construct when they mentioned the term

“personal investment” to “capture the underlying meaning of the disparate behavioural patterns commonly associated with motivation”

Motivation is a dynamic process influenced by continuous changes in events and interactions with various people and situations Personal investment acts as both a result and a catalyst of this dynamic engagement, where the effects of one's investment can significantly impact future motivation While we can capture a snapshot of motivational variables at a specific moment, this static view often fails to reflect the ongoing and fluid nature of motivation in real life.

Motivational impact of learning situation

Gardner (1985) emphasized the crucial role parents play in shaping student motivation, distinguishing between their active and passive roles in the learning process The active role involves direct encouragement, support, and monitoring, while the passive role includes indirect modeling and the communication of attitudes related to second language learning While these roles often work in harmony, conflicts can arise, with the passive role exerting a greater influence on students' learning Furthermore, Gardner et al (1999) highlighted that parental encouragement is closely linked to the development of positive learning attitudes and efforts in children learning a foreign language.

According to Clark and Trafford (1995), the relationship between teachers and students significantly influences learners' attitudes toward language learning and the dynamics of the classroom Dürnyei (1994) proposed a model highlighting three key components of teacher-specific motivation, with an emphasis on the affiliative motive, which underscores the importance of positive teacher-student interactions in fostering motivation.

Teacher support and positive feedback play a crucial role in shaping learners' attitudes towards learning, as confirmed by Noels et al (1999) Different authority types, including controlling and autonomy-supporting approaches, along with direct socialization of motivation through modeling, task presentation, and feedback, significantly impact student engagement and satisfaction.

The learner group plays a crucial role in foreign language acquisition, significantly influencing motivation and engagement Research by Clément et al (1994) highlights that group dynamics enhance learners' motivation, while Dürnyei's findings indicate that effective group norms correlate with the completion of written assignments and homework Additionally, Hotho-Jackson (1995) supports this perspective by exploring how group context affects learners' persistence in language studies, emphasizing the importance of collaborative environments in fostering language learning success.

Research in educational psychology has explored how school environments impact learner motivation Dürnyei (2001) highlighted that studies on specific learning contexts reveal why public schools often struggle to enhance students' second language skills, whereas language schools, universities, and colleges tend to achieve notable success in this area.

Role of motivation in language learning

This section explores the critical role of motivation in second language acquisition While various factors influence language learning, motivation stands out as a significant determinant of success Numerous studies conducted by educators and researchers emphasize that motivation is a key factor contributing to the effectiveness of learning a second or foreign language.

14 language learning Among these studies, Masgoret and Gadner (2003) affirm the

Motivation plays a crucial role in achieving success in learning a second language, as it is the most influential factor impacting language proficiency Dürnyei (2001) supports this perspective, noting that both educators and researchers widely recognize motivation's significant influence on determining outcomes in any learning environment.

In a 1990 study by Dửrnyei, it was found that motivation significantly influences achievement in language learning Dửrnyei, along with Masgoret and Gardner, emphasizes this connection, albeit with varied expressions By 1998, Dửrnyei aligned with Spolsky's assertion that motivation is essential for second language acquisition, acting as a driving force that sustains the learning process Motivation plays a crucial role in determining the level of personal involvement in learning a second language Moreover, research by Oxford and Shearin (1994) indicates that motivation directly affects the frequency of students' use of language learning strategies, their interactions with native speakers, and their ability to maintain language skills post-study Ultimately, without motivation, even the most talented individuals struggle to achieve long-term goals, and effective curricula or teaching methods alone cannot guarantee student success (Dửrnyei & Csizọr, 1998).

This study investigates secondary students' motivation to enroll in extra English classes, utilizing a combination of questionnaires and interviews for data collection As noted by Silverman (2000), employing multiple research methods enhances the understanding of complex phenomena Consequently, both questionnaires and interviews were used to examine learners' motivation, ensuring the validity and reliability of the findings (Tellis, 1997) The interviews were structured around the questionnaire results, with in-depth insights further elucidating the questionnaire findings.

Participants

This study focused on students participating in after-school English classes during the 2017-2018 academic year at PCT Secondary School in Hanoi, Vietnam A total of 794 male and female students from grades 6 to 9 completed the survey, while only 22 students were selected for interviews.

Instruments

This study utilized a questionnaire divided into two sections The first section contained six items focused on gathering information about students' participation in extra classes and their motivations for doing so, as well as their preferences between school English classes and extra classes, along with the reasons for their choices The second section aimed to assess students' feelings regarding their experiences in these extra classes.

All the questions were written in Vietnamese in order that they were comprehensible to young learners and they could express their ideas about the target issue

Interviews were followed the questionnaire to add depth to the quantitative results.

Data collection procedures

In February 2018, I conducted a survey among students at PCT Secondary School, taking approximately 15 minutes per class across 33 classes Prior to the survey, I explained the study's objectives and emphasized the importance of honest responses After completing the questionnaire, participants were instructed to verify the completeness of their answers A total of 800 questionnaires were distributed, with 794 collected and 728 analyzed I excluded 66 questionnaires from the analysis due to incomplete responses, ensuring the validity of the data by focusing only on those that reflected genuine participation.

After analyzing the questionnaire data, I chose several students for interviews based on the four most common reasons for taking extra classes To promote honesty, students were assured that their responses would not influence their treatment at school Additionally, a comfortable environment was established during the interviews to ensure the validity of the results, and a notebook was used to document the conversations.

Data analysis procedures

The data which was collected in this paper consisted of quantitative and qualitative The quantitative data in the questionnaire was analysed by using SPSS (Statistical

The qualitative data from the survey was quantified, while content analysis was employed to evaluate the interview responses The interviews, conducted in Vietnamese, were transcribed and translated into English, allowing for a thematic analysis that aligned with the research objectives.

CHAPTER FOUR FINDINGS AND DISCUSSIONS

Findings

Questionnaire results

Table 4.1 Number of students in extra English classes

Table 4.1 illustrates the distribution of students in extra classes, revealing that smaller class sizes are more prevalent than larger ones Notably, 43.5% of extra classes comprise 10 or fewer students, while classes with 11 to 20 students account for a slightly lower 43.3% In contrast, classes with 21 to 30 students represent 8.5%, and those exceeding 30 students are the least common, making up only 4.7% of the total.

Table 4.2 Teacher(s) in extra English classes

Cumulative Percent Valid Vietnamese teacher 469 64.4 64.4 64.4

Vietnamese teacher and native teacher 186 25.5 25.5 100.0

Table 4.2 reveals that 64% of Vietnamese teachers participate in English extra classes, significantly higher than the 10% involvement of native teachers and the 25.5% participation of both Vietnamese and native teachers combined.

Table 4.3 The frequency of extra English classes

Table 4.3 reveals that the majority of students at this secondary school prefer 1-2 English extra classes per week, with a significant 90% choosing this option In contrast, the preference for 3-4 class sessions is notably lower at 6%, while 5-6 class sessions and other options account for just 0.7% and 3.3%, respectively.

Table 4.4 Length of each class session

Table 4.4 presents data on the distribution of class session lengths, revealing that 41.8% of students participate in sessions lasting between 2 to 2.5 hours, making it the most popular duration In contrast, only 36.1% of students attend 1 to 1.5-hour sessions, while 16.6% engage in 3 to 3.5-hour sessions The least favored option is class sessions lasting for different periods, with a mere 5.5% of students attending.

Table 4.5 Reasons for participating in extra English classes

Studying English in extra classes is more effective than at school 229 14.9% 31.5%

Teachers in extra classes teach better than those at school 145 9.5% 20.0%

Teacher creates more chances for us to speak English compared to at school 167 10.9% 23.0%

I want to get high marks in English at school 424 27.7% 58.4%

I want to be good at English to study abroad 261 17.0% 36.0%

My parents ask me to join it 209 13.6% 28.8%

Table 4.5 presents data on the motivations behind students participating in English extra classes The most significant reason, selected by 27.7% of respondents, is the desire to achieve high marks in English at school, highlighting the importance of academic performance as a driving factor for enrollment in these classes.

A desire to excel in English for studying abroad is a primary motivation, with 17% of students expressing this goal Additionally, 14.9% believe that extra English classes are more effective than traditional school lessons Involving parents in the decision-making process accounts for 13.6%, while the opportunity to practice speaking English is a factor for 10.9% of students The quality of teachers is cited as the least influential reason at 9.5%, followed by 6.4% of other reasons identified by students The accompanying table illustrates the most common motivations for students learning English.

Table 4.6 Additional reasons for choosing extra English classes

1 To better my English level/ broaden knowledge

3 To practice my speaking skill

4 To study at a good high school

6 My friend asks me to join it

7 To go abroad / study abroad/ settle abroad

8 To pass a gifted high school access exam

9 I want teachers to pre-teach English lessons

11 To play games in English

14 I want to be the best student in my class at school

15 There is a lot of homework to do

17 To easy to get a job in the future

18 To work and co-operate with other countries

19 I want to review my English knowledge

20 To follow my dream (football)

Students primarily seek additional classes to enhance their qualifications and meet future expectations, driven largely by social impact factors.

Valid Do not like both 15 2.1 2.1 2.1

According to Table 4.7, the majority of students at this secondary school prefer English extra classes, with a preference rate of 63.9% In contrast, only 22.4% of students favor English classes at school, while 11.7% enjoy both options, highlighting a significant difference of 10.7% The least preferred option, with only 2.1% of students expressing disinterest in both, indicates minimal engagement Charts 4.1 to 4.4 further elaborate on the reasons behind these preferences, as students provided explanations for their choices, which are summarized below.

Chart 4.1 Reasons for preferences of extra English classes

Chart 4.1 reveals several factors influencing students' preference for extra classes over traditional school ones Key reasons include comfort, freedom, and a stress-free environment regarding grades, with 12.7% of students citing these benefits Additionally, engaging lesson content, enjoyable learning experiences, improved English communication, and supportive teaching practices significantly attract students to extra courses The perceived quality of English instruction at school also plays a crucial role; ineffective teaching and low-level teachers prompt students to seek supplementary learning opportunities Other less frequently mentioned factors include an active classroom atmosphere, tailored English programs, ample grammar practice, and attentive mentorship from instructors.

Chart 4.2 Reasons for preferences of English class at school

Chart 4.2 depicts reasons why students like English classes at school better than extra courses Lesson easy-understandings are voted at the highest number, at 15.8 Moreover, there are a lot of other factors relating to fun, knowledge sharing among friends, comfort, learning through playing, etc Other factors (not in the chart) were referred at a lower number in the survey were exciting atmosphere, good teachers, or effectiveness in teaching and learning, etc

Chart 4.3 Reasons for choosing both classes

Chart 4.3 describes why students like both classes According to the data from the chart, knowledge and skill complement as well as similarities between two classes (new knowledge, fun, good lessons, etc) were 50 and 32.1 in consequence The figure for students who love studying English only accounted for 2.4

Similarities between two classes (new knowledge, fun, good lessons, etc)

Chart 4.4 Reasons for disliking both classes

Chart 4.4 shows the data on reasons why students dislike both classes They mentioned two main reasons for their choices These students do not like this subject (English is difficult) or do not want to go to classes The figures for those were 33.3 and 16.7 in consequence

Dislike English Do not want to go to classes

Table 4.8 Evaluation of English extra classes

Evaluation of English extra classes

Totally disagree Disagree Neutral Agree Totally agree Mean ± S.D

1 It is easy to understand teachers‟ lessons 0.4% 0.8% 10.6% 45.2% 43.0% 4.3±0.721

2 I feel comfortable when coming to class 1.2% 2.1% 19.5% 38.2% 39.0% 4.12±0.875

3 English class is funny and exciting 1.9% 5.2% 15.9% 30.9% 46.0% 4.14±0.992

4 I am interested in group activities in class 7.0% 7.1% 29.5% 26.5% 29.8% 3.65±1.178

5 I have chances to communicate in English with teachers and friends

7 I have chances to do advanced exercises 8.1% 16.2% 27.3% 28.3% 20.1% 3.36±1.202

8 Teachers check and give students marks for homework regularly

Chart 4.5 Evaluation of English extra classes

Table 4.8 and Chart 4.5 illustrate learners' evaluations of English extra classes, revealing that the means for Evaluations 1, 2, 3, 5, and 8 exceed the average mean of 3.82 Evaluation 1, which assesses the clarity of teachers' lessons, received the highest mean score of 4.3 Evaluation 3, regarding the enjoyment of English classes, and Evaluation 2, which measures comfort in class, follow closely with means of 4.14 and 4.12, respectively Evaluation 8, focused on teachers regularly checking and marking homework, scored 4.03, while Evaluation 5, which considers opportunities for communication in English, received a mean of 3.84 The remaining evaluations fell below the average mean, with Evaluation 6, where teachers exclusively speak English in class, scoring the lowest at 3.1.

In the last part of the survey, students were asked to write down what they like and what they do not like in English extra classes

I listed some most mentioned opinions in the table below

MeanS.DAverage meanLinear (Mean)

Table 4.9 Students’ comments on English extra classes

Teacher does not scold me, she encourages me a lot

Teacher is very enthusiastic and funny, and she creates an active learning atmosphere

We can communicate in English a lot with teachers and friends

We can communicate in English with native teachers

Teacher organizes a lot of language games that makes us be relaxed

We have chances to learn about pronunciation, and teacher corrects our pronunciation a lot

Teacher teaches us advanced English and we have a lot of exercises to practice

We can share our opinions or inquiries with teachers

We have chances to take extra-curricular activities

Be funny and comfortable in class

I do not have many friends in class

I have a lot of homework to do, so I do not have enough time to finish my homework at school

Teacher sometimes talks too fast, I do not understand what he is talking about Sometimes teacher uses mobile phones in class or goes out for her business

Students in class make noises a lot

Teacher just teaches us grammar, she does not teach us how to communicate in English

Native teachers‟ lessons are boring and sleepy

I have to learn too much of knowledge, I cannot acquire them all

Teacher scolds me when I do something wrong

Qualitative survey data indicates that the learning environment significantly influences students' motivation in English extra classes Key factors that students appreciate include the supportive learning atmosphere and the quality of their teachers.

Factors that can demotivate students in learning a second language include excessive homework, prolonged learning sessions, distractions from peers, teacher reprimands, and interruptions in the teaching process To foster English communication and enhance extensive knowledge and skills, it is crucial to address these challenges and encourage a supportive learning environment.

Interview Findings

Interviews were conducted with students to delve deeper into their questionnaire responses, particularly focusing on their class preferences Two predominant reasons emerged—Comfort and Fun—which I combined into the concept of "Learning as Fun." I chose to exclude other clear reasons such as easy lesson understanding and knowledge sharing among friends My interest lies in exploring the differences between Learning as Fun in extracurricular English classes and traditional English classes at school.

Joining English extra classes is enjoyable for me because the teachers incorporate language games into the lessons, allowing us to learn through play Their relaxed approach makes the environment fun, as they often make us laugh and include quizzes related to the target language.

- English extra class comforts students a lot because we are able to exchange knowledge in class, teachers go around and explain to students what they do not understand

- I do not have to wear uniforms, so I feel more comfortable and active

In extra classes, we enjoy a relaxed atmosphere free from the strict rules often found in traditional schooling This allows us to participate without the fear of parental involvement due to mistakes or having our names recorded in class diaries.

- We do not feel stressed on marks or teachers do not minus out points when we make noises in class

- Funny teachers make me laugh a lot during lessons

- We spend a half of each period participating in language games then doing exercises

Moreover, teachers organize a lot of extra-curricular activities such as going for a picnic, joining events, etc

- We feel funny because we can spend the time to chat and chit in English with friends a lot during lessons

- I have chances to learn English through games and software on computers or smart phones

- We are encouraged by rewards (snacks, candies, etc…) if we win the game

Our teacher maintains a relaxed atmosphere in the classroom, occasionally checking homework completion among students We enjoy engaging in language games, making the English program enjoyable and accessible Additionally, the amount of homework assigned is minimal, allowing us to balance our studies with other activities.

Learning doesn't require constant effort, as teachers dedicate time for social interaction and play Moreover, English tests are typically straightforward and manageable.

Participating in English classes at school is a stress-free experience, as the program is manageable and does not come with a heavy homework load.

- I prefer English class at school because I can learn new things with my friends and we can express our opinions to our teacher

- The classroom is bigger and we can learn English through head projectors, so it‟s comfortable

- I can learn English with a lot of my best friends, and we can exchange knowledge with each other

- I have chances to do projects (Lesson 7 every unit) in groups

- We can communicate with my friends at school

- My teacher told us a lot stories about good people and her trips to other countries

- I am familiar with more friends in class at school, so it is easier for me to communicate with them.

Discussions

This article discusses the findings of a study on what motivates students to participate in after-school English extra classes The research highlights that students' motivations are primarily influenced by social factors, as confirmed by Spolsky (1989), who noted that language learning is often driven by practical reasons that carry social significance The results indicate that students recognize the importance of English in today's world, which significantly shapes their motivation to learn.

Many students enroll in English extra classes to enhance their qualifications and meet social expectations, reflecting the findings of Clément and Noels (1992) regarding students' desire to maintain a positive social image This aligns with Norton's (2001) concept of motivational investment, as students aim to achieve their future aspirations, such as studying abroad, securing well-paid jobs, and achieving high IELTS scores The motivation to learn English is driven by the belief that it will help realize their dreams Additionally, social factors significantly influence students' motivation, including parental encouragement, supportive teachers, and a comfortable learning environment created by peers If school English classes do not adequately meet their needs, students seek extra classes, which they prefer nearly three times more than traditional school offerings Key attractions of these extra classes are comfort and fun, prompting further exploration of what elements contribute to these positive experiences.

Interviews with students reveal that their feelings towards English classes are influenced by various factors In English extra classes, the teaching methods, such as using games and quizzes, fostering a relaxed atmosphere, and demonstrating care, contribute to a low-stress environment The enjoyment in these classes is further enhanced by language games, rewards for winners, and modern equipment Conversely, students feel comfortable in regular English classes primarily due to minimal homework and a less challenging curriculum, with enjoyment often stemming from peer interactions There appears to be a connection between the formal English instruction at school and students' motivation to enroll in extra courses, suggesting that adjustments to the school curriculum could better meet students' learning needs Ultimately, students show a clear preference for extra English classes, where they feel more motivated.

Pedagogical implications

The study highlights important implications for language teaching in public schools, emphasizing the need for teachers to foster a comfortable and enjoyable classroom environment that encourages students to express themselves freely By exploring "imaged communities," educators can provide students with opportunities to engage with practical English, enhancing their learning experience Language situations within the classroom and extracurricular activities can positively influence students' perceptions of these imagined communities Norton (2001) further suggests that teachers should encourage learners to view themselves as part of multiple communities, including the classroom, the target language community, and their imagined community, helping them to reflect on their investments in these diverse contexts.

36 and limitations, they may simultaneously address the risk of non-participation in the language classroom.”

Teachers' caring and sharing attitudes play a crucial role in motivating students to learn Survey data indicates that many students feel more motivated when they have the opportunity to express their inquiries to their teachers.

English teaching in schools should align with the Vietnamese Ministry of Education and Training's English programs, recognizing that students have varying proficiency levels While these programs may cater to some students, others may require different approaches Teachers must develop diverse activities that accommodate multiple intelligences and meet individual student needs, as highlighted by Tomlinson (2014) He emphasizes that effective teaching involves a proactive response to learner needs, driven by a mindset focused on differentiation In such classrooms, the emphasis should shift from merely covering the curriculum to enhancing student satisfaction and engagement in learning through activities tailored to their interests Ultimately, the focus should be on teaching methods and student learning processes rather than just the content being taught.

Teachers who embrace differentiation recognize the necessity of providing diverse pathways to essential learning goals, assisting students in discovering the most effective routes to success They understand that while some English learners may progress naturally, others may face significant challenges Therefore, flexibility in teaching is crucial to accommodate both high-level and low-level students.

The article highlights that the delivery of English knowledge and skills to students is grounded in Krashen's (1982) theory, which emphasizes the importance of connecting new language learning to existing linguistic competence This approach facilitates the integration of previously acquired knowledge with new information.

Effective learning occurs when students progress from their current knowledge (i) to new understanding (i+1) by comprehending inputs that introduce new information This emphasizes the importance of teachers beginning with students' existing knowledge, facilitating the teaching and learning process as students assimilate new concepts through the language they already understand.

Students prefer English extra classes because these environments provide more opportunities for communication in the language According to Swain (2001), language acquisition requires not just input but also the production of output, which enhances learning When students actively speak the target language, they engage more deeply in the learning process This output-focused approach encourages learners to identify their strengths and weaknesses, either through self-reflection or feedback from teachers and peers Consequently, students can better understand what areas they need to concentrate on to improve their English skills.

Public school teachers must enhance their English proficiency independently to ensure they possess the necessary knowledge and skills for effective teaching With students having access to diverse learning resources beyond traditional textbooks, it is crucial for teachers to maintain a high level of English competence; otherwise, students may lack confidence in their educators, hindering the learning process Additionally, teaching methods and strategies should be modernized to resonate with the needs of new generations of students.

Conclusion

This study investigates the motivations behind lower secondary students enrolling in extra English courses, revealing that social influences drive the increasing participation in these classes Students are impacted by globalization, prompting them to dedicate time and effort to learning English to fulfill societal demands and aspire to become influential community members Furthermore, the findings indicate that students prefer extra English courses, which tend to have a more positive impact on their learning compared to traditional school classes This suggests a connection between school-based English instruction and students' motivation for additional learning opportunities Factors such as teaching methods, teachers' expertise, opportunities for English communication, and group dynamics play a significant role in enhancing students' motivation throughout the learning process.

Limitation of the study

This study has several limitations that should be noted to prevent misinterpretation of the results Firstly, it was conducted at a public secondary school in Hanoi, which may limit the applicability of the findings to other educational institutions Additionally, while interviews were conducted with 22 students, the total number of participants in the survey was 794, suggesting that caution is warranted when generalizing the interview findings.

Recommendations for future and further research

The study investigates secondary students‟ motivation in taking part in English extra courses It further contributes to the research on motivation in learning a foreign

Future studies can build upon the findings of this paper to explore the factors that motivate and demotivate students in English classrooms within secondary public schools.

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APPENDICES APPENDIX 1 (Survey_Vietnamese version)

Họ và tên: Lớp: Trường:

I Đánh dấu  vào ô đúng với trường hợp của em

1 Lớp học thêm tiếng anh của em có bao nhiêu học sinh(h/s)?

2 Giáo viên lớp học thêm của em là :

 Giáo viên Việt Nam và Giáo viên nước ngoài

3 Em đi học thêm tiếng Anh mấy buổi / tuần?

 1-2 buổi/ tuần  3-4 buổi/ tuần  5-6 buổi/ tuần  Khác

4 Mỗi buổi học kéo dài bao lâu?

Em tham gia các lớp học thêm tiếng Anh vì nhiều lý do, trong đó việc học tiếng Anh ở các lớp học thêm mang lại hiệu quả cao hơn Các lớp học này giúp em cải thiện kỹ năng ngôn ngữ nhanh chóng và tiếp cận với phương pháp giảng dạy chuyên nghiệp Thêm vào đó, môi trường học tập năng động và sự tương tác với giáo viên và bạn bè cũng giúp em nâng cao khả năng giao tiếp.

 cách dạy của giáo viên hay hơn giáo viên ở trường

 giáo viên cho chúng em nhiều cơ hội để nói tiếng Anh hơn so với ở trường

 em muốn đạt điểm cao môn tiếng Anh ở trường

 em muốn giỏi tiếng Anh để đi du học

 bố mẹ bảo em đi học

6 Em thích học tiếng Anh ở đâu hơn?

 Lớp ở trường học  Lớp học thêm

II Đánh dấu  vào ô đúng với ý kiến của em về các buổi học tiếng Anh tại lớp học thêm

1 Thầy/ cô dạy dễ hiểu

2 Em thấy thoải mái khi đến lớp học thêm

3 Lớp học sôi động, vui nhộn

4 Em hứng thú với các hoạt động làm nhóm trong lớp

5 Em được giao tiếp bằng tiếng

Anh với thầy/ cô và các bạn

6 Thầy/ cô chỉ nói tiếng Anh trong lớp

7 Em được làm nhiều bài tập nâng cao

8 Thầy/ cô chấm và chữa bài tập về nhà thường xuyên

 Nhận xét của em về các buổi học thêm tiếng Anh:

Những điều em thích  Những điều em không thích 

I Tick  on the answer that is true to you

1 How many students in your extra English class?

2 Teacher(s) in your extra English class is/ are

 Vietnamese teacher and native teacher

3 How many class sessions (cls) are there in your extra English classes?

 1-2 css /week  3-4 css/ week  5-6 css/ week  others

4 How long is each class session?

5 What are your reasons when you participate in extra English classes? (You can tick more than one answer)

 Studying English in extra classes is more effective than at school

 Teachers in extra classes teach better than those at school

 Teacher creates more chances for us to speak English compared to at school

 I want to get high marks in English at school

 I want to be good at English to study abroad

 My parents ask me to join it

6 Which class do you prefer?

 English class at school  English extra class

II Tick  on the answer that is true to your English extra classes

N Content Totally agree Agree Neutral Disagree Totally disagree

1 It is easy to understand teachers‟ lessons

2 I feel comfortable when coming to class

3 English class is funny and exciting

4 I am interested in group activities in class

I have chances to communicate in English with teachers and friends

7 I have chances to do advanced exercises

Teachers check and give students marks for homework regularly

 Your comments about your English extra class

1 Lớp học thêm tiếng anh của em có bao nhiêu học sinh(h/s)?

2 Giáo viên lớp học thêm của em là:

Valid Giáo viên Việt Nam 469 64.4 64.4 64.4

Giáo viên Việt Nam và giáo viên nước ngoài

3 Em đi học thêm tiếng Anh mấy buổi / tuần?

4 Mỗi buổi học kéo dài bao lâu?

5 Em tham gia các lớp học thêm tiếng

Việc học tiếng Anh ở các lớp học thêm hiệu quả hơn

Cách dạy của giáo viên hay hơn giáo viên ở trường

Giáo viên cho chúng em nhiều cơ hội để nói tiếng Anh hơn so với ở trường

Em muốn đạt điểm cao môn tiếng Anh ở trường

Anh để đi du học 261 17.0% 36.0%

Bố mẹ bảo em đi học 209 13.6% 28.8%

Total 1533 100.0% 211.2% a Dichotomy group tabulated at value 1

6 Em thích học tiếng Anh ở đâu hơn

Lớp ở trường học và lớp học thêm 85 11.7 11.7 100.0

Hoàn toàn không đồng ý Không đồng ý

Phân vân/Không rõ Đồng ý

Thầy/ cô dạy dễ hiểu 0.4% 0.8% 10.6% 45.2% 43.0%

Em thấy thoải mái khi đến lớp học thêm 1.2% 2.1% 19.5% 38.2% 39.0%

Lớp học sôi động, vui nhộn 1.9% 5.2% 15.9% 30.9% 46.0%

Em hứng thú với các hoạt động làm nhóm trong lớp

Em được giao tiếp bằng tiếng Anh với thầy/ cô và các bạn

Thầy/ cô chỉ nói tiếng

Em được làm nhiều bài tập nâng cao 8.1% 16.2% 27.3% 28.3% 20.1%

Thầy/ cô chấm và chữa bài tập về nhà thường xuyên

Thầy/ cô dạy dễ hiểu 728 4.30 721 027

Em thấy thoải mái khi đến lớp học thêm 728 4.12 875 032

Lớp học sôi động, vui nhộn 728 4.14 992 037

Em hứng thú với các hoạt động làm nhóm trong lớp

Em được giao tiếp bằng tiếng Anh với thầy/ cô và các bạn

Thầy/ cô chỉ nói tiếng

Em được làm nhiều bài tập nâng cao 728 3.36 1.202 045

Thầy/ cô chấm và chữa bài tập về nhà thường xuyên

1 Number of students in extra English classes

2 Teacher(s) in extra English classes are

Cumulative Percent Valid Vietnamese teacher 469 64.4 64.4 64.4

Vietnamese teacher and native teacher 186 25.5 25.5 100.0

3 The frequency of extra English classes

4 Length of each class session

5 Reasons for participating in extra English classes

Studying English in extra classes is more effective than at school 229 14.9% 31.5%

Teachers in extra classes teach better than those at school 145 9.5% 20.0%

Teacher creates more chances for us to speak

English compared to at school 167 10.9% 23.0%

I want to get high marks in English at school 424 27.7% 58.4%

I want to be good at English to study abroad 261 17.0% 36.0%

My parents ask me to join it 209 13.6% 28.8%

Valid Do not like both 15 2.1 2.1 2.1

Reasons for preferences of English class at school

Students prefer English classes at school over extra courses for several reasons, with the ease of understanding lessons being the most significant factor, receiving 15.8% of the votes Other important aspects include the enjoyment of learning, sharing knowledge with friends, comfort in the classroom, and engaging in play-based activities Additionally, factors such as an exciting atmosphere, effective teaching, and good instructors, although mentioned less frequently in the survey, also contribute to students' positive perceptions of English classes.

Reasons for choosing both classes

Chart 4.3 highlights the reasons students enjoy both classes, revealing that knowledge and skill complementarity, along with similarities such as new knowledge, fun, and engaging lessons, scored 50 and 32.1, respectively In contrast, only 2.4% of students expressed a preference for studying English alone.

Similarities between two classes (new knowledge, fun, good lessons, etc)

Reasons for disliking both classes

Chart 4.4 reveals that students express two primary reasons for disliking their classes: a perceived difficulty in English and a lack of desire to attend Specifically, 33.3% of students cited the challenge of the subject, while 16.7% indicated they simply do not want to participate in classes.