TAY NGUYEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

-------------------

THE GRADUATION ASSIGNMENT

A STUDY ON HOW LACK OF GRAMMATICAL

KNOWLEDGE AFFECTS LEARNING MOTIVATION
OF FIRST YEAR ENGLISH- MAJORED STUDENTS
AT TAY NGUYEN UNIVERSITY

Supervisor’s name: Thân Thị Hiền Giang, M.A.

Student’s name: Trần Tiến Đạt
Student’s code: 20701058
Class: English Pedagogy course 2020A

Dak Lak, July 2024

 TAY NGUYEN UNIVERSITY
FACULTY OF FOREIGN LANGUAGES
-------------------

THE GRADUATION ASSIGNMENT

A STUDY ON HOW LACK OF GRAMMATICAL

KNOWLEDGE AFFECTS LEARNING MOTIVATION
OF FIRST YEAR ENGLISH- MAJORED STUDENTS
AT TAY NGUYEN UNIVERSITY

Supervisor’s name: Thân Thị Hiền Giang, M.A.

Student’s name: Trần Tiến Đạt
Student’s code: 20701058
Class: English Pedagogy course 2020A

Dak Lak, July 2024

 ACKNOWLEDGEMENTS

This assignment would not have been completed without the guidance and
assistance of many people, all of whom deserve my deepest gratitude. I'd want to use
this chance to express my gratitude to everyone who helped this project be completed
successfully.
I would like to express my gratitude to M.A. Than Thi Hien Giang, my
supervisor, for her insightful comments, considerate leadership, and ideas regarding
my paper. I also want to express my appreciation for her perseverance and strong
encouragement over the course of conducting this research. Thank you very much for
your enthusiastic help from the time I started writing the outline to the completion of
the assignment.
I should also appreciate all my teachers of the Foreign Language Faculty at Tay
Nguyen University who have shared a wealth of information with me and assisted me
to complete my study all time I studies at this university.
In addition, I am very grateful to my family and friends who encouraged me
during my graduation assignment.
Last but not least, I would like to thank the help of 45 first-year English major
students at Tay Nguyen University for collecting data for my research.

Dak Lak, July 2024

Student

Tran Tien Dat

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 TABLE OF CONTENTS

ACKNOWLEDGEMENTS ...................................................................................... i
LIST OF CHARTS ...................................................................................................ii
CHAPTER I. INTRODUCTION ........................................................................... iv
1.1. Statement of the problem .....................................................................................1
1.2. Significance of the study ......................................................................................1
1.3. Objectives of the study .........................................................................................3
CHAPTER II: LITERATURE REVIEW...............................................................4
2.1 An overview of grammatical knowledge & learning motivation .........................4
2.1.1 Definition of grammatical knowledge ...............................................................4
2.1.2 Definition of motivation .....................................................................................5
2.2 The relationship between lack of grammatical knowledge and learning
motivation....................................................................................................................7
2.3 Specific grammatical areas influence motivation .................................................8
2.4 Strategies to improve grammatical knowledge and learning motivation..............9
2.4.1 Strategies to improve grammatical knowledge ..................................................9
2.4.2 Strategies to improve learning motivation .......................................................10
CHAPTER III: METHODOLOGY ........................................................................4
3.1. Subjects of the study: .........................................................................................13
3.2 Scope of the study ...............................................................................................13
3.3 Research questions ..............................................................................................13
3.4 Research method .................................................................................................13
CHAPTER IV: FINDINGS AND DISCUSSIONS ..............................................16
4.1 Student’s perceptions of the importance of the level of grammatical knowledge
among first-year English-major students at Tay Nguyen University. ......................16
4.1.1 Students' assessment of the importance of grammar .......................................16
4.1.3 Students' perceptions of the importance of grammatical knowledge to their
academic and communication skills .........................................................................18
4.2 The particular areas of grammar that first-year English-major students at Tay
Nguyen University struggle with the most ...............................................................20
4.2.1 Student’s opinions of the areas of grammar that they struggle with the most. 20
4.2.2 Students' opinions on the challenges they encountered in mastering various
aspects of grammar ...................................................................................................20

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4.2.3 Students' perceptions of their level of difficulty in different areas of grammar
...................................................................................................................................21
4.3 The lack of grammatical knowledge affects the learning motivation of first-year
English-majored students. .........................................................................................23
4.3.1 The lack of grammatical knowledge impacts students overall learning
motivation..................................................................................................................23
4.3.2 Specific aspects of learning motivation are most influenced by students
insufficient grammatical knowledge .........................................................................24
4.3.3 Grammatical difficulties affect students confidence in their English language
abilities ......................................................................................................................25
4.3.4 Students perceptions about the level of relationship between grammatical
knowledge and academic performance in other areas of English studies .................26
4.4 Possible strategies for students to improve grammatical knowledge and enhance
learning motivation ...................................................................................................27
4.4.1 Students perceptions about strategies they find most effective for improving
grammatical knowledge ............................................................................................27
4.4.2 Interventions are perceived as most beneficial in enhancing both students
grammatical knowledge and learning motivation .....................................................28
4.4.3 The impact of teaching methods on students grammatical knowledge and
learning motivation ...................................................................................................29
4.4.4 Students perceptions about the role that feedback plays in improving their
grammatical knowledge and maintaining their motivation to learn .........................30
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ......................32
5.1 Conclusions .........................................................................................................32
5.2 Recommendations ...............................................................................................32
REFERENCES ........................................................................................................34
APPENDIX ..............................................................................................................36
SUPERVISOR’S COMMENTS ............................................................................41

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 LIST OF CHARTS
Chart 1: Students' assessments of the importance of grammar .................................16
Chart 3: Students’ options about the importance of grammatical knowledge to their
academic and communication skills .........................................................................19
Chart 4: Student’s opinions of the areas of grammar that they struggle with the most.
...................................................................................................................................20
Chart 5: Students' opinions on the challenges they encountered in mastering various
aspects of grammar ...................................................................................................21
Chart 6: Students' perceptions of their level of difficulty in different areas of grammar
...................................................................................................................................22
Chart 8: Specific aspects of learning motivation are most influenced by students
insufficient grammatical knowledge .........................................................................24
Chart 9: The level of grammatical difficulties affects students confidence in their
English language abilities .........................................................................................25
Chart 10: Students perceptions about the level of relationship between grammatical
knowledge and academic performance in other areas of English studies .................26
Chart 11: Strategies that students find most effective for improving grammatical
knowledge .................................................................................................................27
Chart 12: Interventions are perceived as most beneficial in enhancing both students
grammatical knowledge and learning motivation .....................................................28
Chart 13: Teaching methods impact students grammatical knowledge and learning
motivation..................................................................................................................29
Chart 14: Some roles that feedback plays in improving their grammatical knowledge
and maintaining their motivation to learn .................................................................30

iv
 CHAPTER I. INTRODUCTION

1.1. Statement of the problem

The importance of English as a global language cannot be overstated in today's
interconnected world, where effective communication is essential for international
commerce and trade. Despite its widespread use and established dominance in
various fields, learning English can pose significant challenges, particularly for non-
native speakers. One major hurdle is the lack of grammatical knowledge, which forms
the backbone of language structure and communication. Without a solid grasp of
grammar, learners may struggle to express themselves accurately and coherently,
leading to frustration and diminished motivation. This can result in communication
breakdowns, feelings of incompetence, and a reluctance to use English in real-life
situations. Furthermore, the absence of grammatical proficiency hampers progress in
other language skills and prevents learners from fully appreciating the nuances of
English. Addressing this issue is crucial for maintaining and enhancing learners'
motivation, necessitating the integration of grammar instruction into language
learning programs. By implementing interactive and engaging activities focused on
grammar, educators can help students build a solid foundation and improve their
overall proficiency, thus optimizing the learning experience. Research exploring the
impact of grammatical knowledge on learning motivation, such as the proposed study
on first-year English-majored students at Tay Nguyen University, can provide
valuable insights for educators and contribute to the broader understanding of
language learning motivation. Ultimately, this research aims to inform teaching
strategies and curriculum development to better support English-majored students in
their early stages of study.
1.2. Significance of the study
Assist students in determining how a lack of grammatical understanding affects
their drive to learn. Motivation is an important factor contributing to the improvement
of students' knowledge and skills. By studying this topic, valuable insights can be
gained into the relationship between grammatical knowledge and learning motivation
among English language learners.
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 Firstly, this study can help identify the specific areas of grammatical knowledge
that students may struggle with. Understanding the difficulties that learners face in
grammar can assist educators in designing appropriate teaching strategies and
materials to address these challenges. By addressing these gaps in grammatical
knowledge, instructors can enhance students' comprehension and usage of the English
language.
Secondly, exploring the impact of grammatical knowledge on learning
motivation is crucial. The findings can shed light on how a lack of grammatical
understanding may hinder students' enthusiasm to engage in English language
learning. This knowledge can aid in developing interventions and support systems
aimed at improving students' motivation levels, helping them overcome barriers, and
maintaining their interest in language acquisition.
Furthermore, understanding the relationship between grammatical knowledge
and learning motivation can have implications for curriculum development.
Educators can create a curriculum that emphasizes both grammatical competence and
motivational factors, fostering an enriching and effective learning environment for
students. Additionally, the findings of this study can contribute to the broader field
of language education and provide insights for other educational institutions that face
similar challenges in teaching English. According to Zhang, D. (2012), grammatical
knowledge is important to the comprehension of texts in that it is essential to
coherence building (Givón, 1995) as well as to word integration for establishing
propositional meanings that enable text model construction and integration (Fender,
2001; Kintsch, 1998; Perfetti & Britt, 1995). A lack of explicit grammatical
knowledge also helps in accounting for failures in reading comprehension monitoring
(Bowey, 1986). The importance of grammar to comprehension is clearly evident
when lexical information is present but necessary grammatical cues are not (Urquhart
& Weir, 1998; see Grabe, 2005 for a list of grammar cues functioning in textual
comprehension). Research by Hans, A., & Hans, E. (2017) strongly suggests that the
most beneficial way of helping students improve their command of grammar in
writing is to use students' writing as the basis for discussing grammatical concepts.
Researchers agree that it is more effective to teach punctuation, sentence variety, and

2
usage in the context of writing than to approach the topic by teaching isolated skills
(Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962). As students revise and
edit their writing, teachers can provide grammar instruction that guides students in
their attempts to identify and correct problems in sentence structure and usage.
1.3. Objectives of the study
The aims of this research are:
 To find out the level of grammatical knowledge among first-year English-
major students at Tay Nguyen University.
 To figure out the specific areas of grammar that students struggle with the
most.
 To determine how the lack of grammatical knowledge affects the learning
motivation of first-year English-majored students.
 To suggest possible strategies and interventions to improve grammatical
knowledge and enhance learning motivation among the students.

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 CHAPTER II: LITERATURE REVIEW

2.1 An overview of grammatical knowledge and learning motivation

2.1.1 Definition of grammatical knowledge
According to Huddleston, R., Pullum, G. K., & Reynolds, B. (2021), describing
complex systems of any kind (car engines, legal codes, symphonies, languages) calls
for theoretical concepts and technical terms ('gasket', 'tort', 'crescendo', 'adverb'). We
introduce a fair amount of grammatical terminology in this book. To start with, we
will often need to employ standard terms for three different areas within the study of
language. Two of them have to do with the grammatical form of sentences: syntax is
the study of the principles governing how words can be assembled into sentences (I
found an unopened bottle of wine admissible, but *I found a bottle unopened of wine
is not); and morphology deals with the internal form of words (unopened has the parts
un', open, and ·ed, and those parts cannot be combined in any other order). But in
addition to their form, expressions in natural languages also have meaning, and that
is the province of the third area of study: semantics. This deals with the principles by
which sentences are associated with their literal meanings. So the fact that unopened
is the opposite of opened, and the fact that we correctly use the phrase an unopened
bottle of wine only for a bottle that contains wine and has not been opened, are
semantic facts about that expression. We will need a lot of more specific terms, too.
You may already know terms like noun, verb, pronoun, subject, object, tense, and so
on.
Therefore, we can conclude that “grammatical knowledge in English” refers to
an individual's understanding and proficiency in the rules, principles, and structures
that govern the English language. It includes knowledge of syntax (word order and
sentence structure), morphology (word formation and inflection), phonetics (sounds
and pronunciation), and semantics (meaning and interpretation of words and
sentences). This knowledge enables effective communication and accurate
expression in written and spoken English.

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2.1.2 Definition of Motivation
Motivation, as defined by Lai (2011), encompasses the underlying reasons for
behavior, rooted in willingness and volition. It comprises a complex interplay of
beliefs, perceptions, values, interests, and actions, which vary across individuals and
subject areas, intensifying with age. While intrinsic motivation is traditionally viewed
as more favorable, motivation tends to decline as children progress through school,
though it predicts motivation in later life. Instructional practices can influence
motivation, with rewards having varied effects based on their type and context.
Encouraging autonomy and fostering a supportive classroom environment are key
strategies for enhancing motivation.
Deci and Ryan's Self-Determination Theory (1985) distinguishes between
extrinsic and intrinsic motivation based on whether actions are driven by external
outcomes or inherent enjoyment.
*INTRISNIC MOTIVATION
Intrinsic motivation, the inherent drive to engage in activities for personal
satisfaction rather than external rewards, forms the cornerstone of fulfilling learning
experiences and lifelong educational journeys. Rooted in internal factors such as
autonomy, personal interest, and the pursuit of mastery, intrinsic motivation enriches
every aspect of the learning process. It fosters deep engagement by igniting genuine
curiosity and prompting active participation, transforming classrooms into dynamic
spaces where the joy of learning thrives. Moreover, intrinsic motivation cultivates
sustained focus and concentration, leading to deeper levels of understanding and
retention. Learners driven by intrinsic motivation naturally seek a comprehensive
understanding of concepts, resulting in a solid foundation of knowledge that endures
over time. Additionally, intrinsic motivation empowers learners to take ownership of
their educational paths, nurturing self-directed learning habits and fostering
autonomy. This sense of agency not only enhances the learning experience but also
prepares students for lifelong learning beyond formal education. Emotionally,
intrinsic motivation imbues the learning journey with positivity, joy, and a growth
mindset, shaping attitudes towards challenges as opportunities for personal
development. Furthermore, it nurtures creativity and innovative thinking, equipping

5
learners with the skills to tackle real-world problems with flexibility and ingenuity.
Ultimately, intrinsic motivation drives personal growth and mastery, fueling a
continuous journey of self-improvement and excellence. By embracing and
harnessing the power of intrinsic motivation, educators and learners unlock the
boundless potential of the human thirst for knowledge, ensuring that education
becomes a lifelong voyage of exploration, understanding, and self-discovery.
*EXTRINSIC MOTIVATION
"Intrinsic Motivation and Self-Determination in Human Behavior" by Edward
L. Deci and Richard M. Ryan is a seminal work that explores the intricacies of
intrinsic motivation and self-determination theory. While the book predominantly
focuses on intrinsic motivation, it also sheds light on extrinsic motivation, which
serves as a significant counterpart in understanding human behavior.
Extrinsic motivation refers to engaging in an activity or behavior in order to
attain some separable outcome or reward external to the activity itself. Deci and Ryan
argue that while extrinsic motivators can prompt action and behavior, they may not
necessarily foster genuine satisfaction or sustained engagement. Instead, they suggest
that extrinsic rewards can sometimes undermine intrinsic motivation, leading to a
decrease in the inherent enjoyment or interest in an activity.
The book delves into various forms of extrinsic motivation, ranging from
tangible rewards such as money, grades, or prizes to social approval, praise, or
recognition. Deci and Ryan propose that the impact of extrinsic motivators on
behavior depends on the degree to which they support or hinder an individual's sense
of autonomy, competence, and relatedness—the three basic psychological needs
outlined in their self-determination theory.
For instance, extrinsic rewards that are perceived as controlling or contingent,
such as excessive monitoring, deadlines, or imposed goals, can diminish a person's
sense of autonomy, thereby reducing intrinsic motivation. Conversely, extrinsic
motivators that provide informational feedback, acknowledge competence, or foster
a sense of choice and volition can enhance intrinsic motivation by supporting
individuals' need for autonomy and competence. Furthermore, the book discusses the
concept of the "overjustification effect," wherein the provision of extrinsic rewards

6
for an intrinsically rewarding activity can undermine the inherent enjoyment or
interest in that activity. Deci and Ryan present empirical evidence demonstrating that
when individuals perceive their behavior as externally controlled by rewards, they are
less likely to engage in the activity when the external rewards are removed or
diminished.
Moreover, the authors highlight the importance of considering the quality of
motivation, distinguishing between autonomous motivation—driven by personal
interest, values, or inherent satisfaction—and controlled motivation—arising from
external pressure, rewards, or avoidance of punishment. While extrinsic motivators
can initially stimulate behavior, the book underscores the significance of cultivating
intrinsic motivation, as it leads to more enduring engagement, creativity, and well-
being.
In summary, "Intrinsic Motivation and Self-Determination in Human Behavior"
offers valuable insights into the complex interplay between intrinsic and extrinsic
motivation. While extrinsic motivators play a role in influencing behavior, their
impact depends on how they align with individuals' innate psychological needs for
autonomy, competence, and relatedness. Understanding the dynamics of extrinsic
motivation is crucial for promoting optimal human functioning and fostering genuine
motivation in various contexts.
2.2 The relationship between lack of grammatical knowledge and learning
motivation
The interplay between grammatical knowledge and learning motivation in
education has been extensively explored through seminal works by scholars such as
Cook, Larsen-Freeman, Dörnyei, Deci, and Ryan. Cook emphasizes the critical role
of grammatical competence in language acquisition, highlighting its significance for
effective communication. Larsen-Freeman underscores the importance of integrating
grammar instruction into language teaching methodologies, establishing a theoretical
framework for understanding the potential impact of grammatical deficiencies on
motivation. Dörnyei categorizes motivation into intrinsic and extrinsic forms,
acknowledging their diverse influences on learners' engagement with language tasks.
Deci and Ryan's Self-Determination Theory further elucidates how learners'

7
psychological needs for autonomy, competence, and relatedness shape their intrinsic
motivation. To explore this intricate relationship, qualitative research methodologies,
such as interviews, are employed to understand students' perceptions of grammatical
challenges and their motivational implications. Additionally, quantitative
assessments, including standardized tests and surveys, provide statistical rigor to
measure grammatical proficiency and motivational variables. By synthesizing
insights from key works and employing a mixed-methods approach, this research
aims to offer a nuanced understanding of how grammatical knowledge impacts
learning motivation, informing educational practices to enhance the language
learning experience.
2.3 Specific grammatical areas influence motivation.
The impact of specific grammatical areas on learning motivation within
language education is multifaceted and dynamic, influencing students' engagement,
perseverance, and overall attitudes toward language learning. One notable example
is the challenge posed by verb conjugations, particularly in languages with complex
systems like Spanish or French. The intricate rules governing verb forms may lead to
frustration or a sense of accomplishment, depending on learners' success in mastering
them. Similarly, difficulties with word order and sentence structure can impede
communication and affect motivation, while mastery of these aspects can bolster
learners' sense of competence. The correct usage of articles, despite their apparent
simplicity, presents another challenge that can impact learners' confidence and
motivation. Irregular verbs further exemplify how specific grammatical areas can
affect motivation, with the need for extra effort to memorize unique forms potentially
leading to frustration or a sense of accomplishment. Additionally, the mastery of
grammatical moods, such as the subjunctive, represents a higher level of language
proficiency, which can enhance motivation upon successful application but may lead
to frustration if difficulties persist. In summary, understanding the influence of
specific grammatical areas on motivation is crucial for educators to tailor
instructional strategies effectively and foster a positive language learning experience.

8
2.4 Strategies to improve grammatical knowledge and learning motivation
2.4.1 Strategies to improve grammatical knowledge
Improving grammatical knowledge is a continuous process that requires
dedication and strategic approaches. Several books offer valuable insights and
strategies for enhancing grammatical proficiency. "The Elements of Style" by
William Strunk Jr. and E.B. White is a timeless classic that emphasizes concise and
clear writing. The book advocates for simplicity, precision, and the importance of
knowing the rules before deciding to break them. "Woe is I?" by Patricia T. O'Connor
is another accessible resource that demystifies grammar through humor and practical
examples. It encourages readers to embrace language as a tool for effective
communication rather than a set of rigid rules.
For a more in-depth exploration of English grammar, "A Comprehensive
Grammar of the English Language" by Randolph Quirk, Sidney Greenbaum,
Geoffrey Leech, and Jan Svartvik is a comprehensive reference. This authoritative
work delves into the intricacies of English grammar, providing detailed explanations
and examples. "Eats, Shoots, and Leaves" by Lynne Truss is a delightful guide that
combines humor with a passion for punctuation, offering entertaining anecdotes and
practical advice on the correct use of commas, apostrophes, and other punctuation
marks.
To engage in interactive learning, "Grammar Girl's Quick and Dirty Tips for
Better Writing" by Mignon Fogarty provides a podcast-based approach to grammar.
The book covers common grammatical issues in a conversational style, making it
accessible to a wide audience. "The Blue Book of Grammar and Punctuation" by Jane
Straus is a user-friendly resource that offers clear explanations and quizzes to
reinforce grammatical concepts.
Strategies to improve grammatical knowledge involve a combination of
reading, practice, and application. First and foremost, consistent reading of well-
written literature exposes individuals to correct grammatical structures and usage. By
immersing oneself in diverse genres, one can absorb grammatical nuances naturally.
Additionally, engaging with grammar books such as those mentioned above allows
for a systematic understanding of rules and conventions. Practical application is

9
crucial for reinforcing grammatical concepts. Writing regularly and receiving
constructive feedback help internalize grammatical rules. Tools like grammar-
checking software can be valuable for identifying common mistakes and suggesting
corrections. Peer review and collaboration with writing groups provide an
opportunity to learn from others and receive diverse perspectives on grammatical
usage.
Incorporating grammar exercises into one's routine is an effective way to
reinforce learning. Many grammar books include exercises and quizzes to test
comprehension and application. Online platforms and educational apps focused on
grammar offer interactive exercises that cater to various learning styles. Furthermore,
language immersion through conversations with native speakers or language
exchange programs enhances grammatical understanding in real-life contexts.
Communicating in English regularly helps individuals apply grammatical rules
instinctively and develop a natural feel for the language. Consistency is key in any
learning process. Establishing a daily or weekly routine for studying grammar ensures
steady progress. Whether through dedicated study sessions, reading, or writing
practice, a consistent approach contributes to the gradual improvement of
grammatical knowledge.
In conclusion, strategies to improve grammatical knowledge encompass a
multifaceted approach, incorporating diverse learning resources and interactive
methods. By combining the insights from renowned books with practical application,
consistent practice, and exposure to authentic language use, individuals can enhance
their grammatical proficiency and communicate effectively in English.
2.4.2 Strategies to improve learning motivation
Improving learning motivation is a fundamental aspect of education, and it
involves employing various strategies outlined in influential books to effectively
cultivate motivation among learners. Drawing from seminal works such as Daniel H.
Pink's "Drive: The Surprising Truth About What Motivates Us," Carol S. Dweck's
"Mindset: The New Psychology of Success," and Edward L. Deci and Richard M.
Ryan's "Self-Determination Theory: Basic Psychological Needs in Motivation,

10
Development, and Wellness," educators can implement evidence-based approaches
to enhance and sustain learners' motivation.
Pink's research emphasizes autonomy, mastery, and purpose as key drivers of
intrinsic motivation. By granting learners autonomy over their learning, allowing
them to make choices, set goals, and pursue topics of interest, educators empower
individuals to take ownership of their learning journey. Furthermore, facilitating
mastery through engaging yet achievable tasks, providing constructive feedback, and
highlighting progress fosters intrinsic motivation. Connecting learning to a larger
purpose or meaningful outcomes instills a sense of purpose and relevance, motivating
learners to invest effort and persist.
Building upon Pink's framework, Dweck's concept of a growth mindset offers
insights into cultivating a mindset conducive to learning motivation. Individuals with
a growth mindset believe abilities can be developed through effort, viewing
challenges as opportunities for growth. Educators can nurture a growth mindset by
praising effort and perseverance, emphasizing learning processes over outcomes, and
providing opportunities for reflection and goal-setting.
Deci and Ryan's Self-Determination Theory underscores the importance of
satisfying autonomy, competence, and relatedness needs for intrinsic motivation.
Educators support autonomy by offering choices and opportunities for self-directed
learning. Fostering competence involves providing meaningful challenges and
support to develop mastery. Creating a supportive environment with collaboration
and positive relationships fulfills the need for relatedness, promoting engagement in
learning activities.
Practical strategies complement theoretical frameworks to enhance motivation.
Incorporating gamification elements like rewards and progress tracking makes
learning engaging. Offering choices and personalization increases motivation by
giving learners control. Real-world applications and problem-solving tasks
demonstrate the practical implications of learning and enhance motivation. A positive
learning environment with encouragement, support, and celebration of achievements
fosters confidence and resilience.

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 In conclusion, improving learning motivation requires a holistic approach
integrating theoretical insights and practical strategies. By incorporating principles
from Pink, Dweck, Deci, and Ryan's works, educators can create an environment that
empowers learners to engage, persist, and succeed in their educational journey.
Fostering autonomy, mastery, purpose, growth mindset, and fulfilling basic
psychological needs promotes intrinsic motivation, enriching the learning experience
for all learners.

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 CHAPTER III: METHODOLOGY

3.1. Subjects of the study:

The participants of this study are 45 freshmen majoring in English Pedagogy

studying at Tay Nguyen University.
3.2 Scope of the study
The study mainly focuses on how a lack of grammatical knowledge affects the
learning motivation of first-year English-major students at Tay Nguyen University.
3.3 Research questions
1. What is the level of grammatical knowledge among first-year English-
majored students at Tay Nguyen University?
2. What are the specific areas of grammar that students struggle with the most?
3. How does the lack of grammatical knowledge affect the learning motivation
of first-year English-majored students?
4. What are possible strategies to improve grammatical knowledge and enhance
learning motivation among the students?
3.4 Research method
Questionnaire
This study adopted a quantitative methodology, selecting a questionnaire survey
as the primary data collection method to investigate how insufficient grammatical
knowledge impacts the learning motivation of first-year English-major students at
Tay Nguyen University. Several factors influenced the choice of this method.
Firstly, questionnaires are efficient in terms of time, research effort, and
financial resources. They enable the collection of extensive information from a large
group in a relatively short period of time. Secondly, the ease of analyzing
questionnaire data is a significant advantage. A questionnaire can be developed
swiftly with minimal personal investment, using only a computer and word
processing software. Finally, respondents benefit from having time to consider their
answers when completing a questionnaire, as they are not usually required to respond
immediately. This often results in more accurate survey outcomes.

13
 Instrument
The instrument used in this study is a five-point Likert scale, which was used to
determine the opinions of respondents. The answers range from strongly important,
important, moderately important, slightly important, and unimportant. In addition,
there are also some multiple-choice questions for survey participants to clarify the
results. The questionnaire format consists of the following parts:
Part 1: General Information for Students.
Part 2: Students’s perceptions of the importance of the level of grammatical
knowledge among first-year English-major students at Tay Nguyen University.
Part 3: The particular areas of grammar that first-year English-major students at
Tay Nguyen University struggle with the most.
Part 4: The lack of grammatical knowledge affects the learning motivation of
first-year English-majored students.
Part 5: Possible strategies to improve grammatical knowledge and enhance
learning motivation among first-year English-major students at Tay Nguyen
University.
The questionnaire used in this survey contains 16 items. The questionnaire
covered four sections that aimed at investigating how a lack of grammatical
knowledge affects learning motivation and strategies to improve. They include
students’s perceptions of the importance of the level of grammatical knowledge, the
particular areas of grammar that students struggle with the most, how a lack of
grammatical knowledge affects learning motivation, and possible strategies to
improve grammatical knowledge and enhance learning motivation.
Part 1: It includes two questions related to general information about students.
Part 2: It has three questions about students’ perceptions of the importance of
the level of grammatical knowledge.
Part 3: There are three questions about the particular areas of grammar that
students struggle with the most.
Part 4: It includes four questions related to how a lack of grammatical
knowledge affects learning motivation.

14
 Part 5 has four questions about possible strategies to improve grammatical
knowledge and enhance learning motivation.
Data collection
The questionnaire is made online using a Google Form so that it is distributed
to the students of the Pedagogy of English course 2023 via a link. Students were given
clear instructions and explanations for filling out the questionnaire. The
questionnaires were then collected automatically upon completion.
Data analysis
The data obtained from the questionnaires was analyzed through Excel and
SPSS methods. The data concerning the subjects' general background as well as their
comments were calculated and presented in percentage.

15
 CHAPTER IV: FINDINGS AND DISCUSSIONS

4.1 Student’s perceptions of the importance of the level of grammatical

knowledge among first-year English-major students at Tay Nguyen University.
4.1.1 Students' assessment of the importance of grammar
It can be seen that grammar plays an important role for English learners and
their learning process. The data chart below provides more clarity on the importance
of grammar.

Chart 1: Students' assessments of the importance of grammar

The pie chart depicts the results of a survey question asking respondents to rate
the importance of grammar. A total of 45 responses were collected, and the chart
breaks down the responses into five categories: Foundational, Significant, Valuable,
Helpful, and Non-essential.
The largest segment of the pie chart, making up 28.9% of the responses,
indicates that grammar is considered "Valuable." This suggests that while
respondents see grammar as important, they may not view it as the most crucial
element in communication. Instead, they recognize it as an important component that
adds value to effective communication but might not be the absolute foundation.
Close behind, 24.4% of respondents rated grammar as "Significant," showing that a
significant portion of the survey participants believe grammar plays a critical role in
communication. This group likely sees grammar as essential for clarity and
professionalism, potentially affecting the perception and effectiveness of the message
conveyed. 22.2% of respondents consider grammar "Helpful." This group
16
acknowledges that grammar aids in improving communication but may not view it as
essential. They might believe that other factors, such as context or content, could
compensate for grammatical inaccuracies to some extent.
Interestingly, 17.8% of respondents rate grammar as "Foundational,"
highlighting that nearly a fifth of the participants believe grammar is the core element
of effective communication. For these respondents, proper grammar is likely seen as
the building block upon which all other communication skills are built. The smallest
segment, 6.7%, considers grammar "Non-essential," indicating that a minority of
respondents believe grammar does not significantly impact communication. This
perspective might come from the belief that the message's content is more important
than how it is grammatically structured, or from experiences where communication
without perfect grammar was still effective.
In summary, the survey results suggest that while most respondents
acknowledge the importance of grammar, their views on its role in communication
vary, with the majority considering it valuable or significant, but not necessarily
foundational. This diversity in opinions highlights the nuanced perceptions of
grammar's role in effective communication.
4.1.2 Students' perception of their grammatical knowledge
This section focuses on examining students' perceptions of their level of
grammatical knowledge. Through learning about students' level of grammatical
knowledge, we can synthesize students' opinions about their level of grammatical
knowledge

Chart 2: Students’ options about level of grammartical knowledge

17
 The pie chart illustrates the self-assessed grammatical knowledge levels of 45
respondents, categorized into five segments: Beginner, Basic, Intermediate,
Advanced, and Expert.
The largest portion, 40%, rates their grammatical knowledge as "Intermediate,"
indicating a strong functional understanding that likely allows them to communicate
effectively and handle most grammatical challenges. 26.7% of respondents consider
themselves "Advanced," reflecting a higher proficiency and a deeper understanding
of complex grammatical structures and rules. This suggests a significant portion of
the group has a high level of confidence in their grammatical skills. 17.8% of
participants classify their knowledge as "Basic," indicating a fundamental grasp of
grammar that covers essential rules and concepts but may lack depth in more intricate
areas. 8.9% of respondents rate themselves as "Experts," demonstrating a superior
level of grammatical expertise and likely a thorough understanding of both basic and
advanced grammatical principles. The smallest segment, 6.7%, identifies as
"Beginners," showing minimal familiarity with grammar rules and concepts.
Overall, the chart reveals that most respondents believe they have at least an
intermediate level of grammatical knowledge, with a notable number also rating their
skills as advanced or expert, highlighting a generally confident and capable group in
terms of grammar proficiency.
4.1.3 Students' perceptions of the importance of grammatical knowledge to their
academic and communication skills
This section explores students' opinions on the importance of grammatical
knowledge in both learning and communication. The feedback received will clarify
students' assessments of the importance of grammatical knowledge to both learning
and communication.

18
 Chart 3: Students’ options about the importance of grammatical knowledge to their
academic and communication skills
Based on the pie chart, we can recognize that perceptions of the importance of
grammatical knowledge vary among the 45 respondents. A significant portion,
31.1%, considers grammar "Very Useful," indicating a strong belief in its crucial role
for academic success and effective communication. Similarly, 26.7% find grammar
"Helpful," suggesting they see its benefits for schoolwork and talking but do not view
it as essential.
Interestingly, 15.6% of respondents regard grammar as "Essential,"
underscoring the necessity of grammatical knowledge for clear communication and
academic achievement. Another 15.6% rate grammar as "Somewhat Helpful,"
implying they find it somewhat beneficial but not indispensable for doing well in
academics or communicating effectively. xOnly 11.1% of respondents view grammar
as "Not Needed," indicating a minority who prioritize content and context over
grammatical correctness. This suggests that while some individuals may recognize
the value of grammar, they may still perceive other factors as more critical for their
communication skills.
In summary, the chart shows a range of opinions, with most respondents
recognizing the importance of grammar to some extent, underscoring its role in
enhancing academic and communication abilities.

19
4.2 The particular areas of grammar that first-year English-major students at
Tay Nguyen University struggle with the most
4.2.1 Student’s opinions of the areas of grammar that they struggle with the
most.

Chart 4: Student’s opinions of the areas of grammar that they struggle with the most.
The pie chart illustrates the specific areas of grammar that 45 respondents
struggle with the most. The largest portion, 26.7%, indicates that "Subject-Verb
Agreement" is the most challenging, highlighting a common difficulty in ensuring
verbs match their subjects correctly in number and person. Following this, "Verb
Tenses" are problematic for 24.4% of respondents, reflecting issues with using the
correct tenses to indicate time accurately. "Articles (a/an, the)" present difficulties for
17.8% of the participants, showing that many find it challenging to use these small
yet essential words properly. Both "Pronouns" and "Sentence Structure" are
challenging for 15.6% of respondents each, indicating struggles with using pronouns
correctly and constructing well-formed sentences. Overall, the chart reveals that
subject-verb agreement and verb tenses are the primary grammatical challenges,
suggesting that these areas may need more focus in grammar instruction and practice.
4.2.2 Students' opinions on the challenges they encountered in mastering various
aspects of grammar
In this section, we will not only explore the structures that students have the
most difficulty with, but also learn about the disadvantages of mastering different
aspects of grammar. Below are students' opinions and the areas where they have
difficulty learning grammar.
20
Chart 5: Students' opinions on the challenges they encountered in mastering various
aspects of grammar
Based on the chart, the three most common challenges people face when
mastering grammar are applying grammar rules to writing, recognizing grammatical
errors in sentences, and forming grammatically correct sentences orally. These three
areas all received around 40% of the responses in the survey. Understanding grammar
rules itself was the least common challenge, only cited by 28.9% of respondents. This
suggests that most people grasp the basic concepts of grammar but struggle to apply
them in real-world situations.
Perhaps surprisingly, differentiating between similar grammatical structures
was only mentioned by 24.4% of respondents. This could be because the survey did
not specify any particular similar structures, or it could be that people find these
distinctions less confusing than applying grammar rules in writing or speaking.
Overall, the chart suggests that people tend to struggle more with using grammar
in practice than understanding the underlying rules. This highlights the importance of
exercises that encourage people to apply their grammatical knowledge to writing and
speaking.
4.2.3 Students' perceptions of their level of difficulty in different areas of
grammar
In this section, we will explore the challenges students face in different areas of
grammar. The pie chart shows how students responded to a survey about the level
difficulties they perceive in learning grammar.
21
 Chart 6: Students' perceptions of their level of difficulty in different areas of
grammar
The pie chart illustrates how 45 respondents perceive their level of difficulty in
different areas of grammar, divided into five categories: Overwhelming, Confusing,
Frustrating, Challenging but Manageable, and Not a Significant Problem. The largest
segment, 33.3%, indicates that while they find grammar challenging, it is still
manageable. This suggests that a significant portion of individuals feel they can
overcome their grammatical difficulties with effort and practice.
Following this, 20% of respondents view grammar as "Not a Significant
Problem," indicating a relatively easy grasp of grammatical concepts and a high level
of confidence in their abilities. However, 17.8% find grammar "Frustrating,"
reflecting a notable level of difficulty and irritation in mastering grammatical rules.
"Overwhelming" is the perception for 15.6% of respondents, signifying a substantial
struggle with grammar that might hinder their learning progress. Lastly, 13.3% find
grammar "Confusing," suggesting that while they experience difficulties, it may be
more about misunderstanding rather than an inability to learn.
Overall, the chart reveals a diverse range of perceptions, with most respondents
finding grammar either manageable or not significantly problematic, while a
considerable number still experience frustration, confusion, or overwhelming
difficulty. This highlights the need for tailored grammar support to address varying
levels of difficulty among learners.

22
4.3 The lack of grammatical knowledge affects the learning motivation of first-
year English-majored students.
4.3.1 The lack of grammatical knowledge impacts students overall learning
motivation
In this section, students self-assess how their lack of grammatical knowledge
affects their overall learning motivation. Student responses ranged from a significant
decrease to an increase.

Chart 7: impacts of a lack of grammatical knowledge on students overall learning

motivation
According to the chart, the largest segment, constituting 31.1%, indicates that a
lack of grammatical knowledge slightly decreases learning motivation. The second
largest, at 26.7%, signifies that it significantly decreases motivation. Additionally,
20% of the respondents feel that it moderately decreases their motivation. A smaller
portion, 13.3%, actually finds that it increases their motivation to improve, while the
smallest segment, 8.9%, reports no effect on their motivation.
From the data, it's evident that a considerable majority (77.8%) feel a negative
impact on their learning motivation due to insufficient grammatical knowledge, with
varying degrees of decrease. Only a minority (22.2%) either feel no impact or a
positive impact, suggesting that while a lack of grammar knowledge generally poses
a motivational challenge for most learners, a small subset might either be unaffected
or even more driven to improve. This chart highlights the importance of grammar
knowledge in the learning process and suggests that enhancing grammatical skills
could potentially boost overall learning motivation for the majority of students.
23
4.3.2 Specific aspects of learning motivation are most influenced by students
insufficient grammatical knowledge
The bar chart presents data on the specific aspects of learning motivation most
influenced by insufficient grammatical knowledge, based on responses from 45
individuals. The aspects examined include interest in English classes, willingness to
participate in class activities, effort put into studying outside of class, engagement
with English-language media, and the desire to pursue further studies in English.

Chart 8: Specific aspects of learning motivation are most influenced by students

insufficient grammatical knowledge
The aspect most affected by grammatical insufficiency is engagement with
English-language media, with 51.1% of respondents indicating that their interest in
books, films, and other media is significantly influenced. This highlights the integral
role that grammatical knowledge plays in understanding and enjoying English-
language content, as difficulties in this area can lead to reduced motivation to engage
with such materials. Effort put into studying outside of class is the next most affected
aspect, with 35.6% of respondents reporting a negative impact. This suggests that
grammatical challenges not only affect classroom activities but also extend to self-
study, potentially hindering overall progress in learning the languageInterest in
English classes and willingness to participate in class activities are both cited by
28.9% of respondents. This indicates that grammatical difficulties can diminish

24
students' enthusiasm for attending classes and actively participating in them, which
are crucial components of effective language learning
The least affected aspect is the desire to pursue further studies in English, with
22.2% of respondents noting its influence. While still significant, this lower
percentage suggests that long-term educational goals may be less impacted by
immediate grammatical challenges compared to more immediate aspects like class
participation and engagement with media.
Overall, the chart underscores the pervasive influence of grammatical
knowledge on various facets of learning motivation. It reveals that while some areas
like engagement with media and self-study are more affected, others like the pursuit
of further studies remain relatively resilient, indicating a complex interplay between
grammatical proficiency and learning motivation.
4.3.3 Grammatical difficulties affect students confidence in their English
language abilities

Chart 9: The level of grammatical difficulties affects students confidence in their

English language abilities
The pie chart illustrates how grammatical difficulties affect the confidence of
45 individuals in their English language abilities. The largest group, 33.3%,
experiences a slight reduction in confidence due to these challenges. This indicates
that while grammar issues are problematic, they are not severely demotivating for
many learners. On a more positive note, 22.2% of respondents report that overcoming
grammatical difficulties actually enhances their confidence. This suggests that a
25
significant number of learners see these challenges as opportunities for growth and
improvement. Interestingly, 17.8% of respondents state that grammatical issues have
no impact on their confidence. This implies a degree of resilience among these
learners, as their confidence remains stable despite grammatical challenges.
Conversely, 15.6% of participants feel that grammatical difficulties greatly reduce
their confidence, showing a strong negative impact on a smaller portion of the group.
Similarly, 11.1% indicate that these issues somewhat decrease their confidence,
reflecting a moderate negative effect.
In summary, the chart reveals a wide range of impacts. While most respondents
experience either a slight decrease or an increase in confidence from dealing with
grammatical issues, a smaller segment is significantly affected. This highlights the
importance of providing tailored support to help learners overcome grammatical
challenges and build their confidence effectively.
4.3.4 Students perceptions about the level of relationship between grammatical
knowledge and academic performance in other areas of English studies
The perspectives of students regarding the connection between grammatical
knowledge and academic achievement in other English study areas are examined in
this section. The degree to which grammatical understanding and academic
achievement are related will become clearer from the feedback that is obtained.

Chart 10: Students perceptions about the level of relationship between grammatical
knowledge and academic performance in other areas of English studies

26
 The pie chart depicts how people perceive the relationship between their
grammatical knowledge and their academic performance in other areas of English
studies. The largest segment, representing 28.9%, indicates that people believe
grammar has a positive impact and that improving grammar enhances overall
performance. Following this, 24.4% of the respondents say grammar is moderately
linked, meaning it affects some areas of English studies more than others. 17.8%
believe there is a slight connection, with minimal impact on other areas. Conversely,
13.3% say that poor grammar negatively impacts all areas of English studies, and a
surprising 15.6% believe there is no link and that grammar and other areas are
independent. Overall, the pie chart suggests that most people believe that grammar
plays a significant role in overall English proficiency.
4.4 Possible strategies for students to improve grammatical knowledge and
enhance learning motivation
4.4.1 Students perceptions about strategies they find most effective for
improving grammatical knowledge
In this section, we explore the strategies that students find most effective for
improving their grammar knowledge, including a variety of strategies. All student
feedback is analyzed and summarized in the form of a pie chart.

Chart 11: Strategies that students find most effective for improving grammatical
knowledge
Based on the chart, regular practice with grammar exercises emerged as the
most effective strategy for improving grammatical knowledge, garnering 31.1% of
the preferences. This suggests that structured and focused practice is highly valued
27
for enhancing grammatical skills. Attending grammar workshops or tutoring sessions
is also a popular choice, with 22.2% of respondents favoring this approach,
highlighting the importance of guided learning and expert feedback. Using grammar
correction software, preferred by 17.8%, reflects a reliance on technology for
immediate error detection and learning. Engaging in peer review and collaborative
learning activities, with 15.6%, emphasizes the benefits of interactive and communal
learning environments. Reading extensively in English, although the least popular at
13.3%, remains a crucial strategy, indicating that exposure to correct grammar in
context is also important. Together, these insights illustrate a diverse range of
effective methods for enhancing grammatical proficiency.
4.4.2 Interventions are perceived as most beneficial in enhancing both students
grammatical knowledge and learning motivation

Chart 12: Interventions are perceived as most beneficial in enhancing both students
grammatical knowledge and learning motivation
The bar chart highlights the perceived benefits of various interventions for
enhancing both grammatical knowledge and learning motivation. Incorporating
multimedia resources, such as videos and podcasts, stands out as the most beneficial
intervention, with 57.8% of respondents indicating its effectiveness. This preference
suggests that diverse and engaging content formats can significantly boost both
understanding and enthusiasm for learning grammar. Personalized feedback on
assignments is also highly valued, with 44.4% of respondents finding it beneficial.
28
This underscores the importance of tailored guidance and corrections in helping
learners identify and work on their specific weaknesses.
Setting achievable grammar learning goals is seen as beneficial by 26.7% of
respondents, indicating that clear and attainable targets can foster a sense of progress
and motivation. Encouraging participation in English-speaking clubs or groups,
preferred by 24.4%, highlights the motivational and educational advantages of
interactive and social learning environments. Interactive and gamified grammar
lessons, while perceived as beneficial by 15.6%, rank lowest among the interventions.
Despite their potential for making learning fun and engaging, they are less favored
compared to other methods. Overall, the chart reveals a strong preference for
multimedia resources and personalized feedback, emphasizing the importance of
diverse, engaging, and tailored learning experiences.
4.4.3 The impact of teaching methods on students grammatical knowledge and
learning motivation

Chart 13: Teaching methods impact students grammatical knowledge and learning
motivation
The chart displays the impact of various teaching methods on students'
grammatical knowledge and learning motivation based on 45 responses. Among the
five methods listed, blended learning, combining online and face-to-face instruction,
has the highest impact, with 40% of respondents (18 out of 45) indicating its
effectiveness. Close behind is communicative language teaching, emphasizing
practical use, preferred by 42.2% (19 respondents). Traditional lectures focusing on

29
grammar rules are also significant, influencing 33.3% (15 respondents). The flipped
classroom model, where students prepare before class, is impactful for 26.7% (12
respondents). Task-based learning with real-world applications has the least
influence, with 22.2% (10 respondents).
These results suggest a strong preference for interactive and hybrid learning
approaches. The popularity of blended learning and communicative teaching
highlights a trend towards methods that engage students actively and connect learning
to real-life contexts. Traditional grammar-focused lectures, while still relevant, seem
less effective compared to more modern, student-centered approaches. The flipped
classroom model's moderate impact suggests that while it has benefits, it may not be
as universally effective without additional support. Task-based learning, though
practical, appears to be the least favored, possibly due to its specific application
challenges. Overall, the data emphasizes a shift towards dynamic and integrated
teaching methods in enhancing grammatical knowledge and motivation.
4.4.4 Students perceptions about the role that feedback plays in improving their
grammatical knowledge and maintaining their motivation to learn
In this section, in addition to other methods and strategies to improve grammar
knowledge and maintain students' learning motivation, we will learn more about an
element that is "feedback". All student responses will clarify the relationship between
the role of feedback and improving grammatical knowledge and maintaining learning
motivation.

Chart 14: Some roles that feedback plays in improving their grammatical knowledge
and maintaining their motivation to learn

30
 The pie chart illustrates the roles different types of feedback play in improving
grammatical knowledge and maintaining motivation to learn. Detailed and
constructive written feedback is deemed most significant, favored by 24.4% of
respondents. Following closely, automated feedback from grammar-checking tools
holds a substantial role for 26.7% of participants. Peer feedback through collaborative
exercises and verbal feedback during class activities are equally valued, each by
17.8% of respondents. Self-assessment opportunities and reflection are considered
the least impactful, preferred by only 13.3%.
This data highlights the critical role of specific, detailed feedback in educational
settings. The preference for detailed written feedback suggests that students value in-
depth and personalized guidance that they can review at their own pace. The
significant reliance on automated tools indicates an appreciation for immediate,
objective assessments that help reinforce learning efficiently. Peer and verbal
feedback are also crucial, emphasizing the importance of interactive and
communicative learning environments where students can engage in dialogue and
collaborative improvement.
However, the relatively lower preference for self-assessment and reflection
suggests that while introspective practices are beneficial, they may not be as effective
without external input. Overall, the chart underscores a balanced approach where
detailed feedback, both automated and human, along with collaborative efforts, play

31
 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusions
In examining the perceptions of first-year English-major students at Tay
Nguyen University regarding the importance of grammatical knowledge, several key
insights have emerged. The majority of students recognize the significance of
grammar in enhancing both academic and communication skills. While a
considerable portion of students find grammar valuable or significant, there are varied
views on its foundational role in communication. Students generally rate their
grammatical knowledge as intermediate or advanced, indicating a strong functional
understanding. However, many also identify specific areas of difficulty, such as
subject-verb agreement and verb tenses, which suggests targeted support in these
areas could be beneficial.
The lack of grammatical knowledge is shown to negatively impact students'
learning motivation, with the majority experiencing a decrease in motivation.
However, some students see these challenges as opportunities for improvement,
indicating the potential for motivational strategies that highlight progress and
personal growth. Effective strategies for improving grammatical knowledge include
regular practice, attending workshops, and utilizing grammar correction software.
Additionally, multimedia resources and personalized feedback are highly valued for
enhancing both grammatical proficiency and learning motivation.
Overall, the findings emphasize the importance of diverse, interactive, and
tailored approaches to grammar instruction. By addressing specific grammatical
challenges and leveraging effective learning strategies, educators can better support
students in developing their grammatical knowledge and maintaining their motivation
to learn.
5.2 Recommendations
Based on the Perceptions of First-Year English-Major Students at Tay Nguyen
University Regarding Grammatical Knowledge:
While the majority of students see grammar as valuable or significant, it is
crucial to integrate grammar teaching with practical communication exercises.
32
 First, by demonstrating how grammatical accuracy enhances clarity and
professionalism, educators can foster a deeper appreciation for grammar's role in
effective communication.
Second, incorporating discussions on how strong grammatical knowledge can
positively impact academic performance, particularly in written assignments and
presentations, can further highlight its importance.
Third, given that subject-verb agreement and verb tenses are particularly
challenging for many students, providing additional resources and targeted practice
sessions in these areas is essential. Regular workshops and tutoring sessions focusing
on these difficult aspects can offer the necessary support, allowing for personalized
attention to address individual challenges more effectively.
Fourth, to make grammar learning more engaging and relatable, incorporating
multimedia resources such as videos, podcasts, and interactive online activities is
highly recommended. Providing detailed, constructive feedback on assignments and
assessments can also help students understand their mistakes and learn from them,
boosting both their grammatical knowledge and their motivation to improve.
Fifth, promoting peer review sessions and collaborative learning can enhance
students' learning experiences, as discussing and solving grammatical issues together
can be highly beneficial. Encouraging participation in English-speaking clubs and
discussion groups can help reinforce grammatical rules in a practical, interactive
setting.
Lastly, adopting blended learning approaches, which combine online resources
with face-to-face instruction, can cater to different learning styles and provide a more
comprehensive understanding of grammar. Additionally, incorporating
communicative language teaching, which focuses on using grammar in practical
communication scenarios, can make lessons more relevant and engaging for students.

33
 REFERENCES
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Pragmatic Violations? Pragmatic versus Grammatical Awareness in Instructed L2
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2. Cook, V. (2016). Second language learning and language teaching. Routledge.
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and mixed methods approaches. Sage publications.
4. Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of theories
of social psychology, 1(20), 416-436.
5. Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in
human behavior. Springer Science & Business Media.
6. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge
University Press.
7. Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
8. Hans, A., & Hans, E. (2017). Role of grammar in communication–writing skills.
International Journal of English Language, Literature and Humanities, 5(1), 39-50.
9. Huddleston, R., Pullum, G. K., & Reynolds, B. (2021). A student's introduction to
English grammar. Cambridge University Press.
10. Lai, E. R. (2011). Motivation: A literature review. Person Research’s Report, 6, 40-
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11. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. oxford
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12. McLeod, S. (2018). Questionnaire: Definition, Examples, Design and Types.
13. Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
14. Rao, P. S. (2019). The role of English as a global language. Research Journal of
English, 4(1), 65-79.
15. Sioco, E. C., & De Vera, P. V. (2018). Grammatical Competence of Junior High
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16. Strunk Jr, W., & White, E. B. (2007). The Elements of Style Illustrated. Penguin.

34
17. T O'Connor, P. (1997). Woe Is I: The Grammarphobe's Guide to Better English in
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35
 APPENDIX

QUESTIONAIRE
A STUDY ON HOW LACK OF GRAMMATICAL KNOWLEDGE
AFFECTS LEARNING MOTIVATION OF FIRST YEAR ENGLISH-
MAJORED STUDENTS AT TAY NGUYEN UNIVERSITY
Dear Friends
I am a senior majoring in English. I sincerely appreciate you taking the time to assist me. I am now
conducting study named "A STUDY ON HOW LACK OF GRAMMATICAL KNOWLEDGE
AFFECTS LEARNING MOTIVATION OF FIRST YEAR ENGLISH- MAJORED STUDENTS
AT TAY NGUYEN UNIVERSITY". This test is designed to collect information for my graduation
assignment, so please take your time answering the questions below since your answers are highly
significant and useful to my study. Thank you very much for your help and cooperation!
I. General information
1.1 What is your gender?
A. Male
B. Female
C. Prefer not to say
1.2. Major
______________________________________________________________
II. Student’s perceptions of the importance of the level of grammatical
knowledge among first-year English-major students at Tay Nguyen
University
2.1 How do you rate the importance of grammar?
A. Foundational
B. Significant
C. Valuable
D. Helpful
E. Non-essential
2.2 From a scale of 1 to 5, how would you rate your level of grammatical
knowledge?
36
 A. Beginner
B. Basic
C. Intermediate
D. Advanced
E. Expert
2.3 How do you perceive the importance of grammatical knowledge for
your academic and communication skills?
A. Essential: Grammar is crucial for my studies and talking to others clearly.
B. Very Useful: Grammar is very useful for doing well in school and speaking
clearly.
C. Helpful: Grammar is helpful for schoolwork and talking, but not always
needed.
D. Somewhat Helpful: Grammar is somewhat helpful, but I can still do well
without it.
E. Not Needed: Grammar isn't needed much. It's more important that people
understand what I mean.
III. The particular areas of grammar that first-year English-major
students at Tay Nguyen University struggle with the most
3.1 Which specific areas of grammar do you struggle with the most?
A. Verb Tenses
B. Subject-Verb Agreement
C. Articles (a/an, the)
D. Pronouns
E. Sentence Structure
3.2 What are the primary challenges encountered by you in mastering
various aspects of grammar?
A. Understanding grammar rules
B. Applying grammar rules in writing
C. Recognizing grammatical errors in sentences
D. Forming grammatically correct sentences orally

37
 E. Differentiating between similar grammatical structures
3.3 How do you perceive your level difficulties in different areas of
grammar?
A. Overwhelming
B. Confusing
C. Frustrating
D. Challenging but manageable
E. Not a significant problem
IV. The lack of grammatical knowledge affects the learning motivation of
first-year English-majored students
4.1 How does a lack of grammatical knowledge impact your overall
learning motivation?
A. Significantly decreases motivation
B. Moderately decreases motivation
C. Slightly decreases motivation
D. No effect on motivation
E. Increases motivation to improve
4.2 What specific aspects of learning motivation are most influenced by
your insufficient grammatical knowledge?
A. Interest in English classes
B. Willingness to participate in class activities
C. Effort put into studying outside of class
D. Engagement with English-language media (books, films, etc.)
E. Desire to pursue further studies in English
4.3 To what extent does grammatical difficulty affect your confidence in
your English language abilities?
A. Greatly diminishes confidence
B. Somewhat diminishes confidence
C. Slightly diminishes confidence
D. No effect on confidence

38
 E. Increases confidence when challenges are overcome
4.4 How do you perceive the relationship between your grammatical
knowledge and your academic performance in other areas of English
studies?
A. Strongly linked; poor grammar negatively impacts all areas
B. Moderately linked; grammar affects some areas more than others
C. Slightly linked; minimal impact on other areas
D. Not linked; grammar and other areas are independent
E. Positive impact; improving grammar enhances overall performance
V. Possible strategies to improve grammatical knowledge and enhance
learning motivation among first-year English-major students at Tay
Nguyen University
5.1 What strategies do you find most effective for improving your
grammatical knowledge?
A. Regular practice with grammar exercises
B. Reading extensively in English
C. Attending grammar workshops or tutoring sessions
D. Using grammar correction software
E. Engaging in peer review and collaborative learning activities
5.2 Which interventions are perceived as most beneficial in enhancing
both your grammatical knowledge and learning motivation?
A. Interactive and gamified grammar lessons
B. Personalized feedback on assignments
C. Incorporating multimedia resources (videos, podcasts, etc.)
D. Setting achievable grammar learning goals
E. Encouraging participation in English-speaking clubs or groups
5.3 How do different teaching methods impact your grammatical
knowledge and learning motivation?
A. Traditional lectures with a focus on grammar rules
B. Communicative language teaching emphasizing practical use

39
 C. Blended learning combining online and face-to-face instruction
D. Task-based learning with real-world applications
E. Flipped classroom model where students prepare before class
5.4 What role does feedback play in improving your grammatical
knowledge and maintaining your motivation to learn?
A. Detailed and constructive written feedback
B. Verbal feedback during class activities
C. Automated feedback from grammar-checking tools
D. Peer feedback through collaborative exercises
E. Self-assessment opportunities and reflection

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 SUPERVISOR’S COMMENTS
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Dak Lak, July 2024
SUPERVISOR
(Signature, full name)

Than Thi Hien Giang

SIGNATURE

APPROVED 
DISAPPROVED 

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