Khóa luận tốt nghiệp a survey on learning motivation of english linguistics students, faculty of education and foreign language, vietnam university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE
FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA RESEARCH
A SURVEY ON LEARNING MOTIVATION OF ENGLISH
LINGUISTICS STUDENTS, FACULTY OF EDUCATION AND
FOREIGN LANGUAGE, VIETNAM UNIVERSITY OF
AGRICULTURE

KHẢO SÁT ĐỘNG CƠ HỌC TẬP CỦA SINH VIÊN NGÀNH NGÔN
NGỮ ANH, KHOA SƯ PHẠM VÀ NGOẠI NGỮ, HỌC VIỆN NÔNG
NGHIỆP VIỆT NAM

Student:

NGUYEN DUY KHANG

Student Code:

621220

Major:

ENGLISH LINGUISTICS

Supervisor:

TRAN THI HA NGHIA
NGHIEM HONG NGAN

Hanoi – 2021

CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project
report entitled A survey on Learning motivation of English Linguistics
students, Faculty of Education and Foreign language, Vietnam University of
Agriculture submitted in partial fulfillment of the requirements for the degree
of Bachelor in English Language. Except where the reference is indicated, no
other person’s work has been used without due acknowledgement in the text
of the thesis.
Hanoi, 2021

Approved by
SUPERVISOR

(Signature and full name)
Date:……………………

i


TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY ................................................................. i
TABLE OF CONTENTS .................................................................................. ii
ABSTRACT ..................................................................................................... iv
LIST OF FIGURES........................................................................................... v
LIST OF FIGURES AND CHART ................................................................. vi
PART I: INTRODUCTION ........................................................................... 1
1.1. Rationale..................................................................................................... 1

1.2. Aims and objectives of the study ............................................................... 1
1.2.1. Aims of the study .................................................................................... 1
1.2.2. Objectives of the study ............................................................................ 1
1.3. Research questions ..................................................................................... 1
1.4. Scope of the study ...................................................................................... 2
1.5. Significance of the study ............................................................................ 2
1.6. Design of the study..................................................................................... 2
PART II: DEVELOPMENT .......................................................................... 3
Chapter 1: LITERATURE REVIEW ........................................................... 3
1.1. Review of the previous studies (At home & abroad)................................ 3
1.2. Review of theoretical background (depend on what the study is about) ... 4
1.2.1 Motivation and Learning Motivation ....................................................... 5
1.2.2 Theories of Motivation ............................................................................. 5
1.2.3 Motivation components ............................................................................ 9
1.2.4 Classifications of motivation ................................................................. 10
1.2.5 The role of motivation in learning ......................................................... 11
1.2.6 Learning motivation constitution factors ............................................... 12
1.2.7 Motivation measurements ...................................................................... 13
1.3. Summary .................................................................................................. 14

ii


Chapter 2: METHODOLOGY .................................................................... 15
2.1. Research methodology ............................................................................. 15
2.2. Research setting/context........................................................................... 15
2.3. Data collection ......................................................................................... 16
2.3.1. Data collecting instruments ................................................................... 16
2.3.2. Data collecting procedures .................................................................... 16
2.4. Data analysis ............................................................................................ 16

2.5. Summary .................................................................................................. 17
Chapter 3: FINDINGS AND DISCUSSION .............................................. 18
3.1 Learning motivation constitution factors of English linguistics students . 18
3.1.1 Research objects description .................................................................. 18
3.1.2 Self-efficacy ........................................................................................... 18
3.1.3 Active learning strategies ....................................................................... 22
3.1.4. Learning value ....................................................................................... 29
3.1.5. Performance goal .................................................................................. 32
3.1.6. Achievement goal.................................................................................. 35
3.1.7. Learning environment stimulation ........................................................ 38
3.2. Exploratory factor analysis (EFA) and T-test analysis ............................ 42
3.2.1 Exploratory factor analysis .................................................................... 42
3.2.2. Independent Samples T-Test ................................................................. 48
3.3 Summary ................................................................................................... 54
PART 3: CONCLUSION ............................................................................. 56
1. Recapitulation.............................................................................................. 56
2. Concluding remarks (conclusions) on each of the thesis objectives: ......... 58
3. Limitation of the current research ............................................................... 60
4. Suggestions for further research ................................................................. 60
REFERENCES .............................................................................................. 61
APPENDIX .................................................................................................... 63

iii


ABSTRACT

The thesis surveys learning motivation of English Linguistics students
at Vietnam National University of Agriculture. The questionnaires are used in
the thesis to survey 89 first-year students 47 fourth-years students of English

Linguistics and we interview randomly 10 students from two courses.
Therefore, the BA research shows 6 factors affecting the learning motivation
of students, which are: Self-efficacy, active learning strategies, learning value,
performance goal, achievement goal, learning environment stimulation. We
conclude that these factors are related strongly to motivation of students.

iv


LIST OF TABLES
Table 1: Describing in objective research ....................................................... 18
Table 2: Cronbach Alpha Coefficient of Self-efficacy factor......................... 19
Table 3: Frequency in self-efficacy factor ...................................................... 20
Table 4: Descriptive statistics in self-efficacy factor ...................................... 21
Table 5: Cronbach Alpha Coefficient of Active learning strategies factor .... 23
Table 6: Frequency in Active learning strategies factor ................................. 25
Table 7: Descriptive Statistics in Active learning strategies factor ................ 27
Table 8: Cronbach Alpha Coefficient of Learning value factors.................... 29
Table 9: Frequency in Learning value factors ................................................ 30
Table 10: Descriptive Statistics in Learning value factors ............................. 31
Table 11: Cronbach Alpha Coefficient of Performance goal factors ............. 32
Table 12: Frequency in Performance goal factors .......................................... 33
Table 13: Descriptive statistics in Performance goal factors .......................... 34
Table 14: Cronbach Alpha coefficient of Achievement goal factor ............... 35
Table 15: Frequency in Achievement goal factor ........................................... 36
Table 16: Descriptive statistics in Achievement goal factor .......................... 37
Table 17: Cronbach Alpha coefficient of Learning environment stimulation
factor................................................................................................................ 39
Table 18: Frequency in Learning environment stimulation factor ................. 40
Table 19: Descriptive statistics in learning environment stimulation factor .. 41

Table 20: Total Variance Explained in EFA ................................................... 44
Table 21: Rotated Component Matrix in EFA ................................................ 45
Table 22: Independent Samples Test .............................................................. 49
Table 23: Group Statistics ............................................................................... 51

v


LIST OF FIGURES AND CHART

Figure 1: Frequency in Self-efficacy factors................................................... 21
Figure 2: Frequency in active learning strategies factor ................................. 26
Figure 3: Frequency in Learning value factors ............................................... 31
Figure 4: Frequency in Performance goal factors ........................................... 34
Figure 5: Frequency in Achievement goal factor ........................................... 37
Figure 6: Frequency in Learning environment stimulation factor .................. 41

Chart 1: Mean of self-efficacy ........................................................................ 52
Chart 2: Mean of performance goal ................................................................ 52
Chart 3: Mean of achievement goal ................................................................ 53

vi


PART I: INTRODUCTION
1.1. Rationale
Puja Mondal said that the purpose and importance of motivation should
be clearly understood. The fundamental aim of motivation is to stimulate and
facilitate learning activity. Learning is an active process that needs to be
motivated and guided toward desirable ends.

Learning is self-initiated, but it must be aided by motives so that the
learners will persist in the learning activity. A definite motive is valuable in
all work, as motives make for readiness. The greater the readiness, the greater
the attention will be given to the work on hand, and the sooner will the
desired result be achieved.
The research will show some features of the learning motivation
diversity and variety of English Linguistics students. Then, lecturers will have
a better view to help students improve their learning motivation.
Therefore, I chose the subject as my graduation thesis: learning
motivation of English linguistics students, Faculty of Education and Foreign
Language, Vietnam University of Agriculture.
1.2. Aims and objectives of the study
1.2.1. Aims of the study
The purpose of this study is to examine what motivation is processed in
learning and which intrinsic and extrinsic motivation address in learning of
English Linguistics students.
1.2.2. Objectives of the study
The thesis examine what motivation is processed in learning of
English Linguistics students and investigate which intrinsic and extrinsic
motivation address in learning of English linguistics students.
1.3. Research questions
- What extrinsic motivation and intrinsic motivation are processed in
learning of English Linguistics students?
1


- Which motivation is the most effective on learning processing of
English Linguistics students?
1.4. Scope of the study
The graduation thesis lasts 4 months from 01/03/2021. Participants of

the study are 89 first-year students and 47 fourth-year students in the Faculty
of Education and Foreign Languages at VNUA. The study’s content is going
to clarify learning motivation of English Linguistics students.
1.5. Significance of the study
There is no study on the learning motivation of English linguistics
students at the Faculty of Education and Foreign Language so that I choose
this subject to clarify the subject. From the researching results, it can release
some suggestions to increase the motivation of English Linguistics students in
learning. Lecturers can understand students better and motivate them in
learning through the results of survey.
1.6. Design of the study
Apart from abstracts, references & appendices, the study consists of
three main parts:
Part 1 - Introduction presents rationale of the study, aims and objectives
of the study, research questions, the scope as well as the significance of the
study.
Part 2 - Development is divided into 3 chapters:
Chapter 1 - Literature review provides theoretical background for the study
Chapter 2 – Methodology describes the methodology used in the
research including the action research, data collection instruments,
participants, the procedures employed to carry out the research.
Chapter 3 - Findings and discussions report and discuss the findings of
the study.
Part 3 – Conclusion - summarizes the main issues that have been
addressed in the study, points out the limitations, draws pedagogical
implications concerning the research topic and suggests several solutions.
2


PART II: DEVELOPMENT

Chapter 1: LITERATURE REVIEW
1.1. Review of the previous studies (At home & abroad)
Abroad
Endang Sri Astuti (2010) has pointed out that motivation to learn it is
something that drives it, move it, and engage students in learning. Motivation
can be defined as a process whereby goal-directed activity was investigated
and sustained consisting of inherent motivation and extrinsic motivation
(motivation that arises because of the encouragement from the outside).
According to Omar, Jain, and Noordin (2013), intrinsic motivation
arises from within the individual, whereas extrinsic motivation arises from
outside the individual and frequently involves the appreciation of others.
Intrinsic motivation, as defined by Arens, Morin, and Watermann
(2015), occurs when a person's conduct is triggered internally by someone for
his own advantage or when curiosity emerges on its own. Extrinsic
motivation, on the other hand, occurs when an individual is influenced by
forces outside of themselves, such as awards, punishment, or social pressures.
Motivation plays an important role in students' conceptual change
processes (Lee 1989, Lee and Brophy 1996, Pintrich et al. 1993), critical
thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al. 2000,
Wolters 1999), and science learning achievement (Lee 1989, Lee and Brophy
1996, Pintrich et al. 1993). (Napier and Riley 1985).Self-perceptions of
ability, effort, intrinsic goal orientation, task value, self-efficacy, test anxiety,
self-regulated learning, task orientation, and learning techniques were among
the motivation elements identified in a review of learning motivation studies
(Garcia 1995, Garcia and Pintrich 1995, Nolen and Haladyna 1989, Pintrich
and Blumenfeld 1985).
These studies, on the one hand, highlighted the diversity of the
3

learning motivation and, on the other hand, showed how researchers’ interests
influenced the approach taken to aspects of motivation
At home
Research by Duong Thi Kim Oanh (2013) says that motivation is a
psychological factor that reflects the subject's ability to satisfy the needs of
the subject, orientation, promotion and maintenance of the subject's activities
to occupy field that object. Duong Thi Oanh (2013) also show that learning
motivation is a psychological factor that reflects the object capable of
satisfying the needs of learners, orienting, promoting and maintaining
learning activities of learners to dominate. that object. Motivation in general
and learning motivation in particular are issues of basic theoretical and
practical significance in psychology. Correct or misleading learning
motivation has the meaning of determining the success or failure of the
activity and the direction of human development.
In the study " Learning Motivation of Students at Ho Chi Minh City
University of Social Sciences and Humanities" (2003), Ph. D Nguyen Hoi
Loan

said: Learning motivation is

what

often

motivates

push, stimulates active activity, passion for learning for knowledge as
as methods to discover them or

because

you want to have a

well

prestigious

position in the collective, society. Directly contribute to determining the
quality of learning in each student.
Pham Thi Duc (1994) with her research results confirmed that the
reason for students' cognitive motivation to be formed and developed at a
high level is that from the very beginning, students' learning actions are
directed right into the grasp of basic concepts of theoretical. The author
believes that: Cognitive motivation is the object of learning activities, which
is reflected in the student's head, which will motivate the child to be active.

1.2. Review of theoretical background
4


Theories and concepts which are related to the thesis: motivation,
theories of motivation, motivation measurements, motivation components,
learning motivation constitution factors, classifications of motivation, the role
of motivation in learning.
1.2.1 Motivation and Learning Motivation
Motivation is the process that initiates, guides, and maintains goaloriented behaviors and it is also a psychological factor reflecting an object
which is capable of satisfying learners' needs, orienting, promoting and
maintaining learners' learning activities in order to occupy the object as
known as learning motivation.

As Woodworth concludes, “Motivation is the state of the individual
which disposes him to certain behavior for seeking goal.”. Besides, B.F.
Skinner also found that motivation in school learning involves arousing,
persisting, sustaining and directing desirable behavior. Duong Thi Kim Oanh
explained a student's learning motivation is a psychological factor that reflects
an object which is capable of satisfying students' needs. It orients, promotes
and maintains students' learning activities in order to occupy that object.
Based on those definition, the thesis is going to clarify students
learning motivation of English linguistics students
1.2.2 Theories of Motivation
The BA research is based on 4 theories of motivation: Maslow’s
hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and
McClelland’s acquired-needs theory.
Maslow’s hierarchy of needs: describes five categories of basic human
needs, including physiological, safety, social, esteem, and self-actualization
needs.

5


These needs are prioritized in order of importance, and once a lower
level need is met, it no longer serves as a motivator. Physiological needs are
the most basic of Maslow's needs. Food, water, and other biological demands
are referred to as physiological needs. These are basic wants because if they
aren't met, the desire to fulfill them may outweigh all other desires. Consider
how hungry you are. At that moment, your whole behavior may be focused on
locating food. However, once you've eaten, you'll no longer be on the lookout
for food, and the promise of food will no longer be a motivator. People tend
to become concerned about safety concerns once their physiological demands
have been met. Are they safe from danger, pain, or the prospect of an

uncertain future? Social needs refer to the want to build enduring bonds with
other people, to be liked, and to bond with others on a higher level. In fact,
attachments, or lack of them, are associated with our health and well-being.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: A fundamental
human

motivator is

the need

for interpersonal

ties. Psychological

Bulletin, 117, 497–529. The fulfilment of social needs raises the importance
of esteem needs. The desire to be respected by one's peers, to feel important,
6


and to be recognized is known as the Esteem Need. Finally, the need for selfactualization refers to “becoming everything you are capable of becoming” at
the top of the hierarchy. This drive reveals itself in the desire to learn new
abilities, take on new challenges, and act in a way that leads to the
achievement of one's life objectives.
ERG theory, developed by Clayton Alderfer, is a modification of
Maslow’s hierarchy of needs in which The five needs are divided into three
groups (existence, relatedness, and growth). C. P. Alderfer (1969). An
experiment to see if a novel theory of human wants holds up in the real
world.. Organizational Behavior and Human Performance, 4, 142–175.
Alderfer advocated that essential human needs be divided into three
categories: existence, relatedness, and growth, rather than the five

hierarchically ordered requirements. Maslow's physiological and safety needs
are represented by existence, relatedness by social needs, and growth by
esteem and self-actualization. Alderfer advocated that essential human needs
be divided into three categories: existence, relatedness, and growth, rather
than the five hierarchically ordered requirements. Existence corresponds to
Maslow’s physiological and safety needs, relatedness corresponds to social
needs, and growth refers to Maslow’s esteem and self-actualization.

7


The theory recognizes that when students are frustrated while attempting to
satisfy higher level needs, they may regress
The two-factor approach distinguishes between variables that cause
employees to be dissatisfied with their jobs and those that actually motivate
them. Frederick Herzberg took a unique perspective to the subject of
motivation. Herzberg discovered that characteristics of the study environment
that satisfy students are quite different from aspects that dissatisfy them by
asking individuals what satisfies them and what dissatisfies them.The twofactor theory differentiates between factors that make people dissatisfied on
the work and factors that truly motivate employees. Frederick Herzberg
approached the question of motivation in a different way. By asking
individuals what satisfies them on the job and what dissatisfies them,
Herzberg came to the conclusion that aspects of the work environment that
satisfy employees are very different from aspects that dissatisfy them.
Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work.
New York: John Wiley; Herzberg, F. (1965). The motivation to work among
Finnish supervisors. Personnel Psychology, 18, 393–402. Variables
generating worker discontent were characterized as "hygiene" factors by
Herzberg because they were part of the context in which the job was
performed, rather than the job itself. Company policies, supervision, working

environment, remuneration, safety, and security on the job were all
considered hygiene issues. Consider the following scenario: you are working
in an unfavorable work environment. In the summer, your office is too hot,
and in the winter, it is too chilly. You're being bullied and treated badly. In
such a workplace, you would undoubtedly be unhappyHerzberg labeled
factors causing dissatisfaction of workers as “hygiene” factors because these
factors were part of the context in which the job was performed, as opposed to
the job itself. Hygiene factors included company policies, supervision,
working conditions, salary, safety, and security on the job. To illustrate,
8


imagine that you are working in an unpleasant work environment. Your office
is too hot in the summer and too cold in the winter. You are being harassed
and mistreated. You would certainly be miserable in such a work
environment. Motivators, on the other hand, are intrinsic to the study, such as
achievement, acknowledgment, fascinating work, increased responsibility,
progress, and possibilities for growth. Motivators, according to Herzberg's
research, are the circumstances that actually push students to try more.In
contrast, motivators are factors that are intrinsic to the job, such as
achievement, recognition, interesting work, increased responsibilities,
advancement, and growth opportunities. According to Herzberg’s research,
motivators are the conditions that truly encourage employees to try harder.

Finally, McClelland’s theory of acquired needs argues that individuals
possess stable and dominant motives to achieve, acquire power, or affiliate
with others. The type of need that is dominant will drive behavior. Each of
these theories explains characteristics of learning environment that motivates
students.
1.2.3 Motivation components

Motivation has three primary components, according to Dr. Jeffrey S.
Nevid (2013): activation, persistence, and intensity. The decision to begin a
behavior, such as enrolling in a psychology class, is referred to as activation.
Persistence is defined as making an ongoing effort toward a goal despite the
presence of impediments. Taking more psychology courses to achieve a
9


degree, even though it demands a large expenditure of time, energy, and
finances, is an example of perseverance. Finally, the attention and zeal with
which one pursues a goal demonstrates intensity. As a result, students must
understand these incentive components in order to maintain goal-directed
behavior. According to Dr. Jeffrey S. Nevid (2013), there are three major
components to motivation: activation, persistence, and intensity. Activation
involves the decision to initiate a behavior, such as enrolling in a psychology
class. Persistence is the continued effort toward a goal even though obstacles
may exist. An example of persistence would be taking more psychology
courses in order to earn a degree although it requires a significant investment
of time, energy, and resources. Finally, intensity can be seen in the
concentration and vigor that goes into pursuing a goal. Therefore, these
motivation components need to be realized by students to sustain goaldirected behavior. One student, for example, may get by with little effort
while another will study consistently, participate in class debates, and seek
out research opportunities outside of class. The first student lacks focus,
whereas the second is dedicated to his studies. For example, one student
might coast by without much effort, while another student will study
regularly, participate in discussions, and take advantage of research
opportunities outside of class. The first student lacks intensity, while the
second pursues his
1.2.4 Classifications of motivation
There are two types of motivation used in educational psychology

articles: intrinsic motivation and extrinsic motivation.In educational
psychology article, there are two types of motivation used in the thesis:
Intrinsic motivation and extrinsic motivation.
Intrinsic motivation is our innate desire to seek out and overcome
problems as we pursue our passions and test our abilities. We do not need
incentives or penalties when we're intrinsically motivated because the task is
10


enjoyable in and of itself. Intrinsic motivation is the natural tendency to seek
out and conquer challenges as we pursue personal interests and exercise
capabilities. When we are intrinsically motivated, we do not need incentives
or punishments because the activity itself is rewarding.
Extrinsic motivation, on the other hand, is when we do something to
get a good grade, escape punishment, or for any other reason that has nothing
to do with the activity itselfOn the other hand, if we do something in order to
earn a grade, avoid punishment or for some other reason that has very little to
do with the task itself, then it is known as extrinsic motivation.
Self-Determination Theory is a theory that explains how people decide
what they want to do (SDT; Deci & Ryan, 1985). Deci and Ryan distinguish
between many sorts of motivation depending on the various causes or goals
that lead to a specific behavior. The most fundamental contrast is between
intrinsic motivation, which refers to doing something because it is
intrinsically interesting or enjoyable, and extrinsic motivation, which refers to
doing something because it leads to a specific result.In Self-Determination
Theory (SDT; Deci & Ryan, 1985). Deci & Ryan distinguish between
different types of motivation based on the different reasons or goals that give
rise to an action. The most basic distinction is between intrinsic motivation,
which refers to doing something because it is inherently interesting or
enjoyable, and extrinsic motivation, which refers to doing something because

it leads to a separable outcome.
1.2.5 The role of motivation in learning
Motivation is an orientation towards learning. Therefore, it impacts
how likely a student is either to give up or push forward, and how thoughtful
their reflection on their learning will be. The deeper the motivation for
pursuing an activity, the more likely that the student will not accept easy
answers to complex questions. In short, intrinsic motivation fosters strong and
flexible critical thinking skills. On the other hand, a motivation and purely
11


extrinsic motivation leads to low interest and academic persistence.
Lazarus Ndiku Makewa said that learning motivation drives influences
from internal (intrinsic) or external (extrinsic) forces that give students power
to learn effectively. Jonathan E. Taylor has pointed out that the process gives
rise to energy and direction for learning engagement is learning motivation.
1.2.6 Learning motivation constitution factors
There are four components of learning motivation in ARCS model, and
stands for Attention, Relevance, Confidence, and Satisfaction. ARCS model
of motivation is an instructional model developed by John Keller, and focuses
on motivation. It is important to motivate the learners, and ensure the
continuity of the motivation during the instruction.
1. Attention: It refers to the learners’ interest. It is critical to get and
hold the learners’ interests and attention.
2. Relevance: The learning process should show the usefulness of the
content so that learners can bridge the gap between content and the real world.
3. Confidence: This component focuses on developing success
expectation among learners, and success expectation allow learners to control
their learning processes. There is a correlation between confidence level and
success expectation. That’s why providing estimation of probability of the

success to learners is important.
4. Satisfaction: There is direct relation between motivation and
satisfaction. Learners should be satisfied of what they achieved during the
learning process.

12


1.2.7 Motivation measurements
The BA research is based on 4 theories of motivation: Maslow’s
hierarchy of needs, ERG theory, Herzberg’s two-factor theory, and
McClelland’s

acquired-needs

theory.

Therefore,

learning

motivation

constitution factors includes 6 items, which are: 1. Self-efficacy investigates
their own ability to perform well in science learning tasks, 2. Active learning
strategies investigates how students use strategies to construct new knowledge
based on their previous understanding. 3. Science learning value investigates
how to encourage students to acquire problem-solving competency,
experience the inquiry activity, stimulate their own thinking and find the
relevance of science with daily life. 4. Performance goal investigates how

students compete with other students and get attention from the teacher. 5.
Achievement goal investigates the satisfaction of students' competence and
achievement during science learning. 6. Learning environment stimulation
investigates how the atmosphere in the class affects students. Six items can be
separated into 2 groups to measure learning motivation: Self-efficacy, active
learning strategies, performance goal are intrinsic motivation, extrinsic
motivation includes science learning value, achievement goal, learning
13


environment stimulation.
1.3. Summary
The thesis is based on 4 theories of motivation: Maslow’s hierarchy of
needs, ERG theory, Herzberg’s two-factor theory, and McClelland’s
acquired-needs theory. Maslow’s hierarchy describes five categories of basic
human needs, including physiological, safety, social, esteem, and selfactualization needs. These needs are hierarchically ranked, and as a lower
level need is satisfied, it no longer serves as a motivator. ERG theory is a
modification of Maslow’s hierarchy, in which the five needs are collapsed
into three categories (existence, relatedness, and growth). The theory
recognizes that when students are frustrated while attempting to satisfy higher
level needs, they may regress. The two-factor theory differentiates between
factors that make students dissatisfied with the study (hygiene factors) and
factors that truly motivate them (motivators). Finally, acquired-needs theory
argues that individuals possess stable and dominant motives to achieve,
acquire power, or affiliate with others. The type of need that is dominant will
drive behavior.
The definition of motivation which is used in the thesis based on the
research of B.F. Skinner, Woodworth and Duong Thi Kim Oanh. Therefore,
motivation is the process that initiates, guides, and maintains goal-oriented
behaviors and it is also a psychological factor reflecting an object which is

capable of satisfying learners' needs, orienting, promoting and maintaining
learners' learning activities in order to occupy the object as known as learning
motivation.
In short, learning motivation drives influences from internal (intrinsic)
or external (extrinsic) forces that give students power to learn effectively.
The thesis survey 6 factors of motivation: Self-efficacy, active learning
strategies, learning value, performance goal, achievement goal, learning
environment stimulation.
14


Chapter 2: METHODOLOGY
2.1. Research methodology
Qualitative research method: We interview students with 5 questions to
understand their opinions and experiences. It can be used to gather in-depth
insights for the thesis and to support ideas for the discussion.
Quantitative research method: We collect and analyze the questionnaire
to give a high reliability for the research. The questionnaire includes 6 factors
and 34 items: 1. Self-efficacy investigates their own ability to perform well in
science learning tasks, 2. Active learning strategies investigates how students
use strategies to construct new knowledge based on their previous
understanding. 3. Science learning value investigates how to encourage
students to acquire problem-solving competency, experience the inquiry
activity, stimulate their own thinking and find the relevance of science with
daily life. 4. Performance goal investigates how students compete with other
students and get attention from the teacher. 5. Achievement goal investigates
the satisfaction of students' competence and achievement during science
learning. 6. Learning environment stimulation investigates how the
atmosphere in the class affects students.
2.2. Research setting/context

The research takes place at Vietnam National University of
Agriculture. 89 first-year students and 47 fourth-year students in Faculty of
Education and Foreign Languages at VNUA are included in the study to
compare the diversity and variety of motivation.
We used six factors of motivation into designing our scales in the new
questionnaire. In the following, we define each factor in the questionnaire. 1.
Self-efficacy. Students believe in their own ability to perform well in science
learning tasks. 2. Active learning strategies. Students take an active role in
using a variety of strategies to construct new knowledge based on their
previous understanding. 3. Science learning value. The value of science
15


learning is to let students acquire problem-solving competency, experience
the inquiry activity, stimulate their own thinking, and find the relevance of
science with daily life. If they can perceive these important values, they will
be motivated to learn science. 4. Performance goal. The student’s goals in
science learning are to compete with other students and get attention from the
teacher. 5. Achievement goal. Students feel satisfaction as they increase their
competence and achievement during science learning. 6. Learning
environment stimulation. In the class, learning environment surrounding
students, such as curriculum, teachers’ teaching, and pupil interaction
influenced students’ motivation in science learning.
We designed 5 questions to interview English Linguistics students to
gather in-depth insights for the thesis.
2.3. Data collection
2.3.1. Data collecting instruments
Survey by a questionnaire with multiple choices using 5 points Likertscales. The items were constituted using five-point Likert-type scales. Items
on the scales are anchored at 1 = strongly disagree, 2 = disagree, 3 = no
opinion, 4 = agree and 5 = strongly agree. There are 34 objects to survey and

conduct a trial investigation. The questions are built in English and translated
into Vietnamese for answering easily, then report back in English.
Qualitative interview with semi-structure questionnaire. 40 students are
chosen to be interviewed and given related answers about the diversity and
variety of motivation are expected. But due to Covid-19 only 10 students
because of Covid-19.
2.3.2. Data collecting procedures
Primary data collected from survey and interview is tested by
Cronbach’s Alpha.
Secondary data is collected from validity sources and detail citations.
2.4. Data analysis
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We use SPSS software version 22 to analyze data.
We use descriptive, frequency, percentage, mean, min, max, standard
deviation, EFA analysis, Independent Sample T-Test.
2.5. Summary
The research takes place at Vietnam National University of
Agriculture, it lasts 4 months from 01/03/2021 to 01/07/2021.
34 objects in the questionnaire, which were separated into 6 factors,
were surveyed by 47 fourth-year students, 89 first-year students of English
Linguistics and 10 students are interviewed randomly with 5 questions to
gather in-depth insights for the thesis.
We used SPSS software version 22 to analyze data which were
collected from the questionnaires.

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Chapter 3: FINDINGS AND DISCUSSION
3.1 Learning motivation constitution factors of English linguistics
students
3.1.1 Research objects description
Table 1: Describing in objective research
Number of

Ratio

students

(%)

Senior

47

34.56

Freshman

89

65.44

Male

32

23.53

Female

104

76.47

Total

136

100.00

Research objects

The BA research was carried out on the basis of surveying English
linguistics students, course 62 and course 65, using a questionnaire. The
number of students participating in the survey is 136 students so the BA
research conducted a survey of 136 students, in which the proportion of
freshman accounted for 65.44%, 34.56% of senior and only 23.53% male
students. Because a big difference between male and female appears, the sex
comparison will not be taken.
3.1.2 Self-efficacy
Self-efficacy refers to an individual's belief in his or her capacity to
execute behaviors necessary to produce specific performance attainments
(Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to
exert control over one's own motivation, behavior, and social environment.
Measurement results of this factor are shown in the tables below:

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