Motivation for English language learning: A study of undergraduate students at the University of Transport and communications

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This research study investigates the motivation for English language learning among undergraduate students at the University of Transport and Communications (UTC). The study adopts a mixed-methods approach, combining qualitative and quantitative methods to gather data. It includes a literature review on motivation theories, language learning, and questionnaire surveys. Content analysis is used for qualitative data, while descriptive and inferential statistics are used for quantitative data analysis.

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Nội dung Text: Motivation for English language learning: A study of undergraduate students at the University of Transport and communications

MOTIVATION FOR ENGLISH LANGUAGE LEARNING: A STUDY OF UNDERGRADUATE STUDENTS AT THE UNIVERSITY OF TRANSPORT AND COMMUNICATIONS Supervisor: Dr. Vu Minh Hang Students: Nhan Vu Kiet, Tran Dinh Bao Son Hoang Van Trong Class: The International Business Management Class 1, Cohort 63 (EMN – K02) Abstract. Motivation is a crucial factor influencing language learning outcomes, particularly in English language learning for undergraduate students. This research study investigates the motivation for English language learning among undergraduate students at the University of Transport and Communications (UTC). The study adopts a mixed-methods approach, combining qualitative and quantitative methods to gather data. It includes a literature review on motivation theories, language learning, and questionnaire surveys. Content analysis is used for qualitative data, while descriptive and inferential statistics are used for quantitative data analysis. The findings highlight the motivational factors affecting English language learning, including instrumental and integrative motivations, intrinsic and extrinsic motivations, and anxiety influences. This research contributes to understanding motivation in language learning and has implications for language teaching and learning practices at UTC. Keywords: students, learning English, motivation, attitudes, teaching 1 Introduction 1.1 Research Background These days, English is considered one of the most common languages globally. It is widely used in daily communication, science, technology and global commerce. According to Graddol (1997), English plays a very significant role in different areas worldwide. It serves as a working language for international organizations and conferences, scientific publications, international banking (economic affairs and trade), advertising for global brands, and audio-visual cultural products. English has emerged as a crucial medium for a diverse range of global activities, including but not limited to popular entertainment like films, television, and music. It also plays a significant role in international tourism, higher education, ensuring safety in international travel via airlines and maritime transportation, and as a relay language in interpretation and translation. Therefore, English is a really powerful “weapon”, a must-have item that everyone should master, especially students, because once they graduate, they will join the working force, and almost every company needs laborers who are competent in English. But sadly, not everyone can meet their demands and miss the opportunity. This study investigates the students' motivation and attitude toward learning English. From that, we can propose excellent solutions to solve persistent problems among students. The findings of this research will contribute to the development 119
of effective English language teaching strategies that can help to enhance students' English proficiency and support their academic and career goals. 1.2 Research Objectives and Scope 1.2.1 Research Objectives The primary goal of this study is to enhance the current understanding of how to select an optimized method for learning English. This study aims to achieve the following major objectives: The research objectives for the study are as follows: 1. To classify and categorize various criteria that may influence student motivation towards learning English based on their characteristics 2. To identify the criteria that contribute to the decline in English learning 3. To develop effective methods for English language learning to enhance student motivation. 1.2.2 Research Questions A set of research questions was formulated to determine the scope of the research: 1. How would motivation affect a student's attitude toward learning English? 2. What are the barriers and challenges that an individual faces in learning and using English, and how can these be overcome? 3. How would students improve their English? 1.2.3 Scope of the Study The research investigates the factors affecting students' motivation to learn English. This research examines various factors influencing students' motivation toward English learning, such as their personal beliefs and attitudes, previous experiences with learning the language, and perceptions of English's relevance and usefulness in their academic and professional lives. The study also explores the impact of different teaching methodologies and classroom environments on student motivation, including the role of teacher feedback, peer interactions, and the use of technology in English language learning. Meanwhile, the research identifies cultural or contextual factors that may influence students' motivation to learn English. 1.2.4 Contributions of the Research The importance of research on improving student motivation and engagement in learning English cannot be overstated. The outcomes of this research will be highly valuable, as they will provide insights into the factors that influence student motivation and engagement in learning English. These insights will help educators and policymakers develop effective teaching strategies and materials to enhance student motivation and engagement, ultimately leading to better learning outcomes. 2 Literature Review The extensive literature review of global studies and research conducted by scholars and researchers offers a comprehensive compilation of motivators, obstacles, and solutions in the field of English language studies. The thorough list is shown in the table below: 120
Table 1: List of Motivators, Obstacles and Solutions in Studying English Code Indicators Authors (M) Motivations English is more interesting than other subjects to learn Judit Kormos, Thom Kiddle and M1 Kata Csizér (2010) M2 Study abroad or work in foreign countries Interview Get access to foreign cultures (movies, music, etc.) NA Purnama, NS Rahayu (2019) M3 Be able to participate in English-speaking social media Interview M4 communities. Make friends and socialize with people from foreign countries Lafford, P. A. M5 (2011) Pressure from families, friends, or from within self to improve Interview M6 English proficiency Exposed up new ways of thinking and problem-solving more Interview M7 effectively Develop and enhance overall language skills, vocabulary, Interview M8 grammar, reading… Increase the chance of finding a job Penjak & M9 Karninčić( 2015) M10 Reach the required point to graduate Interview (O) Obstacles O1 Students feel that learning English is not necessary Interview O2 Teaching methods are dry and rigid Hashwani (2008) English is a difficult subject to master Vaezi, Z, & O3 Mohebbi, H (2016) O4 The use of English in your community is not common Interview Cultural differences pose a hindrance in learning English Fantini, A. E. O5 (2000) Students feel that learning English is costly DesfiYenti O6 (2021) O7 English taught in school and English in reality are different Interview (S) Solutions Read English books and newspapers that are related to your Interview S1 interests. Communicate with family and friends who speak English. DeVellis, RF S2 (2012) S3 Watch and listen to more English movies and music. Interview S4 Find good English learners as role models to study and follow. Interview 121
Code Indicators Authors Set small goals and gradually increase the difficulty level as Zhao, Y., & Xia, S5 you achieve them. Y. (2019) Use English frequently, practice speaking in front of a mirror, Liton Hussain S6 thinking and reasoning in English. Ahmed (2016) Practice telling stories in English, have self-dialogue in Interview S7 English. Switch the language of your technological devices and social Interview S8 networks to English. Make friends and communicate regularly with people from Interview S9 other countries. S10 Practice writing a journal in English. Interview 3 Research Methodology 3.1 Questionnaire survey This study used an online questionnaire survey, a popular and efficient method that saves time and allows preliminary data analysis. In addition, questionnaire surveys offer a structured and versatile approach to collecting standardized data efficiently. 3.2 Data analysis method Content analysis is a research method that involves analyzing texts or meaningful materials to extract valuable insights. Other methods used were Cronbach's alpha, a reliability coefficient that assesses the positive correlation between items in a set, and Kendall's coefficient of concordance Wa, a measure that uses ranks to assess agreement between observers. Additionally, mean score ranking and standard deviation techniques were employed to rank selection criteria based on their mean values and standard deviations. This analysis provides insights into the relative importance of different criteria. 4 Results and Discussion The data were inputted and analyzed with the Statistical Package for Social Sciences (SPSS) computer software Version 26 and Microsoft Excel®. 116 responses were collected; however, only 107 were eligible for analysis. 4.1 Results of data analysis Table 2: Results from Cronbach’s Alpha, Kendall’s Wa, Meanscore Ranking and Factor Loadings Cronba Kend Factor Ran Mea Variables ch's all's Loading k n Alpha Wa Motivations (M) Cluster 1.1: Practical and Personal M6 0.844 0.154 4 4.11 0.880 Benefits of Learning English. M3 3 4.18 0.846 M9 1 4.24 0.833 M4 6 3.93 0.815 M7 2 4.21 0.804 M8 5 3.97 0.760 M2 7 3.76 0.651 M1 9 3.51 0.550 122
Cronba Kend Factor Ran Mea Variables ch's all's Loading k n Alpha Wa Cluster 1.2: External and Internal M10 8 3.63 0.750 Motivations for English Language M5 10 3.02 0.741 Development. Obstacles (O) Cluster 2.1: Negative thoughts O7 0.808 0.235 1 3.45 0.861 about learning English. O5 4 2.86 0.750 O4 6 2.72 0.667 O3 2 3.14 0.659 O6 5 2.86 0.651 Cluster 2.2: Negative attitude O1 7 1.79 0.918 against English learning. O2 3 2.97 0.66 Solutions (S) Cluster 3.1: Proactively learning S3 0.922 0.049 1 4.06 0.841 English through hobbies S1 5 3.79 0.837 S2 2 3.98 0.745 S6 3 3.95 0.567 S7 7 3.78 0.523 Cluster 3.2: English Language S10 10 3.57 0.851 Integration and Communication. S8 6 3.78 0.802 S9 8 3.77 0.793 Cluster 3.3: Advice for Setting and S4 9 3.66 0.902 Achieving Goals. S5 4 3.88 0.654 The results from Cronback’s Alpha and Kendall’s Coefficient of Concordance, as shown in Table 2, indicate a very good internal consistency reliability for the scale, and the respondents shared the general agreement about the relative importance of these criteria. 4.1.1 Ranking of Factors For the motivation group, M9 has the highest mean (4.24), indicating a relatively high agreement average level of motivation toward learning English. Conversely, M5 has the lowest mean (3.02), suggesting a middle-average level of motivation. For the obstacle group, O7 has the highest mean (3.45), indicating a relatively higher average agreement with the Obstacles presented in that item. Conversely, O1 has the lowest mean (1.79), suggesting a disagreement with the obstacles mentioned. For the solution group, S3 has the highest mean (4.06), indicating a relatively high average response for that item. On the other hand, S10 has the lowest mean (3.57), suggesting a slightly lower average response and a comparatively lower level of agreement with the solutions in S10. 4.1.2 Factor analysis Factor analysis is a technique that is commonly used in construction management. Factor analysis allows a large set of variables or scale items to be condensed down to a smaller, more manageable and critical number of dimensions (Pallant 2016). This study used this method to determine the groupings of the factors and represent relationships among sets of many interrelated variables. 123
▪ Motivation Group o Cluster 1.1: Practical and Personal Benefits of Learning English. o Cluster 1.2: External and Internal Motivations for English Language Development. ▪ Obstacle Group o Cluster 2.1: Subjective negative thoughts about learning English. o Cluster 2.2: Negative attitude against English learning. ▪ Solution Group o Cluster 3.1: Proactively learning English through hobbies. o Cluster 3.2: English Language Integration and Communication. o Cluster 3.3: Advice for Setting and Achieving Goals. 5 Conclusion 5.1 Contributions of the study By recognizing the major factors that affect motivation, educators can put specific plans in place to create a more upbeat and passionate learning environment. So to solve those big problems, some methods should be used, such as: creating a supportive and encouraging environment, emphasizing the relevance and real- world application of English, making English learning engaging and interactive, providing autonomy and choice for students, etc. The other solution is that students need to immerse themselves in their chosen field of study and gain a comprehensive understanding of the foundational concepts and principles. Additionally, students aim to cultivate effective study habits, time management skills, and critical thinking abilities to serve them throughout their academic endeavors. The goal is to embrace the university experience wholeheartedly, acquire knowledge, and develop the skills necessary for a fulfilling and successful academic journey. Participating in class discussions and taking thorough notes, applying learned concepts through practice exercises and real-world examples promotes critical thinking and solidifies understanding, and collaborating with peers in study groups fosters knowledge sharing and offers different perspectives are also useful methods. Additionally, leveraging educational technology resources, such as online tutorials and interactive apps, enhances learning through engaging and interactive experiences. Effective time management, retrieval practice, visual aids and mnemonic techniques support effective learning. Regular review sessions and seeking support when needed contribute to a well-rounded approach. By integrating these learning methods into their study routines, students can maximize their understanding, retention, and application of knowledge, leading to a more successful academic journey. 5.2 Limitations There are some limitations of this study, including: ▪ Incomplete coverage of all factors: Although this research defined and explained numerous evaluation criteria, it did not include all factors related to the issue. ▪ Limited data collection: Due to difficulties in data collection and time constraints, the survey was mostly conducted among students from UTC, with only a few students from other universities such as AJC and DAV. 124
▪ Small sample size: The research scale was limited to around 100 students, which is relatively small. REFERENCES [1]. Bland, JM & Altman, DG 1997, 'Statistics notes: Cronbach's alpha', Bmj, vol. 314, no. 7080, p. 572. [2]. Buchanan, EA & Hvizdak, EE 2009, 'Online survey tools: Ethical and methodological concerns of human research ethics committees', Journal of Empirical Research on Human Research Ethics, vol. 4, no. 2, pp. 37-48. [3]. Cavanagh, S 1997, 'Content analysis: concepts, methods and applications', Nurse researcher, vol. 4, no. 3, pp. 5-16. [4]. DeVellis, RF 2012, Scale development: Theory and applications, Sage publications. [5]. Elo, S & Kyngäs, H 2008, 'The qualitative content analysis process', Journal of advanced nursing, vol. 62, no. 1, pp. 107-115. [6]. Hart, C 2018, Doing a literature review: Releasing the research imagination, Sage [7]. Liton, Hussain Ahmed, 2016. Harnessing the Barriers That Impact Students' English Language Learning (ELL). International Journal of Instruction 9(2):91- 106. [8]. Pekrun, R., Elliot, A. J., & Maier, M. A. (2019). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology. [9]. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta- analytic review of research. Review of Educational Research [10]. Others 125