Background information. Research questions. Theoretical perspective. Research design. Findings and discussions. Recommendations for further research

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2 Background information Research questions Theoretical perspective Research design Findings and discussions Recommendations for further research

3 Vietnam Situated in South East Asia Significant changes since 1986 (e.g., the role of English) English teaching and learning in HE given a priority by the Vietnamese government (MoET, 2003, 2004; Nguyen, 2008) learnt by 94% of students (Hoang, 2008) Students poor levels of English proficiency (Do, 2012; Hoang, 2008; Vallely & Wilkinson, 2008) Need to research motivation to learn English in HE in Vietnam An important role of motivation in second language acquisition (Dörnyei & Ushioda, 2011; Gardner, 2010; Noels, 2009) Limited research on motivation to learn English in HE in Vietnam (Phan, 2010; Tran, 2007), NEED A RESEARCH IN MOTIVATION? 3

4 How do lecturers, parents and peers influence students motivation to learn English in higher education in Vietnam? 4

5 Non Self-determined Self- determined amotivation Extrinsic motivation Intrinsic motivation non regulation external regulation introjected regulation identified regulation internalisation CONTROLLED MOTIVATION NEGATIVE OUTCOMES (i.e., SHORT -TERM EFFORT) AUTONOMOUS MOTIVATION POSITIVE OUTCOMES (i.e., LONG-TERM EFFORT, PERSISTENCE) (Deci & Ryan, 2002; Vallerand, 1997; Vallerand et al., 1993)

6 Social and contextual factors Three psychological needs AUTONOMY, COMPETENCE RELATEDNESS Motivation parents, teachers and peers support Autonomous Competent Related Are met Autonomous Motivation thwart Controlled Incompetent Isolated Are not met Controlled motivation, amotivation influences of lecturers, parents and peers on Vietnamese students motivation? (Deci & Ryan, 2002; Vallerand, 1997; Vallerand et al., 1993) 6

7 Participants: 24 non-english major students Instruments: qualitative questionnaire (24 students) focus groups (4 groups) Data analysis: Mayring s (2004) qualitative content analysis 1. Prepare the text for analysis 2. Free coding 3. Refine the initial codes and subsume these codes into broader categories 4. Decide the level of abstraction 7

8

9 Showing closeness and connectedness The most important thing is that lecturers care for their students. When they care for their students, they will know what to do to motivate them to learn English. (Male 2, Group 5, FG) She [lecturer] was caring and understanding, so close to us. She joined us in every lecture.. She was there to encourage us and support us We were not afraid to make mistakes. Since most of us liked her, we often felt interested in whatever she asked us to do. We all felt very comfortable in her lectures, eager to volunteer to participate in almost all class activities. (Male 1, Group 3, FG) Fostering students need for RELATEDNESS is one of the most effective way to foster their autonomous motivation (Cormaru & Noel, 2009) In line with SDT? 9

10 Respecting students to foster their need for AUTONOMY It would be very inspiring if lecturers allow students to freely exchange opinions in the class. As such, I would feel confident to tell what I know to contribute to the lecture. (Female 2, Group 3, FG) The students needed to feel autonomous in learning so that they could feel motivated to learn English (Noels, 2000, 2001) Contradict to the preconceptions that East Asian students are passive learners (Liitlewood, 2001) Showing connectedness to students could foster their AUTONOMY 10

11 Focus on Practice.. I like practising English speaking skills in the class. I loved it when our lecturers asked us to discuss on a topic in English. [ ], I often felt eager to participate in these activities I enjoyed those activities (Female 2, Group 4, FG) Learning is relevant to their goals, felt connected, autonomous, competent enjoy the learning more (Deci & Ryan, 2012) 11

12 Games-based teaching He [lecturer] was very flexible. When we appeared to be tired, he changed the activities he used a lot of language games, cartoons it was really fun. The learning atmosphere was so pleasant. We played and learned at the same time. (Male 2, Group 4, FG) Making use of fun-elements creates pleasant learning atmosphere and close relationships between students with their lecturers and other peers Support the studies conducted in Hungary (Dörnyei & Csizér, 1998), North America (Ruesch, Bown, & Dewey, 2012) Not align with a number of studies in East Asia ( e.g., Cheng & Dörnyei, 2007; Sugita McEown & Takeuchi, 2012) 12

13 Building a good relationship/ a cohesive language community I used to think that I did not have any ability to learn English well. I used to feel very scared in the English lecture, sometimes had disruptive behaviours [ ]. One day, H asked me to pair with her to practise an assigned task. She really cared for me, very patient and encouraging. She always said that she was very bad at speaking skills before. She made me believe that I can do it as long as I try my best. (Male 2, Group 4, FG) We are like a family as everyone is willing to help each other, making learning a nice and rewarding experience. (Female 1, Group 2, FG) Good relationships with peers fostered students sense of belonging => Autonomous motivation Support Pham s (2011) findings in which the relationship with peers is very important 13

14 Positive attitudes and/ or high levels of English proficiency => Role model, future self image L and M are better at learning English than me. I think they are good examples for me to follow. They are my idols. I want to speak English as fluently as they do in the future. [ ]. I am really interested in know why they are good when studying English with me in the same situation. (Female 1, Group 3, WR) Competent peers represent an ideal future image of the L2 learners that the students dream/ wish to become (Dörnye, 2005) To motivated students to realise their dreams of becoming a good L2 learner, it is necessary that peers are close, able to set good examples so that students goals could be come vivid and obtainable (Dörnye, 2005) 14

15 Showing closeness and connectedness (love, trust and devotion) I think my parents are a great source of motivation for me to overcome any difficulty.they have lived a very hard life, trying to give us a better life I want to learn English well get a good job later on to fulfil my filial duty to my parents. (Female 2, Group 4, FG) My parents often said You are great when they listened to me singing English songs. They listened to them attentively. They seemed to enjoy the time very much. This was great encouragement for me. (Female 1, Group 2, FG) Feeling connected to parents enabled the student to realise their responsibility to take charge of their learning, which characterises Autonomous motivation 15

16 These significant peoples were perceived to influence students motivation in a variety of ways. The relationships between these people with the students significantly influenced students motivation to learn Supporting students need for relatedness was essential as this might facilitate their needs for autonomy and competence. The students perceptions shared both similarities and differences with those in other studies => cultural, contextual sensitivity 16

17 Quantitative survey with a large number of people involving both students, teachers, peers and parents Experimental research 17

18 Thank you very much for your attention 18

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