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

TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE
FACTORSAFFECTING THE STUDENTS’
MOTIVATIONIN ENGLISH SPEAKING CLASSROOM: A
CASE STUDY ON THE FIRST YEAR STUDENTS AT
THE UNIVERSITY OF LABOR AND SOCIAL AFFAIRS.

NGHIÊN CỨU NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG
LỰC CỦA SINH VIÊN TRONG GIỜ HỌC NÓI TIẾNG ANH. NGHIÊN
CỨU TRƯỜNG HỢP VỚI SINH VIÊN NĂM THỨ NHẤT TRƯỜNG
ĐẠI HỌC LAO ĐỘNG – XÃ HỘI

M.A. MINOR THESIS Field: English Teaching Methodology
Code: 60.14.10

Field: English Teaching Methodology
Code: 60.14.10

Supervisor: Dr. Dương Thị Nụ
Hanoi, 2013
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DECLARATION This thesis is a presentation of my original research work. Wherever
contributions of others are involved, every effort is made to indicate this clearly,
with due reference to the literature, and acknowledgement of collaborative research
and discussions. The work was done under the guidance of Dr. Duong Thi Nu.The
research reported in this thesis was approved by University of Languages and
International Studies, Vietnam National University, Hanoi.

Hanoi, September 27
th
,2013

Last but not least, I would like to express my special thanks to my loving
parents, my younger brother and my close friends who offered me their love, care,
support and encouragement so that I could accomplish my study.

Hanoi, September 2013

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ABSTRACT

This study aims to investigate the factors affecting students‟ motivation in
English speaking class room with the first - year students at the University of Labor
and Social Affairs (ULSA). In this study, 110 first-year students from different
faculties of ULSA were chosen as the subjects. A questionnaire and an interview
were used as the major data collection instruments. The data were computed and
analyzed. The major findings of the study showed that the factors affecting
students‟ motivation in English speaking classroom consist of four categories:
student- related factor, teacher – related factor, learning and teaching conditions and
course book. The study also demonstrated that among 4 factors, the student –
related factor was proved to be the most affected whereas teacher – related factor
was ranked as second. Based on the findings of the study, some discussion and
implications were made along with recommended suggestions for further research.
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Figure 4 : Course book
Figure 5 : The comparison among 4 factors vii

TABLE OF CONTENTS

DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
LIST OF ABBREVIATIONS iv
LIST OF TABLES v
LIST OF FIGURES vi
TABLE OF CONTENTS vii
PARTA.INTRODUCTION 1
1. Statement of problem and the rationale for the study 1
2. Aims and objectives of the study 2

CHAPTER 2. RESEARCH METHODOLOGY 22
2.1. An overview of case study 22
2.2. Description and context of the study 22
2.3. Data collection instrument 24
3.1.1. Questionnaire for students 24
3.1.2. Interview for teachers 25
2.4. Data collection procedures and data analysis 25
CHAPTER3. RESULT AND DISCUSSION 27
3.1. Results 27
3.1.1. Data analysis of students‟ survey questionnaire and interview 27
3.1.1.1. Personal information of the students taking part in the survey 27
3.1.1.2. Student related factors 27
3.1.1.3. Teacher – related factor 30
3.1.1.4. Teaching and learning condition factor 32
3.1.1.5. Course book factor 33
3.1.1.6. The comparison among factors affecting students‟ motivation in
English speaking classroom 35
3.1.2. Data analysis of teacher interviews 36
3.2. Discussions of findings on factors that motivate students in English
speaking classroom 39
3.2.1. Student – related factor 39
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3.2.2. Teacher – related factors 41
3.2.3. Teaching and learning conditions 42
3.2.4. Course book 42
PART C. CONCLUSION 43
1. Conclusions 43
2. Pedagogical implications 43
3. Limitation 45

feelings that students associate with these experiences (Winne, 1985), why the
students have the low motivation of learning oral English and how to solve this
problem become the necessity and emergency among the educators.
As a fact, motivation arose the students‟ performance in the oral English
classroom. To learn the target language, motivation seems to be very crucial in the
development of speaking skill. Without the sufficient motivation, even individuals
with the most remarkable abilities cannot accomplish long-term goals.
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There have been numerous studies conducted by the international teachers
and researchers to investigate factors that may affect motivation in L2. Among all,
some typical scholars are Deci and Ryan in Sefl determination Theory, Williams
and Burden‟ L2 motivation framework (1997) or Dornyei‟s extended motivational
framework
However, in Vietnam, to the researcher‟s knowledge, although there have
been some research works on motivation for learning English, most of them focused
on investigating the motivation for learning English among students and factors
affecting students‟ motivation (Cao, 2011; Dinh, 2011; Ha, 2008; Ngo, 2008; Pham,
2009). There have also been some researches investigating factors affecting
motivation in speaking classroom ( Luu, 2008) . However, the subjects of the study
are the high school students.
For these above reason, I would like to conduct a study “An investigation
into the factors affecting the students’ motivation in English speaking
classroom: A case study on the first year students at the University of Labor and
Social Affair.”
2. Aims and objectives of the study
The study aims at investigating the factors affecting motivation in English
speaking classroom among the first year students at ULSA. Specifically, the project
is carried out with the following purposes:
- To explore what factors motivate students‟ oral English proficiency.

This study consists of three parts: Introduction, Development and
Conclusion.
Part A. - Introduction - discusses the reasons for carrying out this study,
defines the specific purposes, research questions, and the scope of the study. The
significance and the outline of the study are also presented.
Part B – Development- consists of 3 chapters:
Chapter 1 - Literature Review - provides an overview of literature on the
issues of motivation in second or foreign language learning especially motivation in
speaking English. Some related issues of speaking English are also presented.
Chapter 2 - Methodology - discusses the methodology for this study and
the procedure for carrying out the research such as the selection of the sample, the
data collection procedures, and the data analysis.
Chapter 3 - Results and Discussion - reports the results of the data
analysis and discussion.
Part C. – Conclusion- proposes some implications based on the findings of
the study. This is followed by the limitations of the work, and some suggestions for
further studies. The last section in this chapter is the conclusion to the whole study.
Following Part C is references listing all reference books or materials
directly or indirectly quoted in the study. The final section of the thesis contains the
appendices that show all documents serving this research.
5 PART B. DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW 1.1. Theoretical background of motivation in second or foreign language
learning
1.1.1. The role of motivation in L2 learning

the environment plays an important role to leaner‟s language proficiency.
In the variable “individual difference”, four factors relating to learner‟s
achievement including intelligence, aptitude, motivation and situational anxiety
(Gardner, 1979). Gardner ( 1985) modified this model by using two different
concepts called integrative motive and instrumental orientation. In which,
integrativeness is seen as an interest in the second language group, the learner
shows an openness and identification with the target language community and their
culture. Instrumental orientation allows the learner to gain something from
acquiring the language, for practical reasons, such as in the case of getting a job or
enhancing one‟s education. The former orientation concerns a positive disposition
toward the L2 group and the desire to interact with and even be assimilated into
valued members of that community. The latter is the utilitarian counterpart of
integrative orientation, pertaining to the economic and practical advantages of L2
proficiency, such as a better job or a high salary. Gardner (1985)tends to hold that
an integrative orientation is a particularly important source of motivation since it is
rooted in the personality of the learner. Additionally, it is likely to exert its
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influence over an extended period and sustain learning efforts over the time, which
is necessary for attaining language learning success. In contrast, an instrumental
orientation is based on the advantages that can arise if a language is known.
Therefore, an instrumental motive, which is dependent on external rewards, is less
effective than an integrative motive.
1.1.2.2. Deci & Ryan (1985): Self-Determination Theory
Deci and Ryan had a big contribution to the formal emergence of self-
determination theory with the publication of “intrinsic motivation and self-
determination in Human behavior” (1985). In this theory, they present a crucial
distinction between two types of motivation: intrinsic motivation and extrinsic
motivation. Intrinsic motivation is regarded as the internal force which urges
learners to be involved in the performance of a task for its own sake. More

and persists” as long as there is no other forces weakening it until the planned goals
were reached. In other words, motivation can be seen as a force that makes a person
to initiate action, and to keep on until they reach the goals.
Ellis (1994), in an overview of research on motivation, claimed that
motivation affects the extent to which language learners persevere in learning, what
kinds of behavior they exert, and their actual achievement.
1.1.4. Types of motivation
As mentioned above, there are many theorists shed light on motivation;
consequently, the conceptions of problem are complex and abundant. Likewise,
kinds of motivation are variously classified. However, two typical following
mainstreams of classification will be focused.
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1.4.1.1. Intrinsic and extrinsic motivation
Intrinsic and extrinsic are two opposing terms of motivation. Such
classification has appeared in numerous studies (Covington & Kimberly, 2001;
Deci & Ryan, 1985; Noels, et al., 1999; Noels, Clément, & Pelletier, 2001; Noels,
Pelletier, Clément, & Vallerand, 2003; Schmidt, et al., 1996). One of the best
known approaches that reveals this classification of motivation in language learning
is Deci & Ryan‟s (1985) self-determination theory. Deci and Ryan in “ Self
determination theory” (1985) clearly sort out these two prominent types of
motivation as follows . Intrinsic motivation is defined as doing something truly
enjoyable and satisfying. The root of this motivation is emerged from inner side.
People who are intrinsically motivated engaged in activities or tasks volitionally.
Deci and Ryan also stress the role of intrinsic motivation in education in the way it
“ results in high quality – learning and creativity”. The learners participate in the
task not to accomplish it but to investigate it for their own sake. Moreover, the
feeling of competence and self – determination are two significant factors fostering
them to pursue the goal.
In contrary, extrinsic motivation are regarded as the external variable.

orientation with regard to the goal of learning a second language. It means that
learner's positive attitudes towards the target language group and the desire to
integrate into the target language community. Similarly, integrative orientation is
defined as “a sincere and personal interest in the people and culture represented by
the other language group” (Lambert, 1974, p. 98).
Finegan (1999:568) further demonstrated the role of integrative motivation
that „integrative motivation typically underlines successful acquisition of a wide
range of registers and a native like pronunciation‟. Obviously, integrative
motivation is a key component in assisting the learner to develop some levels of
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proficiency in the language. It becomes a necessity in order to operate socially in
the community and become one of its members.
Generally, integrative orientation refers to a learner‟s desire to learn more
about the cultural community of the target language or to assimilate to some degree
in the target community. In the other words, Integrative orientation refers to a desire
to increase the affiliation with the target community.
In contrast ,instrumental motivation underlies the goal to gain some social
or economic reward through L2 achievement. Gardner and Lambert ( 1972) in his
motivation theory referred instrumental motivation to the potential utilization gain
of L2 proficiency. It refers to learners‟ desire to learn the language in order to
accomplish some non-interpersonal purpose such as to pass an exam or to advance a
career or getting a good salary. Like while, instrumental motivation, according to
Lambert (cited in Ellis, 1997), is something which concerns “the practical value and
advantages of learning a new language” ) Ur (1996, p. 276).
Specified this point by characterizing this kind of motivation as “the wish to
learn the language for purposes of study or career promotion, and the desire to
obtain something practical or concrete from the study of a second language”.
While both integrative and instrumental motivations are essential elements
of success, it is integrative motivation which has been found to sustain long-term

motivation is in need. Many L2 motivation framework such as Deci and Ryan in
Sefl determination Theory, Williams and Burden‟ L2 motivation framework (1997)
or Dornyei‟s extended motivational framework have referred to different variables
that affect students „motivation. Each framework has distinct approach to the
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matter. Specifically, Deci and Ryan in SDT present 5 mini theories with briefly
introduction of phenomenon relating to factors affecting human motivation. He
proposes that the psychological needs, namely those for autonomy, competence and
relatedness are satisfied and fully supported, people will become more self –
motivated.
Regarding to Williams and Burden‟ L2 motivation framework (1997),
motivation is a mixture of internal and external influences that contribute greatly to
the motivational process. Internal influences include intrinsic interest of activity,
perceived value of activity, sense of agency, mastery, self-concept, attitudes, other
affective states such as confidence and anxiety, developmental age and gender. On
the other hand, external influences include, significant others such as parents,
teachers; and peers, the nature of interaction with significant others, the learning
environment and the broader context.
Domyei's work has been considered as one of the most influential
contemporary motivational constructs in L2. In his model (2001), he introduced
three levels of motivation: language level, learner level and learning situation level.
Language level focus on motive related to some L2 aspects like the culture it
conveys, the com- munity in which it is spoken, and the potential usefulness of
proficiency in it.
The learner level involves individual characteristics that learners have in
their learning process. It consists of need for achievement and self- confidence, the
latter encompassing various aspects of language anxiety, perceived L2 competence,
attributions about past experiences, and self-efficacy.
The learning situation level: is associated with (l) course-specific