Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City
Article Sidebar
Main Article Content
Abstract
This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Baumeister, R. F. (2016). Toward a general theory of motivation: Problems, challenges, opportunities, and the big picture. Motivation and Emotion, 40(1), 1-10.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-22. https://doi.org/10.1111/j.1944-9720.1989.tb03138.x.
Chamot, A. U. (1998). Teaching Learning Strategies to Language Students. Washington. Retrieved from: https://files.eric.ed.gov/fulltext/ED433719.pdf.
Chang, C. H., & Liu, H. J. (2013). Language learning strategy use and language learning motivation of Taiwanese EFL university students. Electronic Journal of Foreign Language Teaching, 10(2), 196-209.
Chang, M.-M. (2005). Applying self-regulated learning strategies in a web-based instruction: An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230. https://doi.org/10.1080/09588220500178939.
Cohen, A. D., & Weaver, S. J. (2006). Styles-and-strategies-based Instruction: A teachers’ guide. University of Minnesota, Minneapolis, MN.
Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. Addison Wesley Longman, New York.
Djigunovie, J. M. (2001). Are language learning strategies motivation-specific? Orbis linguarum, 18, 125-138.
Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74(3), 311-327.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford University Press.
Feng, C. H. (2010). A correlational study of language learning motivation and strategies of Chinese undergraduate. Canadian Social Science, 6(4), 202-209.
Grainger, P. (2005). Second language learning strategies and Japanese: Does orthography make a difference? System, 33, 327-339.
Griffiths, C., & Parr, J. M. (2001). Language-learning strategies: Theory and perception. ELT Journal, 55(3), 247-254.
McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, Article 102124. https://doi.org/10.1016/j.system.2019.102124.
Moriam, Q. M. (2008). A study on motivation and strategy use of Bangladeshi unviversity students to learn spoken English. Journal of International Development and Cooperation, 14(2), 51-66.
Nakanishi, T. (2002). Critical literature review on motivation. Journal of Language and Linguistics, 1(3), 278-287.
Nambiar, R. (2009). Learning strategy research - Where are we now?. Reading Matrix: An International Online Journal, 9(2), 132-149.
Nguyen, P. B. T., Degrave, P., Steendam, E. V., & Sercu, L. (2023). Self-determination in EMI education: A study of university students’ motivation in Vietnam. International Journal of Educational Research Open, 5, Article 100295. https://doi.org/10.1016/j.ijedro.2023.100295.
O’Malley, J. M., Chamot, A. U., Stewner‐Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language learning, 35(1), 21-46.
Oxford, R. L., & Ehrman, M. E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.
Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419. https://doi.org/10.2307/326876.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
Park, G. P. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211-221. https://doi.org/10.1111/j.1944-9720.1997.tb02343.x.
Purpura, J. E. (1999). Learner strategy use and performance on language tests. Cambridge University Press.
Sadeghi, K., Ballifag. A., & Mede, E. (2021). The washback effect of TOEFL iBT and a local English Proficiency Exam on students’ motivation, autonomy and language learning strategies. Heliyon, 7, Article e08135. https://doi.org/10.1016/j.heliyon.2021.e08135.
Vaezi, Z. (2008). Language learning motivation among Iranian undegraduate students. World Applied Sciences Journal, 5(1), 54-61.
Woolfolk, A. E. (2018). Educational Psychology. Pearson Education Limited.
Wu, M. F. (2007). The relationships between the use of metacognitive language-learning strategies and language-learning motivation among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. The Asian EFL Journal, 9(3), 93-117.
Yang, M. N. (2007). Language learning strategies for junior college students in Taiwan: Investigating ethnicity and proficiency. Asian EFL Journal, 9(2), 35-57.