The Relationship Between Learning Strategy Use in English and Motivation of Students at a Colleague in Can Tho City, Vietnam

Abstract

Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions.
 
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Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement

“…Compared to external pressure, intrinsic motivation is generally considered the primary driver of lifelong learning behavior (Ryan & Deci, 2017). Research has demonstrated that both intrinsic and extrinsic goals can predict L2 learning outcomes (e.g., Phan et al, 2020;Schmidt, Boraie & Kassabgy, 1996;Wang & Lee, 2019).…”

“…Factor analyses extracted seven dimensions out of the scale: 5-item Intrinsic Motivation, 15-item Extrinsic Motivation, 5-item Personal Psychological Needs, 9-item Expectations and Locus of Control, 4-item Attitudes, 6-item Anxiety, and 6-item Motivational Strength. Administering this questionnaire and other scales to 152 Vietnamese university students, Phan et al (2020) found that the participants were mainly extrinsically motivated and thus advised instructors to increase intrinsic motivation by making language learning fun and relevant to students' interests and passions.…”