THAI STUDENTS’ MOTIVATION TO SPEAK ENGLISH OUTSIDE THE CLASSROOM AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY

42 Moreover, this study revealed the intrinsic reasons for speaking English. Mainly student studied English for the following reason: listening and singing English songs, studying the English language, and watching English movies. Participants were neutral about writing English stories as a reason for learning English. However, with the highest means of 3.46 (SD=1.05) for ‘answering questions in class,” and the lowest mean of 3.16 (SD=1.10) for “chatting in English in social media.” It appears that most students are neutral about extrinsic reasons for speaking English outside the classroom. Factors Demotivating Thai students to Speak English Outside of the Classroom The study reported that inadequate vocabulary to speak effectively, insufficient knowledge of English grammar, and lack of ability to speak English fluently and continuously were perceived as factors that hinder students from speaking English outside the classroom. The present study supported the findings of previous studies by Romwapee (2012) and Nuttawat (2008), which stated that lack of mastering grammatical structure, vocabulary, and pactice in pronouncing words had affected Thai students ability to speak fluent English. When learners experience one of these factors, they feel overwhelmed, anxious, and thus hesitate to speak the language (Lopez & Tun, 2017). Furthermore, lesser obstacle is that students do not want to lose face in front of their peers. As revealed by Lopez and Tun (2017), students are continually compare themselves with their peer, and are fearful of losing face or being ridiculed. This is similar to Woodrow (2006), who revealed that most people feel like children when learning a new language because they fear of making mistakes, and being ridiculed. They have low confidence, and lack motivation to try.. Nevertheless, the results of

43 this study shows that fear of losing face is an insignificant factor in hindering students from speaking English outside the classroom. Demographic Factors and Period of Learning English toward Motivation Variables The purpose of the final questions was to examine the differences between gender, program of study, class status, faculty, and period of learning English toward motivation variables. Research Question 2 Is there a statistically significant difference between motivation and demotivation factors in speaking English outside the classroom in terms of demographic variables? Gender Differences on Motivation Variables The findings of this study revealed that there are statistically significant gender differences in instrumental motivation, intrinsic motivation, and extrinsic motivation. Females had significantly higher instrumental motivation than males. The results were similar to Amengual-Pizarro (2017), who revealed that female students scored significantly higher in integrative motivation towards learning the English language than did males among engineering students in Spain. However, it somehow contradicted the findings of Jindathai (2015), which stated that male students of ThaiNichi Institute of Technology were motivated instrumentally to speak English to a greater extent than their female counterparts. Furthermore, this study found that females had significantly lower intrinsic and extrinsic motivation than did males. No gender differences were found for integrative motivation and demotivation in obstacles to speaking English. One reason why more females in this study had

44 instrumental motivation could be the possibility of getting better placement in the city after training. Many of the female respondents were nursing students who knew that they would complete their studies at the Bangkok campus where they meet many people from different countries. Therefore, they are motivated to learn the language so they could be posted in the city. Program Differences in Motivation Variables There were statistically significant program of study differences in extrinsic motivation, intrinsic motivation, integrative motivation, instrumental motivation and demotivation. It appears that students in the International program have significantly higher extrinsic motivation than those enrolled in the Thai program. In addition, International program students had significantly higher intrinsic and integrative motivations than their Thai program counterparts. However, Thai program students had significantly higher instrumental motivation - as well as demotivation - than did International program students. These findings support those of Thongmark (2012), which revealed that Thai students from Thaksin University’s Faculty of Humanities and Social Sciences in the English medium were more instrumental to speak English than other Faculties in both the Thai and English mediums. Year of Study Differences on Motivation Variables There were significant class differences for instrumental motivation, integrative motivation, extrinsic motivation, and obstacles to speaking English. Less than 10% of the variations in these motivation variables could be accounted for by post-hoc multiple comparison procedure using least significant differences (LSD), indicating that juniors had lower instrumental motivation than freshmen or sophomores. However, freshmen had higher integrative motivation than juniors and

45 seniors, but not sophomores. Moreover, this present study revealed that freshmen and sophomores had lower extrinsic motivation than seniors, but not juniors. Obstacles to speaking English were higher among freshmen and sophomores than among juniors and seniors. These findings were almost similar to the results of Jindathai (2015), who reported that there were statistically significant differences in types of motivation to speak English among freshmen, sophomores, juniors, and seniors at the 0.05 level. Freshmen had higher instrumental integrative motivation compared to sophomores and juniors, but not seniors. However, freshmen and juniors had slightly lower intrinsic motivation than seniors and sophomores. Faculty Differences on Motivation Variables There were statistically significant Faculty differences in instrumental motivation, intrinsic motivation, and extrinsic motivation. Based on pairwise comparison procedure results using least significant differences, it was found that the Faculty of Nursing was higher on instrumental motivation, but lower on intrinsic motivation and extrinsic motivation. The Faculty of Arts and Humanities was higher on extrinsic motivation than Business Administration or Education. This supported the study of Pengnate (2014) on low-graded students’ motivation and behavior in English learning at the Thai-Nichi Institute of Technology, which revealed that there were statistically significant differences in intrinsic and extrinsic motivation and English learning behavior at the 0.05 level among students from the Automotive Engineering and Business Information majors. Furthermore, according to Thongmark (2012), Thai students from Thaksin University’s Faculty of Humanities and Social Sciences in the English medium were more instrumentally motivated to speak English than other Faculties. Degang (2010)

46 explained that Thai students in the Faculty of Business English of Assumption University were slightly more integratively motivated to speak English than students from other Faculties. Motivational Differences by Period of Studying English This current study shows that there are significant differences in instrumental motivation, integrative motivation, and obstacles to speaking English. Post-hoc multiple comparison procedure results using least significant differences reported that participants who have learned English for 12-14 years and over 14 years have higher instrumental motivation than those who learned the language for less than 12 years. Those who have learned English for over 14 years have higher integrative motivation than those who reported learning for less than 12 years or 12-14 years. Obstacles are lower for those who have learned English for over 14 years than for those who have learned for less than 12 years or from 12-14 years. These research findings correspond to the study of Prakongchat (2007), which stated that students with more than eight years of language learning experience were more motivated in language learning than those who had less than 8 years of experience. Conclusion The study’s findings revealed that motivation for speaking English outside the classroom is mainly for instrumental and integrative reasons. Participants agreed that being able to speak English would lead them to meet people from other countries, survive when traveling abroad, have a better career, and increase their chance to study abroad. Less clear reasons are intrinsic and extrinsic motivations. The study also reported that factors such as inadequate vocabulary to speak effectively, insufficient knowledge of English grammar, and inability to speak English fluently and

47 continuously were perceived as hindering students from speaking English outside the classroom. Lastly, the study showed that there are statistically significant gender, faculty, class status, program of study and period of learning English differences in instrumental motivation, intrinsic motivation, and extrinsic motivation at the 0.05 level. All these findings could be credited to the fact that students realized the significance of the English language as a mean for accessing a better life. Limitations As this is a quantitative research study that utilized a survey (five-point Likert scale) to collect the data, an in-depth understanding of factors that influenced or hindered speaking English outside of the classroom was restricted. Some respondents, especially those from non-English majors in the Thai program, had difficulties in filling in and completing the questionnaire because it was written in English. They needed someone to explain to them what was written on the form. Furthermore, I had planned to collect data from 356 Thai students, but due to difficulty in tracing students, I only collected the survey from 197 subjects. These subjects were sampled using convenience sampling. Consequently, the findings may not be generalized to the entire population. Significance of the Study The findings of this study provide a useful parameter for the institutions to develop better strategies to improve student English speaking ability, eliminate factors that are detrimental to courses, and emphasize this skill in the English curriculum. They can also be used as recommendations to encourage Thai students to realize the importance of speaking English as an avenue for better careers, including higher education. Teachers who are seriously interested in ensuring students learn the

48 language can use both the negative and positive findings to develop ways of helping students to speak the language outside of the classroom. In addition, teachers can find better approaches for helping Thai students to practice English on their own, in addition to what they are taught in the classroom. Besides, teachers can develop strategies that help students to increase their motivation and overcome their attitudes towards speaking English. Recommendations for Future Research Based on the findings in this study, the following are recommended: 1. To study learning approaches to widening vocabularies, and - in return - enhancing the ability to communicate English outside the classroom. 2. To conduct research that focuses on participants from different nationalities. The aim would be to investigate if the motivation and demotivation factors are similar to the findings of the present study, to see whether speakers of other languages have the same results that Thai students had. 3. To use a larger sample with other types of sampling methods.

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55 APPENDIX Questionnaire Research title “Thai students’ motivation to Speak English outside the classroom at Asia-Pacific International University” This questionnaire is prepared to engage the Thesis. The areas being studied include the motivation towards speaking English outside the classroom for Thai students at Asia - Pacific International University. As all responses are confidential, please do not sign your name. Your cooperation in completing this questionnaire by responding to the following questions would be greatly appreciated. This questionnaire is divided into three parts: Part I Demographic Information Part II Factor motivating students to speak English outside the Classroom Part III Factors demotivating students to speak English outside the classroom Part I: Demographic Information Direction: Please mark ( ) in the below. 1. Gender Male Female 2. Age 17 – 19 years old 20 – 23 years old More than 23 years 3. Program of Study International Program Thai Program 4. Faculty Arts and Humanities Business Administration Education Information Technology

56 Nursing Religious Studies Science 5. Year of study Freshmen Sophomore Junior Senior 6. Period of learning English Less than 12 years 12 – 14 years More than 14 years Part II: Factor motivating students to speak English outside the Classroom This part consists of total 31 items containing two major scales: external and internal motivation factors and four sub-scales (extrinsic, instrumental, intrinsic, and integrative motivation). Directions: Please mark ( ) on the rating number that best suits your opinion. Mark only one choice per statement. 5 = Strongly Agree 4 = Agree 3 = Indifferent 2 = Disagree 1 = Strongly Disagree 1. Personal Level of English Speaking Ability Extrinsic Motivation My motivation to speak English 5 4 3 2 1 1. Answering questions in class. 2. Join speaking activities in class. 3. Taking a speaking exam. 4. Asking and answering questions in English. 5. Doing the oral presentation in English. 6. Talking to foreigners. 7. Chatting English in social media (e.g. messenger, line, etc.). 2. Personal Motivation Factors Intrinsic Motivation My motivation to speak English 5 4 3 2 1 1. I like to listen to and sing English songs. 2. I like to study the English language 3. I love to watch English movies. 4. I like to speak English with foreigners.

57 5. I like to read English books aloud. 6. I like to read English books (e.g. Novels/fictions). 7. I like to write English stories. 3. General Motivation Factors Instrumental Motivation My motivation to Learn English 5 4 3 2 1 1. The ability to speak English allows one to meet and talk to people in other countries. 2. To travel or survive abroad, one should be able to speak English. 3. To pursue higher education, one should be able to speak English. 4. Being able to speak English increases the chance of getting a better job. 5. Ability in speaking English assists a person's achievement and improvement. 6. Ability in speaking English helps increase a person's confidence. 7. Society respects a person who can speak English. 8. To be westernized, you must be able to speak English. 9. The new generation should be able to speak English. 10. A person who can speak English is the educated person. 4. Personal Motivation Factors Integrative Motivation My motivation to Learn English 5 4 3 2 1 1. English is very useful when going abroad and travelling. 2. English is very important for future careers. 3. I would like to pursue Master's degree overseas. 4. I would like to work in an international organization. 5. English is very useful for higher education.

58 6. I am influenced by English environment, making international friends. 7. My parents use English at home and at work. Part III: Obstacles in speaking English outside the classroom faced by Thai students in the International and Thai Programs Directions: Please mark ( ) on the rating number that best suits your opinion. Mark only one choice per statement. To what extent do these problems affect your English speaking ability? 5 = Most affect 4 = More affect 3 = Indifferent 2 = Less effect 1 = the least effect Demotivating Factors to speak English outside the classroom 5 4 3 2 1 1. I do not know enough vocabulary words to speak effectively. 2. I do not have enough grammar knowledge to speak effectively. 3. I cannot speak English fluently. 4. I cannot speak English continuously. 5. I feel nervous about making mistakes. 6. I do not know how to stress words correctly. 7. I cannot pronounce words and consonants correctly. 8. I cannot speak with intonation like a native speaker. 9. I do not know enough vocabulary words to speak effectively. 10. I do not have enough grammar knowledge to speak effectively. *** Thank you for answering this questionnaire ***