How to motivate non-English major students in

Vietnam to learn English

Nguyen Ha Trang

Introduction
Motivation to learn becomes very important for non-English-speaking Vietnamese
undergraduates in teaching colleges who actually see English as a burden. Poor learning
environments and traditional teaching methods are the reason why non-English speaking
students do not know English. Fear of this subject also reduces the motivation of many students
to learn English. As a result, research into learning and teaching English has meant a lot to me.
To investigate how non-English junior high school students can be motivated to learn English, I
would elaborate ideas based on following two research questions.
1. What factors influence the motivation of non-English learners to learn English?
2. What are some useful methods for teachers to use?
Motivation is defined as the degree of effort and resulting satisfaction in learning a language
because of the desire to learn it. Motivation is believed to play an important role in successful
language learning. In line with this line of thinking, students' motivation to learn English can
influence learning outcomes up to degrees. Investigating how students succeed or fail in learning
English is worth investigating because it can affect their motivation and how they learn the
language. In the early stages, motivation was studied and understood within a behavioral
framework based on stimulus-response theory and the application of reward and reinforcement.
When referring to future trends and direction for second language acquisition, it is neccessary to
mention the tension of interaction relationship, interaction requirement and goal orientation
which are directly link to learning motivation.

Factors Affect Motivation

In his own humanitarian view (Maslow, 1987), the Pyramid of Needs refers to a hierarchy of
needs, which has often been represented as a five-level hierarchical pyramid. The highest level
on Maslow's human motivational ladder is the need for self-actualization. Maslow stated that
people seek self-actualization or full realization of their potential once their more basic needs are
met. Students will study harder when they feel satisfied and comfortable with the subjects they
are studying. You will become more interested in learning English as a second language if you
find that it will help you in your future career development or get a higher salary in the future. To
some extent, therefore, there are motivational or hygienic motivations in the form of intrinsic and
extrinsic motivation that directly affect how enthusiastic students are in learning English.
In the context of teaching and language learning, hygiene factors are identified in the form of
relationships with peers, teachers, and learning conditions. Similarly, motivators are transferred
to achievement, progress, growth, the need to accomplish the job itself. In fact, these essential
aspects are still based on an inner need for self-esteem, self-actualization (Maslow, 1987), and
self-determination. The active role of teachers in supporting student autonomy and in providing
useful feedback on students' progress in learning has been linked to student extrinsic and
intrinsic motivation. I am investigating that it is related to the direction of attachment. Teacher
feedback is the most important factor influencing students' motivation to learn, especially when
students perceive their own progress. Also, teachers feel more competent when they are actively
involved in the language learning process and give positive feedback and encouragement to their
students' learning. . However, when the teacher is perceived to be in control, the student's
intrinsic motivation decreases. Teachers therefore play an important role by contributing to the
intrinsic and extrinsic motivation of their students.

Motivating Ways to Teach English to Students

English courses for non-English majors in college help teach adults. Teachers, therefore ,need to
consider the social and emotional factors in a humane approach to adult education. According to
(Knowles et al, 2011), the core of humanism is andragogy, the theory of adult education.
Andragogy has her Her Six Principles: Learner's Knowledge Needs, Learner's Self-Concept,
Learner's Prior Experiences, Learning Motivation, Learning Orientation, and Her Learning
Motivation is.The theory focuses exclusively on personal and intrinsic motivation, and that
external factors to adult learners' goals, objectives, and learning aspirations are important. It
claims to be largely ignoring the impact. Human cannot exist without being integrated into
society, even if they are interrelated. People and the environment can influence each individual,
for better or worse, to some extent. You can directly or indirectly help motivate him/her.In fact,
there are many adult learners who learn through the influence and approval of society, friends
and family. However, with such motivation, the student knows how to tailor her goals of her
studies based on her interests and passions for specific subjects.
However, it is also necessary to combine appropriate feedback with a humanistic approach to
improve the self-confidence and autonomy of students. Humanism focuses on the development
of the learner's self-concept. When learners are self-assured, self-assured and have clear
strategic learning goals, they take more responsibility for the learning process. Moreover,
teachers’ openness and empathy for students are important in promoting learning and
development. Teachers are seen as facilitators of learning and students are focal points in their
activities from which they can develop their own awareness and commitment. Self-actualization
is a basic human motivation, and when this urge is thwarted, it creates a physical and mental
imbalance in an individual's life. In addition to good teaching and knowledge, teachers should
treat learners with the most friendliness and enthusiasm. In the Vietnamese context, the students
were attuned to his nursing orientation, traditional Vietnamese values. Therefore, the friendly
and helpful support of our English teachers in classroom is a good way to motivate our students
as they grow.
The creation of learner autonomy should be focused. Students are more motivated to complete
tasks when they feel a sense of ownership. This can be achieved by allowing teachers to make
real decisions about as many aspects of the learning process as possible, giving them different
leadership/teaching roles, and taking on the role of facilitator rather than drill sergeant.
Independence and motivation go hand in hand. Using group or pair work is also a good way to
unleash the impact of classroom activities. In order to maximize intrinsic motivation, teachers
should provide as many opportunities for students to work in pairs or groups, or allow the class
to express their ideas freely. This also helps students build confidence and autonomy. Group
dynamics in the classroom played an important role in students' learning experience and
outcomes. Working in groups helps students develop their goals and commitment to the whole
team. It generalizes how students can become more involved in learning English by finding their
passions and connecting classroom activities. In the first stage, passion is identified as an
underlying factor that plays a key role in shaping students' intrinsic motivation. In particular,
teachers act as facilitators by using music, movies, trends, or current affairs to arouse student
passions and arouse genuine interest in learners. Teachers also help learners find their passions
by organizing regular class activities on self-expression. It is effective when students realize that
the content of the lesson is personal life and that the teacher treats them not only as language
learners, but as human beings.

English Teacher's Methods

Encourage learners' confidence and interest in learning English

The main teaching method used in England today is the student-centered method and students
acquire their own activities and knowledge and focus mainly on goal orientation. Teachers guide
learners as facilitators. It is important to consider the teacher's role as a facilitator of learning and
suggest that students should take more responsibility for their own learning. When students see
themselves as autonomous agents, they are more interested in their research, more motivated,
and less dependent on others for achievement and learning. Moreover, learners should be viewed
as customers. This means that the learner will be served by the teacher in the most enthusiastic
way possible.

Teacher Appropriate Behavior

It is suitable to use humane teaching methods when teaching English. Students were treated
equally regardless ò their background and gender. Many teachers have priority on some students
because of being acquaintances or gender. Students who feel that they have not been treated with
sufficient respect or have other concerns that may affect their learning may result in
demotivation in learning. Showing students that teachers are kind and considerate is a good way
to motivate students.

Creating Dynamic Activities

During an English lesson with students, teachers have the flexibility to create as many activities
as possible, engaging students in pairs or groups. The role of organizing group activities was
found to be effective. Especially in language classes, students are encouraged to discuss
questions with the help of bank talks and teacher assistants.In particular, students regularly
participated in games, gave presentations and filmed videos. Importantly, they used their own
steps during the lesson. This includes teaching theory, providing supportive practice, personal
practice, and extension. A combination of psychological methods and activities is recommended
as an important step in foreign language teaching.
Reference:
Maslow, A.H. (1987). Motivation and Personality (3rd.ed.)Longman.
Knowles, M. S., Holton III, E. F., Swanson, R. A. (2011). The adult learner: The Definitive
Classic in Adult Education and Human Resource Development. 7th ed. Oxford: Elsevier
Cambridge English. Available at: https://www.cambridgeenglish.org/learning-english/parents-
and-children/how-to-support-your-child/how-to-increase-motivation-to-learn-english/ (Accessed:
October 28, 2022).