Factors Affecting Student Motivation to Learn English in Blended Learning

Tran Minh Chau^1,

¹Faculty of Foreign Languages, National Economics University, 207 Giai Phong Street, Hai Ba Trung District, Hanoi, Vietnam

Cite this paper:
Tran Minh Chau. Factors Affecting Student Motivation to Learn English in Blended Learning. American Journal of Educational Research. 2022; 10(12):668-677. doi: 10.12691/education-10-12-3

Abstract

Blended learning is helping to improve teaching and learning, providing learners with a diverse learning environment, making information accessible regardless of time and place, and stimulating creativity in teaching methodology. Motivation is an essential factor that largely decides learners’ success in learning a language in general and English in particular. This study was conducted to (1) determine factors that affect students’ motivation to learn English in blended learning, identify student’s awareness about these factors as well as (2) identify barriers to students’ motivation to learn English when blended learning is applied so that (3) give recommendations to students, teachers, and institutions to maximize the potential of blended learning. For data collection, a survey questionnaire was sent to students of 6 different programs in National Economics University and quantitative results were analyzed with the use of Google Forms and Excel. Meanwhile, qualitative results were analyzed with reference to blended learning and motivation. Findings of the research can be divided into three main parts namely student factors, teacher factors, and institution factors. The study also points out barriers that students face when applying blended learning and gives meaningful recommendations to students, teachers, and institutions.

Keywords:
blended learning intrinsic motivation extrinsic motivation learning styles technology

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