AN INVESTIGATION INTO STUDENTS’ MOTIVATION TO LEARN ENGLISH IN HIGHER EDUCATION IN VIETNAM Thu Huong Ngo, BA., MA Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Education Queensland University of Technology May, 2015 Keywords autonomy, competence, motivational intensity, extrinsic/intrinsic motivation, higher education, L2 motivation, mixed methods research, relatedness, second language learning/acquisition, self-determination theory, Vietnam An investigation into students’ motivation to learn English in higher education in Vietnam i Abstract The present research program used self-determination theory to investigate students’ motivation to learn English in Vietnamese higher education It was made up of two studies utilising mixed methods to address five key objectives Study used quantitative questionnaires (n = 422; 180 English major students, 242 nonEnglish major students) to (1) identity the types of motivation to learn English reported by the two groups of English learners; (2) explore whether English major and non-English major students differed in their motivation; (3) consider whether these two groups differed in their levels of motivational intensity (effort) expended on their English learning and self-perceptions of autonomy, competence and relatedness to significant others; (4) examine the relationships between motivation and motivational intensity, autonomy, competence and relatedness for both groups Study employed focus groups (n = 36; 18 English major students and 18 nonEnglish major students) to further inform the results of Study and to address the final research objective (5) explore students’ perceptions of how lecturers, peers and parents influence their motivation to learn English Study 1’s findings revealed that the majority of both English major and nonEnglish major students exhibited three types of motivation: personal/professional development motivation (highest levels compared with remaining types of motivation), intrinsic motivation, obligation/avoidance motivation In addition, a small number of students in both groups reported amotivation (unable to understand the importance of learning English) English major students endorsed higher levels of intrinsic motivation and lower levels of obligation/avoidance motivation than their ii An investigation into students’ motivation to learn English in higher education in Vietnam non-English major peers English major students reported higher levels of motivational intensity (effort) and felt more competent than their non-English major counter-parts in their learning of English Regarding the relationships between different types of motivation and motivational intensity, for both English major and non-English major students, higher levels of intrinsic motivation were associated with higher levels of motivational intensity, and lower levels of amotivation For non-English major students only, higher levels of obligation/avoidance motivation and personal/professional development motivation were associated with higher levels of motivational intensity Regarding the relationships between different types of motivation and autonomy, competence and relatedness, for both groups, the more students felt connected to significant others such as lecturers and peers, the higher levels of intrinsic motivation and personal/professional development motivation, and the lower levels of amotivation they reported when learning English For nonEnglish major students only, the more they felt autonomous and competent in the learning of English, the higher levels of intrinsic motivation, personal/professional development they endorsed Study 2’s findings generally supported Study 1’s findings in that both English major and non-English major students were motivated to learn English to prepare for future professional prospects (the most dominant reason), to develop them personally, to respond to internal interest and passions, and to respond to external pressure/obligation from significant others A small number of English major and non-English major students were unable to see the importance of learning English More English major students felt intrinsically motivated than their non-English major peers, and fewer numbers of English major students felt obligated to learn English An investigation into students’ motivation to learn English in higher education in Vietnam iii Furthermore, Study 2’s findings indicated that students’ motivation to learn English was greatly influenced by lecturers, peers and parents Noticeably, the students felt intrinsically motivated when they felt connected to these significant others In contrast, if these significant people did not support their need for relatedness to them (i.e., did not care for them), they would feel obligated to learn English and even unable to understand the importance of learning English Peers and parents motivated the students by showing their positive attitudes toward English and the learning of English Moreover, lecturers enhanced the students’ motivation by focusing on practice of English, teaching flexibly and using innovative methods of giving feedback and assessment The present research has made a significant contribution to the practice of teaching and learning English in higher education in Vietnam, and the broader literature on L2 acquisition in Asia since it addressed the existing research gaps This research has also contributed to self-determination theory regarding how this theory worked in investigating motivation to learn English in a collectivist culture of Vietnam iv An investigation into students’ motivation to learn English in higher education in Vietnam Table of Contents Keywords i Abstract ii Table of Contents v List of Figures ix List of Tables x List of Abbreviations and Terms xii Statement of Original Authorship xiii Acknowledgements xiv Chapter 1: Introduction Overview Globalisation and English Teaching and Learning in Higher Education in Vietnam .3 Globalisation in Vietnam .3 English Teaching and Learning in Vietnamese Higher Education Working Definition of Second Language (L2) Motivation An Overview of Self-Determination Theory Research Questions 14 Research Design 14 Pilot Study… 14 Study 1……… 15 Study 2…… 16 Significance of the research 16 Thesis Outline 18 Chapter 2: The Broader Context of Vietnam 21 Overview 21 Vietnam: The Land, History, People and Culture 21 Demographic Information 21 Vietnamese History: Significant Historical Events 24 Vietnamese Cultural Values 27 Higher Education in Vietnam 30 Foreign Reliance of Vietnamese Higher Education before 1986 30 Higher Education Reforms between 1986 and 2015 32 A Brief History of English in Vietnam 36 English Teaching and Learning in Higher Education in the Global Era .37 An Overview of English Major Programs and Non-English Major Programs 37 Challenges with the Teaching and Learning of English in Higher Education 40 Conclusion 42 Chapter 3: Motivation to Learn a Second Language 45 Overview 45 Definition of Motivation to Learn a Second Language 45 The Development of L2 Motivation Research 48 An investigation into students’ motivation to learn English in higher education in Vietnam v Socio-Psychological Perspective: Gardner’s Socio-Psychological Theory of L2 Motivation 49 Expanding the Concept of L2 Motivation: The Cognitive-Situated Perspective 52 Self-Determination Theory: A Theoretical Framework 54 Intrinsic/Extrinsic Motivation and Self-Determination 55 Development of Self-Determination: A Self-Determination Continuum 58 Satisfactions of Psychological Needs: Cultural Aspects 64 Justification for Self-Determination Theory to Explore Motivational Factors in Learning English in Higher Education in Vietnam 68 Application of Self-Determination Theory in Exploring L2 Motivation 69 Review of Research on Motivation to Learn English Globally 75 Review of Research on Motivation to Learn English in Vietnam 78 Conclusion 82 Chapter 4: Research Design 85 Overview 85 Methodology 85 Development of Research Paradigms in L2 Motivation Research 85 Locating this Research Program as Mixed Methods Research 87 Research Design 90 Outline of the Current Mixed Methods Research Design 90 Sampling Issues 91 Measurement Issues 95 Overview of Data Analyses 106 Ethical Considerations 113 Limitations of the Research Program 114 Conclusion 114 Chapter 5: Study 115 Overview 115 Methods 116 Participants ………… 116 Measures……… 116 Procedure……… 121 Data Analysis 123 Results 123 Data Screening 123 Factor Analysis 125 Descriptive Statistics 138 Correlations between Motivational Subtypes and Motivational Intensity, Autonomy, Competence and Relatedness 149 Contribution of Different Types of Motivation to Motivational Intensity 153 Conclusion 155 Chapter 6: Study 161 Overview 161 Methods 162 Participants………… 162 Procedure………… 162 Data Analysis 165 Results 166 Reasons to Learn English 166 The Findings from English Major Students 166 vi An investigation into students’ motivation to learn English in higher education in Vietnam The Findings from Non-English Major Students 171 Impact of Lecturers, Peers and Parents on Students’ Motivation 175 The Findings from the English Major Students 175 Impact of Lecturers on Students’ Motivation 175 Impact of Peers on Students’ Motivation 189 Impact of Parents on Students’ Motivation 195 Findings from Non-English Major Students 200 Impact of Lecturers on Students’ Motivation 200 Impact of Peers on Students’ Motivation 211 Impact of Parents on Students’ Motivation 216 Conclusion 220 Chapter 7: Discussion 225 Overview .225 Research Question .225 Types of Motivation Reported by English Major Students 226 Types of Motivation Reported by Non-English Major Students 231 Research Question .235 Research Question .237 Motivational Intensity 237 Autonomy, Competence and Relatedness 239 Research Question .241 Correlations between Motivation and Motivational Intensity 241 Correlations between Autonomy, Competence and Relatedness and Motivation 243 Research Question .246 Impact of Lecturers on Students’ Motivation 247 Impact of Peers on Students’ Motivation 255 Impact of Parents on Students’ Motivation 257 Conclusion 260 Chapter 8: Conclusions 263 Overview .263 A Summary of the Research Program 263 Contributions .267 Contributions to the Practice 267 Contributions to the Literature 269 Contributions to the Methodology 271 Limitations 272 Further Research 273 References 275 Appendices 299 Appendix A: Questionnaire 299 Appendix B: Focus Group Questions 307 Appendix C: Questions for Students’ Written Responses 309 Appendix D: Participant Information for Questionnaire 310 Appendix E: Participant Information and Consent Form for Focus Group 312 An investigation into students’ motivation to learn English in higher education in Vietnam vii Appendix F: Consent form for QUT research project (Focus group) 314 viii An investigation into students’ motivation to learn English in higher education in Vietnam student because I can speak English 14 I am studying English for the satisfaction I feel when I am in the process of accomplishing difficult exercises in English 15 I am studying English Because I think it is good for my personal development 16 Because I have to meet the requirements/expectations of my university/lecturers/parents 17 I am studying English for the good feeling that I experience while speaking English 18 I am studying English for the satisfied feeling I get in learning new things 19 I can’t understand what I am doing studying English 20.I am studying English because I would feel guilty if I don’t know English 21.I am studying English because I choose to be the kind of person who can speak English 22.I am studying English for the good feeling when hearing English spoken 23 I am studying English in order to get more academic success later on 24 I am studying English for the pleasure that I experience in knowing more about the literature of the English speaking group 25 I am studying English because I enjoy the feeling of acquiring knowledge about the English speaking community and their way of life 26 I am studying English in order to get a good job later on 27 I am studying English for the pleasure I experience by improving my English 28 I am studying English for the pleasure I get from hearing English spoken by English native speakers 300 7 7 7 7 7 7 7 Appendices 29 I don’t know why I am studying English I truly have the impression of wasting my time in studying English 30 I am studying English for the enjoyment I experience when I grasp a difficult construct in English 31 I am studying English because I choose to be the kind of person who can speak more than one language 32 I am studying English because I would feel ashamed if I could not speak English when I communicate with my friends from English speaking countries 7 7 The following statements are about the different levels of effort an individual may expend in learning English Please read each item carefully and circle the appropriate number to show the degree to which you agree or disagree with the statement 33 I made a point of trying to understand all the English I see and hear 34 I tend to give up and not pay attention when I don’t understand my English teacher’s explanation of something 35 I really work hard to learn English 36 I put off my English homework as much as possible 37 When I am studying English, I ignore distractions and pay attentions to my task 38 I don’t pay much attention to the feedback I receive in my English class 39 When I have a problem understanding something in my English class, I always ask my teacher for help 40 I don’t bother checking my assignments when I get them back from my English teacher 41 I keep up to date with English by working on it almost everyday Appendices strongly disagree disagree disagree somewhat not decided agree somewhat agree strongly agree 7 7 7 7 301 42 I can’t be bothered trying to understand the more aspects of English The following statements are about the self-perceptions of autonomy, competence and relatedness an individual may have when learning English Please read each item carefully the appropriate number to show the degree 43 I am willing to participate in English lessons 44 I consider myself good at English 45 Everyone in my class enjoys English lessons 46 I often consider myself bad at English 47 I learn cooperatively with classmates during English lessons 48 I voluntarily speak English during English lessons 49 I enjoy studying with teachers and classmates during English lessons 50 I am capable of performing well if I studying English hard 51 I don’t voluntarily participate in English lessons 52 I think the English lessons are well-organised and structured 53 I am not willing to speak English in English lesson 54 I fully understand what I have been taught in English lessons 302 strongly disagree disagree agree Strongly agree 1 2 3 4 4 4 4 4 Appendices Questionnaire in Vietnamese Cảm ơn bạn đồng ý tham gia trả lời câu hỏi điều tra Phiếu điều tra nhằm mục đích tìm hiểu kinh nghiệm học tiếng Anh bậc đại học bạn Tất thông tin cá nhân tên, lớp, hay trường bạn bảo mật phần trình bày kết nghiên cứu Phần 1: Thông tin nhân học Hãy đọc kỹ câu hỏi chọn đáp án với bạn: Bạn sinh viên chuyên tiếng Anh hay sinh viên không chuyên tiếng Anh? Chuyên tiếng Anh Không chuyên tiếng Anh Nếu bạn sinh viên không chuyên tiếng Anh, chuyên ngành bạn học gì? (Hãy viết chuyên ngành bạn học): Giới tính bạn? Nam Nữ Bạn tuổi? Hãy viết vào phần trống: Bạn sống đâu trước học đại học? Hãy viết câu trả lời vào phần trống: Bạn người dân tộc nào? Hãy viết câu trả lời vào phần trống: Tính tới thời điểm tại, bạn học tiếng Anh rồi? nhiều 12 năm 12 năm (từ lớp 3) năm (từ lớp 6) năm (từ lớp 10) năm (từ năm thứ đại học) lựa chọn khác: Hiện tuần bạn dành thời gian để học tiếng Anh học lớp? Hãy viết câu trả lời vào đây: Điểm trung bình môn tiếng Anh (bằng số) kỳ trước bạn bao nhiêu? Hãy viết câu trả lời vào phần trống: 10 Bạn tự đánh giá lực sử dụng tiếng Anh mức độ thang đánh giá đây? Rất Kém Trung bình Khá Giỏi 11 Thành viên gia đình bạn sử dụng tiếng Anh (ngoài bạn)? Bố/Mẹ Anh/Chị/Em ruột Tất người gia đình Không sử dụng tiếng Anh Phần 2: Kinh nghiệm học tiếng Anh Có nhiều lý cá nhân học tiếng Anh Bạn đọc lý sau cho biết mức độ bạn đồng ý hay không đồng ý với lý này: 12 Tôi học tiếng Anh, thực không quan tâm đến điều Appendices hoàn toàn không đồng ý không đồng ý không đồng ý phần phân vân đồng ý phần đồng ý hoàn toàn đồng ý 7 303 13 Tôi học tiếng Anh để chứng tỏ sinh viên giỏi nói tiếng Anh 14 Tôi học tiếng Anh thích chinh phục tập tiếng Anh khó 15 Tôi học tiếng Anh tiếng Anh cần thiết cho phát triển cá nhân 16 Tôi học tiếng Anh bị bắt buộc phải học 17 Tôi học tiếng Anh thích giao tiếp tiếng Anh Cảm giác thật thú vị 18 Tôi học tiếng Anh thích tìm hiểu điều lạ trình học Điều thật tuyệt vời 19 Tôi không hiểu học tiếng Anh 20.Tôi cảm thấy xấu hổ không học tiếng Anh 21.Tôi học tiếng Anh muốn trở thành người nói tiếng Anh 22.Tôi học tiếng Anh thích nghe tiếng Anh 23 Tôi học tiếng Anh để đạt thành công đường học vấn sau 24 Tôi học tiếng Anh muốn tìm hiểu thêm văn học văn hóa nước nói tiếng Anh 25 Tôi học tiếng Anh thích tìm hiểu cộng đồng ngừoi nói tiếng Anh lối sống họ 26 Tôi học tiếng Anh để có hội tìm công việc tốt tương lai 27 Tôi học tiếng Anh muốn nâng cao trình độ tiếng Anh 28 Tôi học tiếng Anh thích nghe người ngữ nói tiếng Anh Cảm giác thật thú vị 29 Tôi không hiểu học tiếng Anh; Tôi thực có cảm giác lãng phí thời gian học tiếng Anh 304 7 7 7 7 7 7 7 7 Appendices 30 Tôi học tiếng Anh thích tìm hiểu ý nghĩa cụm từ tiếng Anh khó Cảm giác hiểu ý nghĩa từ thật thú vị 31 Tôi học tiếng Anh muốn trở thành người nói nhiều ngôn ngữ 32 Tôi học tiếng Anh cảm thấy xấu hổ giao tiếp tiếng Anh với người bạn từ nước nói tiếng Anh 7 Những câu miêu tả mức độ khác nỗ lực cá nhân học tiếng Anh Bạn đọc kỹ câu cho biết ý kiến bạn 33 Tôi cố gắng tìm cách để hiểu ý nghĩa tất từ tiếng Anh mà gặp 34 Khi không hiểu giảng giảng viên, thường không nhờ giảng viên giải thích lại 35 Tôi học tiếng Anh chăm 36 Tôi lười làm tập nhà 37 Khi học tiếng Anh tập trung cao độ 38 Tôi không để ý nhiều đến nhận xét người khác học tiếng Anh 39 Trong học tiếng Anh, không hiểu điều đó, hỏi giảng viên 40 Tôi thường không xem lại kiểm tra giảng viên trả 41 Tôi nâng cao vốn tiếng Anh cách học tiếng Anh ngày tuần 42 Tôi không cố gắng gặp khó khăn việc học tiếng Anh Appendices Hoàn toàn không đồng ý Không đồng ý Không đồng ý phần Phân vân Đồng ý phần Đồng ý Hoàn toàn đồng ý 7 7 7 7 7 305 Các câu mô tả cảm nhận khác cá nhân trình học tiếng Anh Các câu có phản ánh bạn không? 43 Tôi tự giác tham gia đóng góp ý kiến học tiếng Anh 44 Tôi thấy học giỏi tiếng Anh 45 Tất bạn lớp thích học tiếng Anh 46 Tôi tự nhận thấy học tiếng Anh 47 Tôi hợp tác bạn học tiếng Anh 48 Tôi chủ động nói tiếng Anh suốt học tiếng Anh 49 Trong học tiếng Anh, cảm thấy hứng thú hợp tác với thày cô bạn bè 50 Tôi học giỏi tiếng Anh học tiếng Anh chăm 51 Tôi không tự giác đóng góp ý kiến học tiếng Anh 52 Tôi nhận thấy giảng tiếng Anh có bố cục cấu trúc hợp lý 53 Tôi không tự giác nói tiếng Anh học 54 Tôi nắm vững điều dạy tiếng Anh 306 Hoàn toàn không đồng ý Không đồng ý Đồng ý Hoàn toàn đồng ý 1 2 3 4 4 4 4 4 Appendices Appendix B: Focus Group Questions Why are you studying English? Tại bạn học tiếng Anh? What you like most when you learn English in the university? Bạn thấy thích điều với việc học tiếng Anh bậc đại học? What don’t you like about learning English in the university? Bạn chưa thấy hài lòng với điểm với việc học tiếng Anh bậc đại học? What is different from learning English in the higher education level and other education levels? Điều khác biết với việc học tiếng Anh bậc đại học học tiếng Anh cấp học khác (ví dụ cấp cấp 3)? Think about a time when you have felt really motivated to learn English? Describe that experience for me? Bạn cảm thấy có động lực học tiếng Anh nào? Hãy mô tả trải nghiệm đó? Think about a time when you have felt really unmotivated to learn English? Describe that experience for me? Có bạn cảm thấy không hứng thú với việc học tiếng Anh chưa? Đó nào? Bạn chia xẻ trải nghiệm không? How you think your teacher might influence your motivation to learn English? Theo bạn giáo viên có ảnh hưởng tới động học tiếng Anh bạn? Tell me about how your teacher teaches you English? Do you find that this inspires you to want to learn English? Bạn chia xẻ lại cách giáo viên bạn giảng dạy tiếng Anh Bạn có thích cách giảng dạy không? Tại sao? How your friends feel about you learning English? Are they supportive? Bạn bè bạn nhận xét khả học tiếng Anh bạn nào? Các bạn bạn có tương trợ bạn trình học tiếng Anh không? Appendices 307 10 How your parents feel about you learning English? Are they supportive? What they to show their support or lack of support? Bố mẹ bạn có nhận xét khả học tiếng Anh bạn? Họ có hỗ trợ bạn việc học tiếng Anh hay không? Nếu có cách nào? 308 Appendices Appendix C: Questions for Students’ Written Responses 1) Please list the main reasons for you to learn English; how have these reasons directed your present study regarding your persistence and resilience to learn English? Bạn liệt kê lý khiến bạn học tiếng Anh; Những lý ảnh hưởng tới việc học tiếng Anh bạn nào? 2) From your own English learning experiences in the university, can you please tell how your lecturers of English have influenced your motivation to learn? Từ trải nghiệm việc học tiếng Anh bạn bậc đại học, bạn cho biết giáo viên bạn ảnh hưởng đến việc học tiếng Anh bạn nào? 3) Reflect from your own experiences of how your friends have influenced your motivation to learn English? Bạn có nghĩ bạn bè bạn ảnh hưởng nhiều đến động học tiếng Anh bạn không? Nếu có cách nào? 4) Are your parents a source of motivation for you to learn English? How you think your parents may have influenced your motivation to learn English in higher education? Bố mẹ bạn có nguồn động lực cho bạn học tiếng Anh không? Nếu có chia xẻ xem họ có ảnh hưởng nào? Appendices 309 Appendix D: Participant Information for Questionnaire PARTICIPANT INFORMATION FOR QUT RESEARCH PROJECT –Questionnaire – An investigation into students’ motivation to learn English in higher education in Vietnam QUT Ethics Approval Number 1300000290 RESEARCH TEAM Principal Researcher: Associate Researchers: Thu Huong Ngo, PhD student, QUT Dr Rebecca Spooner- Lane, Principal Supervisor Dr Amanda Mergler, Associate Supervisor A Prof Lisa Ehrich, Associate Supervisor DESCRIPTION The purpose of this PhD project is to investigate motivation of Vietnamese students when they learn English in higher education in Vietnam, consider Vietnamese students’ level of effort and perceived autonomy, competence and relatedness in their English learning and explore students’ perceptions of how parents, teachers and peers influence their motivation PARTICIPANTS You are invited to participate in this project because you are currently learning English in the higher education in Vietnam You will be asked to complete an anonymous questionnaire which consists of two sections Section one has questions which ask about your demographic information such as your major, gender and age Section two consists of three parts which examine different aspects of your motivation to learn English in higher education Part The first scale in Part consists of 21 statements, which represent different reasons for an individual to learn a second language Part The second scale in Part comprises 10 statements which are about the different levels of effort an individual may expend in learning a second language Part 3.The third scale in Part consists of 12 statements, which represent self-perceptions of autonomy, competence and relatedness For each part in section two, you will be asked to rate the extent to which you agree or disagree with each statement on a 7-point scale by circling the appropriate number The questionnaire will take about 30 minutes to complete, although you may finish earlier or take longer There is no right or wrong answer, so please take time to read each question carefully and answer them honestly and openly Your participation in this project is entirely voluntary You are free to withdraw at any time until you click the “submit” button at the end of the survey As the questionnaire is anonymous once it has been submitted it will not be possible to withdraw Your decision to participate or not participate will in no way impact upon your current or future relationship with your university (for example your grades) or with QUT EXPECTED BENEFITS It is expected that this project will not directly benefit you However, it may benefit the teachers and students in your university or other universities as it will inform their understanding of what motivates Vietnamese higher education students to learn English This knowledge may help to improve the quality of the teaching and learning of English in higher education in Vietnam RISKS 310 Appendices There is a minimal risk associated with your participation in this project A possible risk is some inconvenience for you in terms of time to complete survey questionnaire In order to minimise inconvenience caused by the time it takes you to complete the survey questionnaire, you can complete the questionnaire at your convenient time within two weeks RRIVACY AND CONFIDENTIALITY All comments and responses are anonymous and will be treated confidentially unless required by law The names of individual persons are not required in any of the responses Any data collected as part of this project will be stored securely as per QUT’s Management of research data policy CONSENT TO PARTICIPATE The submission of the completed survey is considered an indication of your consent QUESTIONS/FURTHER INFORMATION ABOUT THE PROJECT If have any questions or require further information please contact one of the research team members below Thu Huong Ngo, PhD student, QUT Dr Rebecca Spooner- Lane, Principal School of Cultural and Professional Learning – Supervisor Faculty of Education – QUT +617 3138 8619 +617 31383568 (in Australia) rs.spooner@qut.edu.au +849 19919130 (in Vietnam) thuhuong.ngo@student.qut.edu.au CONCERNS/COMPLAINTS REGARDING THE CONDUCT OF THE PROJECT QUT is committed to research integrity and the ethical conduct of research projects.However, if you have any concerns or complaints about the ethical conduct of the project you may contact the QUT Research Ethics Unit on +61 31385123 or email ethicscontact@qut.edu.au The QUT Research Ethics Unit is not connected with the research project and can facilitate a resolution to your concern in an impartial manner Thank you for helping with this research project Please keep this sheet for your information Appendices 311 Appendix E: Participant Information and Consent Form for Focus Group PARTICIPANT INFORMATION FOR QUT RESEARCH PROJECT –Focus group – An investigation into students’ motivation to learn English in higher education in Vietnam QUT Ethics Approval Number 1300000290 RESEARCH TEAM Principal Researcher: Associate Researchers: Thu Huong Ngo, PhD student, QUT Dr Rebecca Spooner- Lane, Principal Supervisor Dr Amanda Mergler, Associate Supervisor A Prof Lisa Ehrich, Associate Supervisor DESCRIPTION The purpose of this PhD project is to investigate motivation of Vietnamese students when they learn English in higher education in Vietnam, consider Vietnamese students’ level of effort and perceived autonomy, competence and relatedness in their English learning and explore students’ perceptions of how parents, teachers and peers influence their motivation PARTICIPANTS You are invited to participate in this project because you are a second year English/non-English major student Your participation will involve an audio recorded focus group at the researcher’s office that will take approximately one hour of your time The focus group discussion will explore your experience of learning English in higher education in Vietnam, and discuss the role that you feel your parents, teachers and peers may play in your English learning experience Before the focus group starts, you will be given a sheet of paper with seven key questions that will be discussed during the focus group Questions will include ‘Why are you studying English?’ and ‘How you think your parents influence your English learning? You will be asked to read over these questions and may write any information you wish to share privately on this sheet of paper, and place it in a box before you leave the room Your participation in this project is entirely voluntary If you agree to participate you can withdraw from the project without comment or penalty If you withdraw, on request any identifiable information already obtained from you will be destroyed Your decision to participate or not participate will in no way impact upon your current or future relationship with the Hanoi University of Industry (for example your grades) or with QUT EXPECTED BENEFITS This project may benefit teachers, students and policy makers in higher education in Vietnam in ways that the findings of this project will inform their understanding of what motivates Vietnamese higher education students to learn English This understanding may help to improve the teaching and learning of English in higher education It is expected that this project will not benefit you directly However, participating in the focus group will provide you with an opportunity to reflect upon your experience of learning English in higher education RISKS There are minimal risks associated with your participation in this project First, there may be inconvenience for you in terms of time to participate in focus groups Second, there may be a low risk 312 Appendices of discomfort as the discussion about how important people influence your motivation may bring up sensitive areas In order to minimise inconvenience caused by the time to participate in the focus group, the focus group will be scheduled according to your convenience To minimise discomfort which may cause you in focus groups, you are advised that you should share only the information which you feel comfortable to share with other people You will be provided with counselling services in case you are upset by the focus group RRIVACY AND CONFIDENTIALITY All comments and responses will be treated confidentially unless required by law The names of individual persons are not required in any of the responses The focus groups will be audio recorded The recording will be destroyed at the end of the project and will not be used for any other purposes The recording will be assessable only to the researcher CONSENT TO PARTICIPATE We would like to ask you to sign a written consent form (enclosed) to confirm your agreement to participate QUESTIONS/FURTHER INFORMATION ABOUT THE PROJECT If have any questions or require further information please contact one of the research team members below Thu Huong Ngo, PhD student, QUT School of Cultural and Professional Learning – Faculty of Education – QUT +617 31383568 (in Australia) +849 19919130 (in Vietnam) thuhuong.ngo@student.qut.edu.au Dr Rebecca Spooner- Lane, Principal Supervisor +617 3138 8619 rs.spooner@qut.edu.au CONCERNS/COMPLAINTS REGARDING THE CONDUCT OF THE PROJECT QUT is committed to research integrity and the ethical conduct of research projects.However, if you have any concerns or complaints about the ethical conduct of the project you may contact the QUT Research Ethics Unit on +61 31385123 or email ethicscontact@qut.edu.au The QUT Research Ethics Unit is not connected with the research project and can facilitate a resolution to your concern in an impartial manner Thank you for helping with this research project Please keep this sheet for your information Appendices 313 Appendix F: Consent form for QUT research project (Focus group) CONSENT FORM FOR QUT RESEARCH PROJECT – Focus group – An investigation into students’ motivation to learn English in higher education in Vietnam QUT Ethics Approval Number 1300000290 RESEARCH TEAM CONTACTS Thu Huong Ngo, PhD student, QUT School of Cultural and Professional Learning – Faculty of Education – QUT +617 31383568 (in Australia) +849 19919130 (in Vietnam) thuhuong.ngo@student.qut.edu.au Dr Rebecca Spooner- Lane, Principal Supervisor +617 3138 8619 rs.spooner@qut.edu.au STATEMENT OF CONSENT By signing below, you are indicating that you: • Have read and understood the information document regarding this project • Have had any questions answered to your satisfaction • Understand that if you have any additional questions you can contact the research team • Understand that you are free to withdraw at any time, without comment or penalty • Understand that you can contact the Research Ethics Unit on +61 3138 5123 or email ethicscontact@qut.edu.au if you have concerns about the ethical conduct of the project • Understand that the project will include an audio recording • Agree to participate in the project Name Signature Date Please return this sheet to the investigator 314 Appendices [...]... critical thinking have inspired me during my PhD journey Her enthusiasm for my research, trust in my abilities and more importantly, her openness and warmth were greatly appreciated I have learned a lot from her The first statistic lesson was very inspiring I would like to thank my associate supervisor, Dr Amanda Mergler She is really enthusiastic about whatever she is involved in She is the person... definition of motivation to learn a second language used throughout the thesis The subsequent sections discuss the scope of this research, research questions, the research design and the research program’s significance The last section gives a summary of the introductory chapter and an outline of the subsequent chapters in the thesis 2 Chapter 1: Introduction Globalisation and English Teaching and... qualitative data enabled the researcher to bring out the best of Chapter 1: Introduction 17 both paradigms to investigate the intricate layers of students’ motivation (Dörnyei & Ushioda, 2011) Thesis Outline The thesis is made up of eight chapters Chapter 1 has provided an overview of the current program of research The research context, theoretical framework and research gaps have been identified and... analysis for the focus group data) In study 2, for clarity purposes, the findings from the English major and non-English major students are presented separately and synthesised and compared and contrasted in the conclusion Chapter 7 synthesises the findings in Study 1 and 2 and discusses the findings for each research questions in relation to the theoretical framework (SDT) and the relevant literature... environment to grow and develop, it also maintains that social factors (e.g., significant people such as parents) may facilitate or undermine this natural process (Deci & Ryan, 1985) Specifically, SDT hypothesises that social factors may influence people’s motivation through the mediation of three basic psychological needs (autonomy, competence and relatedness) Specifically, social Chapter 1: Introduction... my other associate supervisor, Associate Professor Lisa Ehrich for her critical comment on my work and continuous support My gratitude also goes out to Adjunct Professor Yoni Ryan for proof-reading my thesis and for her special interest in my research topic Much appreciation is conveyed to the staff and students of the university where my research was located I would like to thank them for participating... to have freedom of choice), competence (the need to feel capable of successfully completing the task) and relatedness (the need to feel cared for by other significant others) These three needs are hypothesised by SDT to be predictors of motivation (Deci & Ryan, 1985, 2000) Research in second language acquisition has indicated that higher levels of autonomy, competence and relatedness were associated ... 1……… 15 Study 2…… 16 Significance of the research 16 Thesis Outline 18 Chapter 2: The Broader Context of Vietnam 21 Overview ... research knowledge, experiences and critical thinking have inspired me during my PhD journey Her enthusiasm for my research, trust in my abilities and more importantly, her openness and warmth were... very inspiring I would like to thank my associate supervisor, Dr Amanda Mergler She is really enthusiastic about whatever she is involved in She is the person who has enhanced my curiosity about