Potential Factors (De)Motivating English Majors’ Autonomous Language Learning beyond the Classroom at a Public Higher Education Institution in Vietnam

• Author / Creator

  Phan, Duy Thanh Anh

• This study explores factors that might motivate or demotivate English majors' autonomous language learning beyond the classroom (ALLBC) at a Vietnamese public higher education institution (HEI) from the perspectives of both students and their instructors. Purposive sampling was used, and data were obtained using three tools: a survey using Google Forms (with students and staff), student-solicited diaries, and semi-structured interviews conducted in Vietnamese by the researcher with six staff and four students. Interviews were conducted by audio call on a social medium, recorded, transcribed verbatim, translated into English by the researcher, and then verified by an EFL Vietnamese instructor and doctoral graduate from the University of Alberta.
  The study uses an interpretative multimethod research design with sequential data gathering. Four theoretical lenses are used to interpret the data: self-determination theory (SDT), self-determined learning theory (SDLT), sociocultural theory (SCT), and the L2 motivational self system (The L2MSS). Students' engagement in ALLBC is studied considering the following factors: learners’ self-awareness; availability of and access to technological tools; students’ involvement in selecting their program of study; matters of assessment; learners’ perceptions of their imaginary future; as well as other personal and contextual factors. Students’ recommendations with respect to ways to increase their ALLBC, including boosting their excitement and self-confidence, are also analyzed.
  The interview data from students is also compared to those from the staff, revealing similarities and differences regarding reasons for (dis)engagement in ALLBC, factors (de)motivating ALLBC. A particular attention is paid to the roles of the instructors in the teaching and learning process.
  The findings contribute to the growing field of ALLBC research by providing some insights into this topic in the Vietnamese context. The findings and implications recommend professional development training for instructors on ALLBC, institutional changes and/or educational policies that might enhance the quality of English language education in HEIs in this area, and might have value for other Asian contexts.

• Subjects / Keywords

  • (de)motivation
  • learner autonomy
  • learner autonomy beyond the classroom
  • learners’ autonomous learning beyond the classroom
  • EFL
  • Vietnam

• Graduation date

  Spring 2024

• Type of Item

  Thesis

• Degree

  Doctor of Philosophy

• DOI

  https://doi.org/10.7939/r3-fp0q-2s67

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.