VIETNAM NATIONAL UNIVERSITY – HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -*** NGUYỄN THỊ THU HƯƠNG A STUDY ON NON-MAJORS’ MOTIVATIONAL FACTORS IN LEARNING ENGLISH LISTENING AT HAI PHONG PRIVATE UNIVERSITY (NGHIÊN CỨU VỀ NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN HỨNG THÚ HỌC NGHE TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TẠI TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG) M.A MINOR PROGRAMME THESIS Field: English Methodology Code: 601410 Hanoi – 2010 VIETNAM NATIONAL UNIVERSITY – HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -*** NGUYỄN THỊ THU HƯƠNG A STUDY ON NON-MAJORS’ MOTIVATIONAL FACTORS IN LEARNING ENGLISH LISTENING AT HAI PHONG PRIVATE UNIVERSITY (NGHIÊN CỨU VỀ NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN HỨNG THÚ HỌC NGHE TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TẠI TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG) M.A MINOR PROGRAMME THESIS Field: English Methodology Code: 601410 Supervisor: Văn ThÞ Thanh Bình, M.A Hanoi - 2010 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LISTS OF TABLES AND CHARTS vi PART I: INTRODUCTION 1 Rationales Aims of the study Research questions Method of the study Scope of the study Significance of the study Design of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of motivation 1.1.1 Definition of motivation 1.1.2 Classification of motivation in second language learning 1.1.3 Motivational factors in second language learning 1.1.4 Characteristics of motivated learners 1.2 Theoretical background of listening 10 1.2.1 Definition of listening 10 1.2.2 The process of listening 10 1.2.3 Common approaches to listening teaching 11 CHAPTER 2: RESEARCH METHODOLOGY 13 2.1 Introduction 13 2.2 Situation analysis 13 2.2.1 The setting of the study 13 2.2.2 TOEIC – test – based program and listening materials 14 2.2.3 Subjects 15 2.3 Instrument 15 2.4 Data collection procedures 15 2.5 Conclusion 15 CHAPTER 3: DATA ANALYSIS 16 3.1 Introduction 16 3.2 Personal information 16 3.3 Learners-related factors that affect student’s motivation in practicing listening 16 3.4 Teachers-related factors that affect student’s motivation in practicing listening ….29 3.5 Conclusion 35 CHAPTER 4: FINDINGS, DISCUSSIONS AND RECOMMENDATIONS 36 4.1 Findings and discussions 36 4.1.1 What factors have positive effects on students’ motivation in learning listening What factors have negative effects on students’ motivation in learning listening? 36 4.1.2 Do the factors have the same or different effects on the students from the urban and rural areas? 36 4.2 Recommendations for motivating students in learning listening 37 4.2.1 Improving students’ beliefs in their auditory abilities and interests in learning English 37 4.2.2 Combining a variety of listening materials, visual aids and games in classroom 38 4.2.3 Combining various strategies in teaching listening 38 4.2.4 Being nice and polite, enthusiastic, close, humorous and flexible……………… 39 4.2.5 Helping students to improve their cultural knowledge 39 4.2.6 Providing a variety of homework and practice test 39 PART III: CONCLUSION 40 An overview of the study 40 Limitations and suggestions for further study 40 REFERENCES 41 APPENDICES I APPENDIX I APPENDIX IV APPENDIX .VII LISTS OF TABLES AND CHARTS List of tables Table 1: Students’ hometown 16 Table 2: Students’ aptitude factor VII Table 3: Students’ personality factor …………………………….…….……… ………………………VII Table 4: Students’ motivation and attitude factor VII Table 5: Students’ preference factor VIII Table 6: Students’ belief factor IX Table 7: Teachers’ behavior factor 29 Table 8: Teachers’ competence factor 31 Table 9: Teaching method factor IX Table 10: Grading and assessment factor IX List of charts Chart 1: Students’ auditory ability 16 Chart 2: Students’ grammatical sensitivity 17 Chart 3: Students’ ability in memorizing new words 17 Chart 4: Students’ extroversion 18 Chart 5: Students’ relaxation 19 Chart 6: Students’ self – confidence 19 Chart 7: Students’ perceived the importance of listening 20 Chart 8: Students’ effort in listening 21 Chart 9: Students’ interest in listening 21 Chart 10: Students’ language learning for communicative needs 22 Chart 11: Students’ language learning for joy and pleasure 22 Chart 12: Students’ language learning for short – term practical goals 23 Chart 13: Students’ language learning for long – term practical goals 23 Chart 14: Student’s language learning for cultural enrichment 24 Chart 15: Student’s language learning for integrative reason 25 Chart 16: Students’ perceptual learning styles 25 Chart 17: Students’ field – independence 26 Chart 18: Students’ reflectivity 27 Chart 19: Students’ ambiguity tolerance 27 Chart 20: Students’ beliefs in their new learning styles 28 Chart 21: Students’ beliefs in the ways to learn listening 28 Chart 22: Students’ attitudes towards teachers’ pre – listening stage 32 Chart 23: Students’ attitudes towards teachers’ while – listening stage 32 Chart 24: Students’ attitudes towards teachers’ post – listening stage 33 Chart 25: Students’ attitudes towards teachers’ feedback 33 Chart 26: Students’ attitudes towards test requirements 34 Chart 27: Students’ attitudes towards test content 34 PART I: INTODUCTION Rationales In the process of global integration, English is widely spoken all over the world and has become an international language used for all aspects of life: business, education, politics, etc Therefore, mastery of English is, nowadays, one of the desires of most generations Having assessed the importance of English in the market economy and responding to learners’ needs, in 2005, the Ministry of Education and Training signed an agreement with Educational Testing Institute – based in the United States regarding the use of TOEIC (Test of English for International Communication) to assess students’ English language proficiency Thus, universities and colleges in Vietnam can apply the TOEIC program to teach and evaluate students’ learning outcomes instead of the old program and tests for A, B, C certificates The TOEIC - test – based program has been used at Hai Phong Private University (HPU) in Hai Phong, Vietnam since 2008 However, this program itself has raised some controversial issues With two - year experience in teaching English for non - majors and from what the researcher observed in TOEIC classes, it can be found that many lecturers failed in listening periods especially concerning TOEIC materials They complained about students’ indifference to their lectures despite they had well – prepared lesson plans From that reason, “A study on non-majors’ motivational factors in learning English listening at Hai Phong Private University” was chosen for the thesis With this study, the researcher hopes to find out motivational factors affecting students’ learning listening at HPU This will be the basis for the researcher in particular and the HPU teachers of English in general in arousing motivation for students in listening, helping them to get involved in different listening activities, keep their efforts during learning process and then achieve successes Aims of the study The research aims at investigating motivational factors affecting non – majors in learning English listening at HPU There are two main purposes as follows: To assess motivational factors that affect non – majors at TOEIC level in learning listening To suggest methods for teachers to stimulate students in learning listening and help these learners overcome demotives Research questions The study focuses on answering these following questions - What factors have positive effects on students’ motivation in learning listening? What factors have negative effects on students’ motivation in learning listening? - Do the factors have the same or different effects on the students from the urban or rural areas? - What methods should be used to improve students’ motivation in listening activities? Method of the study The strategies for completion of the thesis include: - Quantitive method (questionnaire) was used with participants of non – English majors at Hai Phong Private University - The source of data for the study was student respondents: 186 students at TOEIC level - Close survey questionnaire was used to collect information and evidence for the study - All recommendations and conclusions included in this study were based on the data analysis Scopes of the study Firstly, because of the large number of HPU non – English major students at HPU, the researcher cannot an all – inclusive study so she chose non – majors learning TOEIC level as participants Secondly, there are some factors including learners - related factors, teachers - related factors, teaching and learning environmental factors affecting students’ motivation In the study, the researcher will only focus on two components: Learners - related factors consist of aptitudes, personality, motivation and attitudes, preference, and beliefs Teachers - related factors consist of behaviors, competence, methods, grading and assessment Significance of the study Motivational factors assessed in this study will help teachers have better techniques and teaching activities Therefore, non-majors can overcome devotives to achieve great successes in second language acquisition The study is also used as reference for teachers of English at HPU to compile more suitable 10 suitable books for the TOEIC – test – based program Design of the study This study consists of three main parts: the introduction, the development and the conclusion Part I is the Introduction It lays out the reasons for choosing the topic for this thesis and points out the aims, the scope, the methods, significance and the design of the study Part II is the Development consisting of three chapters: Chapter – Literature Review - presents the theoretical background related to motivation, listening and motivation in learning second language listening Chapter – Research methodology - gives the situation analysis, subjects, data collection instruments, data collection procedures Chapter – Data Analysis – shows the detailed results of the survey and a comprehensive analysis on the data collected Chapter - Findings, discussions and recommendations – refers to major findings, discussions and offers some recommendations for enhancing students’ motivation in listening skills Part III is the Conclusion presenting the review of the study, suggestions for further research and limitations of the study 11 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical background of motivation 1.1.1 Definition of motivation For many years, a lot of different proposed definitions of motivation have been provided According to Jeremy Harmer (2003:51), “motivation is some kind of internal drive which pushes someone to things in order to achieve something” While, Wlodkowski and Jaynes (1990:6) explain that in the broadest sense, motivation is "a value and a desire for learning" Motivation involves a student’s desire to participate in the learning process It is also concerned with the reasons or goals which underlie a student’s participation in learning activities (Lumsden, 1994) From the same point, Sandra Lee McKay and H Hornberger (1996:5) point out that motivation refers to the combination of desire and effort made towards goal; it relates to individual’s rationale for any activity (Gardner, 1985) Motivation is also defined by Marion Williams and Richard Burden as “a state of cognitive arousal” which provokes a decision to act The strength of motivation depends on how much value the individual places on the outcome he or she wishes to achieve It can be seen that different linguists approach motivation in different ways However, they share the same point of view that motivation combines four factors including effort, desire, drive and attitudes which always interrelate in any learning activity Thus, motivation has significant effects on students during the learning process in order to achieve their goals 1.1.2 Classification of motivation in second language learning 1.1.2.1 Intrinsic and extrinsic motivation Motivation can be from inside or outside a person, which forms two kinds of motivation: intrinsic and extrinsic Intrinsic motivation, in Harmer’s opinion, “comes from within the individual and a person might be motivated by the enjoyment of learning process itself or by the desire to make them feel better” Besides, Edward Deci (1975:23) defines intrinsic motivation: “intrinsically motivated activities are ones for which there is no apparent reward except the activity itself People seem to engage in the activities for their own sake” Contrarily, extrinsic motivation is caused by number of outside factors (Harmer, 2003) It includes circumstances, situations, rewards or punishment “Extrinsic motivation is one in 45 thus lessons become better in the views of most learners It is inevitable that designing activities needs more time but it is still worthy because once the students' interest grows, it will be the basis for the rise of other motivational factors 4.2.2 Combining a variety of listening materials, visual aids and games in classroom Firstly, listening textbooks should be combined with relevant materials from different sources to ensure that they are interesting and appropriate enough for the class level in topic Besides, listening materials should be used flexibly and focus on interactional function to develop communication skills for learners Secondly, many of HPU students are visual, auditory and haptic learners Thus, teachers should design various activities using visual aids, games for learners Activities for visual learners should ensure that students can see words written down, use pictures when describing things, use handouts, and write down instructions Activities for auditory learners should relate to repeating difficult words and concepts aloud, incorporating small-group discussion, organizing debates, listening to books on tape, writing oral reports Activities for haptic learners should relates to assigning projects, having frequent breaks to allow movement, using visual aids and objects in the lesson and using role play By doing so, teachers help their learners to become actively involved in listening activities and so get more motivated in the next periods 4.2.3 Combining various strategies in teaching listening The researcher personally believes that communicative approach is the best approach in teaching English at HPU In listening, task – based method is highly appreciated The task – based method should be applied to teaching listening following three stages: pre – listening, while – listening and post – listening In pre – listening stage, teachers should help listeners narrow down their attention for the upcoming input and focus their attention on the relevant parts so as to lessen the load of listening This can be done by brainstorming, discussing, pre – teaching new vocabulary, pre –questioning or making students predict tasks before the text In while – listening stage, teachers should give clear instructions and remark important parts in the tasks for the students This stage of listening is also accompanied by carefully designed different tasks In post – listening stage, teachers should take time to give opportunities to all students to have problem solving, summary, discussion and writing in groups or in individual so that the students can recall knowledge just learnt Once these are done, teachers can help 46 their students develop their listening competence and then become effective and successful listener both in and out of the classroom 4.2.4 Being nice and polite, enthusiastic, close, humorous and flexible The results of the survey questionnaire show that teachers should pay more attention to their behaviors in the classroom so as to arouse motivation from students Teachers should be enthusiastic, nice, polite, close, humorous and flexible These characters are rooted from the love, respect and understanding of teachers to students When there is mutual understanding and respect between teachers and students, teachers are able to apply specific teaching and communicating strategies tailored to each student, thereby creating a trusting relationship between them Once a relationship develops, the classroom will become comfortable and enjoyable enough for students to learn positively from the teacher without any hesitation 4.2.5 Helping students to improve their cultural knowledge Teachers’ cultural knowledge are highly appreciated from the students so when necessary and possible, teachers should provide much information about cultures of English – speaking countries This is to help students not only to be more interested in lectures but also to avoid the problems of interpretation in listening 4.2.6 Providing a variety of homework and practice test Due to the fact that the students lack effort in English listening, so apart from stimulating their interests, teachers should provide many assignments or homework with a bit challenging tasks The homework should be varied in vocabulary, grammar and accents Also, great interest in the appropriateness of course’s content and test content is found Thus, teachers should have many kinds of practice tests and give corrections and marks to students’ work frequently Thanks to it, students can be extrinsically motivated and get success more shortly With all suggestions mentioned, the researcher hopes that they will be useful for HPU teachers of English to motivate their English non - majors in learning listening in order to teach more effectively 47 PART III: CONCLUSION An overview of the study Being a teacher of English who has been teaching at HPU, the researcher has discovered quite many serious problems of students’ motivation in practicing listening Thus, she conducted a research to assess some factors affecting students’ motivation in learning English and suggest some solutions for teachers to promote motivation from their learners The study was carried out with 186 participants from 1087 students at TOEIC level The data was collected using the survey questionnaire The data analysis was conducted carefully, which led to the success of the thesis when the thesis answered the research questions given According to results, aptitude and personality have negative effects and the other seven factors have positive impacts on motivation in learning listening of both groups of the participants However, degrees of influence of each factor on the two kinds of students are quite different In a word, it is hoped that this study will make a significant contribution to the better current situation in teaching and learning listening in the TOEIC – test – based program and to ongoing process of renovation for teaching English at HPU Limitations and suggestions for further study In any research papers, limitations are unavoidable The study presented in this minor thesis is of no exception Firstly, the study has already assessed five learners - related and four teachers - related factors that affect non – majors’ motivation at TOEIC level in practicing listening Therefore, there should be researches conducted to other factors and carried out with subjects at different levels Secondly, motivational factors found are only for practicing listening so there should be a study in factors for teaching Thirdly, listening is only one of the four basic skills in teaching and learning English Thus, it is important that studies on reading, speaking, writing for better English teaching and learning at HPU should be made Fourthly, the study has shown the detailed comparison between two kinds of participants including suburbanites and urbanites so a further study can be done depending on different divisions Lastly, factors in the study are investigated in the view of students That is the reason why a research in the view of teacher is recommended to conduct 48 REFERENCES Brown, D.H (2000), Principles of Language Teaching and Learning (4th edition), Addison Wesley Longman, Inc Canh, L.V (2003), Understanding Foreign Language Teaching Methodology, National University, Hanoi Carl A R and Joseph J G (2006), Security Education, Awareness, and Training: from Theory to Practice, U.S.A Dornyei, Z (2001), Teaching and Researching Motivation, Longman, London Ellis, R (1997), Second Language Acquisition, Oxford University Press Field, J (1998), Skills and Strategies towards a new Methodology for Listening, Oxford University Press Harmer, J (1991), The Practice of English Language Teaching, Longman Group UK Ltd Harmer, J (1999), The Practice of English Language Teaching 2nd ed, Longman Hoa, H.X & Minh, N.T.T (2006), Research Methodology Reading Package Vietnam National University Hanoi 10 James E (1993), Georgetown University Round Table on Languages and Linguistics 1993: Strategic Interaction and Language Acquisition: Theory, Practice, and Research, Georgetown University Press, p.335 11 J King Saud Univ Vol.5, Arts (2), pp.71-83 12 John F & Lindsay M (2005), Second Language Listening: Theory and Practice, Cambridge University Press 13 Le, H.T.T (2006), A Study on Pre-listening Techniques to Motivate Non – English Major Students at the Faculty of Electro – mechatronis Phuong Dong University in Hanoi, Unpublished M.A Dissertation, CFL – VNU 14 Lightbown, M.P & Spada, N (1999), How Language are learned, Oxford University Press 15 Lingzhu, J (2003), Listening Activities for Effective Top-down Processing: The Internet Journal Vol IX No.11 16 McKay, H & Tom, A (1999), Teaching Adult Second Language Learners, Cambridge University Press 49 17 Richard B & T.T.T Trang (2007), The Journal of Asia TEFL Vol 4, No.1, pp 90-91 18 Susanne F & Pia P (2010), Teaching Listening and Speaking, Germany 19 Tricia Hedge (2002), Teaching and Learning in the Language Classroom, Oxford University Press, p.243-255 20 Underwood, M (1989), Teaching Listening, Longman, London 21 Woolfolk, A (2001), Educational Psychology (8th ed.), A Pearson Education Company, United States 50 APPENDICES APPENDIX 1: SURVEY QUESTIONAIRE This questionnaire has been designed for a study on the motivational factors affecting non- English majors in listening at Hai Phong Private University Please circle the answer A or B in part I and the appropriate number 1,2,3,4 or in part II to show your ideas Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the aims of the study, not for any other purposes Thank you very much for your cooperation! PART I: PERSONAL INFORMATION Hometown A Countryside PART II: B Urban areas MOTIVATIONAL FACTORS AFFECTING STUDENTS IN ENGLISH LISTENING No Strong Strong Disagr ly ly Agre Neutra ee disagr agree e l ee Statement I can identify new memorize them easily sounds and I can figure out grammatical rules from English samples I can remember new words for a long time I like learning English extracurricular activities 5 I am always relaxed during listening activities I never feel embarrassed speaking in front of the class I find listening skill very important I practice listening English everyday I feel very interested in listening through when 51 10 Listening helps me to talk to various foreigners 11 Listening brings me joy and pleasure 5 5 5 5 5 5 5 12 13 14 15 16 I learn English because it is a compulsory subject at university Listening will be useful for me in getting a good job I practice listening to improve my cultural knowledge I like English because I want to study or/and live in foreign country I am interested in pre-listening activities that involve physical movements When a listening task is given, I intend 17 to focus on particular details rather than the whole passage 18 I make a quick guess to answer a question that teacher raises I think it is normal to encounter new 19 words in English exercises and I guess their meanings 20 I believe that my new learning styles are better than the previous learning styles I think listening skill would be taught 21 effectively with three stages: pre – listening, while – listening and post – listening 22 23 24 I like my teacher of English to encourage me to listen I like my teacher of English to give his or her help whenever it is needed I like my teacher of English showing his or her respect to me 25 I like my teacher of English to be close to me 26 I like my teacher of English to make 52 fun in class I expect my teacher of English has 27 quick responsiveness to problems I like my teacher of English to be very good at English 5 30 I want my teacher of English to prepare me about the topic of listening and activates relevant prior knowledge I have 31 I am fond of interesting listening activities with different levels of difficulty listening I get satisfied with the feedback my teacher of English gives responsively 5 arisen in class 28 I like my teacher of English to have 29 good cultural knowledge of English speaking countries After listening, I am interested in 32 33 activities content I 34 35 want related test to the requirements to be appropriate to my proficiency level in English I like the test content to match the course’s content 53 APPENDIX CÂU HỏI KHảO SáT Bảng câu hỏi khảo sát đ-ợc thiết kế nhằm tìm hiểu yếu tố ảnh h-ởng đến hứng thú học nghe tiếng Anh sinh viên không chuyên tr-ờng Đại học Dân lập Hải Phòng Mời bạn khoanh tròn vào câu trả lời A B phần v vào số từ đến để thể ý kiến bạn nhận định phần Chúng đánh giá cao cộng tác bạn Tất liệu điều tra đ-ợc đựơc sử dụng cho mục đích nghiên cứu, không mục đích khác Cảm ơn nhiều cộng tác bạn! PHầN I: THÔNG TIN Cá NHÂN Nơi c- trú A Nông thôn B Thành thị PHầN II: NHữNG YếU Tố ảNH HƯởNG đến động lực học nghe sinh viên Nhận định STT Rất đồng ý Rất Không Không Đồng ý đồng ý đồng kiến ý ý Tôi nhân biết âm nhớ chúng c¸ch dƠ 5 dàng Tôi tìm cấu trúc ngữ pháp từ vÝ dơ thĨ T«i cã thĨ nhí tõ thời gian dài 54 Tôi thích học tiếng Anh thông qua hoạt động 5 5 5 5 5 5 ngoại khoá Tôi lúc cảm thấy đ-ợc th- giãn hoạt động nghe Tôi không thấy ngại ngùng nói tr-ớc lớp 10 11 Tôi thấy kỹ nghe quan trọng Tôi luyện tập nghe tiếng Anh ngày Tôi thích kỹ nghe Nghe giúp nói chuyện với ng-ời n-ớc Nghe mang lại cho niềm vui hài lòng Tôi học tiếng Anh 12 môn học bắt buộc đại học 13 14 Nghe giúp kiếm đ-ợc việc làm tốt Tôi học tiếng Anh để làm giàu kiến thức văn hoá Tôi 15 thích tiếng Anh muốn học tập sinh sống n-ớc 16 Tôi thích hoạt động tr-ớc nghe mà liên 55 quan đến vận động Khi nghe, th-ờng 17 ý vào ý nhỏ ý 5 5 5 5 5 đoạn Tôi 18 th-ờng tr l i nhanh với câu hỏi mà giáo viên đ-a Tôi nghĩ bình th-ờng 19 gặp vài từ tập tiếng Anh cố gắng đoán nghĩa chúng 20 Tôi tin cách học tốt cách học cũ Tôi 21 nghĩ kỹ nghe đ-ợc dạy hiệu theo ba giai đoạn: tr-ớc, sau nghe 22 Tôi thích giáo viên động viên nghe Tôi muốn giáo viên giúp 23 đỡ cần thiết 24 25 26 27 Tôi thích giáo viên c- sử lịch thiệp với Tôi thích giáo viên viên có ng-ời dễ gần Tôi thích giáo tính hài h-ớc Tôi thích giáo viên có tduy nhận bén, phản xạ tức 56 thời 28 Tôi thích giáo viên giỏi chuyên môn Tôi 29 thích giáo viên 5 5 5 5 cã kiến thức rộng văn hoá n-ớc nói tiếng Anh Tôi muốn giáo viên chuẩn bị 30 cho từ liên quan đến chủ đề nghe khơi lại kiến thức cần thiết cho nghe Tôi thích có nhiều hoạt 31 động nghe với trình độ khác 32 33 34 Tôi muốn tham gia vào hoạt động sau nghe Tôi thích cách chữa giáo viên Tôi muốn kiểm tra phù hợp với trình độ Tôi 35 phù muốn nội dung thi hợp với nội dung ch-ơng tr×nh häc 57 APPENDIX Table 2: Students’ aptitude factor Strongly agree Idea Country City Issue S1 S2 S3 Agree Neutral Country City Country City Disagree Country City Strongly Disagree Country City No of students 16 16 66 42 22 12 Percentage 1% 0% 6% 5% 14% 22% 59% 57% 20% 16% No of students 25 23 57 33 18 12 10 Percentage 22% 31% 51% 45% 16% 16% 9% 7% 2% 1% No of students 1 27 22 29 14 44 32 11 Percentage 1% 1% 24% 30% 26% 19% 39% 43% 10% 7% Table 3: Students’ personality factor f Strongly Idea S4 S5 S6 agree Country City Issue Agree Neutral Country City Country City Disagree Country City Strongly Disagree Country City No of students 19 21 47 34 33 11 12 Percentage 17% 28% 42% 46% 29% 15% 11% 4% 1% 7% No of students 7 23 11 30 24 43 25 Percentage 6% 10% 21% 15% 27% 32% 38% 34% 8% 9% No of students 13 27 25 58 27 16 Percentage 3% 1% 7% 18% 24% 34% 52% 36% 14% 11% Table 4: Students’ motivation and attitude factor Strongly agree Agree Neutral Disagree Strongly Disagree Country City Country City Country City Country City Country City Idea Issue S7 No of students 52 36 50 32 0 Percentage 46% 49% 45% 43% 8% 5% 1% 0% 0% 3% No of students 2 28 24 61 33 12 12 58 S8 S9 S10 S11 S12 S13 S14 S15 Percentage 2% 3% 7% 4% 25% 32% 55% 45% No of students 16 35 24 30 23 27 16 Percentage 14% 8% 31% 32% 27% 31% 24% 22% 4% 7% No of students 41 28 48 34 15 Percentage 37% 38% 43% 46% 13% 11% 5% 4% 2% 1% No of students 28 21 49 30 24 14 Percentage 5% 7% 25% 28% 44% 41% 21% 19% 5% 5% No of students 28 15 31 25 11 15 34 14 Percentage 25% 20% 28% 34% 10% 20% 30% 19% 7% 7% No of students 53 33 53 35 2 Percentage 47% 45% 47% 47% 2% 5% 2% 3% 2% 0% No of students 13 21 61 43 27 Percentage 12% 28% 54% 58% 24% 10% 7% 3% 3% 1% No of students 11 44 28 39 26 12 Percentage 5% 7% 10% 9% 39% 38% 35% 35% 11% 16% 11% 11% Table 5: Students’ preference factor Idea Strongly agree Country Issue No of students 12 S16 S17 S18 Neutral Disagree Strongly Disagree City Country City Country City Country City Country City 14 46 37 34 15 14 6 Percentage 11% 19% 41% 50% 30% 20% 13% 8% 5% 3% No of students 63 28 25 30 19 12 1 Percentage 4% 4% 56% 38% 22% 41% 17% 16% 1% 1% No of students 10 52 32 49 28 Percentage 2% 1% 4% 14% 46% 43% 44% 38% 4% 4% 54 42 24 13 22 14 5% 48% 57% 21% 18% 20% 19% 2% 1% No of students 10 S19 Agree Percentage 9% 59 Table 6: Students’ belief factor Strongly Idea Agree Country City Issue No of students 39 S20 Percentage 35% No of students 47 S21 Percentage 42% Agree Neutral Disagree Country City Country City Country City Strongly Disagree Country City 20 47 31 15 15 27% 42% 42% 13% 20% 6% 7% 4% 4% 24 52 42 32% 46% 57% 8% 11% 3% 0% 1% 0% Table 9: Teaching method factor Strongly Idea agree Country City Issue No of students 43 Percentage S30 38% No of students 14 Agree Neutral Disagree Country City Country City Country City Strongly Disagree Country City 26 54 41 12 0 35% 48% 55% 11% 7% 3% 3% 0% 0% 15 60 39 33 16 Percentage 13% 20% 54% 53% 29% 22% 4% 4% 0% 1% No of students 38 26 47 26 13 Percentage 7% 12% 34% 35% 42% 35% 12% 11% 5% 7% S31 S32 Table 10: Grading and assessment factor Idea Country City Issue S33 S34 S35 Strongly agree Agree Country City Neutral Country City Disagree Country City Strongly Disagree Country City No of students 19 12 54 42 22 13 15 Percentage 17% 16% 48% 57% 20% 18% 13% 8% 2% 1% No of students 42 30 53 37 16 1 Percentage 38% 41% 47% 50% 14% 7% 1% 1% 0% 1% No of students 71 45 37 25 0 Percentage 63% 61% 33% 34% 4% 4% 0% 1% 0% 0% ... lectures despite they had well – prepared lesson plans From that reason, A study on non- majors motivational factors in learning English listening at Hai Phong Private University was chosen for the... successes Aims of the study The research aims at investigating motivational factors affecting non – majors in learning English listening at HPU There are two main purposes as follows: To assess motivational. .. (motivation varies according to the situation in which learning takes place), and task motivation (motivation for performing particular learning tasks) (Brown, 1981) 1.1.3 Motivational factors in