SAI GON UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

  

A survey on motivation towards English Language

Learning of ninth-grade students at Huynh
Khuong Ninh Secondary School.
Scientific discipline: Educational Sciences
Students Name: Nguyen Trung Kien
Luong Gia Bao
Nguyen Phuong Uyen
Huynh Truong Trieu Phu

Instructors: Tran The Phi

Nguyen Thi Hoang Lan

HO CHI MINH CITY

1. Table of contents
2. Proposed chapter outlines....................................................................................................................2
3. Introduction.........................................................................................................................................3
4.1 Definitions of motivations.............................................................................................................4
4.2 Types of motivations.....................................................................................................................4
4.2.1/ Extrinsic motivation..............................................................................................................4
4.2.2/ Intrinsic motivation...............................................................................................................5
4.3. The importance of motivation learning a second language...........................................................5
4.4 Factors that affect motivation in English language learning..........................................................5
5. Research Significance.........................................................................................................................6
6. Key Assertion/Objectives....................................................................................................................6
7. Research Methods...............................................................................................................................6
9. Research Limitations...........................................................................................................................8
11. References.........................................................................................................................................9

2. Proposed chapter outlines

1. Tables of contents
2. Proposed chapter outlines
3. Introduction
Providing essential background information about learning English, the
importance of learning English and motivation in learning English.
4. Literature review
Give definition about motivation from many authors and definitions of
extrinsic and intrinsic motivation.
4.1 Definition of motivation
4.2 Types of motivation
4.2.1 Extrinsic motivation
4.2.2 Intrinsic motivation
4.3 The importance of motivation in learning English
4.4 Factors that affect motivation in English language learning
5. Research Significance
This research investigates the intrinsic and extrinsic motivations driving
ninth-grade students' interest in learning English at Huynh Khuong Ninh
Secondary School, aiming to provide insights that could enhance teaching
strategies and support systems for more effective language acquisition
6. Research Objectives / Research Questions
Make the focus and direction of a research with the topic “A survey on
motivation towards English Language Learning of ninth grade students at
Huynh Khuong Ninh Secondary School.”
2
7. Research Methods
Explain why we choose survey for our research and state the instrument
for this.
8. Data Analysis
The questionnaire data was analyzed using mean calculations per
question, employing a five-point Likert scale to measure students' motivation
levels and agreement based on specific criteria.
9. Research limitation
Several limitations include restricted results, limited questionnaires, and
the drawback of self-reported data since it might not fully show the detailed
reasons behind their motivation.
10. Proposed Time Scale
State 4 stages of doing research in 10 weeks.
11. References
Give names of books or journals that appear in our research.

3. Introduction
English is considered to be the most spoken language in the world. Learning
English helps everyone to communicate with others around the world.
Moreover, English is becoming increasingly important in Vietnam, as the
country seeks to expand its economy and attract more foreign investment. Thus
English is a compulsory subject in academic setting in Vietnam. In learning
English, students are influenced by some reasons and motivation plays an
important role in understanding the target language because it encourages
students to learn and use English. According to (Ellis, 1994), the motivation
role in learning a foreign language is significant. (Binalet, C. B. & Guerra, J.
M., 2014) show the necessity of motivation in the learning process. (Dörnyei,
2002) stated that one’s success in language learning is based on the learner’s
enthusiasm, commitment and persistence. Some of the students feel English is
a difficult subject and hard to study, but he/she has high motivation, so that
he/she will try to get success in learning English. On the contrary, some
students feel English is a boring and a waste of time subject because he/she has
low motivation in learning it. As a result he/she failed in this subject.
Therefore, exploring motivation in English language learning have gained
considerable attention in the research fields of education and applied
linguistics. It is worth investigating how students become successful or failed
in learning English because it might affect their motivation and the way they
learn the language.

Younger students, particularly those are ninth-grade students at Huynh Khuong

Ninh Secondary School, may not possess fully developed mental faculties.
Their worldview and life perspectives might still be developing and relatively
immature. Moreover, these ninth-grade students often have strong self-esteem,
occasionally acting in a way that goes against what they are taught at home and

3
school, or showing resistance to it. This resistance can pose significant
challenges to motivation in education. In addition, due to the diversity among
students in terms of experiences and personalities, it becomes necessary to use
different approaches in education focused on motivation. Catering to the
unique needs and characteristics of individual students requires a
comprehensive approach. Therefore, inspiring younger students requires
substantial effort and a tailored strategy.

4. Literature review
4.1 Definitions of motivations
*There are many different definitions of motivation, especially in language
learning.
- According to (Gardner, 1985), motivation to learn a language is “the
extent to which an individual works or strives to learn the language because of
a desire to do so and the satisfaction experienced in this activity”.
- (Harmer, 1991) explains the meaning of motivation as the “internal
drive” that pushes somebody to do something. Motivation as a term is highly
associated with the concept of reaching some kind of goal
- (Brown, 1994) said that “Motivation is the choices people make as to
what experiences or goals they will approach or avoid and the degree of effort
they will exert in that respect”
- In addition, (Parsons, R., Hinson, S., Brown, D., 2001) define
motivation as an important component or factor in the learning process.
Learning and motivation are key ingredients in order to achieve something.
Learning helps us gain new knowledge and skills and motivation pushes us or
encourages us to go through the learning process.
4.2 Types of motivations
- Some researchers categorized motivation into two major types: intrinsic and
extrinsic motivation. (Zhao, 2012) refers to (Deci, E. L., & Ryan, R. M., 1985)
self-determination theory, who made two basic distinctions based on the
different reasons or goals that give rise to actions—intrinsic and extrinsic
motivation. Some students join a course with intrinsic motivation while others
acquire motivation through various extrinsic factors such as for getting future
reward or stimulus, for gaining power and status, or losing something in their
life.
4.2.1/ Extrinsic motivation
- Extrinsic motivation refers to a desire to get a reward and avoid punishment.
It emphasizes external need to persuade the learner to take part in learning
activity (Arnold, 2000) such as homework, grade, or doing something to please
teachers. The learner desires to learn the language in order to accomplish some
non-interpersonal purpose. He is motivated by external factors such as
appraisal, gratification, or money to compel them towards accomplishment
without identifying their genuine interest. They do perform for an external
reward. Schools that emphasize grades, tests and competition merely encourage

4
learners’ extrinsic motivation and such a strategy may have an influence on
learners’ interpersonal purpose or learning progress in the long run.
4.2.2/ Intrinsic motivation
- Motivation to learn a non-native language derives from positive feelings
toward the group that speaks that language. This type of motivation is defined
by (Deci, E. L., & Ryan, R. M., 1985)as intrinsic motivation in which learners
find enjoyment in learning a language. Intrinsic motivation refers to learning
itself having its own reward (Arnold, 2000). In other words, inbuilt motivation
induces the willingness in the individuals to tackle any challenge without the
prospect of a reward. Intrinsic motivation refers to doing something inherently
interesting or enjoyable. Students with intrinsic motivation have their own
reasons for L2 learning which stemmed from the pleasure and interest in the
activity; the activity is undertaken because of the spontaneous satisfaction that
is associated with it (Noels, 2001). However, not all activities will suffice to
engender a sense of novelty or difficulty in order to determine whether or not
they could be intrinsically motivating.

4.3. The importance of motivation learning a second language

Motivation has an important role in success and failure in learning a second
language. (Spolsky, 1990) stated that motivated students are likely to learn
more and learn more quickly than students who are less motivated. In a
particular learning situation, students who are less motivated are likely to lose
their attention, misbehave and cause discipline problems. On the contrary,
students who are more highly motivated will participate actively and pay more
attention to a certain learning task or activity.
4.4 Factors that affect motivation in English language learning
According to (Harmer, 1991) there are four factors that affect learners’
motivations
1. Physical condition which means the atmosphere in class. For
example, if student have to study in the bad lighting classroom, overcrowded
with too many students, have to look at the small board, or in the unpleasant
smell classroom, they can lose their motivation
2. Method of teaching which refers to the way that students are taught
must affect their motivation. Whenever the learners feel bored at the teacher’s
method, their motivation would likely be lost or gradually decreased. As he
said, “If the students loses confidence in the method, they will become
demotivated” (Harmer, 1991)
3. The teachers can become a source of motivation or demotivation in
learners' learning.
4. Success refers to the appropriate level of exercises designed by the
teachers. If the work is too difficult or too easy, it can lead students to a
demotivated situation in learning. As Harmer pointed out, to give high
challenge activities may have a negative effect on motivation. Students can also
equally be demotivated by too low level of challenge.

5
5. Research Significance
- In this study, it is hoped that the implication of this study contributes to the
insight into the performance of students from Huynh Khuong Ninh Secondary
school. While there's a lot known about motivation in learning, there hasn't
been any specific research on both the intrinsic motivation (like personal
interest) and extrinsic motivation (like rewards or pressure) that affect students
in Huynh Khuong Ninh Secondary School. By doing this, we hope to uncover
insights that could help teachers and Huynh Khuong Ninh secondary school
better support students' motivation to learn English. Ultimately, this study
could lead to improving teaching methods and strategies that make English
learning more engaging and effective for ninth-grade students. The results of
this study may alert teachers and ninth grade students at Huynh Khuong Ninh
on how motivation is vital in improving the English learning process.

6. Key Assertion/Objectives

- To measure the level of both intrinsic and extrinsic motivation in ninth grade
students at Huynh Khuong Ninh Secondary school.

- What is the level of both intrinsic and extrinsic motivation in ninth grade
students at Huynh Khuong Ninh Secondary school?

7. Research Methods
- The survey is conducted with the assistance of Google Form. The data which
will be collected are those coming from the ninth-grade students of Huynh
Khuong Ninh secondary school.
-To sort out the appropriate participants, a list of personal information
questions will be provided such as (their names, which class they are in,…) ,
then to enquire the validity of those answers, there will be a comparison of
them to the students list provided from
- Instrument used in this study is a questionnaire. It consists of ten questions in
which the questions from 1 to 5 are the questions to collect the information
about intrinsic motivation and questions from 6 to 10 are questions for extrinsic
motivation.
- To sort out the appropriate participants, a list of personal information
questions will be provided such as:
1. What is your name?
2. What grade are you in?

6
 3. Which class are you in?

- The questionnaire used in this research is a closed questionnaire. The

researcher adopted the questionnaire from Gardner’s Attitude and Motivation
cited in (Jefiza, 2012).

Intrinsic Motivation Questions

No Intrinsic motivation Strongly Agree Neutral Disagree Strongly

Agree Disagree
1 I Learn English in order
to improve my English
language skills.
2 Learning English will
allow me to be more at
ease with English
Speakers
3 Learning English
allows me to participate
more freely in the
activities of other
cultural groups
4 I learn English because
it is something that I
always want to do
5 I study English because
I enjoy learning it

Extrinsic Motivation Questions

No Intrinsic motivation Strongly Agree Neutral Disagree Strongly
Agree Disagree
1 Learning English is
useful in getting a good
job
2 I learn English because
I need it to further my
studies overseas.
3 I study English because
I want to do well in my
examination
4 I study English in order
to please my family
5 I feel that no one is

7
really educated unless
he is fluent in English
language.

- The students were asked to answer the question by choosing five categories
SA=5 A=4, N=3, D= 2 and SD=1.

Optional Score
Intrinsic Motivation Extrinsic Motivation
Strongly Agree 5 5
Agree 4 4
Neutral 3 3
Disagree 2 2
Strongly Disagree 1 1

- This study will be conducted at Huynh Khuong Ninh secondary school

website (https://web.facebook.com/Cfshuynhkhuongninh/?_rdc=1&_rdr).
Therefore, the population of this study was all students of Huynh Khuong Ninh
school in ninth grade in the academic year 2022/2023. Based on the data taken
from the class, the researcher got the number of English students was 100.
Each student is assigned the questions based on their opinion and feeling.

8. Data Analysis

- After collecting the data, they will be sorted with the assistance the Likert
Scale, the data will be then analyzed by using SPSS to calculate the percentage
of each category that keep motivating the students on learning English. A
Likert scale consisting of five points was employed to assess the nature and
degree of students' motivation towards learning. This scale was integrated into
the survey to measure students' responses and find out their level of agreement
or disagreement according to specific criteria. The questionnaires were
proposed by Gardner’s (1985) ‘Attitude Motivation Test Battery (AMTB).

3.68 – 5.00 High degree of motivation

2.34 – 3.67 Moderate degree of motivation
1.00 – 2.33 Low degree of motivation

9. Research Limitations
- In conducting a survey on the motivation towards English Language
Learning among ninth-grade students at Huynh Khuong Ninh Secondary
School, several limitations are anticipated. Firstly, the study's scope will be
confined to a specific grade level within a single school, possibly restricting

8
how much the results can apply to a wider group of students or different school
situations. The larger the sample size is, the more reliable the research will
be. Secondly, based on questionnaire in this research is possible not to cover all
aspects of motivation variables. In other words, the questionnaire is not
comprehensive enough.
- Moreover, the reliance on self-reported data through a questionnaire
may introduce response limitations because some answers can be influenced or
might not fully show the detailed reasons behind their motivation. Additionally,
external factors such as socio-economic backgrounds or individual differences
that could influence motivation might not be completely considered in this
research because it's narrowly focused.

10. Proposed Timescale

1. Preparation Phase:
- Week 1-3: Define research objectives, research questions and develop a
survey list of questions.
2. Data Collection:
- Week 4: Review and finish the survey instrument.
- Week 5: Distribute surveys to participants at Huynh Khuong Ninh Secondary
School.
- Week 6: Collect all survey responses from participants.
3. Data Analysis:
- Week 7: Compile and organize survey responses of participants.
- Week 8: Conduct basic analysis and generate initial findings.
4. Reporting and Conclusion:
- Week 9: Draft research report including summary and key findings.
- Week 10: Review, revise, and finish the research.

11. References

Arnold, J. (2000). Affect in language learning. Cambridge: Cambridge

University Press.
Binalet, C. B. & Guerra, J. M. (2014). A study on the relationship between
motivation and language learning achievement among tertiary students.
International Journal of Applied Linguistics and English Literature,
251-260.
Brown, H. D. (1994). Principles of language learning and teaching.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination
in human behavior. New York.
Dörnyei, Z. (2002). The motivational basis of language learning tasks.
Language Learning & Language Teaching.

9
Ellis, R. (1994). The study of second language acquisition. Oxford University.
Gardner, R. (1985). Social Psychology and Second Language Learning: The
Role of Attitudes and Motivation. London: Edward Arnold Publishers.
Gardner, R. C. (1985). The Attitude Motivation Test Battery: Tehcnical Report
1. London: University of Western Ontario.
Harmer, J. (1991). The practice of English language teaching. London:
Longman.
Jefiza. (2012). Students' Motivation and Attitudes toward Learning English
Course in Bandung. Indonesia University of Education.
Lightbown, P.M., & Spada, N. (1999). How languages are learned. Oxford:
Oxford University.
Noels, K. (2001). New orientations in language learning motivation: Toward a
contextual model of intrinsic, extrinsic, and integrative orientations and
motivation. .
Parsons, R., Hinson, S., Brown, D. (2001). Educational psychology :
practitioner – researcher models of teaching. University of Virginia:
Wadsworth Thomson .
Spolsky, B. (1990). Conditions for second language learning. Hong Kong:
Oxford University Press.
Wang, H. &. (2015). The Impact of Choice on ESL Students’ Motivation and
Engagement with L2 Vocabulary Learning. Journal of TESOL, 12-20.
Zhao, L. (2012). Investigation into Motivation Types & Influences on
Motivation: The Case of Chinese Non-English Majors.

10
11