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

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ACKNOWLEDGEMENT

The research would not have been completed successfully without the support
and encouragement of many people.
First and foremost, we would like to express our sincere gratitude to my
research supervisor - Dr. Nguy Thuy Trang, Vice Dean of Business English
Department of Foreign Languages, National Economics University for her enthusiastic
support, for her patience, precious advice and invaluable suggestions during the
research process. It was a great privilege and honor for us to work and study under her
guidance.
Apart from the support of our supervisor, we would like to extend our special
thanks to National Economics University students for their assistance in doing our
survey questionnaire truthfully.
Furthermore, we highly appreciate the authors of the previous research and
documents we consulted during the process of conducting the research.
Last but not least, we are grateful to our research teammates who always shared
all the difficulties, devoted themselves to this research during the time we were
carrying out the study.
Finally, our thanks go to all people who have supported us to complete the
research directly and indirectly.


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TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................................. i
LIST OF ABBREVIATIONS ....................................................................................... v
LIST OF TABLES .......................................................................................................vii
LIST OF FIGURES ................................................................................................... viii

CHAPTER 1. INTRODUCTION................................................................................. 1
1.1. Rationale of the study ........................................................................................ 1
1.2. Purposes of the study ......................................................................................... 3
1.3. Scope of the study ............................................................................................... 3
1.4. Research questions ............................................................................................. 3
1.5. Research methodology ....................................................................................... 4
1.6. Design of the study ............................................................................................. 4
CHAPTER 2. LITERATURE REVIEW .................................................................... 5
2.1. E-learning............................................................................................................ 5
2.1.1. Definition ...................................................................................................... 5
2.1.2. Types of E-learning ...................................................................................... 7
2.1.2.1. Synchronous E-learning ...................................................................... 7
2.1.2.2. Asynchronous E-learning .................................................................. 10
2.1.3. The importance of E-learning ..................................................................... 12
2.2. Motivation ......................................................................................................... 13
2.2.1. Definition of motivation ............................................................................. 13
2.2.2. Motivation classification ............................................................................ 13
2.2.2.1. Intrinsic and Extrinsic motivation ..................................................... 13
2.2.2.2. Resultative motivation ....................................................................... 14
2.2.2.3. Integrative and instrumental motivation ........................................... 14
2.2.3. The importance of motivation in L2 learning ............................................. 15
2.3. Previous studies about factors affecting NEU students’ motivation in
learning English through E-learning. .................................................................... 16


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2.3.1. Factors affecting students’ motivation in learning .................................... 16
2.3.1.1. Previous international studies ........................................................... 16
2.3.1.2. Previous Vietnamese studies ............................................................. 17
2.3.2. Factors affecting student’s motivation in learning (English) through Elearning ................................................................................................................. 18

2.3.2.1. Previous international studies ........................................................... 18
2.3.2.2. Previous Vietnamese studies ............................................................. 20
2.4. Proposed framework of factors affecting NEU students’ English learning
motivation through E-learning. ............................................................................. 21
2.4.1. Human factors ............................................................................................. 21
2.4.1.1. Learner perspectives .......................................................................... 22
2.4.1.2. Instructors' Attitudes .......................................................................... 22
2.4.1.3. Supportive issues ............................................................................... 23
2.4.2. Technological factors .................................................................................. 23
2.4.2.1. System quality .................................................................................... 24
2.4.2.2. Service quality ................................................................................... 24
2.4.2.3. Content quality................................................................................... 25
CHAPTER 3. RESEARCH METHODOLOGY ...................................................... 26
3.1. Participants ....................................................................................................... 26
3.2. Data collection method .................................................................................... 27
3.3. Data collection procedure ................................................................................ 27
3.4. Data analysis procedure .................................................................................. 28
CHAPTER 4. DATA ANALYSIS AND DISCUSSION ........................................... 32
4.1. Factors affecting NEU students' motivation in learning English through Elearning ..................................................................................................................... 32
4.1.1. Human factors ............................................................................................. 32
4.1.1.1. Learners' Perspectives ....................................................................... 32
4.1.1.2. Instructors' Attitudes .......................................................................... 33
4.1.1.3. Supportive Issues ............................................................................... 34
4.1.2. Technological Factors ................................................................................. 35
4.1.2.1. System Quality ................................................................................... 35


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4.1.2.2. Content Quality .................................................................................. 36

4.1.2.3. Service Quality................................................................................... 37
4.2. Descriptive statistics of the primary data ...................................................... 40
4.2.1. Scale reliability testing ............................................................................... 40
4.2.2. Exploratory factor analysis ......................................................................... 43
4.2.2.1. Independent variables ........................................................................ 43
4.2.2.2. Dependent variable ............................................................................ 52
4.2.3. Pearson correlation ..................................................................................... 55
4.2.4. Multiple regression ..................................................................................... 56
4.3. Discussion .......................................................................................................... 59
4.3.1. Learner Perspectives ................................................................................... 59
4.3.2. System Quality ............................................................................................ 60
4.3.3. Service quality ............................................................................................ 60
4.3.4. Content quality ............................................................................................ 61
CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS ................................ 63
5.1. Summary ........................................................................................................... 63
5.2. Limitation and suggestions for further study ................................................ 63
5.3. Recommendations ............................................................................................ 64
5.3.1. Recommendations for students ................................................................... 64
5.3.2. Recommendations for instructors ............................................................... 66
5.3.3. Recommendations for NEU administrators ................................................ 67
REFERENCES
APPENDICES


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LIST OF ABBREVIATIONS
BL

Blended Learning

CQ

Content Quality

E-conferencing

Electronic conferencing

EFA

Exploratory Factors Analysis

E-learning

Electronic Learning

etc

Et cetera

IA

Instructors' Attitudes

ICT

Information & Communication Technology

ISF

Informing Science Framework

IT

Information Technology

KMO

Kaiser-Meyer-Olkin

L2

Second Language

LP

Learners' Perspectives

NEU

National Economics University

OCED

Organization for Economic Co-operation and Development

p

page

PCA

Principal component analysis

P-P Plot

Probability Plot

PLS - SEM

Partial Least Squares Structural Equation Modeling


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SEQ

Service Quality

SI

Supportive Issues

Sig

Significant result

SM

Students' Motivation

SmartPL

Smart Performance Level

SPSS

Statistical Package for the Social Sciences

SYQ

System Quality

VIF

Variance Inflation Factor


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LIST OF TABLES
Table 4.1. Results of Cronbach's Alpha of factors affecting NEU students in learning
English through E-learning............................................................................................ 42
Table 4.2. Results after testing scale reliability of factors affecting NEU students in
learning English through E-learning. ............................................................................ 43
Table 4.3. KMO and Bartlett's Test of independent variables. ..................................... 43
Table 4.4. Total variance Explained of independent variables. .................................... 48
Table 4.5. Rotated Component Matrix of independent variables.................................. 51
Table 4.6. KMO and Bartlett's Test of dependent variable ........................................... 52

Table 4.7. Total Variance Explained of dependent variable. ........................................ 52
Table 4.8. Component Matrix of dependent variable. ................................................... 53
Table 4.9. Results of testing EFA on factors affecting NEU students' motivation in
learning English through E-learning. ............................................................................ 54
Table 4.10. Correlations between factors affecting NEU students' motivation in
learning English through E-learning. ............................................................................ 56
Table 4.11. Model Summary ......................................................................................... 57
Table 4.12. ANOVA ...................................................................................................... 57
Table 4.13. Coefficients ................................................................................................ 58


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LIST OF FIGURES
Figure 1.1. Massive open online courses, main international providers ......................... 1
Figure 2.1. Proposed framework of factors affecting NEU student's English learning
motivation through E-learning. ..................................................................................... 21
Figure 3.1. Participant Demographics ........................................................................... 26
Figure 3.2. Study Time Illustration ............................................................................... 26
Figure 4.1. Data analysis of learners’ perspectives ....................................................... 32
Figure 4.2. Data analysis of Instructors' Attitudes ........................................................ 33
Figure 4.3. Data analysis of supportive issues .............................................................. 34
Figure 4.4. Data analysis of system quality ................................................................... 35
Figure 4.5. Data analysis of content quality .................................................................. 36
Figure 4.6. Data analysis of service quality .................................................................. 37
Figure 4.7. Data analysis of 6 factors affecting NEU students’ motivation in learning
English through E-learning............................................................................................ 38


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CHAPTER 1. INTRODUCTION

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

Figure 1.1. Massive open online courses, main international providers
(Source: Economist.com)
Figure 1.1 illustrates the number of registered users and online courses as well
as some main course subjects from 2011 to 2017. In 2011, “online course” was still a
totally new term to everyone but in 2016, it attracted nearly 60 million people
registered and the number of courses reached 7000 by the time of 2017. It is clear that
the number of online courses as well as registered users is growing rapidly and online
courses are being provided in various subject fields.
According to Nguyen Thanh Nam, founder of FPT Online University (FUNiX),
many countries in the world, especially those with great pressure on population and
economy such as India, the Philippines, Mexico, etc. have seen E-learning as an


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

education and other countries in the world.
In fact, by the time of 2010, domestic enterprises took the first steps to explore
the E-learning system by launching a series of online learning websites such as
Violet.vn, Hocmai.vn, Topica, Onluyen.vn, Speakup.vn, Mathplay, etc. E-learning has
become a learning model attracting a large number of users, especially in Hanoi and
Ho Chi Minh City with a wide audience coverage. Online education activities in
Vietnam provide mainly groups of services: language courses; exam preparation or
lecture programs for general knowledge and skills courses. The content of E-learning
lectures is quite plentiful, integrated into many different forms of expression such as
videos, clips, sound effects, animated illustrations, etc.
English is the language of international communication and a key to open the
door of promising futures. Therefore, it is considered one of the basic requirements for
global citizens in competitive job markets. Many colleges and universities in Vietnam
have established English outcome standards as an important compulsory graduation
requirement. Thus, for the NEU students, English is both pressure and a challenge that
requires them to overcome and dominate. The development of education and
information technology offers a favorable external environment for learning English.
There are many different types of study techniques that can be chosen for learning
English strategies. Especially the outbreak of the Covid-19 pandemic and school
closures have recently provided students with an opportunity to experience various
forms of digital learning, which set the scene for a deeper approach to study English
through E-learning.
Learner motivation is one of the factors determining the success of students'
learning (Hidi & Harackiewicz, 2000). Research shows that motivated learners are
more likely to undertake challenging activities, be actively engaged, enjoy and adopt a
deep approach to learning and exhibit enhanced performance, persistence, and


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creativity (Ryan & Deci, 2000b). Therefore, examining students’ motivation is a vital

step to research the effectiveness of a learning method.
A number of researches have been carried out to investigate different aspects of
E-learning as well as learning motivation, however, there seem to be no officially
published articles focusing on factors affecting students' motivation in learning
English through E-learning, especially at National Economics University.
Based on the mentioned reasons, this study is conducted to discover and
analyze “Factors affecting NEU students’ motivation in learning English through Elearning.”

1.2. Purposes of the study
This study is aimed at:
- Investigating the factors affecting NEU students' motivation in learning
English through E-learning
- Suggesting some recommendations to enhance NEU students' motivation in
learning English through E-learning

1.3. Scope of the study
Geographical scope: this study is conducted at NEU.
Time scope: the data and figures are collected and analyzed from 2020 October
to 2021 March.
Content scope: the research includes 408 full –time NEU undergraduates.

1.4. Research questions
This research is conducted to answer these questions:
What are the factors affecting NEU students' motivation in learning English
through E-learning?
What can be done to develop NEU students' motivation in learning English
through E-learning?


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1.5. Research methodology
Primary data is collected through survey questionnaires. The survey comprises
the engagement of about 408 students majoring in different faculties at National
Economics University in the second semester of the 2020/2021 academic year.
Through an online survey sample that consisted of a system of questions relating to the
topic, participants can show their personal opinions and attitudes on the factors that
affect them in E-learning lessons. Resulting from the survey achievement, the
researchers can collect reliable data objectively. On conducting the research, the
gathered data are analyzed and used purposefully in including parts of the study. SPSS
is also utilized to get the most objective results from the data.
Secondary data is collected from various available sources through desk
research. Review of literature and other available information is referred from
published and unpublished reports, journals, books, newspapers, etc.

1.6. Design of the study
The study consists of five chapters.
Chapter 1 is the introduction which presents the rationale, aims, scope, method,
and design of the study.
Chapter 2 is the literature review which deals with the concepts of E-learning,
the motivation of students and reviewing previous studies of factors affecting
motivation in English acquisition through web-based learning.
Chapter 3 is about the methodology of the study which presents research
questions, participants, methods of the study, instruments, data collection.
Chapter 4 is about the data analysis, discussion and major findings.
Chapter 5 is the conclusion which presents the summary of the study,
limitations and suggestions for further study.


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CHAPTER 2. LITERATURE REVIEW

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

2.1. E-learning
2.1.1. Definition
E-learning is part of the Fourth Industrial Revolution at the start of the 21st
century, which reshapes the world's educational system. In recent years, many
researchers have explained the definition of E-learning. Their studies have shown
different aspects of E-learning to give a better understanding of online learning for
students and enhance future research. The definition of E-learning is continuously
changing day by day due to the development of technology. Besides, it seems that
there would be no single definition of E-learning that might be accepted by most
scientists. Many educational scientists have their scientific approaches, which results
in different concepts of online learning. To see the big picture of numerous academic
definitions of online learning, some examples are illustrated by education researchers
worldwide. There has been a debate about the concept of E-learning or online learning.
E-learning means Electronic Learning, with the E standing for Electronic. Elearning is understood as a learning environment with a full range of technologies for
storing, encrypting, and transmitting data. Learners can interact with teachers and
choose for themselves the learning methods and tools to achieve the highest efficiency.
Wentling et al (2000) argued that the term E-learning is “the attainment and use of
knowledge that are predominantly facilitated and distributed by electronic means”.
Online learning relies on the use of digital devices including computers and networks.
There will be a progression into the system when students use more channels to study
online such as “wireless and satellite, and technologies such as cellular phones
(Wentling et al., 2000).
Oblinger and Hawkins (2005) suggest that online learning uses modern

technology to deliver an online course to learners, which is independent of time and
place. Thanks to modern technology, learners have chances to take in knowledge
anytime and anywhere.


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Maltz et al (2005) argue that the term ‘E-learning’ includes “distributed
learning, online-distance learning, as well as hybrid learning”. According to OCED
(2005), E-learning means “the use of information and communications technology
(ICT)” to help students learn in higher education. This term has a variety of systems,
including using emails and online courses while providing courses on campus for
students to learn offline. Universities can use E-learning through the Internet or other
online network to support the learning of students. There are some types of E-learning
as follow:
• “Web-supplemented courses”: Universities tend to focus more on courses on
campus. While teaching in classrooms, they also provide a course outline and notes of
the lecturers on the Internet, e-mail and links to these materials to enhance the study of
students.
• “Web-dependent courses”: To take advantage of these courses, students have
to make online discussions, assessments or projects on the Internet or other online
networks. However, the time of learning in classrooms is not reduced sharply.
Learning offline with teachers at campus also has a more important role in these
courses.
• “Mixed mode courses”: The classroom time is decreased, and students spend
more time on online learning courses. The E-learning element begins to replace
classroom time. Discussions, assessment, or projects on the Internet starts to replace
face-to-face teaching. But the campus learning still has significant importance in these
courses.
• “Fully online courses: Students can learn these courses in any place or any
time. There is no campus attendance in these courses, which means that students' study

independently without teachers or mentors.
This definition is applied from a technological perspective, which means that Elearning depends on digital devices and the Internet.
According to Liu and Wang (2009), the features of the E-learning process are
chiefly “the internet; global sharing and learning resources; information broadcasts and
knowledge flow by way of network courses”. The creation of E-learning might be seen
as a solution to address the issue of time and place.


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

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

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

devices. Synchronous E-learning can have asynchronous experiences, but the learning
is real and lively. Research on E-learning indicates that about 90% of participants
participating in a Synchronous E-learning event. There are different types of
Synchronous E-learning: virtual classroom, Webcasting, Web conferencing,
videoconferencing, Webinars, live E-learning, E-conferencing, etc.
• Teleconferencing: People use this term with different meanings. Some learners
use it as a synonym for videoconferencing. It is also used as “audio conferencing”. Its
major categories are videoconferencing and audio conferencing.
• Audioconferencing: the interaction created by telephones. The reason why
audio conferencing can be so popular is that it is inexpensive and available for anyone
to utilize, adopting this method can bring impressive learning results. Students can


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give a ring to their teachers and receive helpful advice, feedback, and knowledge
sharing from the teachers.
• Video conferencing: This term refers to “full-screen video and audio” Students
can get access to their teachers by using screen sharing and a camera.
Videoconferencing is effective to reproduce the classroom.
• Webcasting: This term refers to “referenced audio and video sent from a single
source to multiple passive receivers, either live or on-demand. Webcasting utilizes
streaming media to transmit audio/video efficiently over the Internet. These media
streams are encoded and decoded using a common system format (e.g. Windows
Media, RealMedia, Flash Video, QuickTime, or DivX)”. This method provides a range
of tools such as one-way audio, video streams, presentation slides, chat, file downloads
which can enable students to interact more with their teachers. Webcasting is suitable
for presentation when teachers speak about a specific topic and students can ask
questions to understand more about this aspect. It not only reaches a larger volume of
students but also ensures the interest of learners thanks to interactions through camera.

Especially, visual information such as, “high-quality motion graphics, and animations”
is used in this type of learning.
• Gaming and simulations: This term refers to “online virtual environments or
challenges that respond and dynamically adjust to learner input.” This type of learning
is used more and more because games and simulations might be regarded as a measure
for the results of learning. It can enhance online learning as a novel field of instruction
that needs face-to-face communication and practice. Students can do their assignments
or even projects online by games.
• Web conferencing: This term refers to “Highly interactive, Internet-based
applications with a rich collaboration feature set (audio/video from presenters and
learners, application sharing, whiteboarding, and markup tools, breakout rooms,
polling, quizzing, hand raising and emoticon responses, slides and media, Web site
tours, public/private text Chat”
This method can be applied to thousands of learners. It allows collaborative Elearning among geographical conditions, which means that students can learn with a
flexible timetable. Some people defined it as a virtual online classroom. The virtual


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classrooms allow the success of information delivery to thousands of students. In this
method, teachers or instructors are able to deliver content in many different ways, get
feedback, interact with students and facilitate the practice and problem-solving skills
of their students by using laptops, mobile phones or tablets.
The roots of Synchronous E-learning consist of three basic factors: “the
classroom, the media and the conference”.
• Classroom: the term “Synchronous E-learning” is created to improve the
classroom experience. Many activities in campus learning, such as hand raising,
whiteboarding, etc. can be applied by teachers to help students have the most live
virtual learning. This can permit more interaction between students and teachers,
which is often considered as one of the most important factors of education.

• Media: The development of Synchronous E-learning technologies and practice
is dependent particularly on mass media devices. The increasing use of mass media
software and hardware has allowed more Synchronous E-learning Producers to
develop their more complex and lively visual design.
• Conference: “Synchronous E-learning” is an opportunity for students to share
their ideas, gain feedback and have the best collaborative practices. The internal
conference in “Synchronous E-learning” means that students and instructors can
reproduce face-to-face interaction as in campus learning. Teachers can generate ideas
or deliver information effectively to their students.
Synchronous E-learning focusing more on the interaction of people to enhance
the understanding of students. It can create truly interesting and engaging learning
experiences for students. Effectively designed synchronous E-learning provides more
opportunities for students to develop their skills, attitudes, and behaviors, which is a
requirement of employers in the working environment.
Stefan Hrastinsk (2008) finds that “Synchronous E-learning, commonly
supported by media such as videoconferencing and chat, has the potential to support elearners in the development of learning communities.” Teachers and students have
more opportunities to interact because of questions in real-time. It can help students
overcome isolation, which can be considered an obstacle in learning online.


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“Isolation can be overcome by more continued contact, particularly
synchronously, and by becoming aware of themselves as members of a community
rather than as isolated individuals communicating with the computer.”
In Synchronous E-learning, a virtual classroom is often created to discuss
simple issues. As a result, it does not require a lot of time for teachers to define the
topic and students have more chances to ask and answer questions in class. Students
and teachers feel like a participant in a real-time classroom. This type of learning
requires quick response of students such as questions, the learning programs are often
well-prepared to save more time. It is becoming more popular because of the

commitment of students. They pay more attention to the content because their teachers
require a quick response to any questions which are raised in the classroom.
One of the characteristics of this learning method is the use of video
conferencing, messaging, and face-to-face meetings through the Internet. Students can
take part in class and contribute a significant part to the success of the lessons. The
real-time discussion permits students to practice more and get feedback to enhance
their study.
For example, a teacher can have a presentation in a simplified way for students
to understand the concept of their lesson. She can use video conferencing to deliver
information. Students are expected to work in groups to do their assignments with the
support of instant messaging and chat. A well-planned task is essential for students to
take advantage of this method due to time limits.

2.1.2.2. Asynchronous E-learning
Stefan Hrastinsk (2008) suggests that the learning strategy “Asynchronous Elearning” is learning “commonly facilitated by media such as e-mail and discussion
boards, supports work relations among learners and with teachers, even when
participants cannot be online at the same time.”
It is a fundamental factor of flexible learning. There is a fact that some people
have to study online because of their asynchronous conditions, such as education,
work, family, etc. This learning strategy is created to help them overcome these
obstacles. They can absorb information at any time, just logging on to the E-learning
environment and downloading files or chatting with their teachers or classmates.


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

from Synchronous E-learning. First, complex issues can be added to this virtual
learning because teachers are able to prepare the content carefully. Moreover, this type
of learning is one of the best strategies for those who cannot attend Synchronous Elearning because of their work, family, and other personal responsibilities. In this
learning method, students have more time to take in the knowledge and prepare their
own assignments because teachers do not expect immediate responses from students.
Students can use email, chatting or blogs to interact with their peers and teachers.
However, they are not likely to get responses immediately like Synchronous Elearning. Instead of working in a group like the learning strategy “Synchronous Elearning”, students are expected to work and do their projects individually. They can
share their ideas about the topic and assess the opinion of their peers critically. They
are more likely to develop self-learning and critical thinking skills.
Another definition of Asynchronous E-learning is suggested by Priscila (2020).
She indicates that “If Synchronous E-learning takes place at the same time,
Asynchronous E-learning refers to the opposite. The instructors, the learners, and other
participants are not engaged in the learning process at the same time. There is no realtime interaction with other people.” An example of this learning strategy is that
students can take in the knowledge through recorded videos of teachers. Moreover,
teachers can use online tests to assess the achievement of learners.
The biggest benefit of this type of study is that students can choose the
timetable which suits their schedule. Online tests also help students understand their
learning achievement. They have the results of exams immediately, which means that
they can save time waiting for the result. Also, each student can learn at their pace.
Some learners cannot keep up with the high pace of Synchronous E-learning. As a
result, they choose Asynchronous E-learning as an alternative.


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2.1.3. The importance of E-learning
As the world shifts into the digital era and more and more universities are
seeking to optimize the use of E-learning in education. E-learning has changed the way
of learning and has the potential to revolutionize education.
The importance of E-learning has been recognized through many studies. One

can achieve great success in a short period of time with the combination of a well–
organized E-learning system and highly motivated students. Some main benefits of Elearning contributed to a drastic and far-reaching change in way of learning:
• Convenient for learners:
E-learning materials are self-positioned and can be viewed by the learner at any
time they want. They do not require the student to be present in the classroom.
It is evident that E-learning can engage students to acquire their education while
at the same time pursuing their own targets as well as keeping up their own part-time
jobs, with no need to attend to inflexible timetables (Borstorff and Lowe, 2007).
• Reduce costs:
An online training system minimizes the different costs of in-person training
usually associated with it. This covers travel and lodging, food expenses, upkeep of the
classroom, renting of the venue, printed learning materials, and compensation for
teachers and other support staff (Axelsson, 2017). Updating existing and developing
new learning materials can be expensive and very time-consuming for outdated
instruction.
• Gain IT skills:
A common advantage found in online courses is that learners learn more than
just the content of the course. In Cyber Schools in America, Weiner (2003) found that
online learning greatly strengthened writing and computer skills. This study found that
motivational problems and highly organized courses are the secret to effective online
learning for students.
• Flexibility:
Online learning enables learners to work at a time and place that is consistent
with their needs for learning. A variety of teachers and students reflected on their
desire to concentrate more on the content of the course and less on concerns such as


13

parking, traffic, and other issues that could occur when entering a typical classroom

environment (Thomson, 2010).

2.2. Motivation
2.2.1. Definition of motivation
According to Harmer (2007, p.98), “motivation” refers to some specific types
of internal drivers that encourage someone to do something with the view of making
achievement in the end.
There are three functions that motives can bring to people: 1) energizing us
(this means that it awakens and stimulates our motivation within our own body and
mind) 2) guidelining us (directing and showing us the direction in a certain pathway)
3) enabling us to be the wise people when it comes to the behavior of achieving goals
in reality (Don Hamachek, 1989, p.262). In short, motivation is an inner state of an
individual, which encourages people to achieve goals in a clear pathway and within a
certain time limit.
In addition, when it comes to the English acquisition as a foreign language, the
term “motivation” is usually depicted as something with complicated structure,
revolving around efforts and strong desire, together with a favorable attitude toward
spending time acquiring this language (Gardner, 1985). In other words, motivation in
learning English is not quite the same as general motivation.

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

In the meantime, extrinsic motivation comes from the external factors of the
language

learners.

These

outside

factors

vary

(Harmer,

2007),

including


14

circumstances, situations, rewards, or punishments. In extrinsic motivation, students
are likely to participate in activities for rewards and the feeling of fulfillment, together
with satisfaction at the same time. Since extrinsic motivation often comes from
outward factors, the final objective of the learners tends to be irrelevant to the certain
type of activities that they take part in (Cheryl L. Spaulding, 1992, p.4). It, therefore,
explains why under some specific circumstances, the learners spend lots of their
quality time studying and cramming for their lesson at school with the aim of gaining
more praises and encouragement from their professors and peers. Even though they

may not want to concentrate on the knowledge and the content of the lesson itself, the
rewards and prizes gained from their course can somehow boost their confidence level
(Yuan Kong, 2009, p.146).

2.2.2.2. Resultative motivation
As its name has suggested, the “resultative” motivation is the relation between
two terms: the motivation and the result, which Ellis (1994) considered being highly
“interactive”. It means that the motivation of learners, especially language students, is
immensely influenced by the achievement they can make in the final stage of their
language acquisition process. Although it is often said that the greater motivation and
attitudes of learners towards learning might result in greater learning outcomes, the
converse might not be that true (Ellis, 1994). Unfortunately, “the vicious, endless
circle of low motivation = low achievement = lower motivation could always develop”
(Ellis, 1994). Therefore, it is obvious that interest during the learning process plays an
indispensable role for those who want to be successful not only in their fields but also
in language learning. If teachers want to inspire their students to learn at school, they
must become motivational teachers who are always willing to motivate and encourage
students to be more dynamic and enthusiastic in learning hours.

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


15

body from which that person may do anything to gain the enjoyment and pleasant

feeling. Putting into the real context, for those who want to blend in a new group of
community in a foreign country, they must interact and communicate with the native
ones for not only their future life but also the circle of relationship and sense of
belonging, etc.
“Instrumental” motivation, however, is significantly different from the previous
“integrative” one. Ellis (1994) thinks that while the “integrative” motivation requires
much more effort, determination and necessary time from the learners, the latter
focuses more on the core of the language process. This shows that instead of spending
many hours and efforts trying to be blended into international society, learners only
concentrate on the academic side of language learning. This type of motivation has a
tendency of lower level of overall success when it is centered on the vocabulary,
challenging tasks side of language, in comparison with “integrative” motivation, with
the speaking and communication ability, etc. In one study by Gardner and Maclntyre
to show that rewards are “instrumental” motivation, they are supplemented with the
financial rewards if participants during that experiment perform well. Afterward, the
level of motivation seems to dip when the participants are no longer provided with the
experiences like they used to be. Therefore, the overall impact of “instrumental”
motivation is relatively short, compared to the “integral” one because once the
language learners can achieve their goals, they tend to lose their desires. In that case,
learners once again need to set up a new objective to maintain interests in that
language field.

2.2.3. The importance of motivation in L2 learning
Motivation is one of the main factors of second/foreign language (L2) learning
achievement because it helps determine the extent of personal involvement in learning.
According to Oxford (1994), motivation straightforwardly impacts on how students
use L2 learning methodologies, how much students communicate with native speakers
as well as their skill maintenance after language study is over. Conversely, without
motivation, even individuals with excellent language aptitude cannot accomplish
during the long and tedious L2 learning process (Dörnyei, 1998).

16
This is on the ground that learners’ motivation has been widely accepted as a
key determinant influencing the rate and success of L2 learning (Ellis,
1994). McDonough (1983, p.142) also states that “motivation of the students is one of
the most important factors influencing their success or failure in learning the
language". Lifrieri (2005, p.4) claims that “when asked about the factors which
influence individual levels of success in any activity – such as language learning, most
people would certainly mention motivation among them”. Gardner (2006, p.241)
agrees, proposes that “students with higher levels of motivation will do better than
students with lower levels”. He also states that motivation serves as the catalyst for an
individual's engagement "in the relevant activities, attends to the tasks, shows the
desire to achieve the goal, enjoys the activity, etc." (Garder, 2006, p.243).

2.3. Previous studies about factors affecting NEU students’ motivation in
learning English through E-learning.
In recent years, E-learning as an innovative learning method has been applied in
a wide range of education systems, thereby has become a noticeable topic for
researchers. They have been investigating a variety of aspects of E-learning such as
factors affecting E-learning, motivation, language learning.

2.3.1. Factors affecting students’ motivation in learning.
2.3.1.1. Previous international studies
The research “Psychology for language teachers” (1997) is conducted by
Williams, M., And Burden, R. The researchers approach the framework from different
perspectives of factors that affect L2 learners' motivation and divide them into two
broad parts: internal and external factors. In this framework, internal factors include
the intrinsic interest in activity, the perceived value of activity, sense of agency,
mastery, self-concept, attitudes, and other affective states, whereas external factors

include significant others, the nature of interaction with significant others, the learning
environment, and social expectations and attitudes. Humera Nawaz, Muhammad
Amin, Ijaz Ahmed Tatla carried out the research “Factors Affecting Students'
Motivation Level to Learn English as a Second Language in the Pakistani University
Context” (2015), which demonstrates the highlight factors having significant
implications in the students’ motivation towards English language learning including


17

integrativeness,

instrumentality

(promotion),

instrumentality

(prevention),

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

2.3.1.2. Previous Vietnamese studies

The study “The Factors affecting learning English of Vietnamese students”
(2016) undertaken by Truong Cong Bang is based courses on data collected from
1,207 students. This indicates the relationship between students' beliefs in their ability
to learn English successfully and the values that English will bring to them to
influence two factors: (1) learning outcome and (2) the participation in English. It also
analyzes the difference between male and female students on these measurements.
Faith in the ability to learn English successfully is closely related to English learning
outcomes, while belief in the usefulness of English is connected to the desision of
taking English courses. Further finding indicates that female students have better
English end-of-semester exam results than male students because of their stronger
belief in learning English and profound appreciation in the importance of English. Girl
students also show more willing to take English courses outside of the university than
the other half. While other previous studies indicate that learning motivation is
affected by groups of elements relating to school, family, friends, and student
personalities. “Factors affecting the motivation in learning of economics students in
Can Tho university” (2016) carried out by Hoang Thi My Nga and Nguyen Tuan Kiet
pays attention to university-related factors. The survey consists of 495 economics
students at the College of Economics at Can Tho University. The results show that
their learning motivation is affected positively by main factors including