Luận văn thạc sĩ a study on students’ motivation in learning english at a primary school in hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN THỊ THU HƢƠNG

A STUDY ON STUDENTS’ MOTIVATION IN LEARNING
ENGLISH AT A PRIMARY SCHOOL IN HANOI
(Nghiên cứu về động lực học tiếng Anh của học sinh ở
một trƣờng tiểu học tại Hà Nội)

M.A MINOR THESIS (Type I)

Field: English Teaching Methodology
Code: 8140231.01

Hanoi - 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN THỊ THU HƢƠNG

A STUDY ON STUDENTS’ MOTIVATION IN LEARNING
ENGLISH AT A PRIMARY SCHOOL IN HANOI
(Nghiên cứu về động lực học tiếng Anh của học sinh ở
một trƣờng tiểu học tại Hà Nội)

M.A MINOR THESIS (Type I)

Field

: English Teaching Methodology

Code

: 8140231.01

Supervisor : Dr. Mai Thị Loan

Hanoi – 2020


DECLARATION

I hereby declare that this thesis is my own work and effort and that it has not
been submitted to any other university or institution wholly or partially.

Hanoi, 2020

Nguyen Thi Thu Huong

Appoved by
SUPERVISOR
(Signature and full name)

Date: .................................

i


ACKNOWLEDGEMENTS

I would like to express my deep gratitude to my supervisor, Dr. Mai Thi Loan
for her support, encouragement and valuable guidance throughout the process of
conducting this study.
My special thank is for Assoc. Prof. Le Van Canh and all my other lecturers
for their useful and valuable lectures that I got from the MA course at the University
of Languages and International Studies, VNU. I am indebted to them for basic
knowledge on teaching methodology and research methodology.
This study would not have been completed without the participation of the 4th
graders and English teachers at Thang Long Kidsmart Primary School. I am grateful
for their sharing time on the study with me.
Finally, I would like to thank all authors and linguists who have provided me
with a treasure of knowledge about motivation, so that I can have basic theoretical
background for the study.
Without all these of help, this thesis could not be completed as expected.

Hanoi, 2020

Nguyen Thi Thu Huong

ii


ABSTRACT

This research aims at finding the typically motivational pattern as well as
factors that have influences on the 4th graders‟ motivation in learning English at
Thang Long Kidsmart Primary School from both students and teachers‟
perspectives. In this study, questionnaires and semi-structured interviews were used
as the main data collection instruments with the participation of sixty-five 4th
graders and two Vietnamese teachers. The findings from questionnaires and
interviews illustrated that the 4th graders at Thang Long Kidsmart Primary School
shown their tendency towards intrinsic motivation in learning English. Additionally,
the researcher found out that both teachers and students agreed factors connecting
with the teachers, the learners and the parents were the three most critical elements
which influence students‟ motivation in English learning. However, the important
degree of these factors was perceived differently by students and teachers. Other
factors like the course, the group and the environment also affect the participants‟
impetus for English studying to some extent. Moreover, some implications of
teaching English to young learners are also recommended. At last, the result of the
study is hoped to benefit teachers, students as well as parents in learning and
teaching English. To motivate children to learn English, all the related parties
should take active roles rather than the teachers or the learners themselves.

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LIST OF ABBREVIATIONS
L2

Second language

L2 learning

Second language learning

L2 motivation

Second language motivation

TPR

Total Physical Response

AMTB

Attitudes/ Motivation Test Batteries

iv


LIST OF TABLES AND FIGURES

Table 1: Cases and responses summary of types of motivation ...............................38
Table 2: Intrinsic motivation frequencies .................................................................39
Table 3: Extrinsic motivation frequencies ................................................................40
Table 4: Integrative motivation frequencies .............................................................40
Table 5: Instrumental motivation frequencies ..........................................................41
Table 6: Cases and responses summary of elements that have impacts on students‟
impetus for English learning .....................................................................................42
Table 7: Learners-related factors frequencies ...........................................................43
Table 8: Course-related factors frequencies..............................................................45
Table 9: Teacher-related factors frequencies ............................................................46
Table 11: Environment-related factors .....................................................................48
Table 12: Parents-related factors ...............................................................................49

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TABLE OF CONTENTS
DECLARATION ....................................................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
LIST OF ABBREVIATIONS................................................................................. iv
LIST OF TABLES AND FIGURES ........................................................................v
TABLE OF CONTENTS ........................................................................................ vi
CHAPTER I: INTRODUCTION ............................................................................1
1. Rationale of the study..............................................................................................1
2. Aims of the study ....................................................................................................2
3. Scope of the study ...................................................................................................3
4. Significance of the study .........................................................................................3
5. Research questions ..................................................................................................3
6. Methods of the study ...............................................................................................3
7. Structure of the thesis ..............................................................................................4
CHAPTER II: LITERATURE REVIEW...............................................................5
2.1. Review of previous studies related to the research area of the thesis ..................5
2.2. Theoretical background of motivation in second language learning ...................8
2.2.1. Definitions of motivation ..................................................................................8
2.2.2. Types of motivation ........................................................................................10
2.2.3. Factors affecting students‟ motivation in learning English ............................15
2.3. Theoretical background of children as young learners ......................................21
2.4. Summary ............................................................................................................25
CHAPTER III: RESEARCH METHODOLOGY ...............................................26
3.1. Restatement of the research questions ...............................................................26
3.2. The context of the study .....................................................................................26

3.3. Participants .........................................................................................................28

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3.4. Survey research ..................................................................................................29
3.4.1. Survey research definitions .............................................................................29
3.4.2. Survey research characteristics .......................................................................30
3.4.3. Steps for conducting a survey .........................................................................30
3.5. The data collection instruments .........................................................................31
3.5.1. Questionnaire ..................................................................................................31
3.5.2. Interview .........................................................................................................33
3.6. Data collection procedures .................................................................................34
3.7. Data analysis methods ........................................................................................35
3.8. Summary ............................................................................................................36
CHAPTER IV: DATA ANALYSIS AND DISCUSSIONS .................................37
4.1. Analysis of questionnaire ...................................................................................37
4.1.1. Type of the 4th graders‟ motivation in learning English in the context of
Thang Long Kidsmart Primary School .....................................................................37
4.1.2. Factors affecting the 4th graders‟ motivation in learning English ...................41
4.2. Analysis of interview .........................................................................................50
4.2.1. Students‟ type of motivation in learning English............................................50
4.2.2. Factors affecting students‟ motivation in learning English. ...........................51
4.3. Pedagogical implications ...................................................................................59
4.3.1. Extra-curricular activities ................................................................................59
4.3.2. The Internet and experience sharing to come up with new teaching ideas .....59
4.3.3. Parents‟ involvement in children‟s English learning ......................................60
4.3.4. Appropriate compliments and recognition from teachers and parents ...........60
4.4. Summary: ...........................................................................................................60
CHAPTER V: CONCLUSION ..............................................................................62

REFERENCES ........................................................................................................65
APPENDICES ........................................................................................................... I
APPENDIX 1: ........................................................................................................... I
APPENDIX 2: ......................................................................................................... IV

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APPENDIX 3: ........................................................................................................ VII
APPENDIX 4A: ..................................................................................................... IX
APPENDIX 4B: ................................................................................................. XVII
APPENDIX 5: .................................................................................................... XXV
APPENDIX 6: ................................................................................................ XXXVI
APPENDIX 7A ..................................................................................................... XLI
APPENDIX 7B ....................................................................................................XLII

viii


CHAPTER I: INTRODUCTION

1. Rationale of the study
Motivation, a complex and multifaceted construct, has been considered
one of the most critical factors that have an influential impact on the success of
second language learning by teachers and researchers. Therefore, motivation has
become an untiring topic of research and theoretical work in language learning. In
the last 50 years, the study of motivation has tried to find out the determining
factors that motivate students to learn English as a second language and how
teachers can strengthen their students‟ motivation in studying English. Motivation
starts with Gardner and Lambert‟s (1972) research which highlighted the idea of

integrativeness, then on 1990s, it moved to the cognitive view, self-determination
and attribution theories. The last motivational theory, the L2 Motivational Self
System proposed by Dörnyei (2009) is made up by three components: the Ideal L2
Self, the Ought-to L2 self and L2 Learning Experience. In the world, motivation in
second language acquisition has also been investigated in different contexts from
tertiary to elementary schools (Feng & Chen, 2009; Wu & Wu, 2008; Melendy,
2008; Wang, 2007; Lamb, 2007). However, these studies just mainly focus on
motivation in English as a second language acquisition rather than a foreign
language.
In Vietnam, there are numerous studies on motivation in learning English as
a foreign language. These investigations mainly focuses on finding out the type of
motivation students possess as well as factors that affect them in learning different
English skills like Speaking, Reading, Writing and Listening. However, research on
young learners‟ motivation in learning English at primary schools seems to be scarce.
Based on the literature review and the reality of teaching and learning English at my
school, this current investigation was carried out to fill this gap.
In fact, no one used to conduct an investigation into children‟s motivation
in studying English in my school. As a result, this study will be useful for the
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researcher because it will give me the opportunity to have a better understanding of
children‟s motivation in learning English. Moreover, I can have an insight into the
factors that affect students‟ motivation in English studying. Once understanding the
type of motivation and the factors, I can apply more appropriate techniques to
motivate students to study English.
Besides, my school is a private one in which English is not only a
compulsory but also a crucial subject. More specifically, English is taught from
grade 1 onwards, while in other public schools, students only start studying English
from grade 3. Additionally, students learn English with both Vietnamese and

foreign teachers in classes equipped with modern technology such as computer,
projector, louder speakers, etc. They also have more English lessons than those
studying in state schools. The class size is another ideal factor for a language
learning class. There are only twenty to twenty five students in each class compared
to fifty or even sixty students per class in many state schools. In other words,
students in my school have much more convenient conditions to study English than
those in public schools. Nevertheless, a certain number of students seem to be
passive and quiet in English lessons and the students‟ English level is not really
relevant to the learning conditions. This reality drives me to conduct the minor
research with the hope to take an insight into primary students‟ motivation in
learning English and the factors affecting their motivation from both students‟ and
teachers‟ perspectives. I hope that the result of the study will help me and other
teachers in my school have more appropriate teaching methods to encourage
students‟ English learning.
2. Aims of the study
By conducting this research, the researcher aims at understanding the 4th
graders‟ motivation in learning English in the context of Thang Long Kidsmart
Primary School. This overall aim was specified into the following objectives:
(1) To find out the students‟ types of motivation in learning English
(2) To discover the factors which affect students‟ motivation in learning English
2


3. Scope of the study
The study focuses on identifying the type of motivation and factors that
affect the 4th graders‟ motivation in learning English in the context of Thang Long
Kidsmart Primary School, a private primary school in Hanoi. Therefore, the
motivational pattern and components that have an influence on impetus for English
learning of other graders in the same school or students at other schools would be
beyond the scope.

4. Significance of the study
In terms of theory, in this study, both the quantitative and qualitative
studies are expected to contribute to the theoretical background of learners‟
motivation in general and young learners‟ impetus for studying English in particular
in context of a private primary school in Hanoi. In terms of practice, the findings of
the study can be used as a reference for primary English teachers and English
teachers at my school to understand students more and improve their teaching
situations.
5. Research questions
The study addresses two research questions below:
1. What types of motivation do the 4th graders at Thang Long Kidsmart Primary
School have in learning English?
2. What factors affect the 4th graders‟ motivation in learning English?
6. Methods of the study
Based on the purposes of the study, a survey method using questionnaires
to collect data from students was used. The questionnaires were delivered to 65
students in grade 4 to identify their motivational patterns and the factors that can
affect their motivation in learning English. For multidimensional understanding of
students‟ motivational types and factors affecting their motivation in English
studying, two Vietnamese teachers who were directly teaching these students were
invited to semi-structured interviews. Their responses from the interviews help the
researcher understand more about the students‟ types of motivation and the
3


components that can have an influence on students‟ motivation in learning English
from teachers‟ observation and teaching experience. Data got from students‟
questionnaires and teachers‟ interviews were expected to help the researcher draw
reliable conclusions on students‟ motivation in learning English.
7. Structure of the thesis

The thesis consists of five chapters:
Chapter I - Introduction: provides the general introduction of the study with the
rationale, the aims and objectives, the scope, the significance, the research
questions, the methods and the organization of the study.
Chapter II - Literature review: discusses the theoretical background that is
relevant to the study such as definitions of motivation, types of motivation, factors
affecting students‟ motivation in learning English, definitions of young learners,
characteristics of young learners and useful techniques to teach English to children.
Chapter III - Methodology: presents the methodology of the study, including the
background information of the context where the study was carried out, the
subjects, the instruments used to collect the data, and the procedures of data
collection and data analysis.
Chapter IV - Data analysis: describes the detailed analysis of the collected data
from which some findings, explanation and interpretation of the findings are
presented.
Chapter V - Conclusion: summarizes the summary of the main issues and
concluding remarks of the study. The limitations as well as some recommendations
for further studies are also discussed in this part.

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CHAPTER II: LITERATURE REVIEW

In this chapter, the researcher will review results of the previous studies related to
the research area, which plays an essential role in directing the investigator to find
out the appropriate methods to conduct the research. At the same time, theories
about motivation including motivation definitions, motivational types and factors
that influence students‟ motivation in learning English are also mentioned.
Moreover, the objective of this study is to understand the 4th graders‟ motivation in

learning English, so the theories about young learners such as definitions,
characteristics and techniques to teach English to young learners will help the
researcher have a better understanding of the participants. Therefore, theories
related to young English learners will also be presented in this chapter.
2.1. Review of previous studies related to the research area of the thesis
Motivation has been found to play a determinant role in L2 learning. In the
world as well as in Vietnam, there are countless number of studies on motivation in
second or foreign language learning, but most research was carried out in secondary
or tertiary education settings; while comprehensive enquiries into the foundation
stages for younger learners seem to be lacking.
In Singapore, Yeung and his colleagues conducted a survey in 2011 among
4214 primary and secondary students from 78 schools to examine the
developmental pattern of L2 motivation. The result from questionnaires showed that
primary students were more motivated to learn English than those in secondary
schools, and both boys and girls experienced a downward trend in L2 motivation.
This deterioration in L2 motivation is in line with a variety of studies in other parts
of the world (e.g. Dörnyei et al., 2006; Fraine et al., 2007; Henry and Apelgren,
2008; Enever, 2011).
In China, Wu (2003) adopted a quasi-experimental design (using class
observation and interviews as the data collection instruments) to exam the influence
of classroom learning environment on L2 intrinsic motivation of young foreign
5


language learners (from 4 to 6 years old). He concluded that Self-Determination
Theory and the „immediate class environment‟ are useful to understand the young
learners‟ L2 motivation. Besides, he stated that the learning environment, the
difficulty of tasks, instructional support, and the pattern of evaluation and
attribution had correlation with intrinsic L2 motivation.
Yan (2006) used a five-point Likert scale questionnaire to study the beliefs

of 118 primary school students (aged 10 - 12) from one selected school. The
researcher found out that in comparison with English proficiency of their parents,
the participants seemed to be more confident in their English language skills. More
than half of the participants believed that learning English should be related to
knowing about the target cultures. He also reported that the L2 motivation of these
learners is complicated and multifaceted (e.g. a combination of integrative and
instrumental orientations). This study also revealed the important role played by
English teachers. However, this research did not indicate whether the impact of
teachers came from teachers‟ professional practices, their personality or putting
pressure on learners, or something else.
Gao (2003) conducted a questionnaire-based survey among 182 students
from a selected urban school (age unspecified) to investigate the English learning
motivation of primary students. The findings showed participants‟ complex
motivational patterns of five different categories: undefined motivation; learning
English as a responsibility; learning English for interest; learning English for selfactualization; and learning English for one‟s country. This finding constitutes
evidence against the overly simplified understanding of L2 motivation - such as the
increasingly critiqued binary distinctions of instrumental-integrative or intrinsicextrinsic motivation (Dörnyei, 1998; Dörnyei and Ushioda, 2009, 2011; Ushioda,
2011, 2013). It may also indicate a need to approach the L2 motivation of young
learners from multiple angles and research methods.
In Japan, Carreira (2006) undertook a study on motivation in learning
English in Japanese Elementary Schools which mainly focuses on intrinsic and
6


extrinsic motivation. Questionnaires were delivered to 174 third grade and 171 sixth
grade students. The research found out five underlying factors behind students‟
motivation which were „interest in foreign countries, intrinsic motivation,
caregiver‟s encouragement, instrumental motivation and anxiety‟. The result also
showed a considerable gap between the third and sixth graders in terms of intrinsic
motivation, interest in foreign countries and instrumental motivation. Besides, the

research pointed out a steady developmental decline in intrinsic and extrinsic
motivation for learning English.
In Vietnam, there are numerous studies focusing on investigating students‟
motivation in learning English in general and in studying specific skills like
speaking, reading, listening and writing in particular. Nevertheless, these studies
were mostly conducted at secondary, high school or tertiary settings.
Pham Thi Hong Van (2014) carried out a study on factors affecting learners‟
motivation to speak English among students of business accounting at Hung Vuong
Vocational College using questionnaires and interviews as the main data collection
instruments. The result revealed that the participants showed their tendency towards
instrumental motivation in English learning. Factors related to the teachers like
pleasant personality, good pronunciation and efficient use of Vietnamese and
English in class as well as elements connecting with the learners like their lack of
self-confidence, trouble in pronunciation and vocabulary strongly affect their
motivation in English speaking class.
Le Minh Huong (2014) undertook an investigation into the factors affecting
non-English major students‟ motivation in learning English listening skills at
College of Industrial Technique. Results from survey questionnaires and semistructured interviews demonstrated that factors affecting non-English major
students‟ motivation in learning English listening skills derived from three sources
such as students, teachers and learning conditions.
Cao Minh Thu (2014) conducted a research on 10th graders‟ motivation in
learning English writing skills at a high school in Hanoi. Results obtained from
7


questionnaires and class observation showed that the participants possessed
extrinsic motivation and instrumental motivation in writing class. Besides, five
main factors influencing students in English writing class are teachers‟ teaching
methods, teachers‟ enthusiasm, students‟ lack of confidence and low level of
English proficiency and the classroom atmosphere.

Tran Hoa Linh (2014) did a research on motivation in learning English of
158 English-gifted students from grade 10 to 12 at a gifted high school in Hanoi.
Data analysis from questionnaires revealed that intrinsic motivation and integrative
motivation were the types that prevailed among the participants.
Interested in young learners, Hoa (2013) carried out a study on students‟
motivation in learning English at Nhan Phuc Primary School. She delivered
questionnaires to 180 students from 3rd to 5th grades to find out the type of learners‟
motivation, factors affecting their motivation and appropriate teaching techniques to
motivate them to study English. She then chose fifteen students for further
interviews. The results illustrated that students have a tendency towards intrinsic
motivation in learning English and three prevailed factors influencing their
motivation are students‟ self-interest, caregiver‟s encouragement and anxiety.
Given the teaching and learning situations, the researcher is fully aware of
the importance of motivation in foreign language learning. In fact, in the context of
Vietnam, there has been little research on young learners‟ motivation in English
learning. Consequently, the researcher decided to conduct a study to investigate the
motivational pattern of the 4th graders at Thang Long Kidsmart Primary School as
well as the factors that have an impact on their impetus for studying the language.
2.2. Theoretical background of motivation in second language learning
2.2.1. Definitions of motivation
Motivation has been defined differently by linguistics, psychologists,
educators and second language researchers, but there is little agreement on the
definition of L2 motivation. Different authors defined the term in different ways.
Gardner (1985) defined motivation as “combination of effort plus desire to
8


achieve the goal of learning the language plus favorable attitudes towards learning
the language”. In the line with Gardner‟s opinion, Dörnyei (1994) referred
motivation to the attempt and desire to learn a language and positive attitudes

towards learning it. In these definitions, the authors all mentioned three main
components of motivation which were the attempt, the desire and favorable attitude
towards language learning.
Richards, Platt & Platt (2000) all agreed that motivation was the factor that
determined a person‟s desire to do something. In other words, motivation is the
underlying reason why a person has the determination to carry out a task. Adding to
this explanation, Williams and Burden (1997) emphasized that motivation was
made up of four parts: the desire and determination for an action; the interest for an
object or an activity; the energy one holds; and the maintenance of the interest and
participation. Accordingly, motivation not only provides learners desire and
determination, but also creates the interest which drives one person to carry out the
actions then helps to maintain this passion and attendance. However, these
researchers did not mention the processed nature of the term “motivation”.
Dưrnyei and Ottó (1998: 65) used a process-oriented theory to explain the
construct L2 motivation defined L2 motivation as followed: „The dynamically
changing cumulative arousal in a person that initiates, directs, co-ordinates,
amplifies, terminates and evaluates the cognitive and motor processes whereby
initial wishes and desires are selected, prioritized, operationalized and (successfully
or unsuccessfully) acted out.‟ In other words, motivation is the origin of the actions,
but it keeps changing rather than being fixed and static over time. This definition
offered a renewed understanding of the nature of second language motivation. In
fact, L2 motivation is now often taken to be a dynamic, fluid and contextualized
theoretical concept (Kim, 2005; Norton, 2000; Ushioda, 2009, 2013). The
researcher agreed with Dưrnyei and Ottó‟s explanation. In fact, many studies were
conducted to prove that there was a shift in motivational pattern among students in

9


different stages of learning like at primary school or at secondary level. Findings

from Enever‟ research in 2011 showed that older learners tend to lose their earlier
English learning motivation, due to the change of learning environment with more
challenging tasks, peer pressure and other factors.
All in all, from the abovementioned definitions, the researcher perceived that
motivation is the learners‟ underlying effort and desire for successful language
learning as well as their positive attitude towards studying the language. However,
motivation does not remain the same all the time. In other words, one can be
interested and motivated at a certain period of the learning process, but easily lose
their impetus later.
2.2.2. Types of motivation
Motivation in foreign or second language learning is classified in different
ways by different theorists. Based on socioeducational theory proposed by Gardner
(1985), motivation was divided into integrative motivation and instrumental
motivation. In contrast, those who followed self-determination theory categorized
motivation as intrinsic motivation and extrinsic motivation. Some scholars have
identified other motivational patterns based on the contextual features or other
aspects related to specific participants or groups of participants. Required
motivation is a term that was first coined by Warden and Lin (2000) because the
participants in their research were motivated by certain requirements. Julkunen
(2001) mentioned other forms of motivation, such as situation-specific motivation
and task motivation, and the researcher believed that motivation depends on context
and task. Accordingly, individualistic, cooperative, and competitive situations might
affect motivation differently. Although these researchers have come up with new
terms and categories for motivation, the usage of such classifications seems to be
limited in scope, and they are not widely referred to in other studies.
In this study, the researcher mainly based on the classification of two
influential theories, socioeducational and self-determination theories, in which
motivation was classified as integrative motivation, instrumental motivation,
intrinsic motivation and extrinsic motivation.
10

2.2.2.1. Integrative motivation
Integrative motivation as defined by Brown‟s (1994) is where learners have
the desire to integrate into the target language community, culture and become part
of that society. Students with integrative motivation have an inclination to learn a
foreign language because they want to communicate with those who speak the
language or become an integrative part of a second language community. As for
them, learning about the culture is more tempting than the language itself.
Additionally, Ellis (1997) explained that some learners were interested in learning a
particular language because they were attracted by the people and the culture
presented by the target language. Naghmeh Babaee (2012) illustrated that someone
who studies English to immigrate to an English-speaking country and identify
themselves with that society has an integrative motivation in L2 learning. Gardner
and Macintyre (1991) argued that those who had integrative motivation were more
active in language class and had a great desire to interact with the community of the
language.
In short, integrative motivation is the desire to learn a language in order to
use it successfully in social interactions in the target language community. Learners
with integrative motivation also tend to be interested in people who use the
language and the target culture.
2.2.2.2. Instrumental motivation
Contrary to integrative motivation, learners who learn the language because
of the utilized or practical values are those who are instrumentally motivated. The
interest and focus of the learners is placed heavily on the expected outcomes of the
learning process. Gardner et al. (1983) defined instrumental motivation as “learning
for perceived utility”. Learners of such type learn another language with the purpose
of some pragmatic gains, instead of social implication with the target language
community (Gardner, 2010). These instrumental goals might increase the social
status or self-image, better careers and business opportunities, to further study or

meet the requirements of school, reading technical materials or translation, etc.
11


(Saville, 2006). Naghmeh Babaee (2012) also exemplified instrumental motivation.
Unlike integrative motivation, a person who learns English because he or she needs
to get a well-paid job has an instrumental motivation to second language learning.
Instrumentally motivated learners perform mainly for the attainment of external
rewards, such as appraisal, personal fulfillment, status or power. Hence, it can be
considered that instrumentally motivated learners‟ desire to learn the second
language is aligned to accomplish some non-interpersonal purposes. In other words,
learners‟ instrumental motivation arouses when they find a need to use the target
language as an instrument to obtain a particular goal.
Instrumental motivation is especially significant for adult learners for reasons
of practical purposes. Findings from a number of studies support this idea. Studying
on English learning motivation among first-year female university students in
Zayed University in the UAE (1999), the researcher found out that instrumental
motivation was the key motivational factor of the participants. Another research
conducted on Arab students (1984) has showed that they are instrumentally
motivated to study English to get a good degree or find a good job after graduation.
Overall, it may be said that one student who studies the language because of
practical values like occupational promotion or even others‟ criticism tend to
possess instrumental motivation.
2.2.2.3. Intrinsic motivation
Dörnyei (2001) explained that intrinsic motivation was an action that was
done for its own sake to experience satisfaction. If a learner is intrinsically
motivated, he learns the language because learning is fun and interesting not
because his parents or teachers want him to study it. Accordingly, people engage in
the tasks for their own sake not because of outside rewards. Intrinsic aims at
bringing about certain internally rewarding consequences like feeling of

competence and self-determination.
Moreover, Paul Eggen and Don Kauchak (1994: 428) suggested that
behaviors like curiosity, need to know, and feeling of competence or growth
12


revealed a learner‟s intrinsic motivation. More specifically, intrinsically motivated
students are willing to learn the language for the purpose of fulfilling their curiosity,
the desire to know new knowledge and feeling of competence. They also enjoy the
learning for their interest not praises or rewards.
Vallerand (1997) described intrinsic motivation as three types which are
“knowledge”, “accomplishment” and “stimulation”. In the first type, one finds
language learning useful and interesting by learning new things and obtaining new
knowledge. The second subtype is the explanation for learning a language when one
has the pleasure from achieving certain goals. Finally, stimulation refers to the
pleasure when a learner performs the task.
To summarize, intrinsic motivation helps to explain one‟s reason for
language learning which comes from the learners‟ interest, enjoyment and feeling of
satisfaction rather than outside rewards. Additionally, students who learn the
language with a desire to know the new knowledge or to realize their curiosity are
also intrinsically motivated. From my own teaching experience, young learners tend
to have high intrinsic motivation. As for them, learning is fun because they can
enjoy different games as well as various learning activities. The older they get, the
more challenging the activities become, and as a result, their original interest seems
to be deteriorated.
2.2.2.4. Extrinsic motivation
Unlike intrinsic motivation, extrinsic motivation is related to doing an action
in order to receive an extrinsic reward or to avoid punishment (Dörnyei, 2001).
Ryan and Deci (2007: 7) highlighted the difference between intrinsic motivation
and extrinsic motivation was that the latter referred to an action which was done to

attain „some separable outcomes‟. It is referred as an outward force in the form of
expectations, praises and rewards that stimulate students‟ interest in language
learning. Agreeing with this view, Spaulding (1992: 4) clarified that extrinsic
motivation existed when individuals were motivated by an outcome that was
externally or functionally unrelated to the activity in which they were engaged. If a
student studies hard to win his parents‟ favor, gain teacher‟s praise or earn rewards,
his motivation is primarily extrinsic.
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Deci and Ryan (1985) classified extrinsic motivation as four smaller
subtypes. The first and least autonomous is external regulation which is realized
with aim to meet the external demands or to attain rewards. They exemplified that
students who might participate in a certain activity just because the teacher wants
them to do that, otherwise they will be punished or subjected to teacher‟s criticism
have external regulation. Obviously, the behavior is not self-determined. In addition
to constraints and punishment, external regulation can be encouraged by rewards or
desire. For example, a student studies hard to receive an award from parents or
teachers.
The second type of extrinsic motivation is introjected regulation with which
learners “begin to internalize the reasons for their actions” (Ryan, 1982). This
process is regarded as the internalization of the “external contingency”, so it is not
really self-determined. In this situation, the constraints or rewards do not come from
the outsider but from inside individuals when they feel compulsory to do so because of
specific aims. Ryan also demonstrated this by a case in which a student studies a night
before the exam because he will feel guilty and worried if he does not do like that.
The third autonomous type is identified regulation which is described by the
individuals‟ wish to enhance their self-esteem. More specifically, an individual
accepts certain kind of regulation because he has decided to pursue his personal
importance or behavior.

Finally, the most autonomous type of extrinsic motivation is integrative
regulation. At this level, an individual becomes willing to do an activity.
Specifically, the integration comes from the compatibility of motivation and an
individual‟s values and beliefs as well as other aspects of his life. For instance, a
student decides to leave other entertaining activities behind studying because he
believes that studying well at school is very important for him. In this case, the
regulation is assimilated to the self (Deci and Ryan, 2000). As a result, the more
regulations are assimilated, the more motivated actions are self-determined. In sum,
regulations move to different levels from the least to the most self-determining

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ones. On the whole, extrinsic motivation is motivation to do a work or an activity as
a means or way to achieve a target. Those who are extrinsically motivated perform
and do affairs as they think that their contribution will cause enviable results like a
reward, teacher admiration, or prevention of punishment (Pintrich & Schunk, 1996).
Taking everything into account, a learner with integrative motivation
becomes more interested in people and the culture in which the target language is
spoken as well as likes to learn a language to enter successfully into the target
language society. Unlike, instrumental motivation originates from a need to learn
the L2 for functional or external reasons such as passing exams, financial rewards
and so on. Learners possessing intrinsic motivation tend to study the language
because of their own interest, enjoyment and feeling of satisfaction rather than
outside rewards. In contrast, students have extrinsic motivation in language learning
are often affected by others and the systems of rewards and punishments.
Moreover, it could be assumed that extrinsic motivation is somehow related to
instrumental motivation, and intrinsic motivation is correlated with integrative
motivation. More specifically, extrinsic motivation is related to the purpose of
getting something in the outside world like getting a prize, which is also the nature

of instrumental motivation. On the other hand, intrinsic motivation pertains to
internal factors and learning the language just for itself. Integrative motivation aims
at broadening knowledge about the target language culture from then becoming
successfully communicated in the target community where the language is spoken.
This breadth in cultural knowledge is also another kind of intrinsic motivation.
2.2.3. Factors affecting students’ motivation in learning English
Numerous studies have shown that students‟ motivation in foreign language
learning have been affected by different factors. According to Dönyei (2001, 2001a,
2001b, 2005) students‟ high motivation is often linked to success in the language
classroom. Additionally, Lamb (2001) has added that teaching material is also one
of the components that contribute to students‟ successful learning. Classroom
learning environment, teacher‟s personality and teaching effectiveness contribute to

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