A SURVEY ON ENGLISH LEARNING MOTIVATION OF THE10th GRADE STUDENTS AT TĨNH GIA 2 HIGH SCHOOL

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT TĨNH GIA SÁNG KIẾN KINH NGHIỆM A SURVEY ON ENGLISH LEARNING MOTIVATION OF THE 10th GRADE STUDENTS AT TĨNH GIA HIGH SCHOOL Người thực hiện: Nguyễn Xuân Thành Chức vụ : Giáo viên Đơn vị công tác: Trường THPT Tĩnh Gia SKKN thuộc lĩnh vực (môn): Tiếng Anh THANH HÓA NĂM 2022 TABLE OF CONTENTS Page TABLE OF CONTENTS………………………………………………… i PART 1: INTRODUCTION ………………………………………… 1.1 Rationale ………………………………………………………… … 1.2 Aims and objectives of the study……………………………………… 1.3 Scope of the study ………………………………………………… 1.4 Research methodology ………………………………………………… 1.5 Significance of study …………………………………………………… 1 2 PART 2: CONTENT …………………………………… Theoretical background 2.1 Definition of motivation in language learning………………………… 2.2 Types of motivation………………………………………………… … 2.3 Factors affecting students’ motivation……………………………… 2.4 Teachers’ role in motivating the students……………………………… Design of Research Methods ………………………………………… 2.5 Participants ……………………………………………………………… 2.6 Research instrument …………………………………………………… 2.7.1 The questionnaire…………………………………………… .9 2.7.2.The interview…………………………………………………… 10 2.7.3 Data collection ………………………………………………… 10 2.8 Data analysis…………………………………………………………… 10 2.9 Procedures ……………………………………………………………….10 2.10 Findings from questionnaire and data analysis………………… 11 2.11 Findings from interview and data analysis………… 12 2.12.1 Motivating factors………………………………………… 12 2.12.2 Discussion of the questionnaire and interview findings ………………12 PART 3: CONCLUSION AND IMPLICATIONS ……………………… 15 3.1 Conclusions…………………………………………………………… 15 3.2 Pedagogical implications ……………………………………………… 16 3.2.1 For teachers…………………………………………………………… 18 3.2.2 For students………………………………………………………… 19 3.2.3 For facilities, teaching and learning equipment ……………… 20 3.3 Recommendation………………………………………………… 20 3.4 Practical application 20 REFERENCES…………………………………………………………… 21 APPENDICES…………………………………………………………… 25 i PART 1: INTRODUCTION 1.Rationale Motivation is perhaps the single most important factor affecting the outcome of second language learning Indeed, Dörnyei (2001, p 5) contends that when second language learners have sufficient motivation, most of them can acquire a working knowledge of the language He further maintains that second language learners’ ultimate success or failure is determined by their sustained ‘enthusiasm, commitment and persistence’ in the long and drawn out process of language learning While there have been a large number of studies on student motivation, little has been researched regarding the motivation to learn English in a high school in Thanh Hoa This is the rationale for conducting this study, which is aimed at gaining information about students’ motivation of 10th grade at Tinh Gia High School The understanding gained could have positive implications for current teaching and learning practices, based on the adopted motivational theory Furthermore, students’ motivation to learn English may be enhanced, thus enabling them to better integrate into their new learning environment, eventually improve their careers, and ultimately contribute more to society Aims and objectives of the study The research was conducted with the aim of investigating the students’ motivation of 10th grade to learn English, what type of motivation that dominates and factors shaping their motivation in language learning The findings of this research would make an attempt to raise awareness of teachers of the importance of motivation towards students’ success in learning English and find suggestions for motivating students in English classes Therefore, the study is designed to achieve the following objectives:  To find out the students’ motivational orientations of 10th grade in learning English as a curriculum subject;  To find out the factors that shape the 10 grade students’ motivational orientation Scope of the study Motivation in second language learning achievement has been a heated issue attracting attention of researchers However, unlike other researches, this study only focuses on exploiting and analyzing the kind of dominant motivation and factors shape 10th grade students’ motivation at Tinh Gia High School in Thanh Hoa Due to time limit, to implement the study, 100 students of 10th grader at Tinh Gia High School were chosen randomly in order to fill out questionnaire Then, 20 students were invited to interview for in-depth and valuable information Research methodology This part clarifies the choice of research methodology of this study It will provide an overall description of design of research, methods, participants, research instrument, data collection, data analysis, and procedures Significance of study It is hoped that through this research, I will get deeper insight into about the reality of teaching and learning English at Tinh Gia High School in Thanh Hoa The wonderful thing is that, the researcher is thirsty for gaining better knowledge of motivation as well as its impact on English teaching and learning process with a view of applying them to teach efficiently My further desire is that this study’s outcome will make small contribution towards boosting the efficiency of English teaching and learning, which will be helpful for the researchers as well as counterparts in teaching job in the future PART 2: CONTENT 2.1 Theoretical background Motivation in language learning is defined differently from different theoretical perspectives According to Oxford Advanced Learner Dictionary - th edition (2005), motivation is “that which moves or induces a person to act in a certain way; a desire, fear, reason, etc which influences a person’s volition: also often applied to a result or object which is desired.” To think of motivation as belonging only to the initial stages of an action, - that is as concerned with arousing initial interest and turning it into a decision to engage in some activity - is only a limited understanding of the term The need to maintain this state of arousal, to determine someone to make the necessary effort to complete an action is also of great importance This idea is reflected in the definition given by Williams and Burden (1997, p 120) who see motivation as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/or physical effort” Gardner (1982), in his socio-educational model, notes that motivation is perceived to be composed of three elements These are 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 means the learner’s emotional reactions related to language study Basing on Gardner’s definition, this study was conducted to identify the 10th grade students’ motivation to learn English in a high school in Thanh Hoa Gardner (1982), in his socio-educational model, notes that motivation is perceived to be composed of three elements These are effort, desire and affect This definition is an adequate rationale for conducting this study, which is aimed at gaining information about 10th grade students’ motivation 2.2 Types of motivation Motivation has been classified into integrative motivation vs instrumental motivation; intrinsic motivation vs extrinsic motivation in the literature These types of motivation are reviewed below Integrative motivation, defined as the desire to be a part of recognized or important members of the community or that society that speak the second language It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in that community; but sometimes it involves emotion or affective factors a great deal (Saville-Troike, 2006, p 86) This type of motivation is defined as desire to identify with and integrate with the target language culture (Ur, 1996, p 276) Instrumental motivation involves the concepts of purely practical value in learning the second language in order to increase learners’ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school (SavilleTroike, 2006, p 86) 2.3 Factors affecting students’ motivation 2.3.1 Personality variables In general, many people see an association between personality attributes and the successful acquisition of a second language While successful students may display different types of characteristics (they may be extrovert, self-confident, active, passive, independent as well as introvert or shy), unsuccessful students are more frequently described as demonstrating a lack of self-confidence and being shy, afraid to express their opinions and nervous Whatever their form of behavior, students who try to adopt a more flexible attitude towards the learning of a foreign language seem to have greater chances of success than those whose affective filter is constantly up Referring to the problem of motivation, W Rivers (1964) has observed that personal motifs such as fear or anxiety may combine with learned social motifs such as a desire for status in a group and for social approval, creating a series of reactions that may inhibit or work towards progress in a foreign language Up to a point, an anxious learner may try hard to catch up with the group and acquire proficiency in a language A friendly/supportive environment may be decisive in such a situation But the judgment of classmates can also be harmful, destroying the self-belief in one’s ability to succeed Combined with a generalized fear of negative evaluation, it may inhibit or distract the learner from the task of attending and remembering new items Williams and Burden (1997, p.100) also speak of a state called “learned helplessness” referring to people who feel that they had no control over their actions and see intelligence as something unchangeable and failure as essentially due to a lack of ability In conclusion, learners’ inhibition may be the result of both internal and external factors, and being related to the ability or inability to find solutions to problems in the past 2.3.2 Attitudes of learners In general, most people seem to agree that attitudes and motivation are closely related to success in language learning This explains perhaps why some people have a much easier time of learning languages than others; in the same classroom setting, some students progress rapidly, while others just struggle along and never achieve command of a second language Krashen has drawn attention to the fact that variables in second language acquisition derive both from the amount of comprehensible input the acquirer receives and understands and from the strength of the affective filter When the only reason for learning a second language is external pressure, internal motivation may be minimal and attitudes towards learning are likely to be negated On the other hand, if students have favorable attitudes towards the foreign language and its speakers, towards the teacher and the course, they will probably be more attentive in the class, would take assessments more seriously and, willing to achieve more, would look for situations when they can obtain further practice in the foreign language Some critics (Gardner, 1985) make a distinction between different types of attitudes according to factors in the environment or subject characteristics such as age or sex Thus we can speak of attitudes revolving around the educational aspects of second language acquisition (educational attitudes) and of social attitudes, focusing on cultural implications of second language acquisition Sex differences are also thought to influence attitudes and motivation: experience indicates that girls tend to demonstrate significantly more positive attitudes towards learning languages than boys, a good example in this respect being the overwhelming majority in the faculties of philology and foreign languages Though many researchers (Spolsky, 1989; Williams and Burden, 1997) not believe in an absolute biological basis for learning, there are cases when differences of age may have an important influence upon the process of foreign language learning The notion that young children pick up foreign languages more easily than older learners is clearly challenged by the evidence of areas in which the latter better However, the adults’ emphatic capacity and openness to get involved in “real communication”, their ego permeability may be lower especially because of external causes 2.3.3 Learning styles Closely related to the problem of students’ attitudes towards the language course is the problem of their different learning styles Researchers and foreign language teachers have gradually become conscious that individual students have preferred modalities of learning Consequently, when learners are given some freedom to choose one way of learning or another, they might better than those who find themselves forced to learn in environments where a learning style, which does not suit them, is imposed as the only way to learn One of the views put forward by the initiators of humanistic approaches to learning was that teachers should be allowed to adapt their programmes with due attention to the objectives of their students and the needs of the area where they are teaching Though, this might not always be easy, a concern for the students’ learning styles might be of great help in motivating them to learn The existence of power relationships between languages is one of the reasons why people have favorable or unfavorable attitudes towards learning a particular language Subjects, who select instrumental reasons over integrative ones, often take into consideration the economic and practical advantages of learning a foreign language A good example in this respect is the present situation in Romanian schools where learners and the parents, faced with the opportunity of choosing between English and French, generally choose the former as it has become a kind of lingua franca, placing those who are able to use it in a more favorable position then those who are proficient in French In the same way, members of a minority group may have different attitudes and motivation when learning the language of a majority group than those of a majority group members learning a minority language Here, the case of immigrants is perhaps the most relevant 2.3.4 Teacher as a motivating factor The teachers as the most powerful variable of motivation and demotivation, can become a major part in demotivating the learners The teacher plays an important role in ensuring that students are motivated and continue to be committed in their learning throughout the tenure of their studies Almost everything about the teacher, including his or her personal characteristics, can have an influence on student motivation Many studies on good language teachers have identified general teacher characteristics deemed to be desirable and which tend to generate positive appraisals of second language learning in the classroom The following characteristics are often cited as being associated with good teachers (Borg, 2006; Brophy, 1998; Dörnyei , 2001; Miller, 2012, Renandya, 2013, 2014b) 2.3.5 Teacher teaching methodology as a motivating factor Teaching Method which refers to the way that students are taught must affect their motivation Whenever the learners feel bored at the teacher’s method, their motivation would likely be lost or gradually decreased As he said, “If the students lose confidence in the method, they will become demotivated” (Harmer, 1991, p 5) Motivating teachers are knowledgeable about different kinds of teaching methods But more importantly, they have deep understanding about how these methods work with different groups of learners in different learning contexts They are not dogmatic about certain kinds of methods and not subscribe to a single method They believe that there is no single best method that will work with every group of students 2.3.6 The Text The text here refers to language teaching materials (print and electronic; oral and written) that teachers use in the language classroom, including course books and their accompanying resource materials (e.g., CD, DVD), teacher-developed materials or multimodal materials from the internet, and any other supplementary materials Instructional materials play an important role in the language classroom It is hard to imagine a language class without instructional materials because much of the tasks and activities of a language lesson are often organized around coursebooks or other instructional materials 2.3.7 The Task Language tasks and activities serve pedagogical purposes, but unfortunately not all of them are perceived to be useful, interesting and engaging by the students Indeed, students often associate language learning tasks and activities with classroom chores, things that they have to to fill in time, or worse, for teachers to ‘take a break’ while students are doing some work either individually or in groups In addition, students can not always see the value of the activities (e.g., tasks that require students to change active to passive sentences) and often find the tasks too challenging (e.g., answering comprehension questions based on a reading passage which is linguistically too demanding), which reduces the chances of success in completing the tasks 2.3.8 The Test An oft-heard complaint from teachers is that our education system tends to give too much attention to testing and examinations Our teaching, they say, is often overshadowed or even dictated by tests and examinations Not surprisingly, teachers often teach in order to prepare students for the tests and examinations In some places, the situation has become so bad that people actually talk about a culture of learning where testing has become the dominant mode of learning in the classroom Such an examination-oriented classroom then becomes a source of frustration, fear of failure, feeling of anxiety, and a fertile breeding ground for the development of excessive spirit of competition (instead of healthy competition and cooperation) and other negative feelings and attitudes towards learning 2.4 The teachers’ role in motivating the students Nowadays the role of the teacher is recognized as being highly significant in all the stages of the motivational process Motivation is no longer thought of only as integrative or instrumental It is also considered a key to learn something in many cases created, fostered and maintained by an enthusiastic and well-prepared classroom teacher Because of the importance of the nature of the interactions that occur between learners and teachers, many studies have been dedicated to the discussions of the influence of teachers in the process of foreign language learning Given the complexity of the issue it may well constitute the subject of a separate paper What we shall attempt here is just summary of important qualities a good teacher usually displays As mentioned above, the researcher should place the teacher’s enthusiasm, acknowledgement and stimulation of students ideas, the creation of a relax and enjoyable atmosphere in the classroom, the presentation of activities in a clear, interesting and motivating way, the encouragement of pupils with difficulties, helping them to increase their expectations of themselves In an article published in 1982, Mary Finocchiaro has added to all these the importance of (a) making sure the students comprehend every dialogue, utterance, the gist of the reading passage; (b) giving them extensive practice in using verbal or nonverbal alternatives for communicative expressions, structures or language items; (c) correcting important errors tactfully by rephrasing a question, expanding an answer, or by merely saying “listen” and giving the correct answer; (d) letting them either grade their own papers or so with a partner; (e) showing concern for school or community problems of individuals; (f) making it possible for them to enjoy small successes and the feeling that they are making definite – even if slow – progress toward their goals As Finocchiaro argues in points (c),(d),(e), the problem of error correction plays a very important role in the process of motivating or de-motivating students Being constantly aware that all human learning is fundamentally a process involving the making of mistakes may help any teacher in using mistakes and errors creatively during the teaching activity, for they hold in them some of the REFRENCES Al-Quyadi, A (2002) Psycho-sociological variables in the learning of English in Yemen Ph.D thesis, Bhagalpur University 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learning Hong Kong: Oxford University Press 49 Subel, D (1968) Educational Psychology McGraw-Hill, Boston 50 Truer.(2002) Motivation Retrieved 25 December 2007, from http:// www.d.um.edu/ students/loon/acad/motivate.html 51 Ur, P (1996) A course in Language Teaching Great Britain: Cambridge University Press 52 Vijchulata, B., & Lee, G (1985) A survey of students' motivation for learning English.RELC Journal, 16 (1), 68-81 Cambridge University Press 53 Williams, M., and Burden, R – Psychology for Language Teachers, 1997, Cambridge University Press 54 Wright, Tony – Roles of Teachers and Learners, 1987, Oxford University Press SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Xuân Thành Chức vụ đơn vị công tác: Trường THPT Tĩnh Gia 2, 26 TT Tên đề tài SKKN Dạy từ vựng đọc hiểu tiếng Anh” “Kinh nghiệm dạy nghe môn tiếng Anh lớp 10 (cơ bản) THPT Cấp đánh giá Kết xếp loại đánh giá (Ngành GD cấp xếp loại huyện/tỉnh; (A, B, Tỉnh ) C) QĐ: 97/QĐC SGD&ĐT ngày 10/04/2007) (QĐ:871/QĐC SGD&ĐT ngày 18/12/2012) Năm học đánh giá xếp loại 2005 2006 2011 2012 27 APPENDICES Appendix 1: Survey Questionnaire Below are statements with which some people agree and others disagree There is no right or wrong answers since many people have different opinions I would like you to indicate your opinion about each statement by ticking the boxes below which best indicates the extent to which you disagree or agree with that statement Table Instrumental Motivation Statements Reasons for learning English Your teachers’ methods interesting and attractive S.disagree are disagree uncertain agree S.agree 31 22 28 10 You want to compete with your 12 friends for the learning achievement 38 14 30 You want to pass the exams at the high school 50 36 Being proficient in English can lead to more success and achievements in life 41 51 you'll need English for your future career 10 28 58 28 English is a compulsory subject 15 at school 39 29 11 Studying English can be important for you because you think it will someday be useful in getting a good job 41 46 Studying English can be 11 important for you because other people will respect you more if you have knowledge of L2 32 23 27 You aspire to pass University Entrance exam 13 44 34 10 You want to meet your parents’ expectation and teacher 29 24 33 Table Integrative Motivation Statements Reasons for learning English S.disagree disagree uncertain agree S.agree 11 Studying English can be important to you as it will allow you to be more at ease with other people who speak English 11 20 35 27 12 Studying 10 52 32 English can be 29 important for you because it will allow you to meet and converse with more and varied people 13 Studying English can be important for you because it will enable you to better understand and appreciate British and American art and literature 14 22 48 10 14 Studying English can be important for you because you will be able to participate more freely in the activities of other cultural groups 17 39 33 15 Studying English enables you to understand English books, movies, pop music etc 12 63 18 16 Studying English enables you to better understand and appreciate the ways of life of native English speakers 17 26 51 17 Studying English enables you to 15 behave like native English speakers: e.g accent, using English expressions 30 27 26 30 18 Studying English helps you to be 15 an open- minded, and sociable person like English speaking people 17 47 19 19 English is your favourite subject 24 20 34 11 20 You wish you were fluent in English English 22 51 15 25 31 Appendix Interview questions Is English your favorite subject ? 2.What is your aim of learning English? In your view, What factors contribute to your motivation in learning English? What other factors you desire to motivate you to learn English ? Appendix which ones of the following factors motivated you when studying English? Tick the ones you agree Table Agree which ones of the following factors motivated you when studying English? The teacher of English speaks clearly and slowly during the lesson The teacher doesn’t use much Vietnamese in the English lesson The teacher motivates you when you answer right 15 Percentage 40% 45% 75% or wrong 10 11 12 13 14 The teacher usually uses the modern technological aids The English textbook is challenging and interesting The number of lexical items which we should memorize is not very large English structures (grammatical rules) are suitable for each level You desire to communicate with English speakers English is your favorite subject Your parents always encourage you to learn English Your friends always encourage you to speak English You want to compete with your friends for the learning achievement Tests are suitable with your level to get good marks Professional reasons make you learn English 12 60% 17 85% 30% 11 55% 18 10 13 90% 50% 65% 15% 40% 10 20 50% 100% 32 15 Class atmosphere is supportive 14 70% Appendix A PHIẾU ĐIỀU TRA ( Dành cho học sinh) Hệ thống câu hỏi thiết kế nhằm mục đích lấy tư liệu cho luận văn “ khảo sát động học tiếng anh học sinh khối 10,11và khối 12 trường THPT Tĩnh Gia Thanh Hóa”, mà khơng nhằm mục đích khác Những câu trả lời từ phía bạn nguồn tư liệu thực q giá hữu ích, giúp tơi hồn thành tốt nghiên cứu mình.Vì thế, tơi hi vọng bạn học sinh cố gắng dành thời gian quý giá để trả lời câu hỏi Để trả lời câu hỏi đây, bạn đánh dấu trước câu trả lời mà bạn lựa chọn *Động hoc: động xuất phát từ nhân tố bên nỗ lực thân mình, sở thích, tị mị, để giao tiếp với người nói tiếng Anh Bên ngồi điểm, để làm vui lịng bố mẹ, thầy cơ, phần thưởng, cơng việc tương lai, vượt qua kì thi trường, tốt nghiệp, vào đại học, phương pháp dạy học quý thầy cô vv Để trả lời câu hỏi đây, bạn khoanh tròn số sau câu trả lời mà bạn lựa chọn = hồn tồn khơng đồng ý = không đồng ý = không biết/ khơng rõ = đồng ý = hồn tồn đồng ý Câu 1.Em học tiếng Anh thầy cô dạy lôi hấp dẫn Câu 2.Vì em muốn cạnh tranh với bạn bạn bè thành tích học tập Câu 3.Vì em muốn vượt qua kiểm tra kì thi trường Câu Vì muốn nói tốt tiếng anh để đạt thành công sống 45 Câu 5.Vì tiếng Anh cần cho công việc tương lai em Câu 6.Vì tiếng Anh mơn học bắt buộc trường Câu Vì học tiếng Anh có ích để xin công việc tốt Câu Có kiến thức tiếng Anh người kính trọng em Câu Vì em mong muốn thi đậu vào đại học Câu 10 Vì em muốn làm hài lịng cha, mẹ thầy Câu 11 Vì em cảm thấy thoải mái với người nói tiếng Anh1 Câu 12 Vì em giao tiếp với người nước Câu 13 Vì em hiểu biết tốt văn hóa nghệ thuật Anh mỹ Câu 14 Vì em tham gia tự vào hoạt động văn hóa nước 45 Câu 15 Vì em hiểu biết sách, phim, âm nhạc nước 33 Câu 16 Vì em hiểu biết lối sống người Anh ngữ Câu 17.Vì em thể người Anh ngữ Câu 18 Vì giúp em trở thành người hòa đồng rộng lượng người Anh 12345 Câu 19 Vì mơn học sở trường em Câu 20 Em xác định học tốt tiếng Anh để đạt mức độ chuẩn lưu loát Appendix B CÂU HỎI PHỎNG VẤN 1.Tiếng Anh có phải mơn học u thích em khơng ? ……………………………………………………………………………………… … Mục đích học tiếng Anh em ? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………… Theo em yếu tố tạo động lực cho em học tiếng Anh? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 34 ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………… Những yếu tố khác mà em mong muốn có để tạo động lực cho em học tiếng Anh? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………… Appendix C Những yếu tố khích lệ em học tiếng Anh Hãy đánh dấu vào câu em đồng ý Những yếu tố khích lệ em học tiếng Anh Hãy đánh dấu vào câu bạn đồng ý Giáo viên giảng rõ ràng , nói tiếng Anh chậm học Đồng ý 35 10 11 12 13 14 15 tiếng Anh Giáo viên không sử dụng nhiều tiếng việt suốt học Giáo viên động viên em cho dù em trả lời hay sai Giáo viên sử dụng giáo cụ trực quan đại Sách giáo khoa thú vị thử thách Số lượng từ vựng không nhiều dễ nhớ Cấu trúc ngữ pháp phù hợp với trình độ học sinh Khát khao em giao tiếp với người nói tiếng Anh Tiếng Anh mơn học u thích em Bố mẹ em động viên em học tiếng Anh Bạn bè em động viên em học tiếng Anh Em muốn so đo với bạn em trình độ tiếng Anh Các thi, kiểm tra phù hợp với trình độ em để dễ đạt điểm cao Vì việc làm tương lai khiến em học tiếng Anh Khơng khí học khích lệ 36 Appendix D CÂU HỎI PHỎNG VẤN 1.Tiếng Anh có phải mơn học u thích em khơng ? Mục đích học tiếng Anh em ? Theo em yếu tố tạo động lực cho em học tiếng Anh? Những yếu tố khác mà em mong muốn có để tạo động lực cho em học tiếng Anh? 37 ... we can speak of attitudes revolving around the educational aspects of second language acquisition (educational attitudes) and of social attitudes, focusing on cultural implications of second language... feeling of anxiety, and a fertile breeding ground for the development of excessive spirit of competition (instead of healthy competition and cooperation) and other negative feelings and attitudes towards... type of motivation that dominates and factors shaping their motivation in language learning The findings of this research would make an attempt to raise awareness of teachers of the importance of