Nghiên cứu về các yếu tố ảnh hưởng đến động lực học nói tiếng anh của học sinh lớp 10 trường THPT yên định 1

i ACKNOWLEDGEMENTS First of all, I wish to send my sincere thanks to my supervisor, Pham Minh Hien, M.A for her valuable guidance, helpful suggestions and critical feedback throughout the research Also, I would like to acknowledge my gratitude to all the lecturers in the Department of Postgraduate Studies, College of Foreign languages, VNU for their useful lessons from which I have benefited a lot for the accomplishment of this study I am greatly indebted to my students from class 10A1 to class 10A5 and my colleagues at Yendinh high school for their participation and assistance without which this study could not have been successful Last but not least, I would like to express my special thanks to my loving parents, my husband, my daughter and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study ii ABSTRACT This study is an attempt to investigate factors affecting motivation in speaking English of the 10th grade students at Yendinh high school The main purposes of the study are to find out: types of motivation possessed by grade 10 students at Yendinh 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 The study consists of three parts Part A, the introduction, states the rationale, aims, scope, design and methods of the research Part B is divided into three chapters Chapter reviews theoretical background relating to motivation and speaking Chapter presents the instrumentation, data collection and data analysis Chapter summarizes some major findings and discussion, and then gives recommendations to the teachers of English Part C, the conclusion, points out some limitations and give some suggestions for further study iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LISTS OF TABLES AND CHARTS vi PART A- INTRODUCTION .1 Rationale .1 Aims of the study Research Questions Methods of the study Scope of the study .3 Significance of the study Design of the study .3 PART B DEVELOPMENT CHAPTER LITERATURE REVIEW .5 1.1 Theoretical background of motivation in L2 learning 1.1.1 Definition of motivation 1.1.2 Types of motivation 1.1.2.1 Integrative and instrumental motivation 1.1.2.2 Intrinsic and Extrinsic motivation 1.1.2.3 Resultative motivation .8 1.1.3 Factors affecting motivation in L2 learning 1.2 Theoretical background of speaking in L2 learning 12 1.2.1 Definition of speaking 12 1.2.2 Approaches to the teaching of speaking .13 1.2.3 The roles of the teacher in different stages of teaching speaking 14 1.2.4 Motivation in speaking in classroom 15 CHAPTER THE STUDY .18 2.1 Introduction 18 2.2 Situation analysis 18 2.2.1 The setting of the study 18 2.2.2 Subjects 19 2.2.3 Speaking materials 20 2.2.4 Applying techniques and activities of CLT in teaching speaking at Yendinh high school .22 2.3 Participants 23 2.4 Data collection instruments 23 2.4.1 Survey Questionnaires .23 2.4.1.1 Questionnaires for students .24 2.4.1.1.1 Pre-treatment questionnaire 24 2.4.1.1.2 Post-treatment questionnaire 24 2.4.1.2 Questionnaire for teachers 24 iv 2.4.2 Interviews 24 2.4.3 Class observations 25 2.5 Data collection procedures 25 2.6 Data analysis 26 2.6.1 Results from students’ pre- treatment questionnaire 26 2.6.2 Results from students’ post-treatment questionnaire .36 2.6.3 Results from teacher’s survey questionnaire 45 CHAPTER MAJOR FINDINGS, DISCUSSION AND RECOMMENDATIONS .53 3.1 Major findings and discussions 53 3.1.1 Types of motivation possessed by Grade 10 students at Yendinh high school 53 3.1.2 Factors affecting Grade 10 students in learning speaking English 53 3.1.3 Speaking motivational activities and techniques employed by teachers and students’ preferences 55 3.1.4 Teachers and students’ comments on speaking activities in Tieng Anh 10 textbook 55 3.2 Recommendations for motivating students to speak English in class 56 3.2.1 Promoting students’ internal factors 56 3.2.2 Varying speaking activities 57 3.2.3 Managing speaking turns in class 58 3.2.4 Setting up a co-operative atmosphere in class 58 3.2.5 Combining the textbook and relevant materials .59 3.2.6 Recognizing the potential value of available facilities of the school and the Internet .59 3.2.7 Being enthusiastic, tolerant, helpful, creative and active 60 PART C CONCLUSION 61 Summary of the study 61 Limitations and suggestions for further study 61 REFERENCES 63 APPENDICES I APPENDIX I APPENDIX VI APPENDIX XII APPENDIX .XIII APPENDIX .XVI APPENDIX XVIII APPENDIX XXII v vi LISTS OF TABLES AND CHARTS List of tables Table Types of motivations 27 Table Factors making students reluctant to speak English in class 33 Table Factors preventing students’ speaking process 34 Table Factors encouraging students to speak 40 Table Activities applied by the teachers and students’ preferences 41 Table What teachers to motivate students to take part in speaking activities 44 Table Teacher’s opinions on students’ motivation of the speaking stages 45 Table Problems teachers facing in teaching speaking 46 Table Activities applied by teachers by frequency 47 Table 10 Speaking activities applied by teachers 48 Table 11 Techniques applied by teachers 48 Table 12 Teacher’s evaluation on speaking skill of Tieng Anh 10 textbook 51 List of charts Chart Students’ average marks in the first semester 26 Chart Students’ perceived importance of English 29 Chart Students’ attitude to learn English speaking 30 Chart Students’ effort in learning speaking 30 Chart Students’ desire to learn English speaking 31 Chart Students’ interest in learning speaking 31 Chart Students’ frequency of speaking English in class time 32 Chart Students’ reluctance of speaking English .33 Chart Students’ opinions on the topics of Tieng Anh 10 textbook 35 Chart 10 Students’ opinions on the speaking tasks of Tieng Anh 10 textbook 36 Chart 11 Students’ results after the treatment 39 Chart 12 Activities enjoyed most by students 43 PART A- INTRODUCTION Rationale In recent decades, English has been more and more important in Vietnam The importance of English is not only in how many people speak it but also in what it is used for Beside the native language is popularly used in all fields of the society, English is now widely known as the major language of intercommunication, international commerce and business, science and technology and so on Thus, 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 Children learn English because of the requirement of their parents and school Students learn English to pass the exams, to study abroad or to find a good job in the future Adults learn English in order to be able to communicate with foreigners or business 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 aptitude, 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 This is true for both children and adult learners With 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 It is undeniable that if the students are motivated, especially from the warm- up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist This is the reason why I choose studying on factors affecting motivation in speaking English of grade 10 students is the topic for my minor thesis This study will examine types of motivation that students have in speaking and point out some factors affected 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 Yendinh high school and it will be of help for teachers who want to increase students’ motivation in speaking English learning 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 Yendinh high school Some main purposes covering the study are summarized as follows: (1) To identify types of motivation possessed by grade 10 students at Yendinh high school (2) To point out some factors affecting students’ motivation in speaking English (3) To examine some activities and techniques applied by teachers and students’ preferences (4) 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 Research Questions What are the types of motivation possessed by Grade 10 students in learning speaking English? What are the factors affecting Grade 10 students in learning speaking English? What are teachers and students’ attitudes towards speaking skill? What have teachers done to motivate students in learning speaking English? What are teachers and students’ opinions on Tieng Anh 10 textbook? Methods of the study To carry out the study, quantitative method was mainly used The data collected for the study come from two sources: the 10th grade students and all teachers of English at Yendinh high school Survey questionnaires, two for students (pre- and post-treatment questionnaire) and one for teachers, were used to gather information and evidence for the study In addition, to make the data collected more reliable and authentic, qualitative method was applied 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 Scope of the study Studying motivation and its effects on the second language have been paid attention by many researchers so far This study only investigates factors affecting motivation in speaking English of grade 10 students at Yendinh 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 10 th grade students at Yendinh 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 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 Yendinh 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 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- Literature Review- is intended to give some theoretical background related to motivation and speaking Chapter 2- The Study- presents the situation analysis, participants, data collection instruments, data collection procedures and data analysis The detailed results of the survey and a comprehensive analysis on the data collected are focused Chapter 3- Major findings, discussions and recommendations- shows major findings and discussions and offers some recommendations for teachers to motivate students to speak and overcome some difficulties teachers meet in teaching speaking Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study VIII 13 In speaking lesson, which of the following activities does your teacher often use to motivate you and which you feel enjoyable? Speaking activities 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 Your teacher often uses You enjoy 14 Which of the following activities you like most in a speaking lesson? A Working individually B Working in pairs C Working in groups (of to students) 15 Which of the followings you think your teachers should 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 IX PHIẾU ĐIỀU TRA NGHIÊN CỨU (Sau áp dụng cách dạy mới) Bảng câu hỏi dùng cho việc nghiên cứu yếu tố ảnh hưởng đến động lực học nói học sinh lớp 10 trường THPT Yên Định1 Tôi đánh giá cao giúp đỡ em thông qua việc hồn thành câu hỏi Tất thơng tin em cung cấp hữu dụng dành riêng cho mục đích nghiên cứu Cảm ơn em! Hãy khoanh tròn (những) đáp án em cho Phần I Thông tin cá nhân Giới tính A Nam B Nữ Nơi cư trú A Vùng nông thôn B Thị trấn Em học tiếng Anh bao lâu? năm Điểm trung bình mơn học Tiếng Anh học kỳ 1: Phần II Động lực học nói tiếng Anh học sinh Kỹ nói quan trọng với em khơng? A quan trọng B quan trọng C.bình thường D quan trọng D khơng quan trọng Năng khiếu học nói tiếng Anh em nào? A tốt B tốt D khơng tốt C.bình thường E khơng tốt Thái độ học nói tiếng Anh em nào? A tốt B tốt D khơng tốt C bình thường D không tốt Sự nỗ lực em việc học nói tiếng Anh nào? A cao B cao D thấp C bình thường E thấp Khát vọng học nói tiếng Anh em nào? A cao B cao D thấp E thấp Em có thấy thú vị với việc nói tiếng Anh lớp khơng? C bình thường X A thú vị B thú vị D không thú vị C bình thường E khơng thú vị Em có thường nói tiếng Anh lớp không? A luôn B thường thường D C E chưa Em cảm thấy khơng sẵn lịng nói tiếng Anh lớp khơng? A.Có, ln ln B Có, thường thường D Khơng, em thích nói tiếng Anh C Có, E Khơng, em tự nguyện nói Em nghĩ chủ đề nói sách giáo khoa Tiếng Anh 10? A hay B hay D nhàm chán C chấp nhận F nhàm chán 10 Em nghĩ nhiệm vụ nói sách giáo khoa Tiếng Anh 10? A khó B khó D dễ C bình thường E q dễ Phần III Các nhân tố kích thích động lực học nói tiếng Anh học sinh, thái độ học sinh hoạt động, thủ thuật giáo viên sử dụng dạy nói 11 Em thu thơng qua học gần đây? A Em thích học nói Tiếng Anh tự tin nói B Kĩ nói em tiến nhiều C Kiến thức tiếng Anh em rộng D Em nhận học nói tiếng Anh tốt khơng khó E Em ln sẵn sàng nói tiếng Anh lớp F Kết khác (chỉ rõ):… 12 Những yếu tố sau khuyến khích em nói tiếng Anh lớp? (Em chọn nhiều đáp án) A Chủ đề nói thú vị sách giáo khoa B Tính dễ chịu giáo viên (sự nhiệt tình, giúp đỡ, thân thiện…) C Cách dạy giáo viên D Bầu khơng khí lớp học dễ chịu E Nhiều hoạt động nói lớp F Em nhận điểm miệng cao XI 13 Khi học nói, giáo viên thường sử dụng hoạt động để khuyến khích em nói? Em thích (những) hoạt động nào? Các hoạt động nói Giáo viên thường sử dụng Ý kiến em Luyện tập hoàn thành hội thoại Luyện tập hình thức đóng vai Luyện tập hình thức vấn Luyện tập thơng qua trò chơi Luyện tập thảo luận giải vấn đề tự Luyện tập dựa theo cấu trúc câu Luyện tập đặt câu theo cấu trúc câu Luyện tập luân phiên đặt trả lời câu hỏi Luyện tập miêu tả tranh Luyện tập xếp kiện theo thứ tự quan trọng/ u thích (sau đưa lý do) Luyện tập kể lại câu chuyện Luyện tập xếp kiện câu chuyện theo trình tự 14 Khi học nói, em thích hoạt động đây? A Hoạt động đơn lẻ B Hoạt động theo cặp C Hoạt động theo nhóm (khoảng đến người) 15 Theo em giáo viên nên làm để khuyến khích em tham gia vào hoạt động nói? (Em lựa chon nhiều đáp án) A Không ngắt lời em em mắc lỗi B Chấp nhận nhiều phương án trả lời em C Khuyến khích em nói điểm phần thưởng D Giáo viên nên nhiệt tình, thân mật giúp đỡ em giảng E Tạo hoạt động nói trị chơi thú vị F Tạo bầu khơng khí dễ chịu lớp học E Hướng dẫn em rõ ràng, cụ thể XII APPENDIX QUESTIONNAIRE DATA AND ON STUDENT MOTIVATION Note: Q1: Pre- treatment Questionnaire Data; Q2: Post- treatment Questionnaire Data Questions How is your aptitude to learn speaking English? How is your attitude to learn speaking English? How is your effort in learning speaking English? How is your desire to learn speaking English? Q1 Q2 Q1 Q2 Q1 Q2 Q1 Q2 Questions Questions Do you feel reluctant to Q1 speak English in class? Q2 OK Low or very low 71% 43% 44% 15% 63% 24% 11% 4% 21% 44% 41% 52% 20% 50% 34% 40% very How is speaking skill important to you? How much you feel interested in speaking English in class? How often you speak English in English class time? Very high or high 8% 13% 15% 33% 17% 26% 55% 56% Q1 Q2 Q1 Q2 Q1 Q2 rather normal little 19% 24% 4% 21% 41% 63% 12% 45% 26% 8% 21% 13% 11% 5% 47% 14% always 9% 18% usually 23% 48% always often sometimes 11% 6% 46% 24% 22% 20% Questions What you think about the topics in Tieng Anh 10 textbook? What you think about speaking tasks in Tieng Anh 10 textbook? Q1 Q2 Q1 Q2 sometimes 31% 19% Very interesting or interesting 19% 29% Very difficult or difficult 53% 21% OK 48% 64% OK 38% 54% 100% 100% 100% 100% 100% 100% 100% 100% Not at all 3% 0% 16% 7% rarely 31% 12% No, I like speaking very much 14% 41% Total never 6% 3% Total 100% 100% 100% 100% Total 100% 100% No, I speak willingly Total 7% 9% 100% 100% Boring or very boring 33% 7% Easy or very easy 9% 24% Total 100% 100% Total 100% 100% XIII APPENDIX 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 Yendinh 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 Your gender A Male B Female Your age: A Under 25 B From 26- 35 years C From 36- 45 years D From 46- 55 years E Over 56 years Years of teaching English A From – years B From - years C From - 10 years D Over 10 years PART II- TEACHER’S OPINION ON STUDENTS’ MOTIVATION IN SPEAKING ENGLISH AND TECHNIQUES APPLIED TO MOTIVATE LEARNERS What 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): ……………………………… Which stages of the speaking lesson you find that it is necessary to motivate your students? A Pre- speaking stage B While- speaking stage C Post- speaking stage XIV D All above mentioned stages 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): … How often you use the following activities in speaking lesson? (write 1, 2, 3, 4, for each answer) always 2.often 3.sometimes 4.rarely 5.never A Individual work B Pair work C Group work How often you give the following speaking activities to your students to do? (write 1, 2, 3, 4, for each answer) always 2.often 3.sometimes - 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 - Discussion ordering - Rearrangement - Topic based discussion 4.rarely 5.never XV - Mime stories - Visual aids (pictures, maps, music, handouts) - Other (please specify): …… Which of the following techniques 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 What you 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 G Others (please specify):… What you think about speaking skill in Tieng Anh 10 textbook? (write 1, 2, 3, 4, for each comment) very bad bad OK A Topics B Order of lessons C Tasks D Illustration (pictures in each lesson) good very good XVI APPENDIX INTERVIEW QUESTIONS Why you want to learn speaking English? Is speaking English very important for your future? Why? What benefits can you get if you speak English well? What did you think about speaking English when you started Grade 10? What changes you have in your interest in learning speaking English after you have participated into the recent lessons? How often you feel reluctant to speak English in class and what makes you feel so? Does your teacher often encourage you to speak English in class? What you think about teacher’s attitude and behavior when teaching speaking English in class? Do you believe in your ability to use English in the future? Did you believe it before? 10 Which of the following activities 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 11 Which of following activities you like most in a speaking lesson and why? - Working individually - Working in pairs - Working in groups 12 What should your teacher to motivate you to speak? XVII CÂU HỎI PHỎNG VẤN Tại em học nói tiếng Anh? Nói tiếng Anh có quan trọng cho tương lai em không? Tại sao? Theo em, nói Tiếng Anh tốt có lợi ích gì? Em nghĩ việc học nói tiếng Anh em bắt đầu vào lớp 10? Sau thời gian học tiếng Anh vừa qua, em có thay đổi hứng thú học nói tiếng Anh? Em có ngại nói tiếng Anh lớp khơng? Điều khiến em nghĩ vậy? Giáo viên có thường khuyến khích em nói tiếng Anh lớp khơng? Em nghĩ thái độ cách cư xử giáo viên dạy lớp? Em có tin tưởng vào khả sử dụng tiếng Anh em tương lai không? Trước em tin tưởng khả chưa? 10 Em mong muốn giáo viên sử dụng thủ pháp dạy nói? Tại sao? - Luyện tập hồn thành hội thoại - Luyện tập hình thức đóng vai - Luyện tập hình thức vấn - Luyện tập thơng qua trị chơi - Luyện tập thảo luận giải vấn đề tự - Luyện tập dựa theo cấu trúc câu - Luyện tập luân phiên đặt trả lời câu hỏi - Luyện tập miêu tả tranh - Luyện tập xếp kiện theo thứ tự quan trọng yêu thích (đưa lý do) - Luyện tập kể lại câu chuyện - Luyện tập xếp kiện câu chuyện theo trình tự 11 Em thích hoạt động học nói? Tại sao? - Hoạt động cá nhân - Hoạt động theo cặp - Hoạt động theo nhóm 12 Theo em, giáo viên nên làm để gây hứng thú cho em nói tiếng Anh? XVIII APPENDIX INTERVIEW TRANSCRIPT Kind of motivation Oh, I wants to study abroad when I have a chance Yes, I am easier to get high oral marks than other skills That’s right Because it is a part of my compulsory subject at school I like it I like learning English and I want to understand more about British and American culture Let me see I learn English for the final examination If I speak English well, I will be easy to find a job in the future I think so That’s right I want to pass the university entrance exam and I want to become a teacher of English Yes, I like listening and singing songs in English Yes, I study English speaking because I see it will be necessary for my job in the future After leaving university, I want to live on my own; I not depend on my 10 parents any more 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 Increasing interests in learning speaking English I not want to learn English speaking I feel it very difficult I am often pressured when learning it My teacher always encourages me Although I try my best to learn, my English seems not to improve much 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 I like speaking English much, especially in recent lessons, I see it is easy to learn Really, I not know much about English though I have tried I not like English especially English speaking Yes, I have realized that English is not difficult Perhaps, I will take university examination in English When I started to learn English, I like it very much However, the teaching method 10 unmotivated me Now, my interest has considerably increased Yes, my English has improved much I think my English will be more fluent and accurate if I try harder XIX Factors making students unwilling to speak English I am not confident enough to speak in front of my teacher and classmates I am afraid of making mistakes I see topics in the textbook are quite difficult for me I like speaking, but I cannot speak much I want to be better in English but the teacher’s bad pronunciation and poor knowledge of English language decrease my desire I see teacher’s behavior and attitude are very important It encourages me to speak I like speaking English But I sometimes cannot find words and structures to express my ideas My English knowledge is not very good That is why I not speak much in class Yes, 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 No, I am not accustomed to speaking in class I feel very ashamed when I stand in 10 frond of my classmates I know practising speaking is useful but no one speaks to me, so I don’t 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 Students’ preferences in teaching techniques and communicative activities Of course I like to work in groups because my group members and I can share ideas and help to find structures I strongly like communicative games in class because they make me funny and easy to remember new words I agree I enjoy working in pairs I feel more self-confident because my classmates often help me Yes, of course Pair work and group work are suitable and useful We can help each other correct mistakes and share ideas Yes, I want the teacher to guide me before I speak because I will speak in the right direction Sometimes, I want to speak freely after some tasks I like to make a speech by my self I see it is my product Visual aids? Oh, they are wonderful I like them very much But I don’t like communicative games They are too noisy I enjoy role-play too It is interesting and useful Yes, I like rearrangement activity It’s easy XX 10 Certainly, games before speaking motivated me much What prevents students’ speaking English process My teacher often gets angry when I make mistakes This makes me under pressure I cannot speak any more My teacher is not enthusiastic Sometimes I find quite difficult to express my idea, but my teacher has no help My vocabulary is very poor, which breaks up my presentation My teacher talks too much She is not time- saving We haven’t got enough time for speaking Sometimes I have no idea to say My teacher often interrupts me She wants to express her ideas That’s why I don’t want to speak Sometimes I can’t finish my presentation because I can’t find words and structures to express my ideas I hope my teacher will be more enthusiastic If she does so, she can help us to find out words and structures to speak Yes, My teacher sometimes interrupt me when I am speaking, which confuses me much 10 May be my teacher is not enthusiastic She doesn’t usually listen to me What teacher should to motivate students to speak I want my teacher to be more enthusiastic, friendly and helpful Because her behavior will encourage us to speak 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 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 Teacher’s clear instruction is very important It helps us easy to speak out and speak in the right direction My teacher should be more tolerant She should not repeat our mistakes many times We feel to lose face if she does so I think marks are very important If I speak well, she should encourage me with high marks 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 I think teachers are not only friendly, enthusiastic, helpful and tolerant but also good at English XXI 10 Yes, I want my teacher to be friendlier Now, she’s quite strict Of course, I want my teacher to vary speaking activities Monotonous activities make me tired XXII APPENDIX CLASSROOM OBSERVATION CHECKLISTS A Lesson profile Aims: ………………………… Setting: …………………………………………… - Time allowance: …………… - Class: ……………………… - Unit: ……………………… Teacher: ………………… Learners: ………………… B Observation Aspects observed Students’ motivation on the Comments speaking lessons Students’ attitude towards speaking activities Students’ involvement in the speaking activities Students’ reactions to teacher’s techniques Students’ preferences for teacher’s techniques Students’ interaction with each other while completing the tasks How the teacher deals with noise and silence in class Overall comments: ………… …………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ... participants for the survey questionnaires were 11 0 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... aids (pictures, maps, music, 90 47 24 33 50 10 0 10 0 10 1 57 47 35 17 25 82 43 22 30 45 91 91 92 52 43 32 15 23 68 28 11 96 22 98 98 96 79 74 24 58 83 62 25 10 87 20 89 89 87 72 67 22 53 75 handouts)... process 2.6 .1. 4 Students’ evaluation towards Tieng Anh 10 textbook Question 10 What you think about the topics in Tieng Anh 10 textbook? Chart Students’ opinions on the topics of Tieng Anh 10 textbook