(SKKN 2022) The implementation of motivational teaching strategies in EFL classrooms at high school level

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT CHUYÊN LAM SƠN SÁNG KIẾN KINH NGHIỆM THE IMPLEMENTATION OF MOTIVATIONAL TEACHING STRATEGIES IN EFL CLASSROOMS AT HIGH SCHOOL LEVEL Người thực hiện: Lưu Cẩm Hà Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Chuyên Lam Sơn SKKN thuộc mơn: Tiếng Anh THANH HỐ NĂM 2022 TABLE OF CONTENTS INTRODUCTION 1.1 Reasons for choosing the topic .2 1.2 Research aims and questions 1.3 Research methodology 1.3.1 Data collection methods 1.3.2 Data analysis methods CONTENTS 2.1 Theoretical background 2.1.1 Motivation 2.1.2 Types of motivation 2.1.3 Motivational strategies 10 2.1.4 Motivational teaching strategies in the field of learning and teaching English as a foreign/second language .10 2.2 Practical background 13 2.2.1 Perceptions of teachers .13 2.2.2 Perceptions of students 15 2.2.3 The relationship between teachers’ and students’ perception of motivational strategies .16 2.3 Solutions to the problems .17 2.3.1 How teachers apply motivational strategies in their teaching practices? 17 2.3.2 How the teachers’ motivational teaching strategies affect students’ classroom motivation in terms of the level of their attention, participation and volunteering? 18 CONCLUSION 21 3.1 Summary of findings 21 3.2 Implications 22 3.3 Suggestions for further studies .22 REFERENCES 24 APPENDICES 29 APPENDIX A 29 APPENDIX B 37 APPENDIX C 38 INTRODUCTION Reasons for choosing the topic There are various researchers in the field of language learning showing that motivation is of great importance for successful learning (Dornyei, 2001a; Brok Den, Levy, Brekelmans & Wubbels, 2006; Oxford & Shearin, 1994; Oxford, 1994) Likewise, Dornyei (2001a) also puts an emphasis on motivation of students when learning a new language In learning a foreign/ second language, motivation is indeed one of the most important and influential factors to individuals, compared with aptitude, learning style and the age of the learners (Dornyei, 2001a) Regardless of aptitude, learners’ ability and intelligence, students with higher motivation are likely to learn more effectively During the 1990s, the research about motivation for learning English as a second/foreign language (ESL/EFL) evolved into describing and focusing into the factors that impact the motivation of the students (Cheng & Dornyei, 2007) Notwithstanding such concern, the number of studies on how to enhance motivation of students using specific strategies or through the application of the theory of centralized knowledge in practical classes is relatively small in specific situations (Dornyei & Otto, 1998) In Vietnamese EFL context, English teaching and learning have confronted several obstacles Two main factors are identified by Hoang (2018) as students’ low motivation and limited opportunities to practice communicating in the target language Alerted by the need to renovate foreign language education, the Ministry of Education and Training (MOET) has invested abundant resources, both intellectual and material, in the National Foreign Language Project 20082020, aiming to enhance EFL teachers’ proficiency through extensive training programs across the country (Chi, 2017) However, even when the teachers are more proficient, students neither feel motivated by nor benefit much from their actual poor teaching performance (Nguyen, 2017) In such situation, the reform of EFL system with an emphasis on motivation should deserve a consideration and necessarily be a response While foreign language achievement is influenced by motivation, motivational strategies in teaching are claimed to influence students’ motivation (Dornyei, 1994; Dornyei, 1998; Dornyei, 2001) Besides, although numerous studies have been done on motivational strategies in many countries including Hungary (Dưrnyei & Csízer, 1998), Taiwan (Cheng & Dưrnyei, 2007), Spain (Bernaus & Gardner, 2008), South Korea (Guilloteaux & Dörnyei, 2008), Indonesia (Kassing, 2011), this area is still under-investigated in the EFL context of Vietnam All these conditions, henceforth, have offered the researcher a chance to conduct a study on the implementation of motivational teaching strategies at high school level Research aims and questions First, the study was conducted for the purpose of discovering the perception of teachers and students about the significance of motivational teaching strategies in EFL classrooms Then the researcher tried to find out the motivational teaching strategies that are employed to motivate students and how those strategies affect students in terms of their attention, participation and volunteering In short, the researcher looked for the answers to these questions: How high school teachers and students perceive the use of motivational teaching strategies in EFL classrooms? How teachers apply motivational strategies in their teaching practices? How teachers’ motivational teaching strategies affect students’ classroom motivation in terms of the level of their attention, participation, and volunteering? Research methodology Data collection methods The triangulation method of observation, interviews and questionnaires were employed during the process of data collection Specifically, a questionnaire was used for 120 students randomly selected from four classes of grade 10 and grade 11 at Lam Son High School; a set of questions was used to interview teachers, therefore, data about the implementation of motivational strategies could be gathered from different viewpoints Finally, classroom observation with a comprehensive classroom observation scheme was also vital for the researcher to make the educational research more accessible and practical Student Questionnaire The student questionnaire (see Appendix A) was designed to investigate the perceptions of students toward the use of motivational strategies in their classroom The ideas of students about the frequency of 25 motivational strategies, which were adopted from the Motivational Orientation of Language Teaching (MOLT) classroom observation scheme developed by Dornyei and Guilloteaux (2008, p.76), were examined However, with a view to simplifying the questions for students, the researcher used descriptive term instead of technical term of 25 motivational strategies The questionnaire was designed based on the Likert scale with points, anchored at (never) and (usually) The data from the survey was used to answer research question about perceptions of students toward the use of motivational strategies In order to get clear ideas of each item from the participants, the translation of questionnaire into Vietnamese had to be done, with the assurance for the meaning of all questions not to be changed Semi-structured Interview In the interviews, respondents were the English teachers of Lam Son High School for The Gifted They were asked questions about the implementation of using motivational strategies to improve students’ learning(see Appendix B) The content of questions were based on Dörnyei’s framework (2001): generating, maintaining and protecting motivation as well as encouraging positive retrospective self-evaluation Besides, respondents would share all the strategies that they have deployed in English classes and the benefits they get from these strategies in teaching and learning process The data from the interview were to answer research question about perceptions of teachers toward motivational strategies Each respondent would be interviewed as an informal comfortable sharing Each interview took place in approximately twenty minutes Classroom Observation This research employed the MOLT scheme of Dornyei and Guilloteaux (2008, p.76) as the observation scheme in classroom observation However, the researcher had significant changes in order to make the scheme more suitable and valuable to the research There are two frameworks in the original MOLT classroom scheme: Dornyei’s system of motivational teaching practice (2001) and Spada and Frohlich’s classroom observation scheme, the Communication Orientation of Language Teaching (COLT) (1995) A time-sampling format which recorded every minute of relevant classroom is applied by the MOLT However, in this study, the researcher did not follow time-sampling format of Spada and Frohlich’s (1995) An emphasis on frequency of each strategy was added instead (see Appendix C) The two main concerns of the content categories in the MOLT scheme are teacher’s motivational teaching practice and learners’ motivated behavior The factors of the teacher’s motivational teaching practice originated from Dörnyei’s (2001) model of motivational teaching practice described earlier in the literature review On that ground, Guiiloteaux and Dornyei developed 25 motivational variables which are clearly definable and observable (presented in Table 1) These variables were categorized in the observation sheet into four groups: teacher discourse, participation structure, encouraging positive retrospective self-evaluation, and activity design The data gathered from teachers’s aspect was to answer research question and Table 1: The 25 Observational Variables Measuring the Teacher’s Motivational Practice (Guiiloteaux & Dornyei, 2008, p.63) No Variables Description Having an informal (often humorous) chat with the Social chat students on matters unrelated to the lesson Stating the lesson objectives explicitly or giving Signposting retrospective summaries of progress already made Stating the toward realizing the objectives While presenting an activity, mentioning its communicative communicative purpose, its usefulness outside the purpose or classroom, its cross-curricular utility, or the way it fits utility of the into the sequence of activities planned for the lesson activity Establishing relevance everyday lives (e.g., giving grammatical examples with Promoting references to pop stars) Promoting contact with L2 speakers and cultural integrative products and encouraging students to explore the L2 values Promoting culture and community Highlighting the role that the L2 plays in the world and instrumental how knowing the L2 can be potentially useful for the values students themselves as well as their community During the presentation of an activity, raising the Arousing Connecting what has to be learned to the students’ curiosity or attention students’ expectations that the upcoming activity is going to be interesting and/ or important (e.g., by asking them to guess what they are going to next, or by pointing out fun, challenging, or important aspects of the activity or contents to be learned.) Providing appropriate strategies and/or models to help students complete an activity successfully (e.g., the Scaffolding teacher thinks aloud while demonstrating, remind students of previously learned knowledge or skills that will help them complete the activity, or has the class 10 11 12 Promoting cooperation brainstorm a list of strategies to carry out the activity) Setting up a cooperative learning activity, or explicitly encouraging students to help one another, offering suggestions on how best to this Offering students a choice of activities, involving them Promoting in making decisions regarding the timing of an activity, autonomy having them use the Internet or research (e.g., for oral Referential questions Group work presentations, projects, and displays) Asking the class questions to which the teacher does not already know the answer, including questions about the students’ lives The students are mingling, working in fluid pairs, or working in groups (simultaneously or presenting to the 13 Pair work 14 Tangible reward 15 Personalization Element of 16 interest, creativity, fantasy 17 18 19 20 21 22 23 24 whole class) The students are working in fixed pairs (simultaneously or presenting to the whole class) Offering students tangible rewards (e.g., candy, stickers ) for successfully taking part in an activity Creating opportunities for students to express personal meaning (e.g., experiences, feelings, opinions) The activity contains ambiguous, paradoxical, problematic, controversial, contradictory, incongruous, or exotic material; connects with students’ interests, values, creativity, fantasy, or arouses their curiosity (e.g., predict- and-confirm activity) The activity presents an intellectual challenge (e.g., it Intellectual involves a memory challenge, problem or puzzle challenge solving, discovering something, overcoming obstacles, Tangible task avoiding traps, or finding hidden information) The students are working on the production of a tangible product Individual outcome (e.g., a poster, a brochure) The activity involves an element of individual competition Team competition The activity involves an element of team competition competition Neutral feedback Process feedback Going over the answers of an exercise with the class without communicating any expression of irritation or personal criticism Focusing on what can be learned from the mistakes that have been made, and from the process of producing the Elicitation of correct answer Encouraging students to correct their own mistakes, self or peer revise their own work, or review/correct their peers’ correction work Effective praise Offering praise for effort or achievement that is sincere, specific (i.e., more than merely saying “Good job!”), and commensurate with the student’s achievement N.B.: Ability feedback (“You are very good at English”) or praise involving social comparison (“You did better than anyone else in the class”) is not recorded as effective praise Celebrating a student’s or group’s success, risk-taking, 25 Class applause or effort by applauding (either spontaneously or following the teacher’s lead) The learners’ motivated behavior was assessed by students’ levels of engagement in classroom activities To elaborate, the researcher determined the learners’ level of motivated behaviors in terms of the proportion of students who were attentive or actively took part in activities during the class and who volunteered in oral activities This study also followed the three-level scale of Guiiloteaux and Dornyei (2008) but made a slight change which defined very low = less than one third of the students, low = one thirds to two thirds of the students and high = more than two thirds of the students (p 62) Table presents a description of the three variables belonging to the learners’ motivated behavior category Table 2: Observational Variables Measuring Learners’ Motivated Behavior (Guiiloteaux & Dornyei, 2008, p.62) Variables Description Students appear to be paying attention: They are not displaying any inattentive or disruptive behavior; they are looking at the teacher and following his or her movements, Attention looking at visual stimuli, turning to watch another student who is contributing to the task, following the text being read, or making appropriate nonverbal responses Participati Students are actively taking part in classroom interaction on or working on assigned activity Volunteeri The students are volunteering without the teacher having ng for teacher- to coax them in any way fronted activity Data analysis methods Firstly, responses from closed-ended questions from the questionnaires were calculated converted into numerical form Descriptive statistics were used to display the findings from the survey Since the fact that almost all the data drawn from questionnaires were numerical statistics, these data were put in categories based on the literature review and then illustrated in tables and charts for the researcher to examine and comment more easily In the next step, responses from questions from the interview were transcribed and categorised by key words of the statements to be used to answer the first research question To process the observational data, the researcher watched the video again, combined with field notes and then based on the observation scheme to draw conclusion about motivational strategies in use and student’s reactions regarding their attention, participation and volunteering CONTENTS 2.1 Theoretical background 2.1.1 Motivation A large volume of studies on L2 (second language) learning motivation is available Motivation is a complex term Many studies have been carried out to define and explain motivation in different ways, but all of them focused on the same main construct Dörnyei (2001) defines it as the struggle to persist doing actions and to encounter any obstacles Motivation is what makes actions continue Supporting this definition, Harmer (2008) stated that what makes people achieve their goals are interior energies which he calls ‘motivations’ This definition serves as the inside power that help people to reach their goals Gardner (2007) also defined motivation as the incorporation of positive notions to learn another language with the power of achieving foreign language (FL) learning goals These scholars defined motivation as the hidden need or desire to accomplish the target of language learning which explains peoples’ behaviors for doing certain actions Furthermore, Graham and Weiner (1996) showed in their study that motivation is the reason behind peoples’ actions and thoughts This is an indication of how motivation can shape peoples’ performance affecting the way the person thinks In the same vein, Abrudan Caciora, (2008) added that motivation is the internal force that pushes one’s actions Motivation is what makes the purpose of the action maintained and stimulated Thus, motivation is strongly linked to success in doing any activity The more motivated the learner is, the more remarkable progress he will make Motivation is the only reason for doing one activity with a high interest (Ames, 1990) All these broad definitions indicate the relationship between motivation and foreign language achievement Motivation is considered one of the most important factors in second language acquisition (Sun, 2010) because it is thought to determine the level of active personal involvement in language learning Ultimately, all the above definitions embody the meaning of motivation that the current study would utilize in relation to motivational strategies in the FL classroom 2.1.2 Types of motivation Regarding foreign language acquisition, the scholars usually distinguished between the two best classifications for motivation: intrinsic and extrinsic motivation The differences between them were made up by Dci and Ryan (2000) Intrinsic Motivation First of all, intrinsic motivation identified with an internal wish to accomplish something Dci (1975) defined intrinsically motivated activities as “the ones for which there’s no obvious reward except the action itself” (p 23) Self –assurance hypothesis puts emphasis on three natural mental needs which should be fulfilled all together for person intrinsically motivated These requirements are: 1) Independence, in choosing what to do, and how to it 2) Competence, capacities, and abilities by which we figure out how to control our environment 3) Relatedness, the relationship we create through our association with others This assumption has a huge implication for students possessed with this learning procedure To be specific, students will probably experience intrinsic motivation in an environment that advanced the fulfilment of these requirements than in the one which dismisses them (Brophy 2014) Additionally, as indicated by a few investigations, intrinsically motivated learning has a tendency to be more profitable than the extrinsically oriented one (Dci& Ryan, 2000) Extrinsic Motivation On the other hand, the individuals who are extrinsically motivated are played out a specific activity not because they truly enjoy it, but because of reward that is accessible in their environment (Topalov, 2011) The extrinsic objective can differ from short-term goals (decent evaluations, prizes from educator and parents, participating in a competition, etc to long-term ones (probability of winning a scholarship, better openings for work, etc) Certain investigation completed in the 1980s demonstrated that rewards could lead to a decrease in intrinsic motivation among individuals who are already doing cretin things because of their own purpose (Brophy, 2004) Despite the fact that the qualification between those two sorts of motivation is still essential while we are talking about motivation, the attitude towards extrinsic motivation has changed Today, it is believed that intrinsic motivation and extrinsic reward-motivated learning (Topalov, 2011; Abdullah & Al-Mofti, 2017) As a result, it is essential to look at the build of motivation, not as a single element but rather as a multi-functional one The effective filter is believed to assume an important part in getting L2 understandable information It may not be used by the L2 procure if there is no “mind block” Furthermore the successful filter act barrier to acquisition Besides, the filter is up when the acquirer is unmotivated, lacking confidence (Krashen, 2009) 2.1.3 Motivational strategies Simply, motivational strategies is the method to motivate students in learning activities Guilloteaux and Dornyei (2008) defines motivational strategies as the instruction of the teachers towards the students when 10 Institute Melbourne, Australia: University of Melbourne Kassing, R (2011) Perceptions of motivational teaching strategies in an EFL classroom: The case of a class in a private university in Indonesia Wellington, New Zealand: Victoria University of Wellington Kimura, Y., Nakata, Y., & Okumura, T (2001) 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New York, NY: Teachers College Press Spada, N., & Frohlich, M (1995) COLT Observation Scheme Sydney: National Centre for English Language Teaching and Research, Macquarie University Trang, T and Baldauf, R (2007) Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students Journal of Asia TEFL, 4(1), 79-105 Williams, M., & Burden, R (1997) Psychology of language teachers: A 28 social constructivist apparoach Cambridge: Cambridge University Press Wu, W V., & Wu, P N (2009) Creating an authentic EFL learning environment to enhance student' motivation to study English Asian EFL Journal, 10(4), 212- 226 Ziahosseini, S M., & Salehi, M (2008) An investigation of the relationship between motivation and language learning strategies Special Issue English, 41, 85- 107 29 APPENDICES APPENDIX A Questionnaire for students THE IMPLEMENTATION OF MOTIVATIONAL TEACHING STRATEGIES IN EFL CLASSROOMS AT HIGH SCHOOL LEVEL Dear participants, I am Luu Cam Ha from English Group of Lam Son High School for The Gifted Currently, I am carrying a research to examine the implementation of motivational teaching strategies in EFL classrooms at high school level The enclosed questionnaire has been designed to collect information on students Your participation in this research project is completely voluntary Your responses will remain confidential and anonymous Data from this research will be kept under lock and key and reported only as a collective combined total No one other than the researcher will know your individual answers to this questionnaire Please tick on one option that you agree with (1: Never; 2: Seldom; 3: Sometimes; 4: Often; 5: Usually) No Teacher’s motivational strategies Generating, maintaining and protecting situation-specific task motivation The teacher has social chat with students about matters unrelated to the lesson The teacher states the lesson objectives explicitly or gives retrospective summaries of progress already made toward realizing the objectives While presenting an activity, the teacher mentions its communicative purpose, its usefulness outside the classroom, its crosscurricular utility, or the way it fits into the sequence of activities planned for the lesson The teacher connects what has to be learned to 30 the students’ everyday lives The teacher promotes contact with L2 speakers and cultural products and encourages students to explore the L2 culture and community The teacher highlights the role that the L2 plays in the world and how knowing the L2 can be potentially useful for the students themselves as well as their community During the presentation of an activity, the teacher raises students’ expectations that the upcoming activity is going to be interesting and/ or important (e.g., by asking them to guess what they are going to next, or by pointing out fun, challenging, or important aspects of the activity or contents to be learned.) The teacher provides appropriate strategies and/or models to help students complete an activity successfully (e.g., reminds students of previously learned knowledge or skills that will help them complete the activity) The teacher sets up a cooperative learning activity, or explicitly encourages students to help one another, offers suggestions on how best to 10 this The teacher offers students a choice of activities, involving them in making decisions regarding the timing of an activity, having them use the Internet or research (e.g., for oral 11 presentations, projects, and displays) The teacher asks the class questions to which the teacher does not already know the answer, 12 including questions about the students’ lives The students are mingling, working in fluid pairs, 13 or working in groups The students are working in fixed pairs 31 14 The teacher offers students tangible rewards (e.g., candy, stickers ) for successfully taking part 15 in an activity The teacher creates opportunities for students to express personal meaning (e.g., experiences, 16 feelings, opinions) The activity contains ambiguous, paradoxical, problematic, controversial, contradictory, incongruous, or exotic material; connects with students’ interests, values, creativity, fantasy, or arouses their curiosity (e.g., predict- and-confirm 17 activity) The activity presents an intellectual challenge (e.g., it involves a memory challenge, problem or puzzle solving, discovering something, overcoming obstacles, avoiding traps, or finding 18 hidden information) The students are working on the production of a 19 tangible outcome (e.g., a poster, a brochure) The activity involves an element of individual 20 competition The activity involves an element of team 21 competition Encouraging positive retrospective self- evaluation The teacher check the answers of an exercise with the class without communicating any 22 expression of irritation or personal criticism The teacher focuses on what can be learned from the mistakes that have been made, and from the 23 process of producing the correct answer The teacher encourages students to correct their own mistakes, revise their own work, or 24 review/correct their peers’ work The teacher offers praise for effort or achievement that is sincere, specific (i.e., more 32 25 than merely saying “Good job!”) The teacher celebrates a student’s or group’s success, risk-taking, or effort by applauding Thank you for your cooperation Wish you best! 33 KHẢO SÁT VỀ VIỆC ÁP DỤNG CÁC CHIẾN LƯỢC DẠY TẠO ĐỘNG LỰC MÔN TIẾNG ANH BẬC THPT Chào em, Cô Lưu Cẩm Hà, giáo viên tổ Tiếng Anh – Trường THPT chuyên Lam Sơn Hiện cô làm nghiên cứu với đề tài tìm hiểu việc áp dụng chiến lược dạy tạo động lực môn Tiếng Anh trường THPT cần trợ giúp tham gia từ em học sinh Bộ câu hỏi thiết kế để cô thu thập thông tin từ bạn học sinh Toàn câu trả lời ẩn danh phục vụ cho mục đích nghiên cứu Ngồi khơng biết câu trả lời em, kể giáo viên chủ nhiệm giáo viên môn Tiếng Anh Nếu em đồng ý tham gia, trả lời câu hỏi theo cảm nhận học môn Tiếng Anh trường Đánh dấu vào chọn lựa gần với ý kiến em (1: Không bao giờ; Hiếm khi; 3: Thỉnh thoảng; 4: Khá thường xuyên; 5: Thường xuyên) STT Chiến lược tạo động lực Tạo ra, trì bảo vệ động lực cho tập với tình cụ thể Giáo viên nói chuyện với học sinh chủ đề không lien quan đến học Giáo viên nêu mục tiêu học rõ ràng đưa lộ trình cụ thể để thực hóa mục tiêu Trong trình bày hoạt động, giáo viên đề cập đến mục đích giao tiếp, tính hữu dụng hoạt động ngồi lớp học, tính hữu ích môn học khác, phù hợp với hoạt động khác học Giáo viên kết nối kiến thức học với đời sống thường ngày học sinh Giáo viên khuyến khích việc giao tiếp với 34 người nước động viên học sinh tìm hiểu văn hóa cộng đồng nước nói Tiếng Anh Giáo viên nhấn mạnh tầm quan trọng ngoại ngữ giới giúp học sinh biết có ngoại ngữ hữu ích cho thân học sinh xã hội Trước tiến hành hoạt động, giáo viên cho học sinh thấy hoạt động thú vị quan trọng (ví dụ: hỏi học sinh đốn xem làm tiếp theo, yếu tố thử thách vui cười, mặt quan trọng nội dung tới) Giáo viên cung cấp chiến lược phù hợp làm mẫu để giúp học sinh hoàn thành hoạt động (ví dụ: nhắc học sinh kiến thức kĩ học trước đó) Giáo viên tổ chức hoạt động mang tính hợp tác, khuyến khích học sinh giúp đỡ lẫn nhau, đưa gợi ý để học sinh làm 10 tốt Giáo viên để học sinh lựa chọn hoạt động, hỏi ý kiến học sinh thời gian hoạt động, để học sinh sử dụng Internet tìm 11 kiếm thơng tin (ví dụ: cho thuyết trình, ) Giáo viên hỏi lớp câu hỏi liên quan đến sống thường ngày học sinh mà 12 giáo viên chưa biết câu trả lời Học sinh làm việc nhóm khác 13 14 Học sinh làm việc theo cặp cố định Giáo viên thưởng cho học sinh quà 35 thành cơng hoạt động (ví dụ: 15 kẹo, stickers) Giáo viên tạo hội để học sinh bày tỏ ý nghĩa cá nhân kinh nghiệm, ý kiến, 16 cảm giác,… Giờ học bao gồm tài liệu gây tranh cãi, nghịch lý, phi lý ngoại lai, có liên quan đến sở thích, sang tạo, trí tưởng tượng 17 học sinh làm học sinh tò mò Trong học có hoạt động thử thách trí tuệ (ví dụ: thử thách trí nhớ, giải chữ, khám phá 18 điều đó, tìm thong tin cịn thiếu,…) Học sinh làm việc để tạo sản 19 phẩm hữu poster brochure Trong học có hoạt động có cạnh tranh 20 cá nhân Trong học có hoạt động có cạnh tranh 21 nhóm Cổ vũ việc tích cực nhìn nhận lại tự đánh giá Giáo viên kiểm tra kết tập lớp mà không biểu giận 22 phê bình cá nhân Giáo viên tập trung vào kinh nghiệm rút từ lỗi học sinh từ trình làm 23 tập Giáo viên khuyến khích học sinh tự sửa lỗi mình, duyệt lại tham khảo/ sửa 24 lỗi cho bạn khác Giáo viên dành lời khen cho nỗ lực thành tích học sinh cách chân thành cụ 25 thể (khơng nói “Good job”) Giáo viên tán dương thành công, nỗ lực học sinh nhóm tràng 36 vỗ tay Cảm ơn hợp tác em Chúc em học tập thật tốt! 37 APPENDIX B Questions for interviewing teachers THE IMPLEMENTATION OF MOTIVATIONAL TEACHING STRATEGIES IN EFL CLASSROOMS AT HIGH SCHOOL LEVEL Dear Teacher, I am Luu Cam Ha from English Group of Lam Son High School for The Gifted Now I am in the process of completing a research whose purpose is to examine the implementation of motivational teaching strategies in EFL classrooms at high school level I sincerely hope that you would help me by truthfully answering the all the questions in the interview Your responses will remain confidential and anonymous No one other than the researcher will know your individual answer I am thankful for your cooperation! How long have you been teaching English? How can you describe your students’ motivation in your classes? What are your students’ motivations for studying English? Do you think it is important to use motivational strategies to develop students’ motivation? What you think about a motivated class? Is there any special conditions to keep students motivated? What are the motivational strategies that you usually use in your classes? At the beginning of a lesson or a task, how can you generate your students’ motivation? How can you keep students motivated during the lesson or during the task? Do you encourage students to cooperate during the lesson? In which way? How you give feedback to your students after each task/exercise? 10 Do you encourage students to sefl-evaluate their performance or to revise their work? 11.What you think are the most effective motivational strategies, especially in the context of Vietnam? 38 APPENDIX C The MOLT Classroom Observation Scheme Teacher’s motivational strategies Generating, maintaining, and protecting situationspecific task motivation Social chat (unrelated to the lesson) Signposting Stating communicative purpose/ utility of the activity Establishing relevance Promoting integrative values Promoting instrumental values Arousing curiosity or attention Scaffolding Promoting cooperation Promoting autonomy Referrential questions Pair work Group work Tangible reward Personalization Frequency Learners’ motivated behavior Attention Very low: 2/3 39 Encouraging positive retrospective selfevaluation Creative/ interesting/ fantasy/ element Intellectual challenge Tangible task product Individual competition Team competition Neutral feedback session Process feedback session Elicitation of self/ peer correction session Effective praise Class applause 40 ... perceive the use of motivational teaching strategies in EFL classrooms? How teachers apply motivational strategies in their teaching practices? How teachers’ motivational teaching strategies affect... for The Gifted Now I am in the process of completing a research whose purpose is to examine the implementation of motivational teaching strategies in EFL classrooms at high school level I sincerely... of motivational teaching strategies that he refers to as the “Semi-intuitive set of ten motivational macro -strategies? ?? Figure 1: Dornyei’s semi-intuitive set of ten motivational teaching strategies