Rationale of the study
Motivation is a vital factor influencing the success of language learning, particularly in mastering English Dornyei (2001) emphasizes that motivation plays a significant role in determining language learning outcomes, stating that motivated learners can achieve a working knowledge of a second language, while unmotivated learners may struggle to make meaningful progress Despite the efforts of language teachers to enhance student motivation, many, including those at Son Tay High School, face challenges in engaging students, particularly in English writing lessons Students often express feelings of stress and reluctance towards writing, which may stem from a lack of motivation This research aims to investigate the types of motivation among 10th grade students, identify factors influencing their motivation in English writing, and explore the motivational strategies employed by teachers, ultimately providing recommendations to enhance student engagement and performance in writing.
Aim of the study
The study is aimed to find out what might motivate and help 10 th grade students at Son Tay high school learn better and improve their English writing skills.
Objectives of the study
The objectives of the study are summarized as follows:
- to investigate types of motivation possessed by 10 th grade students at Son Tay high school in learning writing skills
- to examine factors affecting students’ motivation in learning writing skills
- to explore some motivational strategies preferred by students in writing lessons.
Research questions
To achieve the aim and objectives mentioned above, the following research questions are addressed:
1 What types of motivation do10 th grade students have in learning writing skills?
2 What are some main factors affecting students’ motivation in learning writing skills?
3 What motivational strategies are highly evaluated by students in writing lessons ?
Scope of the study
This study explores the various types of motivation influencing English writing skills among 80 tenth-grade students at Son Tay High School It investigates factors affecting student motivation related to learners, teachers, and the learning environment The findings and recommended motivational strategies aim to improve writing skills in the classroom, benefiting tenth-grade students at Son Tay High School in Hanoi.
Methods of the study
In this study, both qualitative and quantitative methods were employed The data were collected from:
A comprehensive study was conducted involving a questionnaire distributed to eighty 10th grade students to identify their motivation types, preferred activities, and factors influencing their motivation Additionally, eight English teachers at Son Tay High School were surveyed to explore the activities and techniques employed in writing lessons, as well as to identify motivating factors and suggestions for enhancing students' writing skills To supplement this data, classroom observation checklists were utilized to gather relevant information for the research.
Significance of the study
Understanding the types of motivation among 10th grade students will enable English teachers at Son Tay High School to better connect with their students, allowing them to implement the most effective teaching methods in writing lessons.
Secondly, some factors affecting students’ motivation will provide teachers with some suggestions in choosing the right techniques and activities to the students
Thirdly, the recommended motivational strategies will be applied to raise students’ motivation in writing lessons as well as their writing results
The research aims to improve English teaching and learning at Son Tay High School, with a specific focus on enhancing English writing skills.
Design of the study
The study consists of three main parts named:
Part A The Introduction Part B The Development Chapter 1: Literature Review Chapter 2: The Methods of the study Chapter 3: Data Analysis and Findings Part C: Conclusion
THEORETICAL BACKGROUND
Writing skills
1.1.1 Definitions and features of writing skills
Writing is one of the four language skills (speaking, listening, reading and writing) that a language learner expects to master According to Tribble, writing is
Writing is a challenging language skill to acquire, often necessitating formal instruction rather than being easily learned through mere exposure (Tribble, 1996) Its complexity underscores the importance of guided learning to develop proficiency in this essential form of communication.
Writing is a complex skill that requires careful instruction, as highlighted by Tribble (1996), who noted that it involves "recording things, completing tasks, developing arguments, and assembling ideas." Ur (1996) supports this view, emphasizing that while spoken language is typically acquired intuitively, writing is usually taught and learned deliberately Harris (1993) adds that writing is a process that unfolds over time, often beginning with an extended period of thought before drafting Boughey (1997) underscores the social aspect of writing, stating it necessitates exploration, opposition, and connections between ideas Byrne (1988) defines writing as the act of forming graphic symbols—letters arranged in a sequence of sentences that are linked cohesively This definition serves as the foundation for the research in this minor thesis.
Writing is a multifaceted and valuable skill that allows students to showcase their language proficiency while enhancing their communication abilities Engaging in writing helps students identify their strengths and areas for improvement, ultimately guiding their journey toward becoming more proficient writers.
1.1.2 Approaches to teaching writing skills
Throughout history, various scholars have sought effective methods for teaching writing, leading to diverse classifications of writing approaches Tribble identified three key approaches: product, process, and genre (1996) In contrast, Byrne presented four distinct approaches, including accuracy, fluency, text, and purpose (1988) Raimes expanded this framework, outlining six main approaches: Controlled-to-Free, Free-writing, Paragraph-pattern, Grammar-syntax-organization, Communicative, and Process approaches (1983) This thesis will focus on an in-depth discussion of Raimes' six approaches to writing instruction.
This approach involves teachers guiding students to create controlled compositions through exercises like sentence building, word reordering, and sentence reordering Once students achieve an advanced level of proficiency, they can express their own ideas in original compositions The method minimizes mistakes by allowing students to focus on controlled writing, thereby reducing grammatical, syntactical, and mechanical errors under the teacher's supervision However, it does not prioritize fluency or originality in the writing process.
Teachers employing this writing approach encourage students to write quickly and freely, focusing on fluency rather than accuracy The primary goal is to help students express their ideas on paper without being overly concerned about grammatical or structural mistakes While this method can lead to numerous errors, it is particularly beneficial for intermediate-level students It is especially effective when students write about topics that interest them, such as journals or diaries.
This method guides students in constructing and structuring paragraphs based on a model, emphasizing the paragraph as a fundamental unit of written expression over mere accuracy and fluency By utilizing this approach, students enhance their ability to communicate effectively beyond the sentence level and gain an understanding of how communication organization varies across different cultures.
Teachers should create writing tasks that encourage students to focus on organization, grammar, and syntax simultaneously, emphasizing the interconnectedness of writing skills with other competencies This holistic approach fosters students' understanding of how the purpose of their writing influences the necessary forms to effectively communicate their message.
The communicative approach emphasizes the importance of purpose and audience in student writing, fostering motivation and highlighting the communicative functions of their written work.
The writing process involves several key stages: pre-writing, composing, revising, and editing In the pre-writing phase, students specify the task, choose a topic, and plan their writing During composing, they create a draft, followed by revising to enhance their work through reorganization and style adjustments Finally, editing focuses on correcting grammar and lexical features This approach grants students significant freedom, allowing them to explore topics without time constraints After completing their drafts, students can share their work with teachers or peers for constructive feedback, fostering a process of discovery in both ideas and language However, this method can be time-consuming and challenging to implement in large classrooms.
In conclusion, there is no universally superior method for teaching writing, as each approach possesses distinct strengths and weaknesses Consequently, educators should select the teaching strategy that best fits their unique environment Additionally, integrating multiple approaches may yield more effective outcomes than relying on a single method.
Motivation
Motivation plays a crucial role in determining the success or failure of foreign language teaching and learning Despite its importance, motivation remains an abstract concept, defined in various ways by different researchers who approach it from diverse perspectives.
Motivation in language learning is defined by Gardner as the combination of effort, desire to achieve language learning goals, and positive attitudes towards the process (Gardner, 1985:10) Brown emphasizes that motivation involves the choices made regarding goals and the effort dedicated to achieving them (Brown, 2001:72) Both Gardner and Brown highlight the interconnectedness of goals and the efforts required to reach them Similarly, Ur describes a motivated learner as someone eager to invest effort in learning activities and to make progress (Ur, 1996: 274).
According to Dornyei (2001), motivation is a key factor that determines why individuals choose to engage in an activity, the intensity of their effort, and the duration of their commitment This definition emphasizes the significance of understanding the reasons behind language learners' choices, their approach to learning, and their overall attitude towards acquiring a foreign language.
Motivation is defined as an internal state that activates and energizes behavior According to Skehan (cited in Ellis, 1994), it stems from an inherent interest in learning tasks Harmer (2001) further describes motivation as an internal drive that compels individuals to take action to achieve their goals.
Motivation, as defined by Crookes and Schmidt (1991), encompasses students' interest, enthusiasm, and engagement with classroom materials and activities It is reflected in their persistence, concentration, and enjoyment during learning tasks Consequently, students achieve better academic results when they are genuinely interested in and eager to participate in their educational activities.
This study focuses on Crookes and Schmidt’s definition to explore students' interests and attitudes towards classroom materials and activities Additionally, it will evaluate students' concentration and participation levels in the learning process.
1.2.2 Types of motivation in foreign language learning
Motivation in foreign language learning can be categorized in various ways by theorists, primarily into intrinsic and extrinsic motivation Other classifications include integrative and instrumental motivation, with resultative motivation also being a debated category.
Intrinsic motivation, as defined by Ellis (1994), refers to the curiosity and engagement that learners experience, which can fluctuate based on their interests and personal connection to learning activities It encompasses a genuine interest in the culture and language being studied, as well as the tasks involved in the learning process Ultimately, intrinsic motivation is driven by learners' inner desires and anxieties, which play a crucial role in achieving success in their educational endeavors.
Extrinsic motivation is driven by external factors such as the need to pass exams, the desire for financial rewards, or the possibility of future travel (Harmer, 2001:51) According to Spaulding (1992:5), individuals motivated extrinsically set specific goals, like achieving good grades or avoiding punishment, and adjust their behavior accordingly to reach those goals Essentially, extrinsic motivation contrasts with intrinsic motivation, as it stems from external influences rather than a personal desire to learn or engage in activities for their own sake This motivation can arise from various sources, including teacher influence and the learner's aspiration to please others or succeed in assessments.
Successful language learners often share similarities with native speakers, showing admiration for the culture and a desire to integrate into the society where the language is spoken (Falk, 1978) Furthermore, Gardner and Lambert (1972) emphasize that an integrative orientation reflects a genuine interest in the people and culture associated with the target language, driving motivation for learning a second language.
98) In short, integrative motivation is the desire to learn a language in order use it successfully in social interactions in the target language community
Instrumental motivation, as defined by Ellis (1994), involves practical reasons for learning a second language (L2), such as passing exams or securing better job opportunities, which ultimately enhance educational and economic prospects Gardner and Lambert (1972) further elaborate that learners driven by instrumental motivation focus on how the L2 serves as a valuable tool for achieving specific objectives, like obtaining qualifications or improving career opportunities In essence, instrumental motivation emerges when learners recognize the necessity of the target language to reach their desired goals.
The relationship between motivation and success in second language learning remains complex and not fully understood Savignon (1972) posited that students' desire to learn a language increases as their proficiency improves, while Hermann (1980) echoed this by stating that successful learners tend to exhibit greater motivational intensity and classroom engagement This suggests that a learner’s motivation can stem from their achievements, and in turn, these achievements can enhance motivation Ellis concluded that the interplay between motivation and achievement is reciprocal; high motivation fosters learning, while perceived success in language goals can sustain and even generate new motivation Conversely, low motivation can lead to low achievement, creating a detrimental cycle.
= lower motivation can develop” (Ellis, 1994: 515)
In conclusion, there are several types of motivation in L2 learning The concentration of this study, however, mainly focuses on the following: integrative, instrumental, resultative, intrinsic and extrinsic motivation
1.2.3 The roles of motivation in foreign language learning
Motivation is a crucial factor in the success of second and foreign language learning Researchers widely acknowledge that motivation significantly influences a learner's outcomes According to Gardner (1985), positive attitudes and motivation are closely linked to success in language acquisition Nunan supports this perspective, emphasizing that motivation is a key determinant in the language learning process.
“the amount of effort a learner is ready to put into language learning” (Nunan, 1991:
According to Caron (1962), a learner's motivation directly influences the time invested in learning a second language, leading to greater success in language acquisition.
1.2.4 Factors affecting motivation in foreign language learning
Numerous studies indicate that various factors influence students' motivation in learning foreign languages This minor thesis categorizes these factors into three main types: those related to the learners themselves, those pertaining to the teachers, and those associated with teaching and learning conditions.
Previous researches
Motivation is crucial for learning foreign languages, especially in developing writing skills Numerous studies have explored the concept of motivation, its various types, and its impact on the process of foreign language acquisition.
Numerous prominent linguists, including Gardner (1985), Brown (1994), Dorneyi (2001), Harmer (2001), Ur (1996), and Crookes and Schmidt (1991), have explored the concepts of motivation, its types, benefits, and strategies Building on their foundational research, subsequent studies such as Nicholson's (2013) "Influencing Motivation In The Foreign Language Classroom" and Aiming and Aimin's (2006) "Learners’ Motivation and the Implications for Classroom Teaching" have further investigated the topic.
In Vietnam, research on motivation in language learning has gained attention, notably through Tran's 2007 study, "Learners’ Motivation and Identity in the Vietnamese EFL Writing Classroom," which explores students' intrinsic motivation linked to institutional, linguistic, and social needs Additionally, Dinh Thuy Linh's work, "Improving 11th Grade Students’ Motivation in Speaking Lessons at Vietnam-Poland High School by Using Communicative Activities," emphasizes the role of communicative activities in enhancing students' motivation during speaking lessons.
A 2011 minor thesis explored the impact of various communicative activities on enhancing the speaking skills of 11th-grade English students at Viet Nam-Poland High School The study focused on motivation in language learning and aimed to improve students' speaking abilities through engaging methods.
Another study is the one specialized in motivation conducted by Hoang Thi
In her 2011 study, Ha investigates the motivation levels of students in reading skills at Quang Dinh Lower Secondary School The research highlights four key areas: the different types of motivation among students, the various factors influencing their motivation, the motivational strategies currently used by teachers, and recommended strategies to enhance students' reading skills.
A study titled "The Study of 10th Graders’ Motivation in Speaking Activities at Son Tay High School, Hanoi" was conducted by Nguyen Thanh Thuy in 2013 This research focused on examining the various types and levels of motivation among 10th graders during speaking activities at Son Tay High School.
In conclusion, motivation plays a crucial role in language learning, as highlighted by numerous studies However, there has been a lack of research specifically addressing the motivation of grade ten students at Son Tay High School in developing their writing skills This study aims to fill that gap and provide valuable insights to enhance English writing instruction at the school.
Summary
This chapter provides a comprehensive overview of motivation, exploring various definitions, types, and key factors influencing it Additionally, it examines the nature of writing and effective teaching approaches A literature review of previous studies related to these topics is also included, offering valuable insights into the current understanding of motivation in writing education.
METHODOLOGY
The setting of the study
2.1.1 An overview of the research site
Son Tay High School, where the study was conducted, was founded in 1959
Established as one of the oldest and most renowned schools in the region, this institution boasts a dedicated staff of 123 teachers across twelve mandatory subjects, including English Many educators hail from esteemed Vietnamese universities such as Hanoi National University and Hanoi University of Education and Training, ensuring a high level of expertise The faculty is a blend of youthful, dynamic professionals and seasoned educators, fostering a creative learning environment In the 2014-2015 academic year, the school catered to over 2,000 students across grades 10, 11, and 12, organized into 27 classes for gifted students and 18 for non-gifted students, averaging around 40 students per class The school has consistently achieved impressive results, with a significant number of students excelling in both Graduation and university entrance examinations in recent years.
2.1.2 English teachers in Son Tay high school
In the 2014-2015 school year, Son Tay High School employed fourteen English teachers aged between 24 and 53, with nearly half trained at the English Department of the College of Foreign Languages, National University, Hanoi Among them, two were former teachers of Russian and French, while others completed their degrees through in-service training programs Notably, two teachers hold MA degrees, and two are set to receive theirs next year Despite their enthusiasm and experience, many teachers face challenges in accessing effective teaching methods Each teacher typically conducts fifteen to seventeen lectures weekly, alongside extensive responsibilities such as preparing and grading tests, compounded by family commitments.
2.1.3 10 th grade students in Son Tay high school
All 10 th grade students at Son Tay High School, aged from 15 to 16, both males and females, have learnt English for at least 6 or 7 years Nevertheless, they have different levels of proficiency in English Those in English- gifted classes are really interested in learning English, wishing to be proficient in this subject Meanwhile, many students in non-gifted classes are still passive in their learning In general, a number of 10 th grade students at Son Tay High School may not be aware of the importance of the subject, which may affect their attitudes towards learning the subject
2.1.4 English teaching and learning situation in Son Tay High School
2.1.4.1 The syllabus of teaching and learning English
At Son Tay High School, English is a mandatory subject in the curriculum, aligning with national education standards The Ministry of Education and Training has designated "Tieng Anh 10," "Tieng Anh 11," and "Tieng Anh 12" as the standard textbooks for non-gifted English students In contrast, students enrolled in English gifted classes utilize advanced syllabi, specifically "Tieng Anh 10 Nang Cao," "Tieng Anh 11 Nang Cao," and "Tieng Anh 12 Nang Cao."
12 Nang Cao” also prescribed by the Ministry of Education and Training
The "Tieng Anh 10" curriculum comprises sixteen units spread over 105 forty-five-minute periods throughout a 35-week school year, providing students with three English lessons weekly Each unit explores engaging themes such as daily life, social issues, sports, and music, enhancing student interest in the subject The curriculum is structured into five sections: reading, speaking, listening, writing, and language focus, with a task-based approach that not only helps students master the English language but also broadens their understanding of the cultures of English-speaking countries Additionally, after every three lessons, a consolidation session is conducted to assess students' progress and achievements.
The new textbook "Tieng Anh 10" introduces an innovative approach to teaching and learning English at Son Tay High School, significantly improving upon the previous curriculum By utilizing this textbook, students can enhance their English proficiency across various levels.
2.1.4.2 Teaching and learning situations of English writing skills
In recent years, Son Tay High School has increasingly emphasized the importance of English, yet teaching writing skills remains a significant challenge While writing is crucial for proficiency in both first and second languages, many students, aside from those in English-gifted classes, lack interest and motivation in writing lessons Students often express frustration, stating they excel in grammar exercises but struggle to achieve good grades in writing, citing it as "too difficult and time-consuming." They question the necessity of writing skills, given the focus on grammar and vocabulary in assessments This situation is likely due to a combination of insufficient vocabulary, grammar knowledge, and ideas, as well as a lack of effective teaching methods, which together hinder the success of writing instruction.
Methods of the study
2.2.1 The subjects of the study
The participants of the study include 8 teachers of English and 80 students from 2 classes 10A1 and 10A2 at Son Tay high school
Among eight English teachers, ranging from 24 to 53 years of age with 1 to
With 27 years of teaching experience, two teachers are currently pursuing an M.A at the College of Foreign Languages, National University, Hanoi, while two others are set to retire in the next two years The remaining four teachers have completed in-service training programs at the same institution and have participated in additional courses focused on modern teaching methods aligned with The National Foreign Language Project 2020 Despite these advancements, it is evident that traditional teaching methods remain a habitual approach for these educators in language instruction.
Eighty fifteen-year-old students from classes 10A1 and 10A2 at Son Tay High School participated in the research, all of whom had been studying English for seven years Unlike gifted students, they were not required to take a placement test at the start of the school year, resulting in varying levels of English proficiency among them.
Survey questionnaires are essential tools for research due to their cost-effectiveness and efficiency They allow researchers to gather information from a large number of respondents quickly and conveniently Additionally, respondents can complete the questionnaires at their convenience, ensuring a higher response rate The anonymity provided by not requiring names encourages honest and candid feedback, enhancing the confidentiality and reliability of the results.
The research utilized two distinct questionnaires to gather data: one designed for students, comprising seven questions, and another for teachers, consisting of six questions To ensure comprehension, the student questionnaires were translated into Vietnamese prior to distribution.
Class observation sheets were also used to collect more information about students’ involvement, writing attitudes, writing time and classroom atmosphere 2.2.3 Data collection procedure
During the third week of the first semester of the 2014-2015 school year, questionnaires were distributed to teachers and students at Son Tay High School who consented to participate in the research After one week, the collected data from the questionnaires was organized and presented in tables for analysis.
The observation focused on two classes, 10A1 and 10A2, during the same week, specifically targeting Unit 3 Each class was observed for 45 minutes to assess students' attitudes towards writing activities, the techniques employed, their writing time, and their engagement in various tasks This data was collected to evaluate student motivation during the writing process.
During the data analysis phase, the information gathered from both questionnaires and observation sheets was simultaneously examined, with the results presented statistically as percentages.
Summary
This chapter outlines the study's methodological framework, detailing the context, participants, data collection tools, procedures, and data analysis methods The following chapter will provide a comprehensive analysis of the data and present the findings in detail.
DATA ANALYSIS AND FINDINGS
Students’ motivation
3.1.1 Students’ interest in writing lessons
Chart 1: Students’ interest in writing lessons
According to Chart 1, a significant 47.5% of students expressed a dislike for writing skills, while nearly 30% were uncertain about their interest in writing lessons, indicating a general lack of concern for this skill Additionally, only 2.5% of students strongly agreed that writing was their preferred skill, and approximately 13.7% showed some interest in learning writing skills.
In short, the analysis of the chart shows the fact that students have quite low interest in writing lessons
3.1.2 Types of motivations possessed by 10 th grade students at Son Tay High School
Reasons Percentage of students (%) Extrinsic motivation
A English is a compulsory subject in your curriculum
B You want to get good marks in English tests and examinations
C You are interested in English writing skills 13.7%
D You have a great interest in English culture and people
E You want to please your parents 62.5%
F You want to communicate in English fluently
G You think English is necessary for you in your future job
A significant majority of students (91.3%) are motivated to learn writing skills due to extrinsic factors, primarily because English writing is a compulsory subject in school Additionally, 76.3% of students pursue English writing to enhance their communication skills, while 73.6% recognize its importance for future job prospects, and 62.5% aim to satisfy their parents Nearly half (47.5%) are driven by resultative motivation, seeking good grades in tests and exams In contrast, only 13.7% exhibit intrinsic motivation, showing genuine interest in writing skills Similarly, 11.2% of students are motivated by integrative factors, expressing a keen interest in English culture and its people.
A study of 10th grade students at Son Tay High School revealed that extrinsic motivation was the most prevalent, with students primarily viewing English writing as a duty Following closely was instrumental motivation, as many students recognized English writing as a vital communication tool necessary for pleasing their parents and securing future employment Approximately half of the respondents exhibited resultative motivation, while intrinsic and integrative intrinsic motivations were present but at significantly lower levels.
3.1.3 Students’ participation in writing activities
A are often eager to write carefully on all topics 3.8%
B just write on topics that interest you 32.5%
C often eager to write carefully on all topics given some suggested ideas or models
A recent survey revealed that 55% of students frequently engage in writing activities based on suggested topics or models Additionally, approximately one-third of the students actively participate in writing Notably, only seven out of eighty students, or 8.7%, reported that they rarely write, while 3.8% expressed a strong enthusiasm for writing carefully on a variety of topics.
Students’ participation in writing activities in classroom was exposed in the following observation sheet as well
1 Students get involved in pre-writing activities
2 Students get involved in while-writing activities
3 Students’ level of interest in teacher’s teaching techniques & writing activities
4 Students get involved in post-writing activities
7 Interesting level of classroom learning atmosphere
Table 3 Results of classroom observation
According to the observation sheet results in Table 3, approximately 75% of students participated in pre-writing activities, where the teacher focused on teaching vocabulary, structures, and writing organization However, only 25% of the students actively engaged in writing tasks during class, with many choosing alternative activities instead of writing When tasked with the main writing assignment, most students utilized only about 25% of the allotted time to write sentences or phrases.
Students appeared disengaged from the teacher's instructional methods, as the focus was solely on individual writing tasks with no collaborative activities Concerned about time constraints, the teacher limited her involvement, only circulating the classroom once before returning to her desk to wait for submissions Consequently, when the class concluded, not all students had completed their writing, resulting in a lackluster classroom atmosphere.
In summary, 10th grade students at Son Tay High School exhibited low participation in writing activities, primarily due to a lack of interest and appeal in the skills involved Consequently, most students were not motivated to engage actively in these writing tasks.
3.1.4 Factors affecting students’ motivation in learning writing skills
Factors Percentage of students (%) Teachers’ related A The teacher’s teaching methods 58.8 % factors B The teacher’s enthusiasm 51.3%
C Your fear of making mistakes and/ or getting bad marks
73.8% factors D Your lack of vocabulary and grammar structures
E The learning condition and atmosphere in the classroom.( class size, class studying atmosphere )
Table 4 highlights key factors influencing students' motivation in learning English writing skills Approximately 77.5% of students reported motivation in this area, while 73.8% indicated that the fear of making mistakes or receiving poor grades negatively impacted their motivation Additionally, 58.8% of students cited teachers' teaching methods as a significant factor affecting their motivation, and 51.3% acknowledged that teachers' enthusiasm played a role as well Conversely, the learning conditions and classroom atmosphere had the least impact on motivation, with only 16.3% of students noting this factor.
In summary, students' motivation to learn writing skills is significantly influenced by personal factors such as the fear of making mistakes and receiving poor grades, as well as a lack of vocabulary and grammar knowledge Additionally, the enthusiasm and teaching methods of educators play a crucial role, overshadowing the impact of the overall teaching and learning environment.
3.1.5 Problems faced by 10th grade students in learning writing skills
A The lack of vocabulary and grammar structures 71.2 %
C The impracticality of the topics given ( purpose or receiver of the writing is not clear enough)
D The fears of making mistakes and getting bad marks 65%
Table 5 Problems faced by 10th grade students in learning writing skills
According to the data presented in Table 5, only 11.3% of students found the writing topics impractical, lacking a clear purpose or audience In contrast, 65% of participants expressed that their fear of making mistakes and receiving poor grades hindered their writing Additionally, 68.7% of students reported struggling with generating ideas, likely due to their limited background knowledge.
Attitudes of teachers to motivation in teaching writing skills for students
In conclusion, students faced multiple challenges in developing their writing skills, including low English proficiency, limited background knowledge, and a fear of making mistakes Additionally, the impracticality of writing topics and the difficulty in applying English for writing practice further hindered their progress.
3.2 Attitude of teachers towards motivations in teaching writing skills for 10 th grade students
3.2.1 Teachers’ time to motivate students in writing lessons
D All the above mentioned stages 12.5%
Table 6 reveals that all surveyed teachers recognized the importance of motivation in writing lessons, with 62.5% emphasizing its necessity during the pre-writing stage Additionally, 37.5% of teachers supported motivating students while they were actively writing After the writing process, 25% of teachers felt motivation should be applied again, while only 12.5% believed that motivation was beneficial across all three stages of writing.
Table 6 reveals a disparity in how teachers perceive the frequency of student motivation during writing lessons, with some educators believing that motivation is necessary only once, while others argue for at least two to three motivational instances.
In conclusion, while most teachers recognize the significance of motivation in enhancing students' writing skills, they hold varying opinions on the optimal timing for motivation during writing lessons and allocate different amounts of time for this purpose Additionally, a limited number of teachers acknowledge the critical role of motivation during the key stages of writing, specifically the while-writing and post-writing phases.
3.2.2 Teachers’ assistance during writing lessons
Assistance of the Teacher Number of
A go around the classroom to help students if needed
B remain at their seat and wait for students’ writing
50% often C stand near the students who are good at writing 12.5%
Table 7 reveals that 50% of teachers typically stayed at their desks, waiting for students to submit their writing assignments In contrast, 37.5% of teachers reported actively engaging with students by circulating around the classroom to offer assistance when necessary Additionally, 12.5% of teachers positioned themselves near students who demonstrated strong writing skills.
The findings indicate that teachers displayed a lack of enthusiasm in the classroom, with many unaware of the significance of actively engaging with students to foster their writing skills.
3.2.3 Teacher’s responses to unwilling writers
A let them free and never check their writings 37.5%
B Ask their problems and try to help them solve the problems 50%
C encourage them to write by rewarding (marks , presents… ) 25%
According to Table 8, over one-third of teachers (37.5%) did not take any action to engage students who were unwilling to write In contrast, half of the teachers actively sought to understand and assist students in overcoming their writing challenges Additionally, a small percentage (25%) of teachers motivated students to write by offering rewards such as grades and gifts.
In summary, teachers who overlook students' reluctance to engage in writing activities may contribute to less effective lessons Therefore, addressing this issue is essential for improving educational outcomes.
3.2.4 Problems faced by teachers in teaching writing skills
B students’ low proficiency of English 87.5%
C students’ lack of background knowledge 75%
Table 9 Problems faced by teachers in teaching writing skills
According to the data presented in Table 9, all surveyed teachers (100%) expressed their concern regarding the excessive number of students in each class, highlighting that this overcrowding negatively impacts the quality of English writing instruction.
Besides, three quarters of the teachers complained about students’ limited background knowledge The table also indicates that most of the teachers faced all the three mentioned problems
One of the primary challenges teachers face is the large class sizes, which complicate effective instruction Additionally, students often struggle with low English proficiency and limited background knowledge, presenting further obstacles for educators to address.
3.3 Strategies and activities to motivate 10 th Grade students in learning writing
Students’ interest in communicative writing activities employed by teachers
Table 10: Students’ comments on communicative activities employed by teachers
Table 10 reveals a significant disparity between students' preferences for writing activities and teachers' practices While 66.2% of students expressed a desire to engage in group writing exercises, only 12.5% of teachers implemented this method Additionally, approximately 25% of teachers occasionally utilized pair writing activities, aligning with the preferences of just 28.8% of students who favored this approach Conversely, individual writing tasks, which were employed by all teachers, were the least favored by students, with only 5% expressing a desire to complete writing assignments alone.
The analysis indicates that the writing activities implemented by teachers did not align well with their students' needs, likely due to challenges in managing pair or group work during composition lessons.
Students’ interest in motivational strategies and activities employed by teachers
Table 11: Students’ comments on motivational strategies and activities employed by teachers
Strategies and Activities Percentage of
1 Immediate writing 0% 0% techniques 2 Pre-teaching vocabulary and structures 100% 100%
6 task adjusting and adapting in practice stage ( by using authentic materials)
7 Designing extra activities in practice stage
8 Applying pairs or group work in practice stage
Table 11 reveals that students responded positively to various motivational strategies, particularly appreciating teachers' pre-teaching techniques Notably, 100% of students expressed a desire to learn vocabulary and structures, while 81.3% preferred their teachers to elicit ideas prior to writing This aligns with teachers' responses, as all indicated they frequently taught new words and structures during the pre-writing stage However, only 37.5% of teachers implemented idea eliciting techniques at this stage.
In the writing process, 100% of teachers favored semi-controlled activities, assigning students limited time for writing tasks; however, only 8.8% of students supported this approach, indicating a disconnect between teacher practices and student needs Furthermore, the use of teaching aids in writing lessons also fell short, with only 12.5% providing model writing, 25% adjusting tasks, and 12.5% designing extra activities during practice In contrast, a significant majority of students expressed their preferences: 71.3% desired a model to follow, 68.8% wanted tasks tailored to their needs, and 72.5% appreciated additional activities created by teachers.
Students show a strong preference for communicative activities, with around 70% favoring collaboration in pairs or groups, and 71.3% expressing a desire to review their writings with peers Despite this interest, only 13.8% of teachers actively incorporate these activities into their teaching, with just 12.5% frequently facilitating peer review by swapping students' writings for mutual feedback.
Findings
At Son Tay High School, the majority of 10th-grade students were driven by extrinsic motivation in their writing lessons, primarily because English is a compulsory subject Instrumental motivation was the second most common, as students aimed to use English for future communication and exams Nearly half of the students exhibited resultative motivation, while intrinsic and integrative motivations were observed in only about ten percent of the learners Overall, extrinsic and instrumental motivations significantly surpassed the other types, including integrative, intrinsic, and resultative motivations, which had similar response rates among students.
Factors affecting students’ motivation in learning writing skills
The lack of motivation among 10th graders in writing English can be attributed to five key factors: the teaching methods employed by educators, the enthusiasm displayed by teachers, students' lack of confidence, their varying levels of English proficiency, and the overall classroom atmosphere.
More than two-thirds of students faced challenges stemming from personal factors, including a lack of ideas, vocabulary, and writing structures, which contributed to their low motivation in writing lessons Additionally, teachers' favoritism towards stronger students and uneven participation further exacerbated the issue Moreover, the fear of making mistakes and receiving negative feedback led to increased reluctance among students to engage in writing activities.
In the initial weeks of the new school year, students often struggle to adapt to their unfamiliar surroundings, including new friends and teachers, which can lead to a lack of self-confidence A teacher's positive behavior can inspire students to engage more actively in writing, while a negative attitude may deter them from participating in lessons Additionally, the overall classroom atmosphere plays a crucial role; a dull lesson can cause students to lose interest in learning.
Learner-related factors such as confidence, anxiety, and language proficiency, along with teacher-related factors like teaching methods and teacher enthusiasm, significantly influence students' reluctance to write Additionally, the classroom atmosphere plays a crucial role in shaping learners' willingness to engage in writing activities.
Teaching activities and strategies preferred by students’
In writing lessons, educators employ various activities and strategies to inspire students to write, including pre-teaching activities, teaching aids, and constructive feedback However, these communicative activities are not consistently implemented or fully utilized in the classroom.
The data revealed that students favored engaging activities like pre-teaching vocabulary and structures, providing models, creating additional exercises, and participating in pair and group writing and idea elicitation In contrast, only 10% to 66% of teachers occasionally implemented these preferred activities in their instruction.
The writing activities conducted by the teacher-respondents did not meet student expectations, which contributed to the limited satisfaction expressed by teachers regarding their writing lessons.
Summary
In brief, the data analyses are presented in the chapter to find out the answers to the three research questions at Son Tay High School context: kinds of motivation
In 10th grade writing lessons, student motivation is influenced by several key factors, which can significantly impact their engagement and performance This study utilized two survey questionnaires and two observation sheets to gather data on these motivational factors and the strategies that can be implemented to enhance student motivation in writing activities.
Summary of the main ideas
This study aimed to assess the motivation levels of 10th graders at Son Tay High School during writing lessons, with the ultimate goal of enhancing English teaching and learning, particularly in writing skills.
The study examines various perspectives on motivation, highlighting five key types: intrinsic, extrinsic, integrative, instrumental, and resultative It emphasizes the critical role of motivation in foreign language learning and identifies factors related to learners, teachers, and learning conditions that influence motivation Additionally, the research delves into writing skills and effective teaching approaches for enhancing this essential competency.
Motivation has long been a focal point for researchers and linguists, drawing on theories from notable scholars such as Gardner, Brown, and Dörnyei This study also incorporates insights from Tran's 2007 article and various M.A theses, including those by Dinh Thuy Linh, to enhance the understanding of motivation in language learning.
(2011), Hoang Thi Ha (2011) and Nguyen Thanh Thuy ( 2013)
This study employed both quantitative and qualitative methods, gathering data from 80 tenth-grade students, 8 English teachers, and observation sheets for comprehensive analysis.
In the first semester of the 2014-2015 school year, questionnaires were distributed to participants and collected again during the third week The resulting data was promptly organized into tables and charts for analysis.
Research indicates that the majority of 10th-grade students at Son Tay High School primarily exhibit extrinsic motivation, with fewer demonstrating intrinsic motivation This finding highlights the need for educators to implement strategies that foster students' internal interest in developing writing skills while simultaneously sustaining various forms of motivation, including extrinsic, instrumental, intrinsic, integrative, and resultative.
Factors influencing the motivation of 10th graders in writing lessons include teachers' teaching methods and enthusiasm, students' low English proficiency and limited background knowledge, as well as the overall classroom atmosphere To enhance the effectiveness of writing instruction, it is essential to address and mitigate these challenges.
To enhance writing skills among 10th grade students at Son Tay High School, effective motivational strategies should include pre-teaching activities focused on vocabulary and structure, as well as eliciting ideas Incorporating teaching aids such as models, authentic materials, and supplementary activities is essential Additionally, implementing communicative activities like pair or group writing and peer correction, along with providing regular feedback and encouragement, will significantly improve student engagement and writing proficiency.
Implications and Recommendations
From the above mentioned results of the research, some recommendations can be made to teachers
Research indicates that most 10th-grade students at Son Tay High School lack intrinsic motivation, prompting teachers to adopt strategies that enhance this crucial aspect of learning Teachers can foster student autonomy, encouraging them to rely less on external rewards and praise While selective use of rewards can help students recognize their own achievements, setting personal goals and employing effective learning strategies empower students to take charge of their education Additionally, making teaching materials relevant to students' lives can significantly boost motivation Incorporating content-based activities that engage students with interesting subject matter further enhances their linguistic involvement Lastly, increasing students' expectancy of success is vital for promoting intrinsic motivation in learning writing skills.
Research indicates that students' motivation is significantly influenced by teachers' teaching methods and behaviors Presenting tasks in an engaging manner—by clarifying their purpose and utility, and providing suitable strategies—can enhance students' motivation to learn Utilizing authentic materials and incorporating additional activities can further engage students in lessons Moreover, teachers' enthusiasm and commitment play a crucial role in motivating students Offering individual meetings after class for further explanations and encouraging students to reach out with any problems can also foster a supportive learning environment.
To boost student motivation, teachers must address factors originating from the students themselves by implementing effective strategies This includes focusing on enhancing vocabulary and grammar skills not just during writing lessons, but across all subjects such as reading and language focus Additionally, providing students with engaging and relevant articles can help expand their background knowledge and foster a deeper interest in learning.
To enhance student success in writing lessons, teachers should foster collaboration by implementing pair or group activities When students work together, their confidence in achieving success increases, knowing they can rely on their peers This approach not only boosts student engagement but also effectively addresses challenges associated with large class sizes.
To foster a positive and supportive classroom environment, teachers should encourage risk-taking and normalize mistakes as essential elements of the learning process This approach helps students feel at ease when writing, reducing fears of criticism and embarrassment, thereby enhancing their engagement in writing activities Building strong relationships between teachers and students, as well as promoting harmony among peers, contributes to a friendly atmosphere Additionally, incorporating humor can further cultivate a relaxed climate conducive to learning.
Every research paper faces limitations, and this minor thesis on English writing teaching and learning for grade 10 at Son Tay High School is no different The findings aim to enhance understanding of the educational context at this institution However, due to time constraints and the brevity of a minor thesis, certain limitations are present in the study.
The study's reliability is compromised due to its limited sample size, involving only 80 tenth-grade students, which prevents the findings from being generalized to the entire tenth-grade population at the school.
Various factors influence students' motivation in developing writing skills, including personal attributes such as aptitude and prior language learning experiences, attitudes towards the target language, and self-beliefs like anxiety and expectations of success However, the researcher did not have the opportunity to investigate these aspects further.
The research was conducted at the start of the school year, when 10th grade students were adjusting to new peers, teachers, and unfamiliar teaching methods At the time of the survey and observations, only a limited number of writing lessons had been taught, which means that the findings reflect the students' experiences during that specific period.
The study focused on improving the English writing skills of 10th graders To achieve this long-term goal, it is essential to understand the current situation Consequently, additional on-site research may be necessary.
Future research on motivation could focus on listening and reading skills, involving a larger participant group Additionally, the study may target 11th and 12th grade students at Son Tay High School.
Secondly, other studies on other factors affecting students’ motivation in English learning can be carried out
Finally, studies should be undertaken at the middle or the end of the school year so that the research results can be seen from another angle
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APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS This survey is conducted as a part of my research “A Study on Motivations of 10th Grade Students in Learning English Writing Skills at Son Tay High School, Hanoi” Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and for study purpose only Thank you very much for your cooperation!
II Please circle the appropriate answers or write in brief where necessary
1 You are interested in learning English writing skills
2 You study English writing skills because: (you can circle more than 1 answer)
A English is a compulsory subject in your curriculum
B You want to please your parents
C You are interested in English writing skills
D You have a great interest in English culture and people
E You want to get good marks in English tests/ to pass the examination
F You want to communicate in English fluently
G You think English is necessary for you in your future job
3 In writing lessons, you (you can circle more than 1 answer)
A are often eager to write carefully on all topics
B just write on topics that interest you
C often write on the topics which are given some suggested ideas or models
4 Which are your difficulties in writing lessons? (you can circle more than 1 answer)
A The lack of vocabulary and grammar structures
C The impracticality of the topics given (purpose or receiver is not clear enough)
5 Which factors can affect your motivation in writing lessons?
(You can circle more than one answer)
C The learning condition and atmosphere in the classroom.( class size, class studying atmosphere )
D Your fear of making mistakes and/ or getting bad marks
E Your lack of vocabulary and grammar structures
6 When practicing writing, you like to write
7 In writing lessons what of the following activities do you like your teacher use to motivate you to write? (You can circle more than one answer)
A Asking you to write immediately
B Pre-teaching new words and structures to be used in the writing task
C help you find ideas or make outlines before assigning you to write
E Assigning the task for you to write in a limited time
F Adjusting or adapting the writing tasks so that they can become more suitable to you
G Designing different activities to increase your motivation
H Assigning you to write in pairs or in groups
I Swapping your products so that you can check each other’s writing
K Giving feedback regularly by marking and giving comments on your writings
L Praising students with good writings in front of the class or giving you rewards
Thank you very much for your cooperation!
APPENDIX 2 SURVEY QUESTIONNAIRE FOR TEACHERS This survey is conducted as a part of my research “A Study on Motivations of 10th Grade Students in Learning English Writing Skills at Son Tay High School, Hanoi” Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and for study purpose only Thank you very much for your cooperation!
II Please circle or tick (√) the appropriate answers or write in brief where necessary
1 In which stage of a writing lesson do you often motivate your students? (you can circle more than one answer)
D All the above mentioned stages
2 In writing lessons, how often do you let students write
Always Often sometimes rarely never
3 When your students are unwilling to write in class, you (You can circle more than one answer)
A let them free and never check their writings
B Ask their problems and try to help them solve the problems
C encourage them to write by rewarding (marks, presents… )
4 In writing lessons, you often
A go around the classroom to help students if needed
B remain at your seat and wait for students’ writing
5 How often do you use the following activities in writing lessons?
6 What are your problems in teaching writing skills? (you can circle more than one answer)
B students’ low proficiency of English
C students’ lack of background knowledge
Thank you very much for your cooperation!
Activities Always Often Sometimes Rarely Never
1 Asking students to write immediately
2 Pre-teaching new words and structures to be used in the writing task
3 help students find ideas or make outlines before assigning them to write
5 Assigning the task for the students to write in a limited time
6 Adjusting or adapting the writing tasks so that they can become more authentic or suitable to your students
7 designing different activities to increase students’ motivation
8 Assigning students to write in pairs or in groups
9 Swapping students’ products so that they can check each other’s writing
10 Giving feedback regularly by marking and giving comments on students’ writing
11 praising students with good writings in front of the class
APPENDIX 3 OBSERVATION SHEET - OVERALL CLASS MOTIVATION
7 Number of students present: 8 Material:
Observation focus: Levels of students' involvement 3 is average mark for any one item
1 Students get involved in pre- writing activities
2 Students’ attitudes towards writing topic:
Not very interested 1 2 3 4 5 very interested
3 Students get involved in while- writing activities
4 Students’ attitudes towards teacher’s teaching techniques
Not very interested 1 2 3 4 5 very interested
5 Students get involved in post- writing activities
6 Students' work attitude not hard-working 1 2 3 4 5 very hard-working
8 students' discussion not very intense 1 2 3 4 5 very intense
Not very interesting 1 2 3 4 5 very interesting
APPENDIX 4 PHIẾU KHẢO SÁT (DÀNH CHO HỌC SINH) Các bạn thân mến,
Phiếu khảo sát này được thiết kế cho nghiên cứu về động cơ học viết Tiếng Anh của học sinh lớp 10 tại trường Trung học phổ thông Sơn Tây, Hà Nội Thông tin mà các bạn cung cấp sẽ đóng vai trò quan trọng trong việc hoàn thiện nghiên cứu Dữ liệu thu thập chỉ được sử dụng cho mục đích nghiên cứu và sẽ không có ai bị nhận dạng trong các nội dung thảo luận Cảm ơn sự hợp tác của các bạn!
3 Bạn học Tiếng Anh được bao lâu?
II Khoanh tròn vào các lựa chọn hoặc ghi câu trả lời ngắn cho các câu hỏi sau:
1 Bạn thích học kĩ năng viết Tiếng Anh
2 Bạn học kĩ năng viết Tiếng Anh là vì: (Bạn có thể khoanh tròn nhiều đáp án )
A Tiếng Anh là môn học bắt buộc trong chương trình học cuả bạn
B Bạn muốn làm bố mẹ hài lòng
C Bạn rất thích học kĩ năng viết Tiếng Anh
D Bạn muốn tìm hiểu nền văn hóa và con người nước Anh
E Bạn muốn đạt điểm cao trong các kì thi cũng như bài kiểm tra Tiếng Anh
F Bạn muốn giao tiếp tốt bằng Tiếng Anh
G Bạn nghĩ Tiếng Anh rất cần thiết cho công việc của bạn trong tương lai
3 Trong các giờ học viết Tiếng Anh, bạn (Bạn có thể khoanh tròn nhiều đáp án)
A thường hào hứng viết đối với tất cả các chủ đề viết
B thường chỉ viết đối với chủ đề bài viết mà bạn thích
C thường viết khi giáo viên gợi ý một số ý tưởng hoặc cung cấp bài viết mẫu cho chủ đề viết
D Ít khi đặt bút viết bài
E không viết bài viết nào bao giờ
4 Trong tiết học viết bạn thường gặp những khó khăn nào sau đây?