A Study on Motivation of Second-year Students Enrolling in Math-through-English Teacher Training at a University in Vietnam

Authors

DOI:

https://doi.org/10.54855/ijte.23338

Keywords:

Math-through-English, motivation level, intrinsic motivation, extrinsic motivation, motivational factors

Abstract

This study aimed to examine the motivation of 31 sophomores taking the Math-through-English teacher preparation program at the Faculty of Mathematics, Hanoi National University of Education. The study's use of quantitative and qualitative methods revealed that the second-year students were mostly intrinsically driven and had a modest level of motivation to complete this integrated course. This contributed to affirming that teaching science subjects in English was somewhat essential and influenced students' learning and career orientation. The three most common motivators were the lecturers, the voluntary aspect of MTE learning, and the pleasant relationships with classmates. Given the study's findings, various suggestions are made to improve the course's efficacy in particular and the use of teaching sciences through English in Vietnam generally.

Author Biography

  • Tran Thi My Linh, Hua-Shih College of Education, National Dong Hwa University, Taiwan

    Tran Thi My Linh is a lecturer at the English Practice Department, Faculty of English, Thuongmai University in Vietnam. She received a bachelor's degree in English Language Teaching from Hanoi National University of Education and a master's degree from the University of Languages and International Studies. She is currently a PhD student at National DongHwa University, Taiwan. She has been teaching four skills for eight years. She is interested in English Language and English Teaching Methodology.

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Published

28-08-2023

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Section

Research Article

How to Cite

Tran, T. M. L. (2023). A Study on Motivation of Second-year Students Enrolling in Math-through-English Teacher Training at a University in Vietnam. International Journal of TESOL & Education, 3(3), 137-154. https://doi.org/10.54855/ijte.23338

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