HANOI UNIVERSITY

ENGLISH DEPARTMENT

PRIMARY RESEARCH METHODS

END-OF-UNIT ASSIGNMENT

Lecturers: Vu Van Hanh, M.A.

Pham Thanh Binh, M.A.

Student’ name – ID:

1. Lương Thị Thu Hương -
Class: 4VBA22.1 – VHVLK34
2267010075
Group number: 4
2. Đỗ Thị Bích Ngọc - 2267010117
3. Bùi Thị Huyền Trang - 2267010171

ASSIGNMENT TITLE:
Motivation factors in learning english of second degree
English Department students at Hanoi University

Due date: January 26 2024 Date of submission: January 26 2024

Score:

Hanoi - 2024
 PRIMARY RESEARCH METHODS
END-OF-UNIT ASSIGNMENT

GROUP WORK EVALUATION

Topic: Motivation factors in learning english of second degree English
Department students at Hanoi University
Group number: 4
Class: 4VBA22-1
Name of project ID number Contribution Notes
participants (A, B, C or D)
1. Lương Thị Thu Hương 2267010075 A
2. Đỗ Thị Bích Ngọc 2267010117 A
3. Bùi Thị Huyền Trang 2267010171 A

A: active participation, finish all assigned tasks well – full mark

B: fairly active participation, finish most of assigned tasks relatively
well – deducts 0.5 total mark
C: passive participation and finish few assigned tasks with few helpful
ideas – deducts 1 total mark
D: No contribution at all – 0 mark
 Acknowledgement
Throughout the writing of this Assignment We have received a great
deal of support and assistance.
We would first like to thank our supervisor, Mr.Binh and Ms.Hanh,
whose expertise was invaluable in formulating the research questions and
methodology. Our insightful feedback pushed us to sharpen our thinking and
brought our work to a higher level.
We take this opportunity to express gratitude to all of the Department
faculty members for their help and support.
Author,
Lương Thị Thu Hương,
Đỗ Thị Bích Ngọc,
Bùi Thị Huyền Trang
 Table of Contents
1 Introduce.............................................................................................6

2 Method................................................................................................6

3 Literature review.................................................................................6

3.1 Motivation in learning English....................................................6

3.1.1 Definition of motivation........................................................6

3.1.2 Type of motivation for learning english................................7

3.1.3 Benefits of motivation in learning english............................7

3.2 Motivation factors in learning english of working people...........8

3.2.1 Motivation factors in learning english of working people....8

3.2.2 Difference between motivation in english and not

motivation in english...................................................................................8

4 Results and discussions......................................................................9

4.1 Percentage of motivation to learn English among second degree

English Department students at Hanoi University..........................................9

4.2 Motivational factors in working people's English learning.......10

5 Conclusion........................................................................................11

5.1 Summary of the Study...............................................................11

5.2 Summary of the Findings...........................................................11

5.3 Recommendations......................................................................12
 Abstract
English has become a global language, playing an important role for
people to communicate and integrate into the world. That's why learning and
using English has become an essential need for the young generation and
working people. In the learning process, motivation is considered a basic factor
to achieve success in language learning. This article focuses on studying the
motivational factors in learning English of working people studying at Hanoi
University. The participants in this study include 40 working people studying
English at Hanoi University. Some recommendations are given to improve
working people's motivation to learn English.
1 Introduce

Nowadays, English is a global language and it plays an important role in

helping people communicate and integrate into the real world. There are many
factors that lead to low English proficiency among working people. One of the
factors may be employees' motivation towards English.
This study aimed to use a quantitative method to investigate people's work
motivation.

2 Method

Research Methodology Participants

The participants of the study were 40 working people learning english at
Hanu. They take mandatory optimal English courses exclusively for all
working people at HANU.
Research Instrument
The instrument for this study was a questionnaire designed using
Gardner's motivational factor Likert scale (AMTB). Range from 'Strongly
Disagree' to 'Strongly Agree'.

3 Literature review

3.1 Motivation in learning English

3.1.1 Definition of motivation

Motivation is a multifaceted concept that is the subject of scholarly

research in various academic fields, and no single theory has yet been able to
capture its full complexity (Dörnyei, 2001). From a behavioral perspective,
motivation “is simply the expectation of reward” (Brown, 2000). Despite the
differences in all the definitions of motivation given by the two different
perspectives, the concept of “needs” is still emphasized, i.e. “The fulfillment of
needs is rewarding, requiring there is choice and in many cases must be
interpreted within a social context.”(Brown, 2000).
3.1.2 Type of motivation for learning english

Types of foreign language motivation Type of motivation answers the

question why a person learns a language. Motivation here refers to the goal of
learning a language.
Harmer (1991) used the word “goal” to classify language learning
motivation into two different types including:
Short-term goals: Means learners want to succeed in learning.
something in the near future. For example, students who want to pass exams or
get good grades/high scores.
Long-term goals: Refers to the student's desire to get a better job in the
future and to be able to communicate with people who use the language (target
language) they learn.

3.1.3 Benefits of motivation in learning english

Motivation plays an important role in the process of learning English or

any language. Here are some key benefits of English motivation:
Goal achievement: Motivation is often tied to specific goals. Whether
the goal is to communicate effectively in English, pass an exam, or travel to an
English-speaking country, motivation provides a clear purpose for learning and
helps individuals stay focused on the goal mine.
Career opportunities: English proficiency is often a valuable skill in the
global job market. Motivated learners who gain English proficiency can open
up new career opportunities as many multinational companies and industries
use English as a lingua franca of communication.
Sustained effort: Motivated learners are more likely to invest time and
effort in their English learning.
Positive learning experiences: Motivated learners tend to view the
learning process positively. This positive attitude can lead to a more enjoyable
and fulfilling learning experience, fostering a love for the language and
encouraging continued learning.
 Motivation contributes to increased confidence in language skills. As
learners see progress and achieve their language goals, their confidence will
increase, leading to the ability to communicate in English more effectively.
Cultural and social connection: Motivation to learn English often stems
from a desire to connect with others, whether it is through social interactions or
an interest in English-speaking cultures.
In short, motivation is a force that has a positive influence on various
aspects of the language learning process, making the language learning process
more enjoyable, effective and satisfying.

3.2 Motivation factors in learning english of working people

3.2.1 Motivation factors in learning english of working people

Working people often have their own motivation to learn English,

driven by their professional and personal needs. Below are some key
motivational factors that can influence working individuals to pursue learning
English:
Career advancement: Many working professionals seek to improve their
English skills to enhance their career prospects.
Self-development: Some working individuals are motivated to learn
English as a form of personal development. Acquiring a new language
challenges the mind, enhances cognitive abilities and contributes to overall
personal growth.
Business travel: Individuals engaged in business or those working for
multinational companies may need to travel for business. English proficiency is
often necessary to communicate effectively on business trips, conferences and
meetings in English-speaking countries.
Cross-cultural communication: Working with colleagues or customers
from different cultures requires effective cross-cultural communication.
Motivation factors for working people to learn English play an
important role in making the learning experience more suitable and rewarding
for them.
3.2.2 Difference between motivation in english and not motivation in english

Certainly, when it comes to working people's English learning, the

presence or absence of motivation to learn English can have specific
implications. Let's explore the difference:
People who are motivated to learn English tend to have goal-based
learning, are serious about learning, and put effort and investment throughout
the learning process. Motivated people to learn English makes the learning
experience more enjoyable and fulfilling, fostering a love for the language and
encouraging continued learning.
People who are not motivated to learn English have many symptoms
such as boredom, superficial learning, inattention leading to fear of learning
and often low results in the learning process.

4 Results and discussions

4.1 Percentage of motivation to learn English among second degree

English Department students at Hanoi University

Motivation Chart
According to research, 90% of working people are motivated to learn
English. Surveying 40 working people at Hanu English class, 38 people went to
school because they had clear motivation and a systematic roadmap. It can be
seen that motivation to learn English is one of the important factors for
working people.

Working people studying English at HANU are strongly motivated

through their career goals. They believe that their ability to learn English and
clear goals will help them find a new job with higher income potential and
better welfare policies.
Motivation to learn English helps working people increase their
participation. People who are motivated to learn English tend to actively
participate in activities during the learning process. This positive attitude can
bring about an enjoyable learning experience and, moreover, foster a love for
language and encourage continued learning.
Improved retention: Learners who have facilities are more likely to
retain information and concepts.

4.2 Motivational factors in working people's English learning

Factors Motivation in learning english of working people at HANU

 Based on the chart, it can be seen that the motivational factor that most
affects working people's English learning at Hanoi University is career
advancement. For working people, this is considered the most important and
practical factor. English proficiency is often a valuable asset in the globalized
job market, and it can open up opportunities for advancement, new job
opportunities and increased responsibility.
Occupying the second highest proportion in the research table of
motivational factors in learning English is self-development. Learning English
helps improve knowledge, improve cognitive abilities and contributes to
overall personal development.
The number of working people who are motivated to learn English for
cross-cultural communication is not much. From there, it can be deduced that
people working at Hanu choose an academic environment to develop their
English, focusing mainly on practical motivations that directly affect life.

5 Conclusion

5.1 Summary of the Study

In this study, we aimed to investigate the motivation factors in learning

English among working people, with a specific focus on the context of HANU.
The research delved into the definition of motivation, its benefits in learning
English, and explored the distinct motivation factors that drive working
individuals to pursue English language proficiency.

5.2 Summary of the Findings

Our findings revealed a significant percentage of motivation among

working people at HANU to learn English. The study identified that motivation
played a crucial role in influencing the gender distribution of individuals
engaging in English language learning activities. Further exploration into
motivational factors highlighted the diverse backgrounds, skills, and
preferences of working people, shedding light on the unique aspects that drive
them towards English proficiency.
5.3 Recommendations

Based on the study's findings, we recommend that educational

institutions and language training providers consider incorporating
motivational strategies into their programs. This may involve personalized
learning plans, flexible course structures, and diverse teaching methodologies
to accommodate the varied motivational factors identified. Furthermore,
ongoing research in this area is encouraged to continually adapt language
education approaches to the evolving needs of the working population.
In conclusion, this study not only contributes to the existing literature on
motivation in language learning but also provides practical insights that can
positively impact the design and implementation of English language programs
for working individuals.
In summary, this study focused on investigating motivation factors in
English language learning among working individuals at HANU. The research
delved into motivation's definition, benefits, and explored distinct factors
influencing language proficiency pursuits. Findings indicated a significant
motivation percentage, impacting gender distribution. The discussion
highlighted differences between motivated and non-motivated learners,
emphasizing implications on background information, specific motivations,
training skills, and ideal courses.
 Reference

European Journal of Educational Sciences, EJES March 2019 edition

Vol.6 No.1 ISSN 1857- 6036 (EJ1235801.pdf (ed.gov)
Higher Education Studies; Vol. 11, No. 1; 2021 ISSN 1925-4741 E-
ISSN 1925-475X (EJ1288751.pdf (ed.gov)
Science and technology magazine (TNU Journal of Science and
Technology)
 Questionnaire
As second-year English Department students at Hanoi University, we
invite you to participate in our brief questionnaire about Motivation factors in
learning english of second degree English Department students at Hanoi
University
Your anonymous responses are crucial for enhancing the depth and
accuracy of our research. Share your insights into the factors that impact
second degree students' motivation to learn English. Your contribution greatly
impacts our study. Thank you for taking the time to assist us.
1. Are you currently enrolled as a second degree English Department
student at Hanoi University?

◻ Yes

◻ No

2. What is your biological gender?

◻ Male

◻ Female

◻ Prefer not to say

3. What is your age?

◻ Below 25

◻ 25-35

◻ 36-45

◻ Over 45

4. What do you do for a living?

 …….

5. In your opinion, what signs are the differences between being

motivated and not being motivated in learning English?

……..

6. How do you rate the importance of English for yourself? (Choose 1

answer)

◻ Very important

◻ Important

◻ So important

◻ Less important

◻ Not important

7. For what purpose do you learn English? (Select multiple answers)

◻ Pursue a professional career

◻ Study abroad and settle abroad

◻ Communicate with foreigners

◻ Learn about world culture, science, and technology

◻ Self-development

◻ Other (specify):...............

8. Are you interested in learning English? (Choose 1 answer)

◻ Very interested

◻ Interest
 ◻ Quite exciting

◻ Little interest

◻ Not interested

9. This survey uses a 5-point Likert scale. Below are statements with which
you can agree or disagree. Use a scale of 1 - 5 to express your level of agreement with
each statement by selecting the appropriate number. Try to be as open and honest in
your answers: (1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly
agree

Factors that promote motivation to learn English:

The scale
(1) (5)
(2) (3) (4)
Strongly Strongly
Disagree Neutral Agree
disagree agree

Desire to connect with

international experts and friends
through English

English helps you expand

your personal and professional
relationships

Looking forward to having

the opportunity to study and work
abroad

English helps you improve

your competitiveness in the labor
market

English helps you have many

opportunities for career advancement

English helps you become

more confident

English helps you expand

 your vision and thinking

Would like to have the

opportunity to travel abroad for work

English helps you have many

opportunities to interact and make
friends with foreigners

10. In your opinion, what is the most important factor that promotes the
motivation to learn English of students of the English Department of Level 2 at
Hanoi University?

……………..

11. Do you have any suggestions or comments to improve the motivation

to learn English of students of the English Department 2 at Hanoi University?

……..
 References
1. Lecture slides of the lecturer