MINISTRY OF EDUCATION AND TRAINING MINISTRY OF NATIONAL DEFENSE

MILITARY SCIENCE ACADEMY

FACTORSAFFECTING MOTIVATION
TO LEARN ENGLISH OF ETHNIC MINORITY CADETS

AT BORDER GUARD COLLEGE

Candidate: Đỗ Công Minh
Supervisor: Assoc. Prof. PhD. Nguyễn Thu Hạnh

Hanoi - 2023
 CONTENTS

1 Introduction

2 Literature review 3 Methodology

4 Findings and discussion 5 Conclusion

1 Introduction
1 Introduction

Rationale
Ethnic minorities experience difficulties such as transportation, low living conditions,
and lack of information.

Border Guard College is tasked to train and foster non-commanding officers and
soldiers, including ethnic minorities, from border posts and units nationwide

It is found to be difficult to motivate the ethnic minorities

What factors affect motivation to learn English of ethnic

minority cadets at Border Guard College?
 1 Introduction

to investigate the factors affecting ethnic

Objectives
cadets’ motivation to learn English at
Border Guard College

to make recommendations for improving

their English-learning motivation
1 Introduction

Research question

What are the factors that

affect ethnic cadets’ English-
learning motivations at
Border Guard College?
 1 Introduction
Significance
assist the English teachers at BCG in assessing their cadets’
motivation to learn English

help English teachers design their teaching techniques and

programs

provide source of information for English teachers and other

scholars
2 Literature review
2 Literature review
intrinsic

Motivation extrinsic
Self-
concept

Factors Teacher Environment

Theoretical affecting
Peer Profession
background motivation to
learn English Self Parents

Society Education

Ethnic
minorities Identities
2 Literature review

First study on ethnic minority cadets found in the VPA and Border Guard
3 Methodology
3 Methodology

Exploratory
research
RESEARCH
DESIGN

Historical Pilot study Focus group Grounded Case study

model model model theory model model

involves the in- obtain a

developed by
depth comprehensive
Yin (2014)
examination understanding
3 Methodology
Directly under
Border Guard
High Command

Teaching Border soldiers

English, from border
SETTING

Chinese, Laos, and coastal

Cambodian, provinces and
and cities
Vietnamese nationwide

Providing
border
management
and protection
profession
training
3 Methodology

Cadets
• 70 ethnic minorities
• Age: 18-23
PARTICIPANTS

• From border posts nationwide

Teachers
• Two teachers of English
• Over ten years of experience
3 Methodology

Ethnicity

Majors

Demographic
information

Structure Previous places of

work

Learning experience
and motivation

Questionnaire
Previous residence

Based on Krosnick’s

Construction
Data grounds Two-point Likert
Scale

collection 15% of each groups chosen

tools
randomly

Cadet interview 4 Tays

(10 cadets) 2 H’Mongs
1 Dao
1 Nung

Interviews
1 Thai
Teacher interview
1 Ede
(2 teachers)

Thematic analysis
3 Methodology
DATA COLLECTION PROCEDURE

Step 1 • distribute a survey

questionnaire

• interview
Step 2 teachers

• conduct

Step 3 in-depth
cadet
interviews
4 Findings and discussion
 4
FINDINGS FROM QUESTIONNAIRE Findings and discussion

Respondents’ demographic information

 4
FINDINGS FROM QUESTIONNAIRE Findings and discussion

Respondents’ demographic information

 4
FINDINGS FROM QUESTIONNAIRE Findings and discussion

Respondents’ demographic information

 4
FINDINGS FROM QUESTIONNAIRE Findings and discussion

Respondents’ demographic information

4 Findings and discussion
FINDINGS FROM QUESTIONNAIRE

Respondents’ demographic information

 4 Findings and discussion
Teacher-related factors
FINDINGS FROM QUESTIONNAIRE

Factors affecting motivation to learn English

 4 Findings and discussion
Peer-related factors
FINDINGS FROM QUESTIONNAIRE

H’Mong cadets

Factors affecting motivation to learn English

 4 Findings and discussion
Learning-environment-related factors
FINDINGS FROM QUESTIONNAIRE

Tay

H’Mong

Nung

Factors affecting motivation to learn English

 4 Findings and discussion
Cadet-related factors
FINDINGS FROM QUESTIONNAIRE

Factors affecting motivation to learn English

 4 Findings and discussion
Professional-development-related factors
Tay
FINDINGS FROM QUESTIONNAIRE

H’Mong

Nung

Thai

Border gate
management

Drug and crime

prevention

Border gates
and seaports

Factors affecting motivation to learn English

 4 Findings and discussion

Recording
FINDINGS FROM INTERVIEWS

Transcribing

Coding

Analyzing
 4 Findings and discussion
FINDINGS FROM INTERVIEWS

• Teacher-related factors
Thematic analysis

• Peer-related factors
• Learning-environment-
related factor
Teacher interview
 4 Findings and discussion
FINDINGS FROM INTERVIEWS

Thematic analysis

• Cadet-related factors
• Professional-development-
related factors
• Learning-environment-related
factor
Cadet interview
5 Conclusion
5 Conclusion
What are the factors that affect motivation to learn English
of ethnic minority cadets at Border Guard College?

• Professional development
Intr • Personal satisfaction, curiosity,
insi and self-improvement
c

• Positive interactions with peers

Ext • Collaborative activities, and a
rin supportive learning environment
sic
5 Conclusion
What are the factors that affect motivation to learn English
of ethnic minority cadets at Border Guard College?

Major • Border gate management

• Tay

Ethnicity • H’Mong
• Nung
• Thai

Work place •• International

Seaport
border gate
 5 Conclusion
Previous study comparison

• Traffic problems
Zhao (2017) China • Information gaps

• Intrinsic
Jiao, et al (2022)
China
• Intrinsic interest rather than learning situation
motivation
• Extrinsic
Current motivation
• Cultural and individual factors
Youssef (2016)
Malaysia
• Major,
Nguyễn Văn Khang (2020)
• Opportunities to talk with foreigners
• Facilitation of work
study ethnicity,
Vietnam
and
• Awareness of importance of English in lives
Vi Văn Hướng (2019)
VIetnam
and futures workplace
• Self-changing
Nguyễn Thị Thảo (2020)
• Better job opportunities
Vietnam • Interaction with foreigners
5 Conclusion
Limitations

- Ethnic groups’ characteristics

- Adult learners
- Psychological interferences
5 Conclusion

Recommendations

Assess and Create Improve

IT and Internet
group atmosphere activities
5 Conclusion
Suggestions for further study

Ethnicity Demotivation factors

Thank you for your listening
Q&A