Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language Univerity Students in Nghe An
Main Article Content
Abstract
It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work on motivation and autonomy in language learning, the relationship between learners' autonomy, motivation, and English speaking proficiency has not been sufficiently investigated. This article aims to explore the link between learners' autonomy, motivation, and English speaking proficiency. 200 English Foreign Language university students at Vinh university were given questionnaires to assess their autonomy and motivation in developing speaking abilities. The association between learners' autonomy, motivation, and their English speaking proficiency was determined by comparing this data to the speaking proficiency test scores. The analysis of the acquired findings revealed that learners with lower speaking grades reported being less independent than those with better English speaking proficiency. Similarly, the results indicated a correlation between learners' speaking grades and motivation levels. Some pedagogical implications thus should entail modifications to the language instruction curriculum to facilitate the development of learner autonomy and motivation.
Keywords:
Autonomy, motivation, English speaking proficiency, English Foreign Language learners.
References
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[2] P. T. Loan, D. T. Tin, The Effect of Speaking E-portfolios on Learner Autonomy for Non-English Major Students at PetroVietnam University, Hirao School of Management Review, No. 6, 2016, pp. 106-169.
[3] D. Little, Language Learner Autonomy: Some Fundamental Considerations Revisited, Innonvations in Language Learning and Teaching, Vol. 1, No. 1, 2007, pp. 14-29.
[4] Z. Dörnyei, Motivational Strategies in the Language Classroom, Barcelona, 2001.
[5] Z. Dörnyei, E. Ushioda, Teaching and Researching: Motivation, Routledge, 2013.
[6] C. Patrick Proctor et al., How Motivation and Engagement Predict Reading Comprehension among Native English-speaking and English-Learning Middle School Students with Disabilities in a Remedial Reading Curriculum, Learning and Individual Differences, Vol. 36, 2014, pp. 76-83, https://doi.org/10.1016/j.lindif.2014.10.014.
[7] Q. X. Le, Fostering Learner Autonomy in Language Learning in Tertiary Education: An Intervention Study of University Students in Hochiminh City, Vietnam (Doctoral Dissertation, University of Nottingham), 2013.
[8] Z. Ma, R. Ma, Motivating Chinese Students by Fostering Learner Autonomy in Language Learning, Theory & Practice in Language Studies, Vol. 2, No. 4, 2012, https://doi.org/10.4304/tpls.2.4.838-842.
[9] M. C. Cheng, T. P. Cheng, Reflections of the Role of Motivation on Learning English for Successful College EFL Learners in Taiwan, World Journal of Education, Vol. 2, No. 5, 2013, pp. 8-14.
[10] H. Holec, Autonomy and Foreign Language Learning, Pergamon, 1981.
[11] P. Benson, Autonomy in Language Teaching and Learning, Language Teaching, Vol. 40, No. 1, 2007, pp. 21-40.
[12] L. Dickinson, Autonomy and Motivation: A Literature Review, System, Vol. 23, No. 2, 1995, pp. 165-174,
https://doi.org/10.1016/0346-251X(95)00005-5.
[13] T. Hedge, Teaching and Learning in the Language Classroom, Oxford University Press, 2000.
[14] S. Borg, S. A. Busaidi, Learner Autonomy: English Language Teachers’ Beliefs and Practices, British Council: English Foreign Language Research Paper, 2012, pp. 07-12.
[15] D. H. Brown, Principles of Language Learning and Teaching (6th ed.), Pearson Education ESL, 2014.
[16] M. Covington, A. Elliot, Approach and Avoidance Motivation in Achievement Settings, Educational Psychology Review, Vol. 13, No. 4, 2001, pp. 465-465.
[17] Z. Dornyei, De-motivation on Foreign Language Learning, Paper Presented at the TESOL’98 Congress, Seattle, 1998.
[18] J. N. Holt, Motivation as a Contributing Factor in Second Language Acquisition, Cambridge University Press, 2002.
[19] M. Alizadeh, The Impact of Motivation on English Language Learning, International Journal of Research in English Education, Vol. 1, No. 1, 2016, pp. 11-15.
[20] E. Deci, Intrinsic Motivation, Plenum Press, 1975.
[21] R. M. Ryan, E. L. Deci, Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, Vol. 25, No. 1, 2000, pp. 54-67.
[22] J. Topalov, Motivacija Nastavi Stranog Jezikai, Novi Sad, 2011.
[23] J. Brophy, Motivating Students to Learn, Routledge, 2004.
[24] E. L. Deci, R. M. Ryan, Intrinsic Motivation and Self-determination in Human Behavior, Plenum, 1985.
[25] A. S. Sidik, Improving Students’ Speaking Ability Through Practice Rehearsal Pair of The Tenth Grade of Man Malang 1, Language-Edu, Vol. 2, No. 4, 2013, pp. 682-688.
[26] H. Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. 12, No. 11, 2006, pp. 1-6.
[27] P. Glover, Using CEFR Level Descriptors to Raise University Students' Awareness of Speaking Skills, Language Awareness, Vol. 20, No. 2, 2011, pp. 121-133, https://doi.org/10.1080/09658416.2011.555556.
[28] M. Shabani, The Effect of Background Knowledge on Speaking Ability of Iranian EFL Learners, Language, Vol. 1, No. 1, 2013, pp. 25-33.
[29] N. H. De Jong et al., Facets of Speaking Proficiency, Studies in Second Language Acquisition, Vol. 34, No. 1, 2012, pp. 5-34.
[30] B. O’Sullivan, Assessing Speaking, The Cambridge Guide to Second Language Assessment, 2012, pp. 234-246.
[31] C. Jianfeng, G. Sagaya Raj, J. Tan Tjin Ai, The Relationships Among Language Learning Strategy, Motivation, Anxiety and Autonomy in Chinese EFL Learners, International Journal of Engineering & Technology, Vol. 7, 2018, pP. 508, https://doi.org/10.14419/ijet.v7i3.21.17224.
[32] Y. H. Phuong, P. Q. Vo, Students’ Learning Autonomy, Involvement and Motivation Towards Their English Proficiency, EduLite: Journal of English Education, Literature and Culture, Vol. 4, No. 1, 2019, pp. 1-12,
https://doi.org/10.30659/e.4.1.
[33] M. Melvina, J. Julia, Learner Autonomy and English Proficiency of Indonesian Undergraduate Students, Cypriot Journal of Educational Science, Vol. 16, No. 2, 2021, pp. 803-818, https://doi.org/10.18844/cjes.v16i2.5677.
[34] I. P. N. W. Myartawan, M. A. Latief, S. Suharmanto, The Correlation Between Learner Autonomy and English Proficiency of Indonesian EFL College Learners, Teflin Journal, Vol. 24, No. 1, 2013, pp. 63-81, http://dx.doi.org/10.15639/teflinjournal.v24i1/63-81.
[35] S. L. Khoiriyah, The Correlation Among Attitude, Motivation and Speaking Achievement of College Students Across Personality Factors, Okara Jurnal Bahasa Dan Sastra, Vol. 10, No. 1, 2016, pp. 78,
https://doi.org/10.19105/ojbs.v10i1.813.
[36] D. Anggraini, K. Kamaluddin, S. Siam, The Correlation Between Students’ Motivation and Their Speaking Achievement at Senior High School 4 Kendari, Journal of Teaching English, Vol. 5, No. 3, 2020, pp. 188,
https://doi.org/10.36709/jte.v5i3.13856.
[37] S. Syafrizal et al., The Correlation of Students’ Learning Styles, Learning Motivation, and Speaking Ability. Journal of English Language Teaching and Cultural Studies, Vol. 3, No. 2, 2020, pp. 73-81, https://doi.org/10.48181/jelts.v3i2.9543.
[38] H. Salehi et al., Relationship between EFL Learners’ Autonomy and Speaking Strategies They Use in Conversation Classes, Advances in Language and Literary Studies, Vol. 6, No. 2, 2015, pp. 37-43,
https://doi.org/10.7575/aiac.alls.v.6n.2p.37.
[39] Z. Dörnyei, Research Methods in Applied Linguistics, Oxford University Press, 2007.
[40] T. Hudson, Essentials of Quantitative Research for Classroom Teachers, In J. D. Brown, C. Coombe (Eds.), The Cambridge Guide to Research in Language Teaching and Learning, Cambridge University Press, 2015, pp. 55-60.
[41] L. R. Gay, G. E. Mills, P. W. Airasian, Educational Research Competencies for Analysis and Applications, Merrill/Pearson, 2009.
[42] H. Doan, Motivation in the Development of English Speaking Skills by Second Year Tourism Major Students at Sao Do University, VNU Journal Of Foreign Studies, Vol. 27, No. 3, 2011.
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