Factors Affecting English Learning Motivation Research Proposal Notes

Research Proposal Overview and Authorship

• Institution: Thai Nguyen University of Sciences, Faculty of Languages and Cultures.
• Assignment: Mid-Term Assignment Research Proposal.
• Title (English): Factors Affecting English Learning Motivation Among English-Major Students of Course $22$ at Thai Nguyen University of Sciences.
• Title (Vietnamese): Các yếu tố ảnh hưởng đến động lực học tiếng Anh của sinh viên chuyên ngành Ngôn ngữ Anh khóa $22$ tại Trường Đại học Khoa học – Đại học Thái Nguyên.
• Student Team:
  • Trinh Thi Ha My (DTZ$24017220201267$)
  • Tham Hoang Lan (DTZ$24017220201113$)
  • Bui Hong Khoi (DTZ$24017220201279$)
  • Hoang Bich Cham (DTZ$24017220201033$)
  • Vi Thi Bich Hang (DTZ$24017220201075$)
• Class: $04$.
• Adviser: Nguyen Thi Tuyet, MA.
• Publication Year/Location: Thai Nguyen, $2026$.

Introduction and Rationale

• Context of English in Globalization: English is currently an essential international language utilized in education, communication, business, science, and technology. Effective English usage is a prerequisite for accessing global knowledge and improving career prospects.
• English in Vietnam: It serves as a compulsory subject and a vital tool for professional and academic development. This has led to increased focus by educators and students alike.
• The Role of Motivation: Motivation is categorized as one of the most critical factors in foreign language success. It shapes attitudes, behaviors, effort, and persistence.
  • High Motivation: Leads to active classroom participation, regular practice, and the ability to overcome obstacles.
  • Low Motivation: Leads to loss of interest and unsatisfactory learning results.
• Motivation for English Majors: English is not just a subject but the core of their future careers. However, students face challenges such as:
  • Constant academic pressure.
  • Lack of confidence in language abilities.
  • Ineffective learning strategies.
  • Limited opportunities for real-life usage.
  • Focus on passing exams rather than communicative competence.
• Research Gap: Previous studies often focus on high schoolers or non-majors. There is insufficient understanding regarding English-major students at Thai Nguyen University of Sciences (TNUS). Context-specific evidence is required as personal, social, and educational factors vary across environments.

Aims, Objectives, and Research Questions

• Primary Aim: To investigate the factors affecting English learning motivation among English-major students of Course $22$ at Thai Nguyen University of Sciences.
• specific Objectives:
  1. To examine the primary factors affecting student motivation.
  2. To analyze how these factors exert influence on motivation.
  3. To suggest solutions to improve motivation among these students.
• Research Questions:
  1. What factors affect English learning motivation among these students?
  2. How do these factors influence students' motivation in learning English?
  3. What solutions can help improve students’ English learning motivation?

Scope, Limitations, and Significance

• Scope: Focuses on Course $22$ English-major students at TNUS during the academic year $2026$ - $2027$. Main factors include personal, social, and educational elements.
• Limitations:
  • Institutional Limit: Restrictied to one university and one specific course; results may not represent all Vietnamese English majors.
  • Resource Limit: Limited time and resources may lead to a sample size that prevents broad generalization.
  • Subjectivity: Reliance on self-reported experiences of a five-student research group may introduce subjective bias.
• Significance:
  • For Students: Helps them understand their own motivation and develop positive learning attitudes.
  • For Teachers: Provides insights into motivational challenges to help tailor teaching methods and classroom activities.
  • For the University: Assists in improving the quality of English programs and serves as a reference for future research.

Literature Review: Theoretical Framework of Motivation

• Definition of Motivation: In educational psychology, it is defined as the internal drive or desire to initiate and sustain action (Gardner, $1985$). In language learning, it is the combination of effort, desire to achieve a goal, and favorable attitudes.
• Gardner’s Socio-Educational Model ($1985$):
  • Integrative Motivation: Driven by a genuine desire to integrate into the culture and social life of English-speaking communities.
  • Instrumental Motivation: Driven by utilitarian purposes such as passing exams, graduation, high-paying jobs, or career advancement.
• Self-Determination Theory (SDT) (Deci and Ryan, $1985$):
  • Intrinsic Motivation: Drive comes from within (the language is interesting, enjoyable, or satisfying).
  • Extrinsic Motivation: Drive comes from external factors (avoiding punsihment, seeking praise, or meeting university credits).

Factors Affecting English Learning Motivation

• Internal (Individual) Factors:
  • Personal Goals and Career Orientation: Defined professional goals (translators, tour guides) boost instrumental motivation.
  • Attitudes toward Culture: Positive outlooks on English-speaking cultures enhance integrative motivation.
  • Self-efficacy: Belief in one's ability to learn leads to higher motivation.
  • Language Anxiety: High anxiety in grammar or speaking classes diminishes motivation (Dornyei, $2001$).
• External (Environmental) Factors:
  • Teaching Methodology: Enthusiasm and interactive styles at TNUS are crucial; monotonous styles lower engagement.
  • Learning Environment: Classroom conditions, language labs, multimedia, and library resources.
  • Peer/Social Support: Competition and collaboration among Course $22$ classmates, plus family encouragement.
• Previous Regional Studies:
  • Le ($2019$): EFL students in northern mountainous Vietnam often have higher instrumental than integrative motivation due to employment pressure.
  • Nguyen ($2021$): Teacher-student rapport and interactive activities are vital for provincial university students.

Research Methodology

• Research Design: Mixed-methods (Quantitative and Qualitative).
  • Quantitative: Survey questionnaires for data collection from a large group.
  • Qualitative: Semi-structured interviews for deeper personal insights.
• Participants and Setting: Conducted at TNUS for Course $22$ English majors.
  • Quantitative sample: $80$ to $100$ students through convenience sampling.
  • Qualitative sample: $5$ to $7$ students with varying study results.
• Research Instruments:
  • Questionnaire: Adapted from Gardner and SDT. Three parts: Section A (Demographics), Section B (Types of Motivation via $5$-point Likert scale), Section C (Internal and External factors).
  • Interview Guide: $5$ to $6$ open-ended questions.
• Procedures:
  1. Designing and pilot testing with $5$ students.
  2. Distributing the Google Form link via social media class groups for $2$ weeks.
  3. Inviting selected students for face-to-face or online recorded interviews.
  4. Data cleaning and transcription.
• Reliability and Validity:
  • Reliability: Measured by consistency; includes a pilot test and Cronbach’s Alpha (acceptable if $\ge 0.7$).
  • Validity: Content validity established through expert/supervisor review to ensure questions align with objectives.
• Data Analysis:
  • Quantitative: Percentage, frequency, and mean scores calculated via Microsoft Excel or SPSS.
  • Qualitative: Thematic analysis to identify common themes within interview texts.
• Ethical Considerations:
  1. Informed Consent: Objectives explained prior to participation.
  2. Confidentiality/Anonymity: No personal identifying information disclosed.
  3. Voluntary Participation: Right to withdraw at any stage.
  4. No Harm: Ensuring no psychological, emotional, or academic damage.

Expected Results

• Demographics: Approximately $80$ to $100$ students, aged $20$-$22$. Results will likely show varied English proficiency and academic achievement levels.
• RQ1 (Factors): Expected interplay between internal (goals, self-confidence) and external (teaching methods, peer influence, family support).
• RQ2 (Influence): Positive factors (clear goals, supportive teachers) increase engagement. Negative factors (anxiety, academic pressure) decrease students' interest over time.
• RQ3 (Solutions):
  • Teachers: Use interactive methods and constructive feedback.
  • Students: Set goals and join English clubs/group discussions.
  • University: Provide better facilities and extracurricular language practice programs.

Organization of the Study

• Chapter 1: Introduction: Rationale, aims/objectives, questions, scope, and significance.
• Chapter 2: Literature Review: Concepts of motivation (Gardner, SDT), internal/external factors, and review of previous studies.
• Chapter 3: Research Methodology: Design, participants, tools, collection, and analysis.
• Chapter 4: Expected Results: Anticipated factors, influences, and potential solutions.
• Chapter 5: Conclusions and Implications: Summary of findings and recommendations for students, teachers, and TNUS.

Research Timeline (Academic Year $2026$-$2027$)

• June $2026$: Preparing Chapter I (Introduction) and proposal development.
• July $2026$: Developing Chapter II (Literature Review).
• August $2026$: Developing Chapter III (Methodology), instrument design, and pilot testing.
• September $2026$: Distributing questionnaires and conducting interviews.
• October $2026$: Data collection, organization, and analysis via Excel and SPSS.
• November $2026$: Writing Chapter IV (Results and Discussion) and report revision.
• December $2026$: Finalizing, proofreading, formatting, and submission.

Appendices: Survey and Interview Details

• Survey Part 1 (Demographics): Gender, Age (Under $18$, $18$-$25$, Over $25$), and Proficiency (Beginner, Intermediate, Advanced).
• Survey Part 2 (Types of Motivation):
  • Instrumental: Jobs, graduation requirement, social status, exam grades.
  • Integrative: Culture liking, making foreign friends, media consumption, becoming a global citizen.
• Survey Part 3 (Factors):
  • Internal: Confidence, professional goals, laziness/boredom.
  • External: Teacher methods, facilities, peer hard work, family expectations.
• Interview Questions:
  1. Reason for choosing the major and current motivation state.
  2. Main goals and prevalence of practical vs. love-based study.
  3. Mindset and confidence influence on motivation.
  4. Influence of teachers, facilities, and classmates.
  5. Suggested actions for improvement by university, teachers, and self.