Khóa luận tốt nghiệp factors affecting students motivation in learning speaking skills

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
FACTORS AFFECTING STUDENTS’ MOTIVATION
IN LEARNING SPEAKING SKILLS
(NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC
HỌC KỸ NĂNG NÓI CỦA SINH VIÊN )

Student

: NGO THI TRANG

Student code

: 621257

Major

: ENGLISH LINGUISTICS

Supervisor

: PHAM THI HANH, M.A

Hanoi – 2021


VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
FACTORS AFFECTING STUDENTS’ MOTIVATION IN
LEARNING SPEAKING SKILLS
(NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC
HỌC KỸ NĂNG NÓI CỦA SINH VIÊN )

Student

: NGO THI TRANG

Student code

: 621257

Major

: ENGLISH LINGUISTICS

Supervisor

: PHAM THI HANH, MA

Hanoi – 2021


CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report

entitled: “Factors affecting students’ motivation in learning speaking skills”
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

Ngọ Thị Trang

Approved by
SUPERVISOR

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

i


ACKNOWLEDGEMENT
The research “Factors affecting students’ motivation in learning speaking
skills” is the content I choose to do research and graduate thesis after four years
of studying at Vietnam National University of Agriculture.
To complete the Research and complete this document, first of all, I
would like to sincerely thanks to the teachers Pham Thi Hanh of the Faculty of
Education and Foreign Languages at Vietnam National University of
Agriculture. She personally protected and guided me throughout the research
process for me to complete this thesis. In addition, I would like to sincerely
thanks to the teachers in the Faculty of Education and Foreign Languages for
their valuable comments on the thesis.
I would also like to thank the Faculty of Education and Foreign
Languages at Vietnam National University of Agriculture, the leaders and

people who are working at here for creating conditions and time for me
throughout the research process.
Finally, I would like to thank my family, friends and the first-year English
language students at Vietnam National University of Agriculture who have
always encouraged and helped me in the dissertation making process. At the
same time, I would like to thank the students who enthusiastically participated in
answering the survey question to help me complete this graduation thesis.

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ABSTRACT
This study aims to investigate the factors affecting students' motivation in
English speaking skills with the first- year students at Vietnam National
University of Agriculture (VNUA). In this study, 90 first-year students from
different faculties of VNUA were chosen as the subjects. A questionnaire was
used as the major data collection instruments. The data were computed and
analyzed. The major findings of the study showed that the motivation of
students in learning speaking skills and the factors affecting students' motivation
in English speaking classroom consist of three categories: student- related
factor, teacher - related factor, learning and teaching conditions. The study also
demonstrated that among 3 factors, learning and teaching conditions was proved
to be the most affected whereas learner- related factor was ranked as second.
Based on the findings of the study, some discussion and implications were made
along with recommended suggestions for further research.

iii


TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY ................................................................. i
ACKNOWLEDGEMENT ................................................................................ ii
ABSTRACT ..................................................................................................... iii
TABLE OF CONTENTS ................................................................................. iv
LIST OF TABLES AND CHARTS................................................................ vii
LIST OF ABBREVIATION .......................................................................... viii
PART 1: INTRODUCTION ............................................................................. 1
1.1. Rationale for the study ............................................................................... 1
1.2. Aim and objectives of the study ................................................................. 2
1.2.1. Aim of the study ...................................................................................... 2
1.2.2. Objectives of the study ............................................................................ 2
1.3. Research questions ..................................................................................... 2
1.4. Scope of the study ...................................................................................... 2
1.5. Significance of the study ............................................................................ 3
1.6. Design of the study..................................................................................... 3
PART 2: DEVELOPMENT .............................................................................. 4
Chapter 1: LITERATURE REVIEW ................................................................ 4
1.1. REVIEW OF PREVIOUS ......................................................................... 4
1.1.1 Related research study abroad.................................................................. 4
1.1.2. Related research study at home ............................................................... 6
1.2. REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT
THE STUDY IS ABOUT) ................................................................................ 8

iv


1.2.1. Definition of speaking in EFL. ............................................................. 8
Speaking is one of four important skills in foreign language learning.
According to oxford dictionary, speaking is the action of conveying

information or expressing one's thoughts and feelings in spoken language. .... 8
1.2.2. The importance of speaking skills. ......................................................... 9
1.2.3. Motivation ............................................................................................. 10
1.2.4. Factors affecting students’ motivation in learning speaking skills. ...... 17
1.3. SUMMARY ............................................................................................. 24
Chapter 2: METHODOLOGY ........................................................................ 26
2.1. RESEARCH APPROACH ...................................................................... 26
2.2. PARTICIPANTS...................................................................................... 26
2.3. DATA COLLECTION............................................................................. 26
2.3.1. Data collecting instruments. .................................................................. 26
2.3.2. Data collecting procedures. ................................................................... 27
2.4. SUMMARY ............................................................................................. 28
Chapter 3: FINDINGS AND DISCUSSION .................................................. 29
3.1. DATA ANALYSIS OF THE MOTIVATION OF STUDENTS IN
LEARNING SPEAKING SKILLS ................................................................. 29
3.2. DATA ANALYSIS OF FACTORS AFFECTING STUDENTS’
MOTIVATION IN LEARNING SPEAKING SKILLS ................................. 30
3.2.1. Students-related factors ......................................................................... 30
3.2.2. Teachers-related factors ........................................................................ 33
3.2.3. Teaching and learning conditions ......................................................... 36
3.2.4. The comparison among 3 factors .......................................................... 38

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3.3. Summary .................................................................................................. 39
PART 3: CONCLUSION ................................................................................ 40
1. Recapitulation.............................................................................................. 40
2. Conclusion ................................................................................................... 40
3. Limitations .................................................................................................. 41

4. Suggestions for further study ...................................................................... 42
REFERENCES ................................................................................................ 43
APPENDIX 1 .................................................................................................. 46

vi


LIST OF TABLES AND CHARTS
 LIST OF TABLES:
Table 1: the motivation of students in learning speaking skills (S- motivation
of students S1-S5= Question1-5) .................................................................... 29
Table 2: Students related factors ( S-Students-related factors S6-S14=
Question 6-14 about students related factors) ................................................. 31
Table 3: Teachers -related factors (T-Teacher-related factors, T1-19: Question
15- 23 about teacher-related factors) .............................................................. 34
Table 4: Teaching and learning conditions (C: teaching and learning
conditions, C1-C7, Q24-30 about learning and teaching conditions)……….36
Table 5: The comparison among 3 factors ...................................................... 38

 LIST OF CHARTS

Chart 1: the motivation of students in learning speaking skills ........................ 30
Chart 2: Students-related factor ........................................................................ 32
Chart 3: Techers- related factor......................................................................... 35
Chart 4: Teaching and learning conditions ....................................................... 37
Chart 5: The comparison among 3 factors ........................................................ 38

vii

LIST OF ABBREVIATION

EFL

: English foreign language

VNUA

: Vietnam National University of Agriculture

L2

: second language

SD

: Standard deviation

SD

: Strongly disagree

SEL

: Speaking English language

SDT

: Self-determination Theory

D

: Disagree

N

: Neutral

A

: Agree

SA

: Strongly agree

viii


PART 1: INTRODUCTION
1.1. RATIONALE FOR THE STUDY
In the global world, the trend of international integration in many areas
including the field of education has put English in a very important position.
English is the communication tool, the key to the human treasure. Another
widespread use of information technology has made English learning urgent and
indispensable.
These days speaking is one of the most important key skills for most
students learning a foreign language. Learning a foreign language is a process,
which requires learners to integrate the language skills: reading, writing,
listening, and speaking, among which speaking should take place alongside the

development of oral ability in the school program.
As a student of the Vietnam National University of Agriculture, I realize
that most of the students do not often enjoy speaking the period and they do not
actively contribute to the speaking lessons. Some students keep quiet, feel bored,
passively take note. Some listen to better students speaking but do nothing.
Other students can do the grammar exercises and know new words and
structures well but they still cannot apply them in learning speaking skill.
Moreover, there are quite a lot of researches on learning English speaking
skills but there are no researches about factors affecting students' motivation in
learning speaking skill at Vietnam National University of Agriculture. For the
reasons, I would like to carry out research with the title: "Factors affecting
students' motivation in learning the speaking skill at the first-year English
language students at Vietnam National University of Agriculture" to find out
reasons why students are not interested in speaking to handle the problems if
possible and to help me and my friends or students at Vietnam National
University of Agriculture will be enhanced students' motivation and improved
our speaking skills.

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1.2. AIM AND OBJECTIVES OF THE STUDY
1.2.1. AIM OF THE STUDY
This research was aimed to increase the first-year English language
students at Vietnam National University of Agriculture by survey the factors
affecting speaking skills by using questionnaire instrument and interview the
first-year English language students at Vietnam National University of
Agriculture.
1.2.2. OBJECTIVES OF THE STUDY
The study follows to: (1) Investigate how the first-year English language

students at Vietnam National University of Agriculture are motivation in
learning speaking skills. (2) Identify the factors affecting students’ motivation in
learning speaking skills.
1.3. RESEARCH QUESTIONS
As it has been stated, this study was carried out to find out Factors affecting
students’ motivation in learning speaking skills at Vietnam National University
off Agriculture. Thus, the study was designed in an attempt to seek answers to
the following questions:
1. To what extent are students motivated in learning speaking skills
2. What are the factors affecting students’ motivation in learning speaking
skills?
1.4. SCOPE OF THE STUDY
Firstly, as could be seen from the title of the study, this paper placed
strong emphasis on the "Factors affecting students' motivation in learning the
speaking skill at the first-year English language students at Vietnam National
University of Agriculture". In addition, it is noteworthy that students' motivation
is easily affected by students' factors, teacher’s factor, objectives factors. In this
study, the researcher focused on factors affecting students’ motivation in

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learning speaking skills. Finally, speaking skills is another matter of the
researcher's concern but not reading, writing and listening.
1.5. SIGNIFICANCE OF THE STUDY
The result of the study “Factors affecting students' motivation in learning
speaking skills at the first-year English language students at Vietnam National
University of Agriculture” will help students to feel more motivated and in
learning speaking skills.
1.6. DESIGN OF THE STUDY

Part 1: Introduction provides a general introduction, introducing the
background for the research topic and it aims and objective, research questions,
significance and design of the thesis
Part 2: Development is the main part of the thesis.
Chapter1: provides theoretical background for the study including The
definition of speaking in EFL, The importance of speaking skills, the definition
of motivation, and factors affecting motivation in learning speaking skills, types
of motivation, the important of motivation in learning speaking skills.
Chapter2: describes the methodology used in the research including the
research approach, data collection ( data collecting instruments and data
collecting procedures).
Chapter: 3 reports and discusses 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 makes some recommendations to help the
students improve their learning speaking skills.

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PART 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
1.1. REVIEW OF PREVIOUS
1.1.1 Related research study abroad
The impact of motivation in foreign language learning has been recognized
significantly by many educational researchers.
Gardner (1985), Dornyei (2001), Brown (1994) etc., have generated the
concept of motivation, its effects in foreign language learning and applicable
strategies for improving learners' motivation in class. In the light of their
research, teachers are able to answer the question how to motivate learners for

success and their findings encourage or support educational researchers to do
more research in different aspects of language teaching.
Everybody needs to be motivated and a reason for the action. Second and
foreign language learners should be offered the opportunity to be motivated and
fulfill their learning orientations. Thus, Qashoa, Sulaiman Hasan H. (The British
university in Dubai ,2006-11) carried out a research "Motivation among learners
of English in the secondary Schools in the Eastern Coast of the 99 UAE". One
hundred students participated in completing a questionnaire reflecting their
orientations for learning English and what negatively affects their English
learning motivation. The data revealed that the UAE students have a higher
degree of instrumentality than integrativeness. The finding also shows that
difficulties with English such as vocabulary, structures and spelling were demotivating factors.
Peacock (1997) conducted a study in motivational techniques "The effect
of authentic materials on the motivation of EFL learners". Two beginner-level
EFL classes participated including 31 South Korean students, and both used
authentic and artificial materials alternately. Most of students stated that they
needed English for future task behavior, overall class work or study

4


requirements, The research used on task behavior, overall class motivation
observation sheets and interview questions. The finding in this study was that
learners reported authentic materials to be significantly less interesting than
artificial materials. This confirmed the positive effect of the authentic material
on the motivation of EFL learners. Moreover, the result also indicated that at
least for the learners who participated, interest in the materials in use is quite
separate as a component of motivation from levels of attention or action and
persistence with the learning task.
Relating to students' motivation to study English, Wen chi Vivian Wu and

Pin - Hsiang Natalie Wu (2008) Chien-Kuo Technology University, Taiwan did
research on "Creating an Authentic EFL Learning Environment to enhance
student motivation to study English ".They use quantitative methodology,
explored the perceptions of students at a Taiwanese technical university
concerning its EFL learning environment in three aspects: the physical
environment, instructional arrangements and social interaction. The study also
examined the relationship between the learning context and student motivation.
The data revealed that the EFL environment in the three aspects was considered
by students to be an obstacle to their learning, and that student motivation
positively correlated with the learning environment.
In terms of action research on students' motivation in speaking, He Lina in
China carried out "How can I help my students' motivation in speaking?". He
Lina oversees 28 students - English majors but she found them only able to read
and memorize a lot instead of speaking much. So, her question arouses as to
how to improve their motivation in speaking. She applied three techniques to
improve her students' motivation: offering equal and enough chance for students
to speak, varying speaking activities and encouraging them to "show off". Based
on three methods mentioned above, she has achieved her goal of motivating
speaking in some of her students and in the class. Firstly, her students

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participated actively almost in class. They formed an active learning
atmosphere. Secondly, those who had never volunteered made progress and
began to participate in speaking class. In her study, she did not use any study
instrument to collect the data, her study seems to be less believable. She got
findings and summary only through her own observation of students'
performance.
1.1.2. Related research study at home

The research was studied in “Motivation in the development of Englishspeaking skills by second-year tourism major students at Sao Do University”
which was fulfilled by Hoang Duc Doan That was the study performed by the
Faculty of a post-graduate student at Viet Nam National University, Ha Noi in
2011. In this study, the researcher presented “Motivation is one of the main
factors affecting the success or failure of students in foreign language learning.
In an attempt to investigate motivative and demotivation factors in learning the
English speaking skills of second-year tourism major students, the study focuses
on 4 main factors: (1) identifying kinds of motivation possessed by the second
year tourism major students at Tourism and Foreign Language Department, Sao
Do University, (2) studying methods and techniques to motivate learners in
speaking lessons, (3) investigating factors demotivating students in English
speaking learning, (4) suggesting motivational strategies and techniques in
stimulating learners in teaching and learning speaking skill.”
Another research was also studied in another study called “Ways to
motivate the first-year non-English majors at Hanoi University of Technology in
learning English speaking skill” which was carried out by M.A. Nguyen Thi
Phuong at Vietnam National University (2011). In this study, the researcher
presented an effort to investigate ways to motivate the first-year non-English
majors in learning English speaking skill at Ha Noi University of Technology.
The main purposes of the study are to explore types of motivation possessed by

6


the first-year non-English majors at Ha Noi University of Technology, factors
affecting students' motivation in learning English speaking skill, speaking
motivational activities and techniques applied by teachers, and students' attitudes
towards them and then give several recommendations for teachers to encourage
students to speak English.
The study “an investigation into the factors affecting the students’

motivation in English speaking classroom: a case study on the first-year students
at the university of labor and social affairs” of Tran Thi Huyen (2013) with Dr.
Duong Thi Nu. The researcher presented this study aims to investigate the
factors affecting students‟ motivation in English speaking classroom with the
first-year students at the University of Labor and Social Affairs (ULSA). In this
study, 110 first-year students from different faculties of ULSA were chosen as
the subjects. A questionnaire and an interview were used as the major data
collection instruments. The study also demonstrated that among the 4 factors,
the student-related factor was proved to be the most affected whereas the
teacher-related factor was ranked as second. Based on the findings of the study,
some discussion and implications were made along with recommended
suggestions for further research.
Overall, there have been number of studies in motivation in foreign
language learning and English-speaking lesson. However, there has been little
research into factors affecting students’ motivation in speaking skills. This is the
gap that the current thesis study tries to bridge. By doing research through
questionnaires and interview, this study hopes to add further evidence to the
small but growing body of research on this topic.

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1.2. REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT
THE STUDY IS ABOUT)
1.2.1. Definition of speaking in EFL.
Speaking is one of four important skills in foreign language learning. According
to oxford dictionary, speaking is the action of conveying information or
expressing one's thoughts and feelings in spoken language.
In teaching and learning a foreign language in general and English in
particular, speaking is one of the most essential skills because it is said to be the

basic for communication; moreover, speaking skills can be considered a real
challenge to learners of English. Thornbury (2005) states that there is no
synonymy between knowing a language and being able to speak it. Therefore,
the statement "He knows English" does not entail the statement "He can speak
English". From the researcher's perspective, speaking skills should be attached
special importance to. However, it is essential to consider the typical definitions
of speaking skills by many different scholars. According to the traditi nal view,
speaking was a by-product of teaching vocabulary and grammar and was
strengthened with tasks on pronunciation. However, the modern view considers
speaking as a real skill, and the speaking skills can be divided into sub-skills and
the purposes of speaking (Thornbury, 2006).
Moreover, when it comes down to speaking skills, Nunan (2003:48) is of
the opinion that speaking is the productive oral skill, which is generated by the
learner of a language in speech. Speaking is composed of using verbal
systematic utterances to express meaning. Bailey (2005) also states that
speaking is a verbal and productive skill and consists of systematically-produced
oral utterances. Nonetheless, Burns and Joyce (1997) as well as Brown (1994)
have a different view that speaking can be understood as an interactive process
of meaning construction that is associated with producing, receiving and
processing information.

8


According to Brown (in Florez, 1999), speaking is an interactive process
of constructing meaning that involves producing and receiving and processing
information. Bygate states that speaking is often thought of as a ‘popular’ form
of expression. Kayi (2006) adds that speaking is a productive skill in the oral
mode. From the definition, it concludes that speaking is the expression in
sending messages from a speaker towards listeners. Sending a message in

speaking uses verbal language. Because of that, communication in a speaking
way should be accurate. The accuracy will decide the success of
communication.
Another term for "speaking" is spoken communication or oral
communication. It is more immediate and natural, so speaking is in need of the
parties' simultaneous presence and attentiveness (Rai, 2010). Thus, it is
reasonable to state that speaking is a verbal skill and a process of oral
communication. A speaker begins to produce oral utterances, which are received
by a hearer, and then are processed so that the hearer can understand what the
speaker is saying.

1.2.2. The importance of speaking skills.
According to Hymes & Rogers (1986), “the goal of language teaching is
to develop communicative competence". This means the main purpose of
learning a language is to speak the language well.
Bygate (1987) mentions that " speaking is a skill which deserves attention
every bit as much as literacy skills, in both first and second languages".
Pattison (1992) shared: when people mention knowing or learning a
language, they mean that they are able to speak the language.
According to Ur (1996), speaking is the most important of all four skills:
speaking, writing, listening, and reading. Besides, it is also considered as the
first step to confirm who knows or does not know a language. And Ur (2000), of

9


all the four language skills called listening, speaking, reading, and writing,
speaking is the most important one that is very necessary for the effective
communication. The significance of speaking is indicated with the integration of
the other language skills. Speaking helps learners develop their vocabulary and

grammar skills and then better their writing skill. Students can express their
emotions, ideas; say stories; request; talk, discuss, and show the various
functions of language. Speaking is of vital importance outside the classroom.
To sum up, as the researchers, I totally agree with Ur that speaking is the
most important of four skills. For that reason, speaking skill plays an important
role in foreign language teaching because effective speaking ability helps
learners not only to acquire the language better but also to communicate
successfully. In the language classroom, speaking skill should be paid great
attention to and frequently judged. Moreover, our learners should try their best
to be able to speak with confidence in order to carry out many of their most
basic transactions.
1.2.3. Motivation
1.2.3.1. Definition of Motivation
Motivation is a term that is used a lot.
Motivation is a reason for actions, willingness, and goals. Motivation is
derived from the word motive, or a need that requires satisfaction.
Motivation is one of the most important components deals to success in
teaching and learning. It plays a main role in mastering any target language
learning (Dornyei, 2005; Celce- Murcia, 2001). According to Maslow (1970),
motivation is the inner force that pushes a person towards a goal based on
individual needs.
Motivation as seen from some theories is the affective variable in second
language learning. As mentioned above, there have been many researchers and
theories about motivation which has a big correlation with language learning

10


process. Equivalently, many various attempts have been made to define second
language acquisition motivation. However, theorists define motivation

differently.
Gardner was one of the pioneering researchers who laid the foundation to
the investigation of motivation. In a research called “The role of attitudes and
motivation” (1985, p.21), he refers motivation as "the combination of effort plus
desire to achieve the goal of learning the language plus favorable attitudes
towards learning the language". Specifically, motivation in his concepts consist
of the following components: a goal, a desire to attain that goal and the positive
behavior to reach the goal. Motivation in his socio educational model (1985)
includes some complex variables affecting this such as integrativeness and
attitude. However, this definition achieved many criticisms despite his great
contribution to " motivation in SEL" when focused much on the integrative
motive, i.e., emphasize more on the directed effort the individual learners make
rather than the other factors.
From Dörnyei's (1998, p. 117) point of view, motivation is defined as the
"process of whereby a certain amount of instigation force arises initiates actions
and persists" as long as there are no other forces weakening it until the planned
goals were reached. In other words, motivation can be seen as a force that makes
a person to initiate action, and to keep on until they reach the goals.
Ellis (1994), in an overview of research on motivation, claimed that
motivation affects the extent to which language learners persevere in learning,
what kinds of behavior they exert, and their actual achievement.
Motivation is a factor that influences teaching. The success of learning
depends on whether or not the learner is motivated. Motivation helps motivate
learners to achieve learning goals. Learning is inherently difficulty it is pushing
the brain to its limits, so it can only happen with motivation.

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Motivation can either increase or decrease based on many different

factors. Hence, when teachers or instructors in educational institutions can have
a significant impact on student learning.
Students may have excellent academic performance in the classroom or
may experience poor grades for mental impairment due to the instructor's
proficiency in using positive motivation strategies and techniques in school or
not.
For example, if a teacher specifically explains to students a topic related to
life situations most closely, students are more interested in doing what is
necessary with the teacher's request.
1.2.3.2. Types of motivation
As mentioned above, there are many theorists shed light on motivation;
consequently, the conceptions of problem are complex and abundant. Likewise,
kinds of motivation are variously classified. However, two typical following
mainstreams of classification will be focused.
a. Intrinsic and extrinsic motivation
Intrinsic and extrinsic are two opposing terms of motivation. Such
classification has appeared in numerous studies (Covington & Kimberly, 2001;
Deci & Ryan, 1985; Noels, et al., 1999; Noels, Clément, & Pelletier, 2001;
Noels, Pelletier, Clément, & Vallerand, 2003; Schmidt, et al., 1996). One of the
best known approaches that reveals this classification of motivation in language
learning is Deci & Ryan's (1985) self-determination theory. Deci and Ryan in
Self determination theory" (1985) clearly sort out these two prominent types of
motivation as follows. Intrinsic motivation is defined as doing something truly
enjoyable and satisfying. The root of this motivation is emerged from inner side.
People who are intrinsically motivated engaged in activities or tasks volitionally.
Deci and Ryan also stress the role of intrinsic motivation in education in the way

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it " results in high quality - learning and creativity". "The learners participate in
the task not to accomplish it but to investigate it for their own sake. Moreover,
the feeling of competence and self - determination are two significant factors
fostering them to pursue the goal.
In contrary, extrinsic motivation are regarded as the external variable.
While intrinsic motivation is "self-endorsed", extrinsic motivation associated
with the situation that one feels "externally propelled into action". Deci & Ryan
(1985) refer extrinsic motivation to the motivation to learn something in order to
arrive at an instrumental end such as earning a reward or avoiding a punishment.
In other word, learners perform a task for other reasons such as reward or the
worry about the punishment rather than the truly passion.
Intrinsic motivation is obviously seen as positive and significant
phenomenon verse extrinsic motivation. Social psychological research has
indicated that extrinsic rewards can diminish and lead a subsequent reduction in
intrinsic motivation. Unlike some theories consider extrinsic motivation nonautonomous, Self – Determination Theory proved that extrinsic motivation can
vary greatly in its relative autonomy (Ryan & Connell, 1989; Vallerand, 1997).
For example, students who do their homework because they personally grasp its
value for their chosen carcer are extrinsically motivated, as are those who do the
work only because they are adhering to their parents' control (Deci and Ryan).
Both examples involve instrumentalities rather than enjoyment of the work
itself, yet the former case of extrinsic motivation entails personal endorsement
and a feeling of choice, whereas the latter involves compliance with an external
control.
Cognitive Evaluation Theory (CET) presented by Deci and Ryan (1985)
pointed out that a feeling of competence and autonomy will enhance intrinsic
motivation. Moreover, in SDT, they also emphasize that issue of autonomy
versus control.

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b. Integrative vs. instrumental motivation
Another distinction of motivation as integrative and instrumental
orientation is also a common one in this field. It was early introduced in
Gardner's studies (Bernaus & Gardner, 2008; Gardner, 1985; Gardner &
Lambert, 1972; Gardner & MacIntyre, 1991, 1992, 1993) and then advocated in
other research.
Crookes &Schmidt (1991) identified integrative motivation as the
learner's orientation with regard to the goal of learning a second language. It
means that learner's positive attitudes towards the target language group and the
desire to integrate into the target language community. Similarly, integrative
orientation is defined as "a sincere and personal interest in the people and
culture represented by the other language group" (Lambert, 1974, p. 98).
Finegan (1999:568) further demonstrated the role of integrative
motivation that

'integrative motivation typically underlines successful

acquisition of a wide range of registers and a native like pronunciation'.
Obviously, integrative motivation is a key component in assisting the learner to
develop some levels of proficiency in the language. It becomes a necessity to
operate socially in the community and become one of its members.
Generally, integrative orientation refers to a learner's desire to learn more
about the cultural community of the target language or to assimilate to some
degree in the target community. In the other words, Integrative orientation refers
to a desire to increase the affiliation with the target community.
In contrast, instrumental motivation underlies the goal to gain some social
or economic reward through L2 achievement. Gardner and Lambert (1972) in
his motivation theory referred instrumental motivation to the potential utilization
gain of L2 proficiency. It refers to learners' desire to learn the language to

accomplish some non-interpersonal purpose such as to pass an exam or to
advance a career or getting a good salary. Like while, instrumental motivation,

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according to Lambert (cited in Ellis, 1997), is something which concerns "the
practical value and advantages of learning a new language") Ur (1996, p. 276).
Specified this point by characterizing this kind of motivation as "the wish
to learn the language for purposes of study or career promotion, and the desire to
obtain something practical or concrete from the study of a second language".
While both integrative and instrumental motivations are essential
elements of success, it is integrative motivation which has been found to sustain
long-term success when learning a second language (Taylor, Meynard and
Rheault 1977; Ellis 1997; Crookes et al 1991). In many researches of Gardner,
he repeatedly emphasized the importance of integrative motivation in second
language acquisition rather than instrumental one. He explained that if learners
were instrumentally motivated, when the goal has been achieved, students would
lose motivation to continuing learning.
However, instrumental motivation is gradually identified. Moreover, it
cannot be denied that at school context, majority of students approach
instrument motivation more frequently than integrative one. Lukmani (1972)
found that an instrumental orientation was more important than an integrative
orientation in non- westernized female learners of L2 English in Bombay. She
further stated that the social situation helped to determine both what kind of
orientation learners had and what kind was most important for language
learning.
Noels, Clément, & Dörnyei (1994) agreed with this classification of
motivation. However, the researchers concluded that while integrative
motivation is perhaps more important in a second language context, an

instrumental motivation maybe more important in other situations where
language is learnt as a foreign language. One area where instrumental
motivation can prove to be successful is in the situation where the learner is

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