Master minor programme thesis English linguistics: Factors affecting motivation in learning speaking English of grade 10 students at Thanh Ba High school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES 

PHAN THỊ THÙY LINH

FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh của học sinh lớp 10 trường THPT Thanh Ba)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

HANOI - 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES



PHAN THỊ THÙY LINH

FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh của học sinh lớp 10 trường THPT Thanh Ba)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Dr D ng Th N

HANOI - 2016

DECLARATION

Title:

Factors affecting motivation in learning speaking English of Grade 10 students

at Thanh Ba High School

I certify that the thesis is the result of my own research for the Degree of

Master of Arts at University of Languages and International Studies, Vietnam

National University, and that this thesis has not been submitted for any degree at

any other university or tertiary institution.

Hanoi, 2016

Phan Th Thùy Linh

ACKNOWLEDGEMENTS

This research has been accomplished with the help and encouragement of many

people to whom I would like hereafter to express my deep appreciation.

First and foremost, I would like to express my great attitude to my supervisor,

Dr. Dương Thị Nụ for her invaluable inspiration, assistance and guidance during the

time I tried to complete this paper.

I am thankful to all lecturers and staff of the Post-Graduate Department of

University of Languages and International Studies, Vietnam National University for

their scientific knowledge, guidance and enthusiasm during my course.

I am greatly indebted to my students from class 10A1 to class 10A5 and my

colleagues at Thanh Ba high school for their participation and assistance without

which this study could not have been successful.

And my heartfelt thanks are due to my dear family members who are always

beside me to support and encourage me to fulfill my study.

ABSTRACT

This exploratory research is an attempt to investigate factors affecting motivation in speaking English of the 10th grade students at Thanh Ba high school.

The main purposes of the study are to find out: types of motivation possessed by

grade 10 students at Thanh Ba high school, factors affecting students‟ motivation in

speaking English, activities and techniques applied by teachers and students‟

preference and then give some suggested solutions for teachers to stimulate students

to speak and overcome the difficulties they face with in teaching speaking.

This survey study was carried out with the combination of qualitative method

and quantitative method with some kinds of research instruments: questionnaires for

students and teachers, follow-up interviews and class observations.

The findings shows that grade 10 students at Thanh Ba high school are not

only extrinsically, instrumentally but also intrinsically and integratively motivated.

Besides, their motivation in speaking is affected much by the factors coming from

students‟ themselves, teachers and learning condition. Based on theoretical

background of motivation and speaking, the researcher‟s knowledge, experience

and observation in teaching speaking, some recommendations for motivating

students to speak were suggested such as promoting students‟ internal factors,

setting up a co-operative atmosphere in class, applying varying speaking activities,

combining different materials or changing teachers‟ characteristics. The researcher

believes that these recommendations will be of help for high school English

teachers in general and for English teachers at Thanh Ba high school in particular.

iii

TABLE OF CONTENTS

DECLARATION .................................................................................................... i

ACKNOWLEDGEMENTS .................................................................................. ii

ABSTRACT .......................................................................................................... iii

TABLE OF CONTENTS ..................................................................................... iv

LISTS OF TABLES AND CHARTS .................................................................. vii

PART A. INTRODUCTION ................................................................................. 1

1. Rationale ............................................................................................................. 1

2. Aims of the study ................................................................................................ 2

3. Research Questions ............................................................................................. 2

4. Methods of the study ........................................................................................... 2

5. Scope of the study ............................................................................................... 2

6. Significance of the study...................................................................................... 3

7. Design of the study .............................................................................................. 3

PART B. DEVELOPMENT

CHAPTER 1. THEORETICAL BACKGROUND ............................................. 4

1.1. Theoretical background of motivation in L2 learning........................................ 4

1.1.1. Definition of motivation ...................................................................... 4

1.1.2. Types of motivation ............................................................................ 5

1.1.3. Factors affecting motivation inL2 learning……………………………6

1.2.1. Definition of speaking ....................................................................... 11

1.2.2. Approaches to the teaching of speaking ............................................ 11

1.2.3. The roles of the teacher in different stages of teaching speaking ....... 12

1.2.4. Motivation in speaking in classroom ................................................. 13

CHAPTER 2. METHODOLOGY ...................................................................... 15

2.1. The setting of the study ................................................................................... 15

2.2. Subjects .......................................................................................................... 16

2.3. Applying techniques and activities of CLT in teaching speaking at Thanh Ba

high school ........................................................................................................... 17

2.4. Participants ..................................................................................................... 17

2.5. Data collection instruments ............................................................................. 18

2.5.1. Survey Questionnaires ................................................................................. 18

2.5.2. Interviews .................................................................................................... 19

2.5.3. Class observations ....................................................................................... 20

2.6. Data collection procedures…………………………………………………….16

CHAPTER 3- DATA ANALYSIS ...................................................................... 21

3.1. Results from students‟ pre- treatment and post-treatment questionnaires ........ 21

3.2. Results from teacher‟s survey questionnaire (Post-treatment) ......................... 37

CHAPTER 4. MAJOR FINDINGS, DISCUSSION AND

RECOMMENDATIONS .................................................................................... 42

4.1. Major findings and discussions ....................................................................... 42

4.1.1. Types of motivation possessed by Grade 10 students at Thanh Ba high school

.............................................................................................................................. 42

4.1.2. Factors affecting Grade 10 students in learning speaking English ................ 42

4.1.3. Speaking motivational activities and techniques employed by teachers and

students‟ preferences ............................................................................................. 44

4.2. Recommendations for motivating students to speak English in class............... 45

4.2.1. Promoting students‟ internal factors ............................................................. 45

4.2.2. Varying speaking activities .......................................................................... 46

4.2.3. Managing speaking turns in class ................................................................. 47

4.2.4. Setting up a co-operative atmosphere in class .............................................. 47

4.2.5. Combining the textbook and relevant materials ............................................ 48

4.2.6. Recognizing the potential value of available facilities of the school and the

Internet .................................................................................................................. 48

4.2.7. Being enthusiastic, tolerant, helpful, creative and active .............................. 49

PART C. CONCLUSION

1. Recapitulation of the study ................................................................................ 50

2. Limitations and suggestions for further study .................................................... 50

REFERENCES .................................................................................................... 52

APPENDICES ........................................................................................................I

LIST OF ABBREVIATIONS

British Broadcasting Corporation BBC

Communicative Language Teaching CLT

Frequency modulation FM

Second Language L2

Second Language Acquisition SLA

Voice of America VOA

LISTS OF TABLES AND CHARTS

1. List of tables

Table 1.Reason for types of motivations ............................................................... 22

Table 2. Factors making students reluctant to speak English in class .................... 30

Table 3. Factors preventing students‟ speaking process ......................................... 31

Table 4. Factors encouraging students to speak .................................................... 33

Table 5. What teachers do to motivate students to take part in speaking activities. 34

Table 6. Teacher‟s opinions on students‟ motivation of the speaking stages .......... 37

Table 7. Problems teachers facing in teaching speaking ......................................... 38

Table 8. Activities applied by teachers by frequency ............................................. 39

Table 9. Techniques applied by teachers ................................................................ 39

Table 10 . Activities applied by the teachers and students‟ preferences ................ XV

Table 11. Speaking activities applied by teachers ............................................... XIX

2. List of charts

Chart 1. Students‟ average marks in the first semester ........................................... 21

Chart 2. Students‟ perceived importance of English .............................................. 24

Chart 3. Students‟ aptitude to learn English speaking ............................................ 25

Chart 4. Students‟ attitude to learn English speaking…………………………….26

Chart 5. Students‟ effort in learn English speaking ................................................ 27

Chart 6. Students‟ desire to learning speaking ....................................................... 27

Chart 7. Students‟ interest in speaking English .................................................... 28

Chart 8. Students‟ frequency of speaking English in class time............................. 29

Chart 9. Students‟ reluctant of speaking English .................................................... 29

Chart 10 . Students‟ results after the treatment ....................................................... 32

Chart 11. Activities enjoyed most by students ...................................................... 34

vii

PART A. INTRODUCTION

1. Rationale

Nowadays, English is widely known as the major language of intercommunication,

international commerce and business, science and technology and so on. Therefore,

people with good English proficiency are extremely needed in any fields of society.

As a result, there has been a positive trend of teaching and learning English across

the country. People, from children to adults, learn English with different purposes.

In general, despite deriving from different purposes, every one wants to turn

English to become their own instrument in their lives.

In the process of teaching and learning English, there are many factors affecting the

success of language learners such as attitude, age, personality, motivation and so on,

among which motivation plays an important role. Researchers on motivation have

pointed out that learners who are highly motivated can learn a foreign language

better than those who are not and vice versa.

With some years of experience in teaching English in some foreign language center

and two years of experience in teaching English at high school, I have realized that

motivation is one of the key factors that determine students‟ success or failure in

language learning. For teaching and learning speaking skill, the great impact of

motivation is not an exception. Although motivation in learning English is not a

new topic, it still is an unsolved problem of Grade 10 students at Thanh Ba High

school. This is the reason why I choose studying on factors affecting motivation in

speaking English of grade 10 students as the topic for my minor thesis. This study

will examine types of motivation that students have in speaking and point out some

factors that affect their motivation to speak. It also investigates the activities and

techniques applied by teachers, students‟ preferences and demands, and some

difficulties teachers faced in teaching speaking. The researcher hopes that this study

will figure out a concrete picture of motivation in speaking English of grade 10

students at Thanh Ba high school and it will be of help for teachers who want to

increase students‟ motivation in speaking English learning.

2. Aims of the study

The aims of the study are to investigate the factors affecting motivation in learning speaking English of the 10th grade students at Thanh Ba high school. Some main

purposes covering the study are summarized as follows:

(1) To point out some factors affecting students‟ motivation in speaking English.

(2) To give some suggestions for teachers to stimulate students in speaking English

and overcome the difficulties they have to face with in teaching speaking English

for grade 10 students.

3. Research Questions

1. What are the factors affecting Grade 10 students in learning speaking English?

2. What have teachers done to motivate students in learning speaking English?

4. Methods of the study

To carry out the study, qualitative method was mainly used with two instruments: a

follow up interview and an informal observation. All the comments, remarks,

recommendations and conclusion provided in the study were based on the data

analysis of the study.

In addition, to make the data collected more reliable and authentic, quantitative

method was applied. The data collected for the study come from two sources: the 10th grade students and all teachers of English at Thanh Ba high school.

Survey questionnaires, two for students (pre- and post- treatment questionnaires)

and one for teachers, were used to gather information and evidence for the study.

5. Scope of the study

Studying motivation and its effects on the second language have been paid attention

to by many researchers so far. This study only investigates the factors affecting

motivation in speaking English of grade 10 students at Thanh Ba high school.

Because of the limited time and within an M.A. minor thesis, the researcher intends

to make a brief view of the current situation of teaching and learning English speaking skill of the 10th grade students at Thanh Ba high school; identifies factors

affecting their speaking stimulation; examines techniques and activities used by

teachers and students‟ preferences and demands; then suggests some

recommendations for teachers to encourage students to speak English and overcome

difficulties in teaching speaking.

6. Significance of the study

First, the information about types of motivation possessed by grade 10 students in

this minor thesis is believed to be useful for the teachers of English in general and

teachers of English at Thanh Ba high school in particular. Second, identifying some

factors affecting students‟ motivation in speaking English, pointing out students‟

preferences and demands to activities and techniques applied by teachers are

believed to be helpful for all teachers when teaching speaking. Third, giving some

recommendations for teachers to motivate students to speak English and overcome

obstacles and difficulties in teaching speaking is expected to be beneficial.

7. Design of the study

The study is divided into three parts: the Introduction, the Development and the

Conclusion.

Part A: Introduction- deals with the rationale, aims, scope, methods, significance

and design of the study.

Part B: Development- consists of three chapters.

Chapter 1- Theoretical background- is intended to give some theoretical

background related to motivation and speaking.

Chapter 2- Methodology- presents the situation analysis, participants, data

collection instruments, data collection procedures

Chapter 3- Data analysis- analyses collected data

Chapter 4- Major findings, discussions and recommendations

Part C: Conclusion- is a review of the study, suggestions for further research and

limitations of the study.

PART B. DEVELOPMENT

CHAPTER 1. THEORETICAL BACKGROUND

1.1. Theoretical background of motivation in L2 learning

1.1.1. Definition of motivation

Motivation is an important affective variable in SLA, and it has a positive

correlation with second language achievement and proficiency. The motivated

learners are usually more active in learning, while unmotivated learners are more

likely to cause classroom disturbances. However, motivation is extremely difficult

to define and measure. In Atkinson‟s point of view (cited in Arnold, 2000:13),

motivation is a term used to describe what “energizes” a person and what directs his

activity. While Dornyei and Otto regarded motivation as a function of a person‟s

thought and defined it as „the dynamically changing cumulative aroused in a person

that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive

and the motor processes whereby initial wishes and desires are selected, prioritized,

operationalized and acted out‟(cited in Dornyei, 2001: 9). In his word, Ellis stated

that „motivation involves the attitudes and effective states that influence the degree

of effort that learners make to learn an L2‟ (Ellis, 1997: 75). Similarly, Brown

(2000: 160) indicated that „motivation is some kind of internal drive which pushes

someone to do things in order to achieve something‟

It can be seen that different researchers approach motivation definition in different

ways. However, they all share the same point of view that motivation combines

effort and desire plus favorable and occurs as a result of a combination of internal

and external influences. This research, therefore, will follow the definition of

motivation proposed by Gardner (1982: 132- 147) that motivation is perceived to be

composed of three elements including effort, desire and affect. Effort refers to the

time spent studying the language and the drive of the learner. Desire indicates how

much the learner wants to become proficient in the language, and affect illustrates

the learner‟s emotional reactions with regard to language study.

1.1.2. Types of motivation

According to the point of view of many previous researchers, motivation can be

divided into three types: Integrative and instrumental motivation, intrinsic and

extrinsic motivation, and resultative motivation.

Firstly, about integrative motivation, Falk (1978), Finegan( 1999:568) and Lambert

(1974:98) shared the same conception that integrative motivation is the desire to

become familiar with or even integrate into the target language culture, whereas,

instrumental motivation is something which concerns „the practical value and

advantages of learning a new language‟ (Lambert 1974: 98- cited in Ellis, 1997),

such as meeting the requirements for school or university graduation, applying for a

job, requesting higher pay based on language ability, reading technical material,

translation work or achieving higher social status.

Secondly, motivation can be intrinsic or extrinsic. Intrinsic motivation refers to the

fact of doing an activity for itself, pleasure and satisfaction derived from

participation (Deci and Ryan, 1985), for its own sake, for the enjoyment it provided.

Contrary to intrinsic motivation, extrinsic motivation is what comes from outside

such as praise, awards, prizes, evaluation and fear for punishment, Schulz (1991:18)

said that the concept of extrinsic motivation referred to the extent to which the

learning environment (i.e. the teacher, materials, curriculum, learning tasks etc.).

Lastly, resultative motivation refers to the result of learning. In terms of this,

Hermann (1980) stated that „it is success that contributes to motivation rather than

vice- versa‟ (cited in Ellis, 1997) and Ellis (1997) has the same point of view: „the

relationship between motivation and achievement is an interactive one. A high level

of motivation does stimulate learning, but perceived success in achieving L2 goals

can help to maintain existing motivation and even create new types.‟

To sum up, in my point of view, students‟ motivation can be divided into two main

types as extrinsic, instrumental and intrinsical or integrative motivation. In some

cases, resultative motivation are both of them depending on students‟ desire.

1.1.3. Factors affecting motivation in L2 learning

1.1.3.1. Some previous researches on motivation

Garden, R. M. I. (2013). Factors affecting students‟ academic motivation to achieve

Excellence in Level 1 NCEA English (Thesis, Doctor of Philosophy). University of

Otago.

Ibrahim Abdelrahim Ibrahim Humaida (2012). Motivation to Learn English among

College Students in Sudan, , Faculty of Arts & Science-Tabarjal, Aljouf University,

King Saudi Arabia.

Naghmeh Babaee (2012). Motivation in Learning English as a Second Language,

University of Manitoba.

Nhung, N.T.M. (2003). Motivation and Factors Affecting Motivation in Learning

English Writing of the Freshment at the Department of English and Anglo-

American culture, VNU-CFL. Unpublished MA Dissertation. CFL-VNU.

Ratanawalee Wimolmas, A Survey Study of Motivation in English Language

Learning of First Year Undergraduate Students at Sirindhorn International Institute

ofTechnology (SIIT), Thammasat University, Thailand.

Although there are many previous researches on motivation and factors affecting

motivation in learning English, the studies focus on other subjects as the first year

students, or students of non-English majors and scope of the study is focus on

writing skill or motivation in learning in general. That the reason why this study

was carried to find out clearly factors affecting motivation in learning, especial in

speaking English skill.

1.1.3.2. Dornyei’s extended motivational framework.

Dornyei (2001:112- 113) analyzed L2 learning motivation within a framework of

three levels, which offers a vast list of motivational components;

(1) Language level involves factors related to the L2 such as the culture, the

community as well as practical values and benefits connected with learning

L2.

(2) The learner level involves individual characteristics that the learner brings to

the learning process. These characteristics include learners‟ self- confidence,

self- efficacy, need for achievements, causal attributions, the perceived L2

competences, and goal orientations and so forth.

(3) Learning situation level is associated with situation- specific motives of L2

learning within a classroom and it is divided into three aspects. The first is

course- specific motivational components which are related to the syllabus,

the teaching materials, the teaching method and the learning tasks The

second is teacher- specific motivational components which concern the

motivational impact of the teacher‟s personality, behavior and teaching

style. And the third is group- specific motivational components which are

related to the group dynamics of the learner group.

1.1.3.3 Williams and Burden’s framework of the L2 motivation

Williams and Burden (1997) analyzed L2 learning motivation in a framework of

two factors: internal and external. Internal factors encompass various components

such as intrinsic interest of activity, perceived value of activity, sense of agency,

mastery, self- concept, attitudes, developmental age, stage and gender and other

affective states (confidence, anxiety, fear). External factors include significant

others (parents, teachers and peers); the nature of interaction with significant others

(mediated learning experiences, the nature and amount of feedback rewards, the

nature and amount of appropriate praise, punishments and sanctions); the learning

environment (sense of comfort, resources, time of day, week, year, size of class and

school, class and school ethos) and the broader context (which includes wider and

family networks, local education system, conflicting interests, cultural norms and

societal expectations and attitudes). (Cited in Dornyei, 2001: 114)

1.1.3.4. Factors affecting student motivation in L2 learning

There have been some studies on the factors affecting students‟ motivation in

learning a foreign language so far. Above are two L2 motivation frameworks that

refer to some factors such as language level, learner level, learning situation level

(Dornyei, 2001) and internal and external factors (Williams and Burnden, 1997).

Although researchers have had some different views in this issue, they all have

come to an agreement with a list of common factors affecting students‟ motivation.

These factors can be divided into three groups: teacher‟s factors, students‟ factors

and learning condition factors.

 Students’ factors

The first factors are students‟ intelligence and aptitude. Intelligence, according to

Lightbown and Spada (1999: 52), refers to „performance on certain kinds of test‟

and aptitude is something which „involves both underlying language learning

capacity and a capacity to handle decontextualized language‟ (Ellis, 1997: 522).

Lightbown and Spada also point out that language aptitude is usually described as a

combination of four factors: (1) the ability to identify and memorize new sounds,

(2) the ability to understand the function of particular words in sentences, (3) the

ability to figure out grammatical rules from language samples and (4) the ability to

memorize new words (1999: 53).

The second is students‟ personality. In the eyes of many language teachers, the

personality of the students constitutes a major factor contributing to success or

failure in language learning. Ellis (1997) has proved that extroverted learners are

advantaged in the development of the kind of language associated with basis

interpersonal communication skills and that extroverted learners may also be more

likely to participate actively in oral communication (1997: 523). Shared the same

view with Ellis, Lightbown and Spada list a number of personality characteristics

that have a great influence on the success of second language learners: extroversion,

inhibition, self- esteem, empathy, dominance, talkativeness and responsiveness

(1999: 54- 55).

The third factor is learners‟ age. Children are believed to be better than adults in

acquiring an L2 in general and in speaking a new language with native- like fluency

in particular. Some researchers argued that late starters may be able to learn the

syntax and the vocabulary of a second language, but that attaining a native-like

pronunciation is impossible for them. Also, they concluded that younger learners

have a greater chance of attaining native-like proficiency in the L2, older learners

may show faster progress at the beginning, but are probably surpassed by the young

ones in the end.

The fourth factor is learning style. The term „learning style‟ refers to the

characteristic ways in which individuals orientates to problem- solving. Keefe

(1979) defined learning style as „the characteristic cognitive, affective and

physiological behaviors that serve as relatively stable indicators of how learners

perceive, interact with and respond to the learning environment… Learning style

is a consistent way of functioning that reflects underlying causes of behavior‟

(cited in Ellis, 1997: 499).

The last factor is learners‟ belief. Most learners have strong beliefs about how

languages are learnt, how their instruction should be delivered. Little, Singleton

and Silvius found out „past experience, both of education in general and of

language learning in particular, played a major role in shaping attitudes to

language learning‟ (cited in Ellis, 1997: 478- 479).

 Teacher’s factors

Teacher plays an important role in students‟ learning motivation. As a matter of

fact, some teacher‟s factors and appropriate teacher behaviors will increase students

to motivate in learning.

Dornyei (2001) pointed out some teacher‟s factors affecting students‟ motivation:

appropriate teacher behavior, teacher‟s enthusiasm and a good relationship with the

students.

Firstly, appropriate teacher behavior in classroom is very important. It is considered

a powerful „motivational tool‟. Alison (1993) stated that teacher‟s behavior could

„persuade‟ or „attract‟ students to engage in on- task behaviors (cited in Dornyei

2001: 120). „The teacher should be a patient, encouraging person who supports

students‟ learning efforts. Students should feel comfortable taking intellectual risks

because they know that they will not be embarrassed or criticized if they make a

mistake‟ (Good and Brophy, 1994 - cited in Dornyei, 2001: 121).

Secondly, teacher‟s good relationship with the student is also a key element of

motivation in student learning. The teacher should establish the relationship of

mutual trust and respect with students. This relationship also involves finding

opportunities to talk with them on a personal level and letting them know that

teachers have thought about them and that their individual effort is recognized.

(Dornyei, 2001: 120).

The third factor is teacher‟s enthusiasm. Csikzentmihalyi (1997) said that teachers

needed to be „enthused and involved in the teaching process and in the material they

are teaching‟ (cited in Dornyei, 2001: 178). Csikzentmihalyi also points out that

enthusiastic teachers are the ones who love what they are doing, who show by their

dedication and their passion that make students willing to pursue knowledge (cited

in Dornyei, 2001: 177- 178)

The last factor is teacher‟s commitment to the students‟ academic progress.

Teachers should care for what their students have learnt and succeeded (Dornyei,

2001). They should also offer concrete assistant, responding immediately when help

is requested, correcting tests, arranging extra- assignments and so on.

In short, teacher‟s attitude, behavior as well as the general level of their

commitment towards the students, their learning and their subject matter, constitute

some of the most prevailing influences on student motivation. Dornyei says that

„teachers are the designated leaders of the class group‟ and therefore, they cannot

lack their responsibility for maintaining their own commitment to the teaching

process because the lack of this responsibility will cause „psychological absence‟

from teaching process, which is the fastest way to undermine the motivational base

of the learners.

 Teaching and learning condition

Teaching and learning condition involves classroom atmosphere and physical

condition. A pleasant and supportive classroom atmosphere will create motivation;

it encourages students to express their opinions and thinking. MacIntyre (1999) and

Young (1999) pointed out that students‟ anxiety created by a tense classroom

climate was one of the most potent factors that undermined learning effectiveness

and L2 motivation. (cited in Dornyei, 2001: 121).

Physical conditions are important, too. Physical conditions refer to something in

classroom such as classroom‟s size, classroom‟s facilities (chairs, desks, tables,

electric facilities…). Hammer (1992) stated that physical conditions had great

impact on students‟ learning as well as their attitude towards the subject matter.

Physical condition affects both teacher and students‟ motivation. The large class,

the poor facilities will decrease the relationship between teacher and students, and

as a result, will decrease motivation.

1.2. Theoretical background of speaking in L2 learning

1.2.1. Definition of speaking

Florez (1999) defined speaking was „an interactive process of constructing meaning

that involves producing and receiving and processing information‟. (cited in Balley,

2005: 2). In other words, „speaking consists of producing systematic verbal

utterances to convey meaning‟. (Balley, 2005:2). Bygate (1997) stated that speaking

was a skill which deserved attention every bit as much as literacy skill. Speaking is

in many ways an undervalued skill. Perhaps this is because we can almost all speak,

and so take the skill too much for granted. In his own view, Mackey (1965) shows

that „oral expression involves not only the use of the right sounds in the right

patterns of rhythm and intonation, but also a choice of words and inflections in the

right order to convey the right meaning‟(cited in Bygate, 1997: 5). To sump up,

speaking is the action of conveying information or expressing one‟s feelings or

thinking by oral words.

1.2.2. Approaches to the teaching of speaking

There are three approaches the teaching speaking: the Grammar- translation

method, The Direct Method and Audiolingualism and Communicative Language

Teaching.

In the Grammar- translation method, students are taught to analyze grammar and to

translate from one language to another. This method is not consistent with the goals

of increasing English learners‟ fluency, oral production, or communicative

competence. The Direct Method strongly influenced the development of the

Audiolingual Method. Speaking is taught by having students repeat sentences and

recite memorized dialogues from the textbook. Because two above methods did not

lead to fluent and effective communication in real- life situations, the

Communicative Language Teaching (CLT) evoked. The goal of language teaching

in the light of CLT is learner- centeredness to develop communicative competence

which is an essential element to raise learners‟ motivation in language learning.

CLT favors interaction among small numbers of learners with a purpose to

maximize the time each learner learns and uses languages, shares information and

negotiates meaning. CLT features more interaction- based activities, such as role-

plays and information gap tasks. Pair work and group work are typical

organizational features of interaction- based lessons in CLT.

In summary, among some approaches of the language teaching methods mentioned

above, CLT is the most appropriate way to teach students to communicate. My

minor thesis is about factors affecting students‟ motivation to speak English in

class, so what I have to find out are what affecting students in speaking English and

how to motivate them to speak English better. In terms of speaking skill, I think that

CLT is one of the most effective approaches to teach learners to speak in second

language. Therefore, I have decided to choose CLT not any other method to teach

speaking and doing my treatment of the study.

1.2.3. The roles of the teacher in different stages of teaching speaking

Byrne, D (1986) stated three stages of teaching speaking: the presentation stage, the

practice stage and the production one. In each stage, the role of the teacher is

different.

At the presentation stage, the teacher is considered an informant role, introduces

something new to be learned, and is at the center of the stage. At the practice stage,

the teacher is like the skillful conductor of an orchestra, giving each of the

performers a chance to participate and monitoring their performance to see that it is

satisfactory. At the final stage, the production one, the teacher takes on the role of

manager and guide. Students are given opportunities to use language freely and

express their own ideas.

To sum up, the teacher works as a motivator and his/ her roles closely relate to the

three stages of learning. Whatever teacher is doing in the classroom, his/ her ability

to motivate the students, to arouse their interest and involve them in what they are

doing, will be crucial. Therefore, some key factors of teacher‟s role are teacher‟s

own performance- the mastery of teaching skills, which depend on teacher‟s careful

preparation; teacher‟s selection, and presentation of topics and activities, and, of

course, teacher‟s own personality, which, in language teaching, must be flexible

enough to allow the teacher to be both authoritative and friendly at the same time.

1.2.4. Motivation in speaking in classroom

1.2.4.1. Motivation in the classroom setting

Lightbown and Spada (1999: 57- 58) stated that the content is interesting and

relevant to their age and level of ability, where the learning goals was challenging

yet manageable and clear, and where the atmosphere was supportive and non-

threatening, teachers could make a positive contribution to students‟ motivation to

learn. Two researchers replicated findings from studies by Graham Crookes and

Richard Schmit (1991) and pointed out some pedagogical practices for teachers to

motivate students in classroom setting: Motivating students at the opening stages of

lessons, remark teachers make about forthcoming activities can lead to higher levels

of interest on the part of the students; Varying the activities, tasks and materials;

Using co- operative rather than competitive goals: students must work together in

order to complete a task or solve problem. These techniques will increase the self-

confidence of students, including weaker ones.

1.2.4.2 . Factors affecting students unwilling to speak in classroom

Tsui (1996) found out five principal factors affecting the reluctance of the student to

speak up in class: students‟ perceived low proficiency in English, students‟ fear of

mistakes and derision, teachers‟ intolerance of silence, uneven allocation of turns

and incomprehensible input(cited in Nunan, 1999: 234). In his investigation, Oxford

(1998) also stated some factors that decrease students‟ motivation in classroom: The

teacher‟s personal relationship with the students, the teacher‟s attitude, style

conflicts between teachers and students about the amount of structure and conflicts

about the amount the degree of closure or „seriousness‟ of the class, the nature of

the classroom activities, including irrelevance, overload and repetitiveness (cited in

Dornyei, 2001: 146). In summary, although two researchers give many different

factors, it might be gathered in three factors group as students‟ factors, teachers‟

factor and learning condition‟s factors.

1.2.4.3. Some conditions for effective motivation in speaking

According to Nunan (1999), there are some preconditions for effective motivation

such as: supportive environment( including orderly classroom, teacher‟s classroom

management skill; students‟ comfortable feel in taking risks, feedback is positive),

appropriate level of difficulty, meaningful learning (meaningful activities; the clear

relationship between activities and objective), strategies and content( students can

relate content to own experience; topics are interesting) (Nunan, D. 1999: 235).

In conclusion, chapter 1 has presented some theoretical background knowledge

related to the topic of the study. It has discussed some concepts and ideas

concerning to the issue of motivation in general and motivation in L2 study in

particular. Besides, some different aspects related to speaking were also discussed,

especially some aspects related to factors affecting students‟ speaking motivation.

CHAPTER 2. METHODOLOGY

2.1. The setting of the study

The study was conducted at Thanh Ba high school, a rural school of Phu Tho

province. Currently, there are ten teachers of English, 30 classes and over 1350

students ranged from Grade 10 to grade 12. Most of students come from villages

and town in the district. Like other high schools in Vietnam, English was taught

here as a compulsory subject. However, the teaching of English, especially for

Grade 10 has met some difficulties. The first difficulty is that English is not paid

much attention by most of students in school because one- fifth of the tenth grade

students wish to take university entrance exam in English. The second is teachers

have to teach in the large size classes with at least 45 students for each class.

Therefore, teachers will face with some problems in monitoring work, giving

feedback, setting up communicative tasks as well as paying attention to all students

during class time. The third is most of the students are not familiar with teaching in

English. They say that they do not understand if all English lessons are taught in

English. They also feel quite uncomfortable and pressured when using English to

express themselves. The last is the lack of materials for reference and self- study.

There is a library at school but there are not many books, English newspapers and

magazines for reference. Moreover, some facilities needed for learning such as

computers, projectors are not enough. There are no language labs and library

Internet for students, too.

In school year 2015- 2016, the students at Thanh Ba high school continue to take

part in new syllabus which was designed following communicative approach. It

required students not only expert in doing grammar exercises but also in practicing

multi- skills. Normally, there are only three periods (135 minutes) of studying

English every week. Yet, it is not enough for the students to practice and develop

their skills as well as to enrich their background knowledge, vocabulary and

structure capacity. What‟s more, English is hardly used to talk outside class. As a

result, these factors may affect students‟ motivation in learning English especially

in learning English speaking. So, it is advisable for the teachers to employ various

techniques to arouse students‟ interest in learning English speaking. They, then,

may improve their speaking skill and other language skills.

2.2. Subjects

 Grade 10 students

Grade 10 students, both male and female, had similar backgrounds, come from

villages or town, finished secondary school with 4 years of learning English.

The students under investigation have just finished the first term of grade 10 school

year. Although they have had for over four years of learning English, their English

proficiency has been very low. It can not deny that most students want to learn

English well, but their condition, learning environment and their capacity do not

allow them to do so. About two third of them are from farmer families so that their

lives are rather poor so it is not equipped enough for learning. Moreover, outside

class time, they often help their families with farming and housework so often have

little time for extra-learning and doing homework. Added to that, their parents do

not take care of children‟s study enough. Besides, learning environment is very

important, too. When being asked why students at Thanh Ba high school are not

good at English, most of the teachers agree that they do not have good environment.

English seems never to be used outside class. Furthermore, in English lessons,

English is used much by teachers and good students. The others are lazy or reluctant

to talk because they have no effort and aim to learn. Some are afraid of talking as

they fear to make mistakes and lose face, and sometimes they fear to get bad marks

and be paid bad attention from teachers. By and large, students have few chances to

practice English and to speak it out.

 Teachers

Thanh Ba high school consists of ten teachers of English aged from 24 to 56. All of

them have been teaching at school for at least two years. They have got the

University Bachelor‟ Degree in English and Certificate of English Language

Proficiency Level B2 and C1. As rural teachers, they have few opportunities to

upgrade their teaching and do not have a lot of teaching facilities and materials to

help their work. Despite all these disadvantages, they are helpful, friendly and

dedicated teachers. Most of them want to devote their whole lives for teaching.

They all have a great desire to acquire knowledge of how to teach English well as

well as how to widen their English background. Also, they are always willing to

help their students tackle with difficulties in learning.

2.3. Applying techniques and activities of CLT in teaching speaking at

Thanh Ba high school

As mentioned in chapter 1, CLT method is applied in teaching speaking English at

Thanh Ba high school as the way to increase students‟ motivation. Following are

some communicative activities and techniques that the researcher have used during

her doing treatment: encouraging students to work in pairs, groups and individual,

using some techniques for developing speaking skills, combining textbook and

relevant materials, giving feedback regularly, creating the co-operative atmosphere,

varying communicative activities, giving suggested questions, and applying some

speaking activities such as completing dialogue practice, role play, interview,

games, free discussion and problem solving, structure- based activities, making up

sentences orally, question and answer exchanges, picture description, ranking

exercises, story telling, rearrangement, visual aids (pictures, maps, music,…)

2.4. Participants

The participants for the survey questionnaires were 90 students of two classes (10

A1 and 10 A5) which were selected randomly from class 10 A1 to class 10 A10 and

10 teachers of English. These students have learnt the new syllabus since they were

in Grade 6. When participating this study, they were in the second term of the

school year. In researcher‟s observation, their English proficiency and level of

motivation was as quite equal as others‟.

Ten teachers of the school were selected to get the objective data. Among those

teachers, some have had many years of teaching (more than 10 years); some others

have just experienced teaching for few years. The results from these teachers will

give objective view on students‟ motivation in speaking.

All participants took part in the survey by responding to the two kinds of

questionnaires, two for students and one for teachers. Besides, some students were

also invited to take part in a follow- up interviews in order to get a complete look

into the research issues.

2.5. Data collection instruments

2.5.1. Survey Questionnaires

The instruments used in this study consisted of two questionnaires: two

questionnaires for students and one for teachers. According to Bill Gillham, using

questionnaires has some advantages: low cost in time and money; easy to get

information from a lot of people; respondents can complete the questionnaire when

it suits them, analysis of answers to closed questions is straightforward; less

pressure for an immediate response, respondents‟ anonymity; lack of interviewer

bias, standardization of questions (but true of structured interviews); can provide

suggestive data for testing an hypothesis. The questionnaires were designed in both

close and open-ended questions. The questionnaires for students were written in

Vietnamese to make sure that students understood all questionnaire items.

2.5.1.1. Questionnaires for students

2.5.1.1.1. Pre-treatment questionnaire

This pre- treatment questionnaire was designed with three main parts with 12

questions. Part I was about the students‟ personal information which included

students‟ gender, place of domicile and their average mark of English subject in the

first term of Grade 10. Part II was designed to elicit the students‟ opinions about

their motivation in learning speaking English. Students‟ motivation was measured

with their aptitude, interest, attitude, desire and effort in learning. Part III would

collect some information relating to factors affecting students‟ motivation in

learning speaking English.

2.5.1.1.2. Post-treatment questionnaire

Post-treatment questionnaire encompassed 12 questions which was divided into

three parts. Part I was the same as part I in pre- treatment questionnaire. Part II

included 8 questions which would gather information about students‟ motivation

changes after applying some new teaching techniques in speaking English. Part III

aimed at collecting information about teacher‟s applying activities in teaching

speaking English and students‟ preference of these activities.

2.5.1.2. Questionnaire for teachers

The survey to the teachers with eight questions was about what problems teachers

often faced with in teaching speaking English, what they had done to motivate

students to speak it. It comprised two sections: Part I was the demographic

information, which contained the teachers‟ gender, age, the number of years they

had been teaching English language in high school. Part II was about teacher‟s

opinion on students‟ motivation in speaking, activities and techniques they had been

using to motivate the students.

2.5.2. Interviews

Survey questionnaires were used as the main instrument in this study. However, the

using of questionnaires also has some disadvantages: The answers may be simple

and superficial, the respondents are unreliable and motivated, and may face with

literacy problems, the researchers may have little or no opportunity to correct the

respondents‟ mistakes and hallo effect (which concerns the human tendency to

overgeneralize)…. (Dornyei, Z. 2005: 10- 13). This is true for the study of

motivation, which is an abstract, attitudinal concept. Therefore, the interviews were

carried out in a following week after the post- treatment with ten participants who

had considerable changes in attitude and motivation in learning speaking English.

The aim of the researcher for interviews is to get better insights into the research

questions and to discuss for further information about the items raised in the

questionnaires.

The questions for interviews were compiled in a paper sheet. All the interviews

were carried out in Vietnamese in the form of an informal conversation between the

researcher and the students. The data collected from interview were recorded,

transcribed, and then translated into English for the purposes of the study.

2.5.3. Class observations

Apart from the survey questionnaires for both teachers and students and the

interviews, class observations were employed to clarify and test the validity of

information about students‟ motivation and their reaction to teachers‟ applied

techniques. The observations were carried out in several English lessons before and

during the treatment. For each lesson, the researcher observed in 45 minutes. She

designed a checklist for what she wanted to observe. (See appendix 7). Students‟

reactions towards the teacher‟s activities, techniques and behaviors; their

participation in the activities and their feedback after the activities were all taken

notes on the spot.

2.6. Data collection procedures

First, the pre-questionnaire was delivered to students at the beginning of the second

term to measure „input motivation‟. After collecting information from the pre-

questionnaire, the teachers taught the students for four months with applying the

new techniques, and then the post-questionnaire was given to students to gather

information of students‟ motivation changes, students‟ attitudes towards techniques

and activities applied by teachers and their preferences. The questionnaire for

teacher was conducted after doing the post treatment to gather information about

teacher‟s attitudes towards students‟ motivation in speaking and the effects of the

activities and techniques that they had applied.

Besides, the class observations were carried out before and during the treatment to

check and get the data for research. Finally, the follow-up interview of ten

participants was carried out in the following week to get further information for the

study.

CHAPTER 3- DATA ANALYSIS

3 1 Results from students’ pre- treatment and post-treatment questionnaires

3.1.1. Personal information

The first and the second questions were to gather the participants‟ information of

gender and hometown. The total number of the students in the survey was 90 of

which 47 were females and 43 were males. All of them came from countryside,

among them 76.7% were living in village and only 23.3% were living in town.

The next question was about participants‟ experience in learning English. About

78.9 % had been learning English for over 4 years (4 years at secondary school and

one semester at high school). Only 21.1 % had been learning English for over six

years because they had studied English at primary school for 2 years.

Chart 1. Students‟ average marks in the first semester

The subjects had finished the first semester of Grade 10 school year at high school.

Their average marks in English varied from 3.5 to 9.3. About 48.9% of them had

marks from 5 to 6.4, 26.7% from 6.5 to 7.9, 6.6% had got over 8. Meanwhile,

17.8% got marks under 5 (from 3.5 to 4.9). It can be seen that the average marks of

the subjects were not too high, which might reflected that they had little concern to

English learning.

3.1 2 Students’ motivation in learning speaking English

3.1.2.1. Types of motivation

The researcher had mentioned some types of motivation in chapter 1 of this study.

In this part, the researcher focused on such types of motivation possessed by Grade

10 students at Thanh Ba high school. They were integrative, instrumental,

resultative, intrinsic and extrinsic motivation.

Reasons Students Percentage

To get high marks 6 6.7%

A compulsory subject in the syllabus and the final 83 92.2%

exam

Interest in English language, people and culture 19 21.1%

To sing and listen to English songs 19 21.1%

For the future job 42 46.7%

To take university entrance exam in English 30 33.3%

To study abroad 10 11.1%

Table 1.Reason for types of motivations

Table 1 reveals that passing the final exam is the main reason of students‟ studying

English. The highest percentage (92.2%) of the students wanted to learn English

because they thought that English was one of the compulsory subjects for learning

at school and their final examination. The others (33.3%) wanted to learn English

because they would take English as a main subject in the university entrance exam.

The future job was also the thing that students concerned. 46.7 % of them thought

that English was necessary for their future job. Clearly, these students knew the role

of English in the modern life when foreign language was considered the main

means of communication. In some small talks with the researcher at break, some

students revealed that they studied English speaking only for their future. Following

are what they said:

- Yes, I study English speaking because I see it will be necessary for my job in

the future. It is easier to get a good job with higher salary if our English

speaking skill is good.

- I know when I study at university; I have to study English, too. So, why

don‟t I study it now? Though I am very busy with studying Math, Physics

and Chemistry for my subjects of university entrance exam, I sometimes

spend time for English.

At the same time, about 21.1% of participants answered that they were interested in

English, especially English people and culture. The same answers with the same

respondents also revealed they liked English because it helped them sing and listen

to English songs. When answering the researcher‟s question, one interviewee said:

- I have studied English at secondary school. I am truly fond of listening and

singing English songs. When I listening an English song which I understand

it‟s meaning, I feel very satisfied.

About 11.1% of the respondents claimed they wanted to study abroad in the future

though so far they had not known whether they could achieve their wishes or not;

and that was the reason why they tried to study English.

The lowest percentage of the students (6.7%) affirmed they were learning English

because their average marks in English were higher than that in other subjects.

In short, types of motivation possessed by Grade 10 students were quite varied. The

highest percentage was the students who possessed extrinsic motivation with the

reason that they studied English for passing the examination and for the

requirements of their teachers because English was one of their compulsory subjects

at school. The lower percentage was the respondents with instrumental orientation.

These ones studied English for passing university entrance exam, getting a good job

in the future or going abroad to study. The last one was some possessed integrative

and intrinsic motivation with the underlying reasons that they studied English

because of their enjoyment for English language and culture. Among these figures,

some students identified as having a combination of both intrinsic and instrumental

orientation. In general, students who possessed extrinsic motivation often felt

unwilling and forced to learn English while students with instrumental and

integrative orientation were quite eager to learn English.

3 1 2 2 The changes of students’ motivation on speaking English

Question 2. How is speaking skill important to you?

As can be seen from chart 2, in pre- treatment, in general, most of students were

aware of the importance of English in their studying (the high percentage of the

respondents (43.3%) considered speaking skill quite important to them). However,

some of them (3.3%) did not admit this. This was because these students learnt

English with extrinsic motivation not for their interest. It was, thus, the teacher‟s

role to find ways to stimulate the students to take part in the learning in the class.

Chart 2. Students‟ perceived importance of English

However, after the treatment, the number of students considered speaking very

important increased from 21.1% to 25.5% while the number of students who

underestimated the importance of speaking reduced to 6.7 %. All students

confirmed the important role of speaking to them in the future. When talking with

the researcher, some students expressed the same opinions: “At first I learnt English

speaking in order to get oral marks only, now I am changed, I am studying it for my

future”.

Question 3. How is your aptitude to learn speaking English?

Chart 3 indicates the changing of aptitude to learn speaking English between pre-

treatment and post- treatment. Before the treatment, all students seemed not to

believe in their capacity of learning English. 52.2% estimated their aptitude at low

level while only 8.9% believed they had high enough ability. Surprisingly, the

students with high aptitude were up by 8.9% to 13.3% at the post treatment.

Similarly, the number of the students believe in their aptitude increased. Only the

smallest percentage of the respondents (10%) did not believe in their ability of

speaking with the thinking that they could not speak English well despite speaking

it in the simplest way. When evaluating their capacity for a foreign language, they

seemed to depend on their results of this subject at the first semester and their need

of it in the future.

Chart 3. Students‟ aptitude to learn English speaking

Question 4. How is your attitude to learn English speaking?

Chart 4. Students‟ attitude to learn English speaking

It can be seen from chart 4, students hold a positive attitude towards English

speaking. Over half of the respondents had the positive attitude before the

treatment. After the treatment, this number slightly increased. The number of the

students with very low attitude decreased from 15.6% to 6.7% while the student

with high one also increased to 14.4%, an increase of 10%. The highest percentage

were also the students with OK attitude, which increased by 7.8%, from 43.3% to

51.1%. In observation process, the researcher saw that students‟ attitude towards

learning was quite good. They all had enough basic materials and textbook and

most of them always put attention to the teacher‟s lecture.

Question 5. How is your effort in learning speaking?

Chart 5. Students‟ effort in learning speaking

As can be seen from chart 5, in the pre- treatment, although the majority of the

students affirmed that they had positive attitude towards English speaking, their

effort in learning was still very low. Over half of the respondents had low or very

low effort, only 14.5% of them had high or very high one. Observations in class

also pointed out that students‟ participation in speaking activities was not voluntary.

Very few students took part in task completion and were willing to speak out.

However, after the treatment, the most significant increase was the students with

OK effort, at 51.1%. Then, the number of the high effort students also went up.

Noticeably, the low effort students considerably reduced, from 54.4% down to

21.1%. It could not be denied that all students realized the importance of English

speaking in their study and in the future. They, therefore, effort for learning English.

When answering the researcher‟s question in the interview, one student showed: “If

I speak English well, I will be easy to find a job in the future. I think so.”

Question 6. How is your desire to learn English speaking?

The figure shown in chart 5 reveals that students‟ desire to learn speaking English

slightly changed after the treatment. The students with high desire rose up to 37.8%,

a little increase of 2.2%, whereas the student with OK desire increased by 4.5%,

from 34.4% to 38.9% students. However, there was still the students with very low

desire, which occupied 2% of total.

Chart 6. Students‟ desire to learn English speaking

Question 7. How much do you feel interested in speaking English in class?

Chart 7. Students‟ interest in learning speaking

Chart 7 reveals that before the treatment, the majority of the students are not

interested in learning speaking (46.7%) and only the lowest percentage of the

respondents (4.4%) affirmed their interest very high. For them, they learnt English

because of the pressure from outside such as requirement of the teachers and

parents, the need for the exam… not because of their willingness. However, after

the treatment, it was interesting to note that there was a sharp increase of the

interested students in learning English speaking. The number of student with quite

high interest increased from 11.1% to 45.6%. Contrary to this, the number of the

respondents with little interest was down to 14.4%. The rest changed

insignificantly, from 16.7% down to 7.8% for students with no interest, from 4.4%

up to 20% for highly interested students. One student also expressed her opinion in

the interview: “When I started to learn English, I like it very much. However, the

teaching method demotivated me. Now, my interest has considerably increased”.

The researcher‟s observation pointed out that students‟ interest in English speaking

had been changed. Most of them were more eager to learn.

Question 8. How often do you speak English in English class time?

Chart 8. Students‟ frequency of speaking English in class time

The frequency of speaking English in class time also shows how much effort

students wanted to master it. Chart 8 represents that only 10% of the respondents

spoke English willingly whereas 35.6% spoke it rarely and 5.6% never spoke except

from the teacher‟s requests.

It was understandable that students‟ changes in interest would lead to the changes in

the frequency of the participation in speaking. The students who never spoke except

when asked by teacher reduced to 3.3% while the students who usually spoke

increased by 25.6%. The changes also happened to the number of students who

sometimes spoke in classroom with a decrease of 12.3%, from 35.6% down to 23.3%.

3.1.3. Factors making students reluctant to speak English in class

Question 9. Do you feel reluctant to speak English in class?

The figures shown in chart 9 reveals that before treatment, the majority of them

(46.7%) claimed they often felt reluctant to speak, while only 7.8% of the

respondents spoke English willingly. In observation, the researcher also found out

that most students did not speak English voluntarily. Only when the teachers got

oral test marks or required, did they have to spoke up in front of the class. When

answering researcher‟s questions, one student said: “I don‟t want to speak in class

although I know class is a good environment for me to practice. I don‟t feel self-

confident”. Shared the same idea, another student also said: “I know the importance

of speaking English in my study and future, but I don‟t know why I can‟t speak

willingly. Indeed, I am afraid every one will laugh at me. ”

Surprisingly, the number of reluctant speakers dramatically reduced after the

treatment (from 46.7% down to 24.4%). The students who like speaking increased

nearly half of the total. In the follow-up interview, one student gladly said: “At first,

I felt very difficult to express my opinions in English. Now, it is easier. I can talk

with my friends and teachers in English.”

Chart 9. Students‟ reluctance of speaking English

Question 10. Factors making students reluctant to speak English in class

There are learners‟ factors, teacher‟s factors and teaching and learning conditions

that make learners unwilling to speak. Here I only mention two factors: learners‟

factors and teacher‟s factors.

Factors Students Percentage

Fear of mistakes and derision 56 62.2%

Low proficiency in English 39 43.3%

Being not accustomed to speaking 51 56.7%

Uneven allocation of turns 36 40%

Teacher‟s boring teaching 58 64.4%

Teacher‟s intolerance of silence 33 36.7%

Table 2. Factors making students reluctant to speak English in class

Table 2 represents the most influential factor was teacher‟s boring teaching

(64.4%). The second factor was the fear of mistakes and derision (62.2%).

Similarly, when answering the researcher‟s question, one interviewee said: “I am

not self-confident enough to speak in front of my teacher and classmates. I am

afraid of making mistakes.” The next one (56.7%) was the students who were not

accustomed to speaking because they lacked of knowledge background or new

vocabulary but they had the habit of preferring to listen more than speak. 43.3%

students blamed their reluctance of speaking for low proficiency in English. In the

interview with the researchers, two students stated: “I like speaking English. But I

sometimes cannot find words and structures to express my ideas”. Another

complained: “My English knowledge is not very good. That‟s why I don‟t speak

much in class”. Besides, some other students suggested that the way teachers

behaved in teaching also had a great impact on their speaking motivation. 40%

complained their teachers favored the better students when soliciting responses.

That was the reason why some lower proficient students in class had few chances to

speak out. The smaller number of the students (36.7%) mentioned to the teacher‟s

intolerance of silence that made them unwilling to speak. Teachers often gave them

little or no wait time for speaking. After instruction, teachers required them to speak

up immediately, which caused them pressured and stressed .

In short, there are a variety of the factors that students had to face with. These factors came

from students as well as from teachers. In order to be better in English speaking activities

in class, the changes need be done between both teachers and students. Teachers change

teaching methods and students change the way they learn.

Question 11. Factors preventing students‟ speaking process

Factors Students Percentage

Difficulty in finding words or structures 51 56.7%

Difficulty in finding ideas 43 47.8%

Teacher‟s unenthusiasm 30 33.3%

Teacher‟s interruption or anger 24 26.7%

Too much teacher‟s talking time 20 22.2%

Table 3. Factors preventing students‟ speaking process

As can be viewed from the table, 56.7% of the students could not find words or

structures to express their opinion when speaking as the result of the lack of

vocabulary and grammatical knowledge for learning. The next, learners could not

find ideas for their speech (47.8 %) because most students lacked the background

knowledge in English. Other factors which related to teachers included teacher‟s

unenthusiasm (33.3%), teacher‟s interruption or anger (26.7%) and teacher‟s too

much talking time (22.2%). In researcher‟s observation, she had found out that

teacher‟s characteristics played an important role in students‟ speaking process. She

followed two lessons at one class. In the first lesson, the teacher taught with

friendly, enthusiastic, joyful and a bit funny attitude, she realized that most students

were eager to take part in lesson including even lower proficiency ones. In the

second, the teacher was a bit stricter with no smile. The results, certainly, were very

different. Not many students wanted to participate in the lesson except from the

teacher‟s requirements. Some better students‟ talking time was reduced. The class

atmosphere was rather quiet and all students seemed very uncomfortable. It,

therefore, can be said that teacher‟s factors were not the most important but the

decisive ones that maintain students‟ speaking process.

3 1 4 Factors increase students’ motivation in speaking English

Question 9b. What results have you achieved through the recent lessons?

Chart 10 . Students‟ results after the treatment

A. More self- confident and interested in speaking English

B. English speaking skill has been improved

C. English knowledge has been widened

D. Learning to speak English well is not difficult

E. Willing to speak English in class

As is illustrated by chart 10, the majority of the students (64.4%) affirmed their

English speaking skill were improved much after the treatment. This was why most

students realized that they felt more self- confident and interested in speaking

(48.9%). Next, 34% of the students stated their knowledge had been widened and

28.9% of the students who found it difficult in speaking English before changed

their opinion in the positive trend. 23.3% of them kept the same opinion when they

said that they were always willing to speak English. Answering the researcher‟s

questions in the interview, one student expressed: “Yes, I have realized that English

is not difficult. Now, I am not afraid of English any longer. Perhaps, I will take

university entrance examination in English”. In fact, most students seemed more

eager to learn and reduced stress in each speaking lesson. Seven out of ten

interviewees revealed that they felt more self- confident in learning speaking

English in recent lessons and that they were not afraid much of being failed the final

examination in English.

Question 10b. Which of the following factors may encourage you to speak English

in class?

Factors Students Percentage

Teachers‟ good characteristics 38 42.2%

Teachers‟ teaching methods 54 60%

Pleasant class atmosphere 32 35.6%

Various speaking activities 52 57.8%

High oral marks you may get 22 24.4%

Table 4. Factors encouraging students to speak

The most influential factor in the students‟ motivation was teacher‟s teaching

methods (60%). Ranking second was various speaking activities (57.8%). If the

teacher required students to do the task by only one way, it would lead to boredom

among students. Teachers, therefore, should select learning activities according to

how well they engage the students in meaningful and authentic language use.

Equally important, teachers‟ good characteristics also highly motivated students

(42.2%). Teachers‟ enthusiasm, tolerance and helpfulness could make students feel

calm, be helped and be willing to discuss and express their ideas with teacher and

classmates. Pleasant class atmosphere was the influential factor, too. Finally yet

importantly, giving marks to students (24.4%), especially to high school students

was a decisive factor to motivate them in speaking. Marks were sometimes

considered students‟ participating rewards. Good marks teachers gave meant their

effort and showed off their ability of the study.

3.1.5. Activities used by teachers and students’ preferences

Question 11.Which of the following activities do you like most in a speaking

lesson?

The chart 11 shows that group work is preferred by most students (68.9%). Some

students, for instance, in the interview stated that: “I like to work in groups because

my group members and I can share ideas and help find structures”, or “Yes, of

course. Pair work and group work are suitable and useful. We can help each other

correct mistakes and share ideas”. Ranking the second was pair work (21.1%)

which was suitable for students when they took part in question and answer

exchange activity, completing dialogue practice or role-play. Students seemed to

reduce anxiety and reluctance in speaking in pair work. However, sharing ideas

with other classmates could be limited. The least favorable activity for the students

was individual work, which occupied only 10 % of total. As the researcher

observed, it seemed that only good students liked working individually because they

could talk more, discuss more with teachers. In fact, individual work sometimes led

to boredom or even tiredness among students, thus it decreased motivation. For

speaking lesson, not only teachers but also students liked pair work and group work.

Chart 11. Activities enjoyed most by students

Question 12. Which of the followings do you think your teachers should do to

motivate you to take part in speaking activities?

What teachers do Students Percentage

Not interrupting you when you make mistakes 41 45.6%

Accepting a variety of your answers 47 52.2%

Encouraging you with marks and rewards 14 15.6%

Being enthusiastic, friendly and helpful 33 36.7%

Creating some interesting games and activities 62 68.9%

Creating pleasant class atmosphere 23 25.6%

Having clear instructions 43 47.8%

Table 5. What teachers do to motivate students to take part in speaking activities.

As is shown by the table, what most students (68.9%) liked some interesting games

and activities which could help students reduce stress, feel funny and become more

active in learning. In the interview, one student said: “In fact, we are often pressured

in speaking lessons. I think communicative games can help. They help us reduce

stress and be easy to speak out”. The second thing that teachers should do was

accepting variety of students‟ answers (52.2%). Next, teacher‟s clear instruction

was quite important (47.8%). Teacher‟s characteristics and behaviors in class were

paid much attention from students. 45.6% concerned to how teachers behaved when

students made mistakes, 36.7% took the great notice of teacher‟s enthusiasm,

friendliness and helpfulness. In general, most students hoped the teacher should be

more flexible, tolerant, creative, enthusiastic and helpful to make the speaking

lessons more interesting. About a fourth wished the teacher to create pleasant class

atmosphere in speaking lesson and only 15.6% of them liked teachers to motivate

them with marks and rewards. Answering teacher‟s questions, one student

expressed: “I think marks are very important. If I speak well, teachers should

encourage me with high marks”.

Question 12b( Post- treatment questionnaire for students)+ Question 5( For

teachers) In speaking lesson, which of the following activities does your teacher

often use to motivate you and which do you feel enjoyable?

As can be seen from table 5( See Appendix 4) and table 10( Appendix 6), the

activities preferred by most students were structure- based activities (90%), making

up sentences orally (90%), question, and answer exchanges (87.8%). The

explanation for these could be that such activities were easy to prepare and speak

up. Also from table 5, most students (92.2%, 92.2% and 94.4% respectively) stated

that their teacher also often provided them these activities in speaking lessons. Next,

games were enjoyed by most students (87.8%) because taking part in games helped

them reduce stress and motivate them to get involved in the tasks. However, only

35.6% of the students claimed their teacher used games in speaking lesson. The

reasons why teachers rarely used games in speaking lesson were that games needed

time-consuming and were not profitable. Not only games but also visual aids such

as pictures, maps, music and handouts caught up the interest of 76.7% of the

students meanwhile only 25.6% of the students reported that the teachers used them.

In fact, when being asked about games and visual aids in speaking lesson, all

interviewees supposed that visual aids and games strongly attracted their intension,

involvement, interest and motivation in learning. Picture description, ranking

exercises and completing dialogue practice were enjoyed many students (72.2%,

67.8% and 62.2% respectively) because they are reasonable for their English

proficiency level, quite interesting and provided them with good opportunities to

express their own opinion. Nevertheless, 80% of the students remarked teachers

liked to use completing dialogue practice activity, 53.3% claimed picture

description was often given to them and 45.6% of the respondents said their

teachers often used ranking exercises in the speaking lesson. Rearrangement were

fond of by over half of the students (54.4%), yet it was rarely used by teachers

(17.8%) because teachers complained that they were not interesting enough for

speaking activities and did not encourage students‟ creation. Free discussion and

problem solving, role play, story telling and interview were sometimes preferred by

about half of the teachers (46.7%, 43.3%, 35.6% and 23.3% respectively) for the

reasons that they provided students with good chances to express their own ideas,

made them more self- confident and required them to think deeply. Yet these

activities were rarely enjoyed by students (20%, 25.6%, 24.4% and 10%) because

most of them lacked vocabulary of English and social knowledge. Besides, they

usually felt not self- confident enough to interview their classmates, for examples.

Topic-based discussion and mime stories were never used by teachers because they

were new and quite difficult for both teachers and students.

In short, there were some speaking activities that were preferred by most teachers

and students such as structure based activities, question and answer exchanges…

However, there was a quite big gap between the ways the teachers had done to

motivate students and how the students enjoyed as mentioned above. Teachers,

thus, should realize and analyze students‟ needs in order to guide and teach them in

the suitable way.

3 2 Results from teacher’s survey questionnaire (Post-treatment)

3 2 1 Teacher’s personal information

Among 10 teachers of English at Thanh Ba high school, there were three male

teachers. The teachers‟ ages ranged from 23 to 56 years old. Their experience of

teaching English varied from 2 to 28 years

3 2 2 Teacher’s opinions towards students’ motivation in speaking English

Question1.What do you think of the importance of speaking English to your

students?

The results obtained from survey questionnaire for the teachers revealed that all the

teachers (100%) were aware of the importance of speaking to the students. All of

them agreed that students could communicate much through speaking. 80% of them

affirmed speaking helped students to improve other language skills and language

linguistic knowledge. They stated that there was a great relation between speaking

and other skills. Reading provided speaking with vocabulary, information and

knowledge background. Writing helped learners better in grammar structures and

arranging ideas for speaking. Listening supported pronunciation, intonation,

colloquialisms and speaking models in practice. As the matter of fact, all teachers

agreed that speaking could bring students with enjoyment and pleasure and help

students broaden knowledge of the world.

Question 2. Which stages of a speaking lesson do you find that it is necessary to

motivate your students?

Stages Teachers Percentages

Pre- speaking stage 0 0

While- speaking stage 2 20

Post- speaking stage 0 0

All above mentioned stages 8 80

Table 6. Teacher‟s opinions on students‟ motivation of the speaking stages

As is shown table 7, most of the teachers (80%) agreed that they should motivate

students in all stages of the speaking lesson, from presentation stage to production

one. The role of the teacher, therefore, was as the role of the motivator of the whole

lesson. Besides, only two teachers claimed that motivation was needed in while

speaking stage because students seemed not to work much in other stages.

3.2.3. Problems teachers often faced in teaching speaking English

Question 3. What problems are you facing with in teaching speaking?

Problems Teachers Percentage

Large classes 7 70%

Students‟ different proficiency levels 6 60%

Students‟ reluctance 8 80%

Limited time 3 30%

Poor facilities 4 40%

Others

Table 7. Problems teachers facing in teaching speaking

From the table, teachers‟ biggest challenge was students‟ unwilling to speak (80%).

Next, 7 out of 10 teachers responded that large size classes were also a problem.

Each class at Thanh Ba included 45 to 50 students. Teachers, therefore, often

experienced with the difficulty of controlling the class. Besides, 60% of the teachers

found difficult to be coped with students‟ different proficiency levels. Teachers

complained that in speaking classes with students at various levels, the less

proficient learners might feel intimidated by their more advanced ones. On the other

hand, the more proficient learners might feel that the other students slow them

down. Teachers, therefore, were very difficult to apply the same activities and

techniques for two kinds of students at the same time. In addition, the lower

percentage of the teachers (30% and 40% respectively) complained about time

allowance for each lesson and poor teaching and learning facilities of the school.

The time for each speaking lesson seemed not enough for both teachers and students

to complete all the tasks. Some facilities of the school seemed out of date, the others

were not enough for all teachers and students.

3.2.4. Techniques and activities applied by teachers

Question 4. How often do you use the following activities in speaking lesson?

Activities Always Often Sometimes Rarely Never

Individual work 0 3 7 0 0

Pair work 2 6 2 0 0

Group work 2 7 1 0 0

Table 8. Activities applied by teachers by frequency

In table 9, group work was utilized the most often by the majority of the teachers.

This was derived from the fact that teachers often faced with some challenges in

speaking classroom such as students‟ anxiety, reluctance to speak, different

proficiency levels and large size class. Setting up group work could help teachers

manage the class and provide students with many more opportunities to talk and

self- check, and make use of students‟ strengths. Added to that letting students work

in groups, teachers could encourage the quieter students, reduced students‟ anxiety

and reluctance, distributed talking turns and provided opportunities for balanced

interaction. Pair work was often used by most teachers because its advantages were

the same ones of group work. However, when working in pairs, students seemed not

to have many chances to share ideas and learn much from other classmates.

Individual work was used the least by all of the teachers. Actually, individual work

often led to boredom or even tiredness among the students. The interaction in the

class, then, was often separated.

Question 6. Which of the following techniques do you use to motivate students to

speak English?

Techniques

to speak by suggested Teachers 6 7 1 3 1 9 6 Percentage 60 70 10 30 10 90 60

Combining textbook and relevant materials Giving feedback regularly Creating the competitive atmosphere Creating the co-operative atmosphere Applying rewards and punishment policy Varying communicative activities Encouraging students questions

Table 9. Techniques applied by teachers

Most teachers (90%) chose varying communicative activities as the main technique

in teaching to offer students opportunities to activate their existing knowledge about

the topic of the lesson as well as to practice speaking skill. 7 out of 10 teachers had

a habit of giving feedback regularly by marking and giving comments on students‟

speaking. Marks were sometimes considered students‟ rewards and evaluation

towards students‟ contribution and effort in learning to encourage and motivate

students. The next group of motivational techniques fell on combining textbook and

relevant materials (60%) and encouraging students to speak by suggested questions

(60%). Giving suggested questions could help students get more involved in the

lesson and increased their speaking with unpopular topics. 30% of the teachers

preferred to create the co-operative atmosphere in classroom between teachers and

students, and among students. Although rewards and punishment policy creates the

competitive atmosphere was the same, with the choice of only 10 % of the total.

Most teachers stated that increasing students‟ intrinsic motivation would never

happen if they rewarded or punished students because this technique could cause

tension among them.

Question 7. What do you do to create a good relationship with your students to help

them speak better?

Five suggested ways for the teachers to create a good relationship with students

were mentioned in the questionnaire. All of the teachers expressed that they always

behaved students in friendly, enthusiastic and tolerant way. 80% said that they often

walked round the class and gave help to the students when necessary. When

working in pairs or groups, for examples, student‟s ideas might be not accepted by

group members or a partner, teacher‟s timely and appropriate suggestion would

enhance students‟ motivation. Besides, it was not very surprising that the rest ways,

namely, remaining in the teacher‟s seat, standing near students who speak much,

doing nothing and letting them speak freely were not chosen by any teachers.

In short, to create the good relationship with the students to make students

interested in speaking, different ways were exploited by most teachers. However,

the frequency of using these ways depended much on each teacher, especially

teacher‟s characteristics.

In summary, this part consisted of some data collected from the teachers. They were

teacher‟s opinions on students‟ motivation, factors teachers faced in teaching, some

techniques and activities teachers often applied.

CHAPTER 4. MAJOR FINDINGS, DISCUSSION AND

RECOMMENDATIONS

4.1. Major findings and discussions

4.1.1. Types of motivation possessed by Grade 10 students at Thanh Ba high

school

The main reason for the majority of the students to learn English speaking was they

could pass the examination or for the future job. Some other students expressed

their wishes to pass the university entrance examination in English or learning

English to study abroad, but this number was not too high. However, speaking

English for their interest or enjoyment held the lowest percentage. Therefore, it was

undeniable that over half of the subjects were extrinsically motivated when they

learnt subject matter. Besides, nearly half of them instrumentally learnt it. The

subjects with integrate and intrinsic orientation occupied the small number. Added

to that, some were found to possess a mixed type of motivation by the mixture of

intrinsic, instrumental and integrate orientation in learning speaking. Extrinsic

motivation, thus, was the most important in learning speaking English of Grade 10

students at Thanh Ba high school.

4.1.2. Factors affecting Grade 10 students in learning speaking English

The findings showed that some factors that affected students in learning speaking

were learners‟ factors, teachers‟ factors, teaching and learning condition.

Firstly, some factors coming from learners such as learners‟ proficiency in English,

their interest, personalities and learning style in learning speaking seemed be

equally important in students‟ learning a L2. In the speaking lesson, the students

with lower proficiency might feel intimidated by the more advanced ones and vice

versa. These students, thus, were often afraid of making mistakes and losing face in

front of their teacher and classmates. As the result, they often felt reluctant to speak

out in class. Also from the findings, students‟ interest played an important role in

students‟ speaking motivation. The high interest students would be the high effort

ones. Students with high interest always put the aims for learning and always tried

their best to achieve it. The next was students‟ personalities. This factor was quite

important for Grade 10 students. The reluctant speakers were students who always

felt ashamed, hesitant and not self- confident enough in front of the classmates and

teachers. The findings showed that over half of the students did not speak much in

classroom not for their low proficiency in English but for their personalities such as

shyness and inferiority. The final factor from learners was learning style. In

speaking lesson, learning style influenced students much. The impulsive learners

often talked much while the reflective ones preferred to think more. For the limited

time lesson, the reflective learners often had fewer chances to speak out than the

impulsive ones. The findings from researcher‟s observation pointed out that the

speaking class with more reflective learners seemed be quieter and more boring

than the one with more impulsive ones.

Secondly, the findings referred to teacher‟s factors including teacher‟s behaviors

and relationship with students, teacher‟s teaching methods applied in teaching. The

findings pointed out the first and foremost important factor from teachers were the

learner- centered teaching methods, which held about 62% of the students. In

speaking lesson, the teachers with learner- centered teaching method would know

how to keep students‟ speaking, how to give food for students‟ thinking and how to

give each student chances to participate in speaking tasks in order that the lesson

was not quiet and boring. Speaking activities and techniques in each lesson,

therefore, were always varied by teachers. They got students to work in pairs,

groups or individually in all lessons. In different tasks they used different activities

and techniques such as question and answer exchanges, discussion, interview …

They also combined the textbook with relevant materials, gave suggested questions

and feedback regularly to the students, created the co- operative atmosphere and

especially never punished students who made mistakes. Visual aid and games were

sometimes used to stimulate students and reduce students‟ stress in speaking.

Besides, teacher‟s behavior and relationship with students were very important. All

students wanted that their teacher were friendly, enthusiastic, tolerant and helpful.

The way teachers behaved, thus, had a great impact on students‟ motivation.

Thirdly, teaching and learning condition also plays an important role in increasing

motivation. Most teachers (70%) complained about difficulties in controlling when

they taught in large classes. Nearly half of the teachers said about school‟s poor

facilities such as not enough projectors or overhead for teaching. Besides, class

atmosphere was one of the main factors. The majority of the students enjoyed the

co- operative and pleasant atmosphere in class. A pleasant and supportive classroom

atmosphere would create students‟ motivation and encourage their participation in

speaking. On the contrary, a tense classroom climate would increase students‟

anxiety, shyness and unselfconfidence.

Thus, the factors that influence students‟ motivation in speaking include both

internal and external ones. The internal factors are some which derive from

students‟ themselves and the external ones are come from teachers and learning and

teaching condition.

4.1.3. Speaking motivational activities and techniques employed by teachers

and students’ preferences

Most teachers and students preferred structure- based activities, making up

sentences orally, question and answer exchanges and completing dialogue practice.

These activities were the main ones of the speaking tasks and were repeated in most

of the lessons. Working in groups or pairs were also the same. Nearly all students

and teachers enjoyed using it. For some other activities such as using visual aids,

games…, the findings pointed out the big gap between what teachers had done to

motivate learners and what students preferred. Students mostly liked games and

visual aids since games and visual aids made them funny and helped them reduce

stress, increased their motivation as well as encouraged their imagination. On the

other hand, teachers did not enjoy these activities much due to the lack of time and

unprofitableness. The findings also showed that teachers preferred the activities that

required students to think deeply and to spend a great amount of knowledge and

vocabulary such as free discussion and problem solving, interview, story telling…

meanwhile students did not enjoy them. In short, the findings had indicated some

differences between teachers‟ using activities and students‟ preferences. The

solutions for these would be introduced in the recommendation part.

4.2. Recommendations for motivating students to speak English in class

Motivating students to speak in class is the great concern of all the teachers in

Thanh Ba high school. Following the researcher introduces some ways with the

hope that it will help teachers to stimulate students to speak English.

4 2 1 Promoting students’ internal factors

Firstly, there have been a big gap between teacher‟s teaching methods and students‟

expectation such as the activities teachers preferred to apply but students did not

like. Teachers, therefore, should investigate their students‟ interest and expectation

in learning English to have suitable teaching methods.

Secondly, most students learn English because of the school requirement and their

aims in the future, not for their own enjoyment. Teachers, therefore, should

maintain the extrinsic and instrumental motivation and enhance the intrinsic one.

For the extrinsically motivated students, teachers should give them more tasks,

require them to do more exercises in order that they can get high results in their test

and examination. Besides, teachers can enhance their intrinsic motivation by

inserting English culture and custom in the speaking lessons, arouse their love to

English through listening English songs and watching English films. And for

students who are instrumentally motivated, teachers should discuss with them about

how each task helps them to achieve their goal (for both short-term and long-term

goals). They, besides, should help them to set up both their short- term goal such as

the goal of a week or a semester and long- term goal such as the goal of the high

school course and constantly take care of how they perform to reach their goals. For

the intrinsically motivated students, teachers can motivate them by varying

activities, tasks and materials to increase their interest level. Providing them with

reference materials and some websites in English on the Internet is a good way to

encourage their love to English.

Thirdly, self-confidence determines the amount of effort and time students will

spend and the persistence they will display in the process of learning, so it is

important for teachers to increase students‟ self-confidence in learning speaking

English. Teachers should make students believe that speaking English competence

is changeable and controllable as long as they exert enough effort in learning. Also,

teachers should provide some experiences of success regularly to students and

emphasize what students can do rather than can not do. Besides, teachers‟

encouragement at the right time can enhance students‟ confidence to and reduce

their anxiety in speaking.

Making use of learners‟ strengths, furthermore, is what teachers should concern.

They should let students with different strengths work together in order that they

can take advantages from partners‟.

4.2.2. Varying speaking activities

Teachers should stimulate students‟ speaking by providing them with a variety of

speaking activities such as pair work and group work to reduce boredom and

tiredness among students while learning. In the large size classes, establishing

routines for pair work and group work activities will help teachers be easy to

control and motivate students. Each student has an opportunity to take part in the

lesson and can be corrected mistakes by other group members or partners. In multi-

level classes, when working in groups or pairs, students can share ideas and

structures with others. The less proficient students can get support from the more

advanced ones. Besides, teachers can help some students get out of the silence in

class by sssigning different roles to all of the students in groups to encourage the

quieter students and provide all students opportunities for balanced interaction and

talking turn. Moreover, for impulsive and reflective learners, working in groups or

pairs will be very effective. The reflective have time to plan their speaking ideas

and think carefully before they speak. They then feel very self-confident. The

impulsive, in contrast, have time to focus on the accuracy of their responses, they

then can check mistakes and get feedback from others.

Secondly, making full use of games and visual aids in any stages of the speaking

lesson help learners reduce stress and create enjoyable and motivating learning

atmosphere, stimulate and sustain students‟ interest, attention during the lesson.

Also, discussion, story telling, interview, picture description, quizzes, ranking

exercises… should be introduced to the students so that they are not fed up with the

same activities they have to do everyday.

4.2.3. Managing speaking turns in class

Some students in class are often hesitant or anxious about speaking the target

language, some others usually tend to dominate classroom interaction. These

students may speak a great deal because of personality traits, cultural issues, or any

combination of these factors. Teachers, therefore, should balance students‟ speaking

turns to get students‟ „fair share‟ of the talk time. Firstly, teachers should lengthen

their wait- time for students. The hesitant learners then have time to think carefully,

and make sure that their answers are correct. They will feel confident to speak out.

Secondly, teachers should improve their questioning technique by giving questions

and randomly asking any students in class. By this way, teachers require students to

think and answer the questions immediately, so they can make hesitant students be

ready to speak and limit dominant students‟ talking time. Teachers, furthermore,

should accept a variety of students‟ answers. Some students often feel anxious and

being derided if their answers are not accepted by teachers. Negative comments

from teachers can demotivate them and decrease their participation in the

classroom. Teacher‟s praise at the right time is often useful. It encourages students‟

enthusiasm and engrossment in learning and makes students be more confident in

their own ability.

4.2.4. Setting up a co-operative atmosphere in class

A tense classroom atmosphere arouses students‟ anxiety that hinders students‟

motivation and effectiveness in learning speaking English while a co-operative

classroom atmosphere facilitates students to express their opinions, develop their

strengths, reduce their weakness and makes students not feel embarrassed when

they make mistakes. Teachers, thus, should build a warm environment in which

teachers and students have a close relationship. Teachers not only play the role of

the facilitator of students‟ learning, the manager of classroom activities, the advisor

to answer students‟ questions and to control their performance but also work as the

„co-communicator‟ to engage in the communicative activities along with the

students.

4.2.5. Combining the textbook and relevant materials

Beside Tieng Anh 10 textbook, teachers should deliver handouts or some

photocopied papers to make the lesson more interesting. Added to that, teachers

should require students to find out some related information on the Internet or from

English newspapers such as Sunflower, Vietnam News…, and English books before

each speaking lesson to make sure that all students get familiar with the topic of the

lesson. Teachers, also, can introduce some good students to listen to VOA special

English or BBC on FM channel on the radio in order that students can practise

English listening as well as get more information for speaking.

4.2.6. Recognizing the potential value of available facilities of the school and

the Internet

Most teachers are facing with the poor facilities in teaching. The lessons without

assistance from facilities sometimes lead to boringness. Because of this, teachers

should take full advantages of the available facilities of the school. For examples,

through a cassette player, teachers can motivate students with some songs or pieces

of news in the warm- up stage; or through a projector, teachers can make the lesson

more interesting and attractive with lively pictures and video clips. Because school

does not have language labs and cannot provide students with using Internet at

school library, teachers can guide students how to use Internet at their free time and

provide them with useful Website addresses for learning and then check up again by

giving students tasks based on finding particular information on the Internet.

4.2.7. Being enthusiastic, tolerant, helpful, creative and active

Teachers‟ characteristics are decisive factors to help increase motivation. It is

teacher‟s helpfulness, friendliness and enthusiasm that make students are fond of

learning. Besides, teacher‟s tolerance also makes students feel warm in their heart,

which helps reduce their stress and lets their threatening feeling go away. Moreover,

teacher‟s activeness and creativeness is one of the factors that decide the success of

the lesson. The active and creative teachers always have vivid and impressive

lectures that attract all students to the lesson. Also, they always go round the class to

check students‟ learning, encourage them to study and give help to them when

necessary.

PART C. CONCLUSION

1. Recapitulation of the study

It is undeniable that motivation plays a crucial role in learning English in general

and in learning speaking English in particular. Thus, this study set out to investigate

the factors affecting students‟ motivation in learning speaking skills. It also focuses

and evaluates motivational techniques used by teachers at Thanh Ba high school,

students‟ needs and demands. It, then, suggest pedagogical implications to improve

student motivation in speaking.

The findings shows that grade 10 students at Thanh Ba high school are not only

extrinsically, instrumentally but also intrinsically and integratively motivated.

Besides, their motivation in speaking is affected much by the factors coming from

students‟ themselves, teachers and learning condition. On the other hand, to find out

factors that increase as well as decrease students‟ motivation, the teachers at Thanh

Ba high school have attempted to apply motivational techniques and activities in

teaching speaking as a treatment. Based on the data collection and analysis, the

researcher have had a concrete picture of motivation, factors affecting motivation in

speaking English of grade 10 students as well as students‟ preferences and demands

to teachers. The researcher, then, has offered some recommendations for motivating

students to speak such as promoting students‟ internal factors, setting up a co-

operative atmosphere in class, applying varying speaking activities, combining

different materials or changing teachers‟ characteristics. These recommendations

are based on theoretical background of motivation and speaking, the researcher‟s

knowledge, experience and observation in teaching speaking. The researcher

believes that these recommendations will be of help for high school English

teachers in general and for English teachers at Thanh Ba high school in particular.

2. Limitations and suggestions for further study

In this thesis, the results of the study might be tentative due to some following

factors:

First, small sample/ subjects of the study are only the students of grade 10.

Secondly, time for applying the new teaching methods as a treatment of the study is

limited for four months, the short period of time makes the reliability of the study

be reduced.

In a word, it is hoped that this study will make a specially significant contribution to the better current situation in teaching and learning speaking English of the 10th

grade students and to the ongoing process of renovation for teaching English at

Thanh Ba high school.

3. Suggestions for Further Studies

With above limitations, further research on the topic might be investigated factors

affecting motivation in learning other skills, and it might be carried out with the

treatment of the study in the long time.

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Anglo-American culture, VNU-CFL. Unpublished MA Dissertation. CFL-

VNU.

25. Norris, J. (2008). Motivation as a Contributing Factor in Second Language

Acquisition. http://iteslj.org/Articles/Norris-Motivation-

26. Nunan, D. (1999). Second Language Teaching & Learning. Heinle& Heinle.

27. Savignon, S. J. (1983). Communicative Competence: Theory and Classroom

Practice. Reading Addison- Wesley Publishing Company

28. Schulz, R. (1991). Bridging the Gap between Teaching and Learning. Sally

Magnan. Boston: Heinle and Heinle..

29. Ur, P. (1996). A Course in Language Teaching. Cambridge. CUP.

30. Van, H.V. (2006). Tieng Anh 10. Nxb Giaoduc.

31. Wajnryb, R. (1992). Classroom Observation Tasks. CUP. 32. Woolfolk, A. (2001). Educational Psychology (8th ed.). Allyn Bacon, A

Pearson Education Company, United States

APPENDICES

APPENDIX 1

PRE- QUESTIONNAIRE FOR STUDENTS

This survey questionnaire is designed for the study of factors affecting motivation

in learning English speaking of the Grade 10 students at Thanh Ba high school.

Your assistance in completing the following items is highly appreciated. All the

information provided by you is of great use and solely for the study purpose. Thank

you!

Please circle the answer where necessary.

PART I. PERSONAL INFORMATION

1. Your gender

A. Male B. Female

2. Your hometown:

A. Village B. Town

3. How long have you been learning English? … years

4. Your average marks in English in the first term of Grade 10: …………

PART II STUDENTS’ MOTIVATION IN LEARNING SPEAKING

ENGLISH

1. Why do you want to learn English speaking?

A. It is easier than other skills to get high marks.

B. It is a compulsory subject in the curriculum and in the final examination.

C. You like English, especially English culture and people.

D. It helps you to sing and listen to English songs.

E. You think it is necessary for you in your future job.

F. You want to pass the university entrance exam.

G. You want to study abroad.

H. Others:

2. How is speaking skill important to you?

A. very B. rather C. normal D. little E. not at all

3. How is your aptitude to learn speaking English?

A. very high B. high C. OK D. low E. very low

4. How is your attitude to learn speaking English?

A. very high B. high C. OK D. low E. very low

5. How is your effort in learning speaking English?

A. very high B. high C. OK D. low E. very low

6. How is your desire to learn speaking English?

A. very high B. high C. OK D. low E. very low

7. How much do you feel interested in speaking English in class?

A. very B. rather C. normal D. little E. not at all

8. How often do you speak English in English class time?

A. always B. usually C. sometimes D. rarely E. never

except when asked by teacher

9. Do you feel reluctant to speak English in class?

A. Yes, always B. Yes, often C. Yes, sometimes

D. No, I like speaking very much. E. No, I speak willingly

PART III. FACTORS AFFECTING STUDENTS’ MOTIVATION IN

LEARNING SPEAKING ENGLISH

10. Which of the following factors make you reluctant to speak English in class?

A. Fear of mistakes and derision

B. Your low proficiency in English

C. Being not accustomed to speaking English in class

D. Teacher‟s uneven allocation of turns

E. Teacher‟s boring teaching

F. Teacher‟s intolerance of silence

G. Others: (Please specify)

11. Which do you think often prevents your speaking English process?

A. Difficulty in finding words and structures

B. Difficulty in finding ideas

C. Teacher‟s unenthusiasm

D. Teacher‟s interruption or anger

E. Too much teacher‟s talking time

F. Others: ( Please specify)

12. Which of the followings do you think your teachers should do to motivate you

to take part in speaking activities? (You can have more than one choice)

A. Not interrupting you when you make mistakes

B. Accepting a variety of your answers

C. Encouraging you with marks and rewards

D. Being enthusiastic, friendly and helpful

E. Creating some interesting games and activities

F. Creating pleasant class atmosphere

G. Having clear instructions

III

H. Others: (Please specify)

PHIẾU ĐIỀU TRA NGHIÊN CỨU

(Tr ớc khi áp d ng cách dạy mới)

Bảng câu hỏi này dùng cho việc nghiên cứu các yếu tố ảnh hưởng đến động lực học

nói của học sinh lớp 10 trường THPT Thanh Ba. Tôi sẽ đánh giá cao sự giúp đỡ của

các em thông qua việc hoàn thành bản câu hỏi này. Tất cả các thông tin các em

cung cấp sẽ rất hữu dụng và chỉ dành riêng cho các mục đích nghiên cứu. Cảm ơn

các em!

Hãy khoanh tròn (những) đáp án em cho là đúng.

Phần I. Thông tin cá nhân

1. Giới tính

A. Nam B. Nữ

2. Nơi cư trú

A. Vùng nông thôn B. Thị trấn

3. Em đã học tiếng Anh trong bao lâu?......... năm

4. Điểm trung bình môn học Tiếng Anh trong học kỳ 1: ....

Phần II Động lực học nói tiếng Anh của học sinh

1. Tại sao em muốn học nói tiếng Anh?

A. Em dễ đạt điểm cao hơn các kỹ năng khác.

B. Đó là môn học bắt buộc trong chương trình học và kỳ thi tốt nghiệp

THPT.

C. Em thích tiếng Anh, đặc biệt là văn hoá, con người nước Anh.

D. Tiếng Anh giúp em hát và nghe các bài hát tiếng Anh.

E. Em nghĩ tiếng Anh cần thiết cho nghề nghiệp của em trong tương lai.

F. Em muốn thi đỗ đại học bằng tiếng Anh.

G. Em muốn đi du học nước ngoài.

H. Ý kiến khác:

2. Kỹ năng nói quan trọng với em không?

A. rất quan trọng B. khá quan trọng C.bình thường

D. ít quan trọng E. không hề quan trọng

3. Năng khiếu học nói tiếng Anh của em như thế nào?

A. rất tốt B. tốt C.bình thường

D. không tốt E. rất không tốt

4. Thái độ học nói tiếng Anh của em như thế nào?

A. rất tốt B. tốt C. bình thường

D. không tốt E. rất không tốt

5. Sự nỗ lực( tích cực) của em trong việc học nói tiếng Anh như thế nào?

B. cao C. bình thường A. rất cao

D. thấp E. rất thấp

6. Khát vọng học nói tiếng Anh của em như thế nào?

A. rất cao B. cao C. bình thường

D. thấp E. rất thấp

7. Em có thấy thú vị với việc nói tiếng Anh tại lớp không?

A. rất thú vị B. khá thú vị C. bình thường

D. không thú vị lắm E. không hề thú vị

8. Em có thường nói tiếng Anh tại lớp không?

A. luôn luôn B. thường thường C. thỉnh thoảng

D. hiếm khi E. chưa bao giờ

9. Em cảm thấy không sẵn lòng nói tiếng Anh trên lớp không?

A.Có, luôn luôn B. Có, thường thường C. Có, thỉnh thoảng

D. Không, em thích nói tiếng Anh E. Không, em tự nguyện nói bất cứ khi nào

Phần III. Các nhân tố ảnh h ởng đến việc học nói tiếng Anh của học sinh

10. Những nhân tố nào sau đây khiến em không sẵn lòng nói tiếng Anh tại lớp?

A. Sợ bị mắc lỗi và mất thể diện

B. Trình độ tiếng Anh thấp

C. Không quen với việc nói tiếng Anh trên lớp

D. Cơ hội được tham gia nói không đồng đều (giáo viên để học sinh khá thực

hành nói nhiều hơn).

E. Cách dạy nhàm chán của giáo viên

F. Sự thiếu kiên nhẫn của giáo viên (giáo viên không cho học sinh đủ thời

gian suy nghĩ/ chuẩn bị)

E. Ý kiến khác:

11. Yếu tố nào ngăn cản quá trình nói tiếng Anh của em?

A. Không tìm được từ và cấu trúc diễn đạt

B. Không tìm được ý diễn đạt

C. Sự thiếu nhiệt tình của giáo viên

D. Sự ngắt lời hoặc tức giận của giáo viên

E. Giáo viên nói quá nhiều trong giờ dạy.

F. Ý kiến khác:

12. Theo em giáo viên nên làm gì để khuyến khích em tham gia vào các hoạt động

nói? (Em có thể lựa chon một hoặc nhiều đáp án).

A. Không ngắt lời em khi em mắc lỗi.

B. Chấp nhận nhiều phương án trả lời của em.

C. Khuyến khích em nói bằng điểm hoặc phần thưởng.

D. Giáo viên nên nhiệt tình, thân mật và giúp đỡ em khi giảng bài.

E. Tạo ra các hoạt động nói và các trò chơi thú vị.

F. Tạo ra bầu không khí dễ chịu trong lớp học.

G. Hướng dẫn em rõ ràng, cụ thể.

H. Ý kiến khác:

APPENDIX 2

POST- QUESTIONNAIRE FOR STUDENTS

This survey questionnaire is designed for the study of factors affecting motivation

in learning English speaking of the Grade 10 students at Thanh Ba high school.

Your assistance in completing the following items is highly appreciated. All the

information provided by you is of great use and solely for the study purpose. Thank

you!

Please circle the answer where necessary.

PART I. PERSONAL INFORMATION

1. Your gender

A. Male B. Female

2. Your hometown:

A. Village B. Town

3. How long have you been learning English? ……. years

4. Your average marks in English in the first term of Grade 10: …………

PART II STUDENTS’ MOTIVATION IN LEARNING SPEAKING

ENGLISH

1. How is speaking skill important to you?

A. very B. rather C. normal D. little E. not at all

2. How is your aptitude to learn speaking English?

a. very high B. high C. OK D. low E. very low

3. How is your attitude to learn speaking English?

A. very high B. high C.OK D. low E. very low

4. How is your effort in learning speaking English?

A. very high B. high C. OK D. low E. very low

5. How is your desire to learn speaking English?

A. very high B. high C. OK D. low E. very low

VII

6. How much do you feel interested in speaking English in class?

A. very B. rather C. normal D. little E. not at all

7. How often do you speak English in English class time?

A. Always B. usually C. sometimes

D. rarely E. never except when asked by teacher

8. Do you feel reluctant to speak English in class?

A. Yes, always B. Yes, often C. Yes, sometimes

D. No, I like speaking very much. F. No, I speak willingly

PART III FACTORS INCREASE STUDENTS’ MOTIVATION IN

LEARNING SPEAKING ENGLISH AND STUDENTS’ ATTITUDE

TOWARDS ACTIVITIES AND TECHNIQUES APPLIED BY TEACHERS

9b. What results have you achieved through the recent lessons?

A. I am more self- confident and interested in speaking English.

B. My English speaking skill has been improved much.

C. My English knowledge has been widened.

D. I have realized that learning to speak English well is not difficult.

E. I am always willing to speak English in class.

F. Others (please specify): …………..

10b. Which of the following factors may encourage you to speak English in class?

(You can have more than one choice)

A. Teachers‟ good characteristics (enthusiasm, helpfulness, friendliness…)

B. Teachers‟ teaching methods

C. Pleasant class atmosphere

D. Various speaking activities

E. High oral marks you may get

F. Others: ( Please specify):………………………..

11. Which of the following activities do you like most in a speaking lesson?

VIII

A. Working individually

B. Working in pairs

C. Working in groups (of 3 to 5 students)

12b. In speaking lesson, which of the following activities does your teacher often

use to motivate you and which do you feel enjoyable? Tick (v) the choosen

activities.

Speaking activities Your teacher often uses You enjoy

Completing dialogue practice

Role play

Interview

Games

Free discussion and problem

solving

Structure- based activities

Making up sentences orally

Question and answer exchanges

Picture description

Ranking exercises

Story telling

Rearrangement

Topic-based discussion

Other

PHIẾU ĐIỀU TRA NGHIÊN CỨU

(Sau khi áp d ng cách dạy mới)

Bảng câu hỏi này dùng cho việc nghiên cứu các yếu tố ảnh hưởng đến động lực học

nói của học sinh lớp 10 trường THPT Thanh Ba. Tôi sẽ đánh giá cao sự giúp đỡ của

các em thông qua việc hoàn thành bản câu hỏi này. Tất cả các thông tin các em

cung cấp sẽ rất hữu dụng và chỉ dành riêng cho các mục đích nghiên cứu. Cảm ơn

các em!

Hãy khoanh tròn (những) đáp án em cho là đúng.

Phần I. Thông tin cá nhân

1. Giới tính

A. Nam B. Nữ

2. Nơi cư trú

A. Vùng nông thôn B. Thị trấn

3. Em đã học tiếng Anh trong bao lâu? : ......... năm

4. Điểm trung bình môn học Tiếng Anh trong học kỳ 1: ....

Phần II Động lực học nói tiếng Anh của học sinh

1. Kỹ năng nói quan trọng với em không?

A. rất quan trọng B. khá quan trọng C.bình thường

D. ít quan trọng D. không hề quan trọng

2. Năng khiếu học nói tiếng Anh của em như thế nào?

A. rất tốt B. tốt C.bình thường

D. không tốt E. rất không tốt

3. Thái độ học nói tiếng Anh của em như thế nào?

A. rất tốt B. tốt C. bình thường

D. không tốt D. rất không tốt

4. Sự nỗ lực của em trong việc học nói tiếng Anh như thế nào?

A. rất cao B. cao C. bình thường

D. thấp E. rất thấp

5. Khát vọng học nói tiếng Anh của em như thế nào?

A. rất cao B. cao C. bình thường

D. thấp E. rất thấp

6. Em có thấy thú vị với việc nói tiếng Anh tại lớp không?

A. rất thú vị B. khá thú vị C. bình thường

D. không thú vị lắm E. không hề thú vị

7. Em có thường nói tiếng Anh tại lớp không?

A. luôn luôn B. thường thường C. thỉnh thoảng

D. hiếm khi E. chưa bao giờ

8. Em cảm thấy không sẵn lòng nói tiếng Anh trên lớp không?

A.Có, luôn luôn B. Có, thường thường C. Có, thỉnh

thoảng

D. Không, em thích nói tiếng Anh E. Không, em tự nguyện nói bất cứ khi

nào

Phần III. Các nhân tố kích thích động lực học nói tiếng Anh của học sinh, thái

độ của học sinh đối với các hoạt động, thủ thuật giáo viên sử d ng khi dạy nói

9. Em thu được những gì thông qua những bài học gần đây?

A. Em thích học nói Tiếng Anh hơn và tự tin hơn khi nói.

B. Kĩ năng nói của em tiến bộ nhiều.

C. Kiến thức tiếng Anh của em rộng hơn.

D. Em nhận ra rằng học nói tiếng Anh tốt không khó lắm.

E. Em luôn sẵn sàng nói tiếng Anh trong lớp.

F. Kết quả khác (chỉ rõ):…..

10. Những yếu tố nào sau đây khuyến khích em nói tiếng Anh trong lớp? (Em có

thể chọn một hoặc nhiều đáp án)

A. Tính dễ chịu của giáo viên (sự nhiệt tình, sự giúp đỡ, sự thân thiện…)

B. Cách dạy của giáo viên

C. Bầu không khí lớp học dễ chịu.

D. Nhiều hoạt động nói trên lớp

E. Em được nhận điểm miệng cao

F. Ý kiến khác:

11. Khi học nói, em thích nhất hoạt động nào dưới đây?

A. Hoạt động đơn lẻ

B. Hoạt động theo cặp

C. Hoạt động theo nhóm (khoảng 3 đến 5 người)

12*. Khi học nói, giáo viên thường sử dụng những hoạt động nào dưới đây để

khuyến khích em nói? Em thích (những) hoạt động nào?

Các hoạt động nói Giáo viên th ờng Ý kiến của

sử d ng em

Luyện tập hoàn thành hội thoại

Luyện tập bằng hình thức đóng vai

Luyện tập bằng hình thức phỏng vấn

Luyện tập thông qua trò chơi

Luyện tập thảo luận và giải quyết vấn đề

tự do

Luyện tập dựa theo cấu trúc câu

Luyện tập đặt câu theo cấu trúc câu

Luyện tập luân phiên đặt và trả lời câu

hỏi

Luyện tập miêu tả tranh

Luyện tập sắp xếp sự kiện theo thứ tự

quan trọng/ yêu thích (sau đó đưa lý do)

Luyện tập kể lại câu chuyện

Luyện tập sắp xếp các sự kiện của câu

chuyện theo đúng trình tự

Luyện tập thảo luận theo chủ đề

XII

Ý kiến khác

APPENDIX 3

QUESTIONNAIRE DATA 1 AND 2 ON STUDENT MOTIVATION

Note: Q1: Pre- treatment Questionnaire Data; Q2: Post- treatment

Questionnaire Data

Questions Very OK Low or Total

high or very low

high

How is your aptitude to learn speaking 8.9% 21.1% 70% 100% Q1

English? 13.3% 43.3% 43.4% 100% Q2

How is your attitude to learn speaking 13.3% 43.3% 43.4% 100% Q1

English? 22.2% 51.1% 26.7% 100% Q2

How is your effort in learning 14.5% 23.3% 62.2% 100% Q1

speaking English? 22.6% 51.1% 23.3% 100% Q2

How is your desire to learn speaking 51.2% 34.4% 13% 100% Q1

English? 54.5% 38.9% 6.6% 100% Q2

Questions very rather normal little Not at Total

all

How is speaking skill Q1 21.1% 43.3% 25.6% 6.7% 3.3% 100%

important to you? Q2 25.5% 45.6% 23.3% 5.6% 0% 100%

How much do you feel 4.4% 11.1% 21.1% 46.7% 16.7% 100% Q1

interested in speaking English 20% 45.6% 12.2% 14.4% 7.8% 100% Q2

XIII

in class?

always usually sometimes rarely never Total

How often do you speak Q1 10% 24.4% 35.6% 24.4% 5.6% 100%

English in English class Q2 13.4% 50% 23.3% 10% 3.3% 100%

time?

Questions always often sometimes No, I like No, I Total

speaking speak

very much willingly

Do you feel Q1 12.2% 46.7 20% 13.3% 7.8% 100%

reluctant to speak %

English in class? Q2 6.7% 24.4 16.7% 14.4% 37.8% 100%

XIV

APPENDIX 4

Table 10 . Activities applied by the teachers and students’ preferences

Speaking activities The activities applied Students enjoyed the

by the teachers activities

(responded by the

students)

Students Percentage Students Percentage

Completing dialogue practice 80 56 62.2 72

Role play 43.3 23 25.6 39

Interview 23.3 9 10 21

Games 35.6 79 87.8 32

Free discussion and problem 46.7 18 20 42

solving

Structure- based activities 92.2 81 90 83

Making up sentences orally 92.2 81 90 83

Question and answer exchanges 94.4 79 87.8 85

Picture description 53.3 65 72.2 48

Ranking exercises 45.6 61 67.8 41

Story telling 35.6 22 24.4 32

Rearrangement 17.8 49 54.4 16

Visual aids (pictures, maps, 25.6 69 76.7 23

music, handouts)

Topic based discussion 0 0 0 0

Other

APPENDIX 5

QUESTIONNAIRE FOR TEACHERS

This survey questionnaire is designed for the study of factors affecting motivation

in learning English speaking of the Grade 10 students at Thanh Ba high school.

Your assistance in completing the following items is highly appreciated. All the

information provided by you is of great use and solely for the study purpose. Thank

you!

Please circle the answer where necessary.

PART I- PERSONAL INFORMATION

1. Your gender

A. Male B. Female

2. Your age:

A. Under 25 B. From 26- 35 years

C. From 36- 45 years D. From 46- 55 years

E. Over 56 years

3. Years of teaching English

A. From 1 – 3 years B. From 3 - 5 years

C. From 6 - 10 years D. Over 10 years

PART II- TEACHER’S OPINION ON STUDENTS’ MOTIVATION IN

SPEAKING ENGLISH AND TECHNIQUES APPLIED TO MOTIVATE

LEARNERS

1. What do you think of the importance of speaking to your students?

A. Speaking helps students to improve other language skills and

language linguistic knowledge

B. Speaking can bring students with enjoyment and pleasure.

C. Speaking helps students to broaden knowledge of the world

D. Students can communicate much through speaking.

E. Others (please specify): ………………………………

2. Which stages of the speaking lesson do you find that it is necessary to

motivate your students?

XVI

A. Pre- speaking stage

B. While- speaking stage

C. Post- speaking stage

D. All above mentioned stages

3. What problems are you facing in teaching speaking English? (You can have

one more choice)

A. Large classes

B. Students‟ different proficiency levels

C. Students‟ reluctance

D. Limited time

E. Poor facilities

F. Others (please specify): ..…

4. How often do you use the following activities in speaking lesson?

(write 1, 2, 3, 4, 5 for each answer)

1. always 2.often 3.sometimes 4.rarely

5.never

A. Individual work

B. Pair work

C. Group work

5. How often do you give the following speaking activities to your students to

do?

(write 1, 2, 3, 4, 5 for each answer)

1. always 2.often 3.sometimes 4.rarely

5.never

- Completing dialogue practice

- Role play

- Interview

- Games

- Free discussion and problem solving

- Structure- based activities

- Making up sentences orally

XVII

- Question and answer exchanges

- Picture description

- Ranking exercises

- Story telling

- Rearrangement

- Topic based discussion

- Visual aids (pictures, maps, music, handouts)

- Other (please specify): …….

6. Which of the following techniques do you use to motivate students to speak

English?

(You can have more than one choice)

A. Combining textbook and relevant materials

B. Giving feedback regularly by marking and giving comments on

students‟ speaking

C. Creating the competitive atmosphere

D. Creating the co- operative atmosphere

E. Applying rewards and punishment policy (giving positive marks for

your students‟ participation)

F. Varying communicative activities

G. Encouraging them to speak by suggested questions

7. What do you do to create good relationship with your students to help them

speak English better? (You can have more than one choice)

A. Talking to them in friendly ways

B. Remaining in the teacher‟s seat

C. Walking round the class and giving help

D. Standing near students who speak much

E. Doing nothing and letting them talk freely

F. Always being tolerant, enthusiastic and helpful

XVIII

G. Others (please specify):….

APPENDIX 6

Table 11. Speaking activities applied by teachers

Activities always often sometimes rarely never

Completing dialogue practice 7 2 1 0 0

Role play 0 4 5 1 1

Interview 1 1 3 5 0

Games 2 3 1 4 0

Free discussion and problem 0 2 4 4 0

solving

Structure- based activities 6 2 2 0 0

Making up sentence orally 7 2 1 0 0

Question and answer exchanges 8 2 0 0 0

Picture description 0 4 2 4 0

Ranking exercises 0 5 4 1 0

Story telling 0 1 4 4 1

Rearrangement 0 1 5 4 0

Topic- based discussion 0 0 0 0 10

Visual aids (pictures, maps, music, 0 2 6 2 0

handouts)

XIX

Others

APPENDIX 7

INTERVIEW QUESTIONS

1. Why do you want to learn speaking English? 2. What did you think about speaking English when you started Grade 10? 3. What changes do you have in your interest in learning speaking English after you

have participated into the recent lessons?

4. How often do you feel reluctant to speak English in class and what makes do you

feel so?

5. Does your teacher often encourage you to speak English in class? 6. What do you think about teacher‟s attitude and behavior when teaching speaking

English in class?

7. Do you believe in your ability to use English in the future? Did you believe it

before?

8. Which of the following activities do you like your teacher use in your speaking

lesson and why?

- Completing dialogue practice

- Role play

- Interview

- Games

- Free discussion and problem solving

- Structure- based activities

- Making up sentences orally

- Question and answer exchanges

- Picture description

- Ranking exercises

- Story telling

- Rearrangement - Visual aids (pictures, maps, music, handouts 9. Which of following activities do you like most in a speaking lesson and

why?

- Working individually - Working in pairs - Working in groups 10. What should your teacher do to motivate you to speak?

CÂU HỎI PHỎNG VẤN

1. Tại sao em học nói tiếng Anh?

2. Em nghĩ gì về việc học nói tiếng Anh khi em bắt đầu vào lớp 10?

3. Sau thời gian học tiếng Anh vừa qua, em có thay đổi gì về hứng thú học nói

tiếng Anh?

4. Em có ngại nói tiếng Anh trong lớp không? Điều gì khiến em nghĩ vậy?

5. Giáo viên có thường khuyến khích em nói tiếng Anh ở lớp không?

6. Em nghĩ gì về thái độ và cách cư xử của giáo viên khi dạy trên lớp?

7. Em có tin tưởng vào khả năng sử dụng tiếng Anh của em trong tương lai

không? Trước đây em đã từng tin tưởng về khả năng đó chưa?

8. Em mong muốn giáo viên sử dụng những thủ pháp nào dưới đây trong bài

dạy nói? Tại sao?

- Luyện tập hoàn thành hội thoại

- Luyện tập bằng hình thức đóng vai

- Luyện tập bằng hình thức phỏng vấn

- Luyện tập thông qua trò chơi

- Luyện tập thảo luận giải quyết vấn đề tự do

- Luyện tập dựa theo cấu trúc câu

- Luyện tập luân phiên đặt và trả lời câu hỏi

- Luyện tập miêu tả tranh

- Luyện tập sắp xếp sự kiện theo thứ tự quan trọng hoặc yêu thích (đưa ra lý

do)

- Luyện tập kể lại câu chuyện

- Luyện tập sắp xếp các sự kiện của câu chuyện theo đúng trình tự

9. Em thích nhất hoạt động nào dưới đây trong bài học nói? Tại sao?

- Hoạt động cá nhân

- Hoạt động theo cặp

- Hoạt động theo nhóm

XXI

10. Theo em, giáo viên nên làm gì để gây hứng thú cho em nói tiếng Anh?

APPENDIX 8

INTERVIEW TRANSCRIPT

Kind of motivation

Uhm…, I learn English for the final examination. 1

Yes, I am easier to get high oral marks than other skills 2

Because it is a part of my compulsory subject at school 3

I like it. I like learning English and I want to understand more about British 4

and American culture.

Oh, I want to study abroad when I have a chance. 5

If I speak English well, I will be easy to find a job in the future. I think so. 6

I want to pass the university entrance exam and I want to become a teacher 7

of English

8 I am truly fond of listening and singing songs in English. When listening an

English song which I understand it‟s meaning, I feel very satisfied..

9 I know when I study at university; I have to study English, too. So, why

don‟t I study it now? Though I am very busy with studying Math, Physics

and Chemistry for my subjects of university entrance exam, I sometimes use

time for English.

10 Yes, I study English speaking because I see it will be necessary for my job

in the future. It is easier to get a good job with higher salary if our English

speaking skill is good.

Increasing interests in learning speaking English

1 I do not want to learn English speaking because I feel it very difficult. I am

often pressured when learning it.

2 My teacher always encourages me. Although I try my best to learn, my

English seems not to improve much

XXII

3 At first, I felt very difficult to express my opinions in English. Now, it is

easier. I can talk with my friends and teachers in English

Of course, my English has improved much. I dare I will get high oral marks. 4

I like speaking English much, especially in recent lessons, I see it is 5

interesting and easy to learn.

6 Really, I do not know much about English though I have tried. I do not like

English especially English speaking.

7 Yes, I have realized that English is not difficult. Now I am not afraid of

speaking English any longer. Perhaps, I will take university examination in

English.

8 When I started to learn English, I like it very much. However, the teaching

method unmotivated me. Now, my interest has considerably increased.

9 Yes, my English has improved much.

10 I think my English will be more fluent and accurate if I try harder.

Factors making students unwilling to speak English

1 I am not confident enough to speak in front of my teacher and classmates. I

am afraid of making mistakes.

I like speaking, but I cannot speak much. My vocabulary is poor. 2

I see teacher‟s behavior and attitude are very important. It encourages me to 3

speak.

4 I want to be better in English but the teacher‟s bad pronunciation and poor

knowledge of English language decrease my desire.

5 I like speaking English. But I sometimes cannot find words and structures to

express my ideas.

6 My English knowledge is not very good. That is the reason why I do not

speak much in class.

7 I don‟t want to speak in class although I know class is a good environment

XXIII

for me to practice. I don‟t feel self- confident. I am afraid of making

mistakes.

8 No, I am not accustomed to speaking in class. I feel very ashamed when I

stand in frond of my classmates.

9 I know the importance of speaking English in my study and future, but I

don‟t know why I can‟t speak willingly. Indeed, I am afraid every one will

laugh me if I make mistakes.

10 I know practising speaking is useful but no one speaks to me, so I don‟t

Students’ preferences in teaching techniques and communicative activities

1 Of course. I like to work in groups because my group members and I can

share ideas and help to find words and structures to express our idea.

2 I strongly like communicative games in class because they make me funny

and easy to remember new words

3 I enjoy working in pairs. I feel more self-confident because my classmates

often help me and it has more time to practice in pairs.

4 Ah.Yes, of course. Pair work and group work are suitable and useful. We

can help each other correct mistakes and share ideas.

5 Yes, I want the teacher to guide me before I speak because I will speak in

the right direction.

6 Sometimes, I want to speak freely after some tasks. I like to make a speech

by my self.

7 Visual aids? Oh, they are wonderful. I like them very much. But I don‟t like

communicative games because they are too noisy.

I enjoy role-play too. It is interesting and useful. 8

Certainly, games before speaking motivated me much 9

10 Yes, I like rearrangement activity. It‟s easy.

XXIV

What prevents students’ speaking English process

1 It is hard for me to find out the words to express my ideas. My vocabulary is

poor.

2 My teacher is not enthusiastic. Sometimes I find quite difficult to express my

idea, but my teacher has no help.

3 My teacher often gets angry when I make mistakes. This makes me under

pressure. I cannot speak any more.

4 My teacher talks too much. She is not time- saving. We haven‟t got enough

time for speaking.

5 Sometimes I have no idea to say.

6 My teacher often interrupts me. She wants to express her ideas. That‟s why I

don‟t want to speak.

7 Yes, My teacher sometimes interrupt me when I am speaking, which confuses me

much.

8 I hope my teacher will be more enthusiastic. For example, she can help us to

find out words and structures to speak.

9 Sometimes I can‟t finish my presentation because I can‟t find words and

structures to express my ideas.

10 May be my teacher is not enthusiastic. She doesn‟t usually listen to me.

What teacher should do to motivate students to speak

1 I think marks are very important. If I speak well, she should encourage me

with high marks.

2 Teacher should accept a variety of our answers. In speaking, I think we can

express our ideas though they are very different from teacher‟s.

3 In fact, we are often pressured in speaking lessons. I think communicative

games can help. They help us reduce stress and be easy to speak out.

4 Of course, I want my teacher to vary speaking activities. Monotonous

activities make me tired.

XXV

5 My teacher should be more tolerant. She should not repeat our mistakes

many times. We feel to lose face if she does so.

6 I want my teacher to be more enthusiastic, friendly and helpful. Because her

behavior will encourage us to speak.

7 I feel tired of the same teaching way every lesson. Teachers can motivate us

with communicative games or communicative activities such as

interviewing, working in groups or pairs.

8 I think teachers are not only friendly, enthusiastic, helpful and tolerant but

also good at English.

9 Yes, I want my teacher to be friendlier. Now, he‟s quite strict.

10 Teacher‟s clear instruction is very important. It helps us easy to speak out

XXVI

and speak in the right direction.

APPENDIX 9

CLASSROOM OBSERVATION CHECKLISTS

A. Lesson profile 1. Aims: …………………… 2. Setting: …………………

- Time allowance: ………

- Class: ……………………

- Unit: …………………… 3. Teacher: ………………

4. Learners: ……………

B. Observation

Aspects observed Comments/ options (v)

Students‟ motivation on

the speaking lessons

Students‟ attitude Very like Like Normal Little Not at

towards speaking all

activities

Students‟ reactions to Very like Like Normal Little Not at

teacher‟s techniques all

Students‟ interaction Very much Much Normal Little Not at

with each other while all

completing the tasks

Students‟ preferences Take part in Take part in after Do not take part in

for teacher‟s techniques immediately some

requirements

Students‟ involvement Group work Pair work Individual

in the speaking

activities

How the teacher deals with noise and silence

in class

XXVII

Overall comments: …………………………………………………………………..

Master minor programme thesis English linguistics: Factors affecting motivation in learning speaking English of grade 10 students at Thanh Ba High school

Aims of the study: To point out some factors affecting students‟ motivation in speaking English; to give some suggestions for teachers to stimulate students in speaking English and overcome the difficulties they have to face with in teaching speaking English for grade 10 students.

PHAN THỊ THÙY LINH

FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh của học sinh lớp 10 trường THPT Thanh Ba)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111



PHAN THỊ THÙY LINH

FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh của học sinh lớp 10 trường THPT Thanh Ba)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Dr D ng Th N

2.1. The setting of the study

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