ENGLISH-MAJOR FRESHMEN’S PERCEPTION OF LEARNING MOTIVATION AND SELF-EFFICACY ON THEIR LISTENING COMPREHENSION
Main Article Content
Abstract
This study examines the perceptions of 69 first-year English-major students regarding learning motivation and self-efficacy in relation to their English listening comprehension. A mixed-methods approach was employed, integrating quantitative data collected through questionnaires with qualitative data obtained from semi-structured interviews. The findings indicate a range of factors influencing students’ motivational levels, with instrumental motivation emerging as the most prevalent. At the same time, substantial levels of intrinsic and integrative motivation were also observed. Students’ self-efficacy was found to range from moderate to high across several dimensions, particularly with respect to listening comprehension ability. The results further highlight contextual circumstances that shape students’ learning motivation and self-efficacy; in particular, internship experiences and exposure to English-language media. This study provides insights for a better understanding of the motivational and self-efficacy profiles of English-major students in Vietnam and contributes to further research on teaching methodologies and curriculum design in higher education institutions.
Keywords
learning motivation, listening comprehension, self-efficacy
Article Details
References
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Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
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Chou, M.-H. (2019). Predicting self-efficacy in test preparation: gender, value, anxiety, test performance, and strategies. Journal of Education, 112, 61–71. doi:10.1080/00220671.2018.1437530
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Harmer, J. (1991). The practice of English language teaching (New ed.). London, UK: Longman
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Kim, D.-H., Wang, C., and Truong, T. N. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Lang. Teach. Res. 136216882110278. doi: 10.1177/13621688211027852
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Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, 84-104.
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Noels, K. A, Pelletizes, L. G, Clement, R.& Vallerand, R. J. (2001). Intrinsic, extrinsic, and integrative orientations of French-Canadian learners of English. The Canadian Modern Language Review, 57(3):424-442. https://doi.org/10.3138/cmlr.57.3.424
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Prat‐Sala, M., & Redford, P. (2010). The interplay between motivation, self‐efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283-305.
Quyen, N. N. & Dan, T. C. (2018). Listening comprehension: First-year English major students’ perceptions and problems. Can Tho Univetisty Journal of Science, 54(2), 75-83.
Raoofi, S., & Maroofi, Y. (2017). Relationships among motivation (self-efficacy and task value), strategy use and performance in L2 writing. Southern African Linguistics and Applied Language Studies, 35(3), 299-310.
Riengthong, D. (2021). Factors Affecting the Efficiency of Teaching and Learning Chinese Language in the Secondary Schools under the Secondary Educational Service Area Office 1-3. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 313-323.
Shi, Z.M. (2021). Research on Chinese Learning Motivation and Learning Efficacy of students in Chinese Vocational Education Class of China-Laos Friendship School in Laos (Unpublished Master’s thesis). Yun Nan, Yunnan Normal University, China.
Teng, H. C. (2002). An investigation of EFL listening difficulties for Taiwanese college students. 11th International Symposium on English Teaching, 4th Pan-Asia Conference, pp.526-533.
Todaka, Y. (2017). Self-efficacy of English listening skills in Japanese college EFL learners: Quantitative and qualitative analyses. European Journal of English Language Teaching, 2(1), 93-120. doi: 10.5281/zenodo.321540.
Torres, J., & Alieto, E. (2019). English learning motivation and self-efficacy of Filipino senior high school students. Asian EFL Journal, 22(1), 51-72.
Wang, C., Harrison, J., Cardullo, V., and Lin, X. (2018). Exploring the relationship among international students’ English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journals of International Studies, 8, 233–250. doi: 10.5281/zenodo.1134299
Xu, M., Wang, C., Chen, X., Sun, T., and Ma, X. (2022). Improving self-efficacy beliefs and English language proficiency through a summer intensive program. System, 107:102797. doi: 10.1016/j.system.2022.102797
Zhang, H. (2023). Chinese learning motivation and self-efficacy of Thai senior high school students: A case study of a Thai local school. Master thesis. Rangsit University.
Zhang, H. & Chinokul, S. (2023). Chinese learning motivation and academic self-efficacy of Thai senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 77-93.
Awan, R., Noureen, G., & Naz, A. (2011). A study of relationship between achievement motivation, academic self-concept and achievement in English and mathematics at secondary level. International Education Studies, 4(3), 72-79. doi:10.5539/ies.v4n3p72
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs: Prentice-Hall.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38. DOI: http://dx.doi.org/10.1093/elt/38.134.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Chamot, A. U, & Kupper, L, & O’ Malley, J. M. (1989). Listening Comprehension Strategies in second language acquisition. Applied Linguistics, 11(4), p. 418–437.
Chou, M.-H. (2019). Predicting self-efficacy in test preparation: gender, value, anxiety, test performance, and strategies. Journal of Education, 112, 61–71. doi:10.1080/00220671.2018.1437530
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in language learning. Rowley, MA: Newbury House.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (ed.), English language teaching materials: Theory and practice. Cambridge: Cambridge University Press, 179–206.
Harmer, J. (1991). The practice of English language teaching (New ed.). London, UK: Longman
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EFL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Kim, D.-H., Wang, C., and Truong, T. N. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Lang. Teach. Res. 136216882110278. doi: 10.1177/13621688211027852
Lanvers, U. (2017). Language learning motivation, global English and study modes: A comparative study. Journals of Language Learning, 45, 220–244. doi: 10.1080/09571736.2013.834376
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, UK: University of Oxford Press.
Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, 84-104.
Nguyen, T. P. L. (2022). Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors. HCMCOUJS – Scocial Sciences, 12(1), 63-78.
Noels, K. A, Pelletizes, L. G, Clement, R.& Vallerand, R. J. (2001). Intrinsic, extrinsic, and integrative orientations of French-Canadian learners of English. The Canadian Modern Language Review, 57(3):424-442. https://doi.org/10.3138/cmlr.57.3.424
Nunan, D. (1997). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL conference. Taejion, Korea: HOTESOL, pp.23-46.
Parsons, R., Hinson, S., & Brown, D. (2001). Educational psychology: Practitioner – researcher models of teaching. University of Virginia, Virginia: Wadsworth Thomson Learning.
Passer, M. W., & Smith, R. E. (2004). Psychology - The science of mind and behavior. New York, NY: McGraw-Hill Companies
Prat‐Sala, M., & Redford, P. (2010). The interplay between motivation, self‐efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283-305.
Quyen, N. N. & Dan, T. C. (2018). Listening comprehension: First-year English major students’ perceptions and problems. Can Tho Univetisty Journal of Science, 54(2), 75-83.
Raoofi, S., & Maroofi, Y. (2017). Relationships among motivation (self-efficacy and task value), strategy use and performance in L2 writing. Southern African Linguistics and Applied Language Studies, 35(3), 299-310.
Riengthong, D. (2021). Factors Affecting the Efficiency of Teaching and Learning Chinese Language in the Secondary Schools under the Secondary Educational Service Area Office 1-3. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 313-323.
Shi, Z.M. (2021). Research on Chinese Learning Motivation and Learning Efficacy of students in Chinese Vocational Education Class of China-Laos Friendship School in Laos (Unpublished Master’s thesis). Yun Nan, Yunnan Normal University, China.
Teng, H. C. (2002). An investigation of EFL listening difficulties for Taiwanese college students. 11th International Symposium on English Teaching, 4th Pan-Asia Conference, pp.526-533.
Todaka, Y. (2017). Self-efficacy of English listening skills in Japanese college EFL learners: Quantitative and qualitative analyses. European Journal of English Language Teaching, 2(1), 93-120. doi: 10.5281/zenodo.321540.
Torres, J., & Alieto, E. (2019). English learning motivation and self-efficacy of Filipino senior high school students. Asian EFL Journal, 22(1), 51-72.
Wang, C., Harrison, J., Cardullo, V., and Lin, X. (2018). Exploring the relationship among international students’ English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journals of International Studies, 8, 233–250. doi: 10.5281/zenodo.1134299
Xu, M., Wang, C., Chen, X., Sun, T., and Ma, X. (2022). Improving self-efficacy beliefs and English language proficiency through a summer intensive program. System, 107:102797. doi: 10.1016/j.system.2022.102797
Zhang, H. (2023). Chinese learning motivation and self-efficacy of Thai senior high school students: A case study of a Thai local school. Master thesis. Rangsit University.
Zhang, H. & Chinokul, S. (2023). Chinese learning motivation and academic self-efficacy of Thai senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 77-93.