Rationale
In today's global landscape, English serves as the primary language for communication, international trade, and advancements in science and technology As a result, individuals with strong English skills are highly sought after across various sectors of society.
As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes
In general, despite deriving from different purposes, every one wants to turn English to become their own instrument in their lives
Motivation significantly influences the success of English language learners, alongside factors like attitude, age, and personality Research indicates that highly motivated learners tend to acquire a foreign language more effectively than those with lower motivation levels.
With several years of experience teaching English in foreign language centers and high schools, I have identified motivation as a crucial factor influencing students' success in language learning, particularly in speaking skills Despite being a well-discussed topic, motivation remains a challenge for Grade 10 students at Thanh Ba High School Therefore, I have chosen to explore the factors affecting their motivation to speak English for my minor thesis This study will analyze the types of motivation present among students, identify factors influencing their speaking motivation, and examine the teaching techniques and activities utilized by educators Additionally, it will address students' preferences, demands, and the challenges teachers encounter in fostering speaking skills Ultimately, this research aims to provide valuable insights into the motivation of Grade 10 students at Thanh Ba High School, assisting teachers in enhancing their students' engagement in speaking English.
Aims of the study
This study aims to explore the factors influencing the motivation of 10th-grade students at Thanh Ba High School in learning to speak English Key objectives of the research include identifying motivational elements and understanding their impact on students' English speaking skills.
(1) To point out some factors affecting students‟ motivation in speaking English
(2) To give some suggestions for teachers to stimulate students in speaking English and overcome the difficulties they have to face with in teaching speaking English for grade 10 students.
Research Questions
1 What are the factors affecting Grade 10 students in learning speaking English?
2 What have teachers done to motivate students in learning speaking English?
Methods of the study
The study employed a qualitative method, utilizing two key instruments: follow-up interviews and informal observations The findings, including comments, recommendations, and conclusions, were derived from a thorough analysis of the collected data.
In addition, to make the data collected more reliable and authentic, quantitative method was applied The data collected for the study come from two sources: the
10 th grade students and all teachers of English at Thanh Ba high school
Survey questionnaires, two for students (pre- and post- treatment questionnaires) and one for teachers, were used to gather information and evidence for the study.
Scope of the study
This study focuses on the factors influencing the motivation of grade 10 students at Thanh Ba High School in speaking English Given the constraints of an M.A minor thesis, the researcher aims to provide an overview of the current state of English speaking instruction and learning among these students The study identifies key factors that affect their motivation to speak, evaluates the techniques and activities employed by teachers, and explores students' preferences and needs Ultimately, the research will offer recommendations for educators to enhance student engagement in speaking English and address challenges in teaching this skill.
Significance of the study
This minor thesis provides valuable insights into the types of motivation among grade 10 students, which can assist English teachers, particularly at Thanh Ba High School By identifying factors that influence students' motivation in speaking English and highlighting their preferences for activities and teaching techniques, the findings aim to support educators in enhancing their teaching methods Additionally, the thesis offers recommendations for motivating students to engage in speaking English and overcoming challenges in the teaching process, ultimately benefiting teachers and students alike.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationale, aims, scope, methods, significance and design of the study
Part B: Development- consists of three chapters
Chapter 1- Theoretical background- is intended to give some theoretical background related to motivation and speaking
Chapter 2- Methodology- presents the situation analysis, participants, data collection instruments, data collection procedures
Chapter 3- Data analysis- analyses collected data
Chapter 4- Major findings, discussions and recommendations
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study.
THEORETICAL BACKGROUND
Theoretical background of motivation in L2 learning
Motivation plays a crucial role in second language acquisition (SLA), positively influencing learners' achievement and proficiency Motivated learners tend to engage more actively in their studies, while those lacking motivation may disrupt the classroom environment Despite its significance, defining and measuring motivation remains challenging Atkinson (cited in Arnold, 2000) describes motivation as what "energizes" an individual and guides their actions Dornyei and Otto view it as a dynamic function of thought, encompassing the processes that transform desires into actions (Dornyei, 2001) Ellis emphasizes that motivation includes the attitudes and emotional states that affect learners' efforts in acquiring a second language (Ellis, 1997) Similarly, Brown (2000) defines motivation as an internal drive that compels individuals to pursue their goals.
Motivation is defined differently by various researchers, yet they all agree that it involves a combination of effort, desire, and favorable conditions, influenced by both internal and external factors This study adopts Gardner's (1982) definition of motivation, which consists of three key elements: effort, desire, and affect Effort pertains to the time and energy dedicated to language learning, desire reflects the learner's aspiration to achieve proficiency, and affect relates to the emotional responses associated with studying the language.
According to the point of view of many previous researchers, motivation can be divided into three types: Integrative and instrumental motivation, intrinsic and extrinsic motivation, and resultative motivation
Integrative motivation, as defined by Falk (1978), Finegan (1999), and Lambert (1974), refers to the desire to connect with and assimilate into the culture of the target language In contrast, instrumental motivation focuses on the practical benefits of learning a new language, such as fulfilling educational requirements, enhancing job prospects, obtaining higher salaries due to language skills, reading specialized texts, engaging in translation, or elevating one's social status (Lambert, 1974, cited in Ellis, 1997).
Motivation can be categorized into intrinsic and extrinsic types Intrinsic motivation involves engaging in an activity for its own sake, driven by the pleasure and satisfaction derived from participation (Deci and Ryan, 1985) In contrast, extrinsic motivation arises from external factors such as praise, awards, and fear of punishment, highlighting the influence of the learning environment, including teachers and materials (Schulz, 1991) Additionally, resultative motivation pertains to the outcomes of learning, where success enhances motivation rather than the other way around, as noted by Hermann (1980) and supported by Ellis (1997), who emphasized the interactive relationship between motivation and achievement, suggesting that high motivation fosters learning and perceived success can sustain and even enhance motivation.
In summary, student motivation can be categorized into two primary types: extrinsic (instrumental) and intrinsic (integrative) motivation Additionally, resultative motivation may encompass elements of both types, influenced by the individual desires of the students.
1.1.3 Factors affecting motivation in L2 learning
1.1.3.1 Some previous researches on motivation
Garden, R M I (2013) Factors affecting students‟ academic motivation to achieve Excellence in Level 1 NCEA English (Thesis, Doctor of Philosophy) University of Otago
Ibrahim Abdelrahim Ibrahim Humaida (2012) Motivation to Learn English among College Students in Sudan, , Faculty of Arts & Science-Tabarjal, Aljouf University, King Saudi Arabia
Naghmeh Babaee (2012) Motivation in Learning English as a Second Language, University of Manitoba
Nhung, N.T.M (2003) Motivation and Factors Affecting Motivation in Learning English Writing of the Freshment at the Department of English and Anglo- American culture, VNU-CFL Unpublished MA Dissertation CFL-VNU
Ratanawalee Wimolmas, A Survey Study of Motivation in English Language
Learning of First Year Undergraduate Students at Sirindhorn International Institute ofTechnology (SIIT), Thammasat University, Thailand
Despite numerous studies on motivation and its impact on learning English, most research has concentrated on first-year students or non-English majors, often focusing on writing skills or general learning motivation This study aims to specifically identify the factors influencing motivation in learning, particularly in developing English speaking skills.
Dornyei (2001:112- 113) analyzed L2 learning motivation within a framework of three levels, which offers a vast list of motivational components;
(1) Language level involves factors related to the L2 such as the culture, the community as well as practical values and benefits connected with learning L2
The learner level encompasses the unique traits that each individual contributes to the learning experience, such as self-confidence, self-efficacy, achievement motivation, causal attributions, perceived competencies in a second language (L2), and goal orientations.
The learning situation level significantly influences situation-specific motives for second language (L2) learning in the classroom, encompassing three key aspects Firstly, course-specific motivational components pertain to the syllabus, teaching materials, teaching methods, and learning tasks Secondly, teacher-specific motivational components focus on the impact of the teacher's personality, behavior, and teaching style on student motivation Lastly, group-specific motivational components relate to the dynamics within the learner group, affecting overall motivation and engagement in the learning process.
1.1.3.3 Williams and Burden’s framework of the L2 motivation
Williams and Burden (1997) identified two key factors influencing L2 learning motivation: internal and external Internal factors include intrinsic interest, perceived value, sense of agency, mastery, self-concept, attitudes, developmental age, gender, and emotional states like confidence and anxiety External factors involve significant others such as parents, teachers, and peers, as well as the nature of interactions with them, including feedback, praise, and punishments Additionally, the learning environment—characterized by comfort, resources, and class size—and the broader context encompassing family networks, local education systems, and cultural norms also play crucial roles in shaping motivation (Cited in Dornyei, 2001: 114)
1.1.3.4 Factors affecting student motivation in L2 learning
Recent studies have explored various factors influencing students' motivation in learning a foreign language Two prominent L2 motivation frameworks highlight key elements, including language proficiency, individual learner characteristics, and the context of the learning environment.
Research by Dornyei (2001) and Williams and Burnden (1997) highlights various internal and external factors influencing student motivation Despite differing perspectives among researchers, there is a consensus on key factors that affect motivation These factors can be categorized into three main groups: teacher-related factors, student-related factors, and learning condition factors.
Students' intelligence and aptitude play crucial roles in language learning Intelligence, as defined by Lightbown and Spada (1999), relates to performance on specific tests, while aptitude encompasses both the inherent capacity for language acquisition and the ability to manage decontextualized language (Ellis, 1997) According to Lightbown and Spada, language aptitude is typically characterized by four key factors, including the ability to identify and memorize new sounds.
(2) the ability to understand the function of particular words in sentences, (3) the ability to figure out grammatical rules from language samples and (4) the ability to memorize new words (1999: 53)
Students' personality plays a crucial role in language learning success, as highlighted by various language teachers Research by Ellis (1997) indicates that extroverted learners excel in developing interpersonal communication skills and are more likely to engage actively in oral communication Similarly, Lightbown and Spada (1999) identify key personality traits that significantly impact second language acquisition, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
Learners' age plays a crucial role in second language acquisition, with children often outperforming adults, particularly in achieving native-like fluency Research suggests that while older learners may grasp syntax and vocabulary more quickly, they struggle to attain native-like pronunciation In contrast, younger learners have a higher likelihood of achieving native-like proficiency over time, even though older learners may initially progress faster Ultimately, younger individuals tend to surpass their older counterparts in language mastery.
The fourth factor is learning style The term „learning style‟ refers to the characteristic ways in which individuals orientates to problem- solving Keefe
Learning style refers to the distinctive cognitive, emotional, and physiological behaviors that consistently indicate how individuals perceive, engage with, and react to their learning environments It represents a stable pattern of functioning that reveals the underlying reasons for a learner's behavior (Ellis, 1997).
METHODOLOGY
The setting of the study
The study was conducted at Thanh Ba High School in Phu Tho province, which has ten English teachers, 30 classes, and over 1,350 students from Grades 10 to 12, primarily from rural areas English is a compulsory subject, yet Grade 10 students face several challenges in learning it Many students show little interest in English, with only one-fifth planning to take the university entrance exam in the language Additionally, teachers struggle with large class sizes of at least 45 students, making it difficult to monitor progress and engage all learners effectively Most students are not accustomed to instruction delivered entirely in English, leading to discomfort and pressure when attempting to communicate in the language Furthermore, the school lacks adequate reference materials, with a limited library and insufficient resources like computers and projectors, as well as no language labs or internet access for students.
In the 2015-2016 school year, students at Thanh Ba High School engaged with a new syllabus based on a communicative approach, which emphasized the importance of multi-skill practice alongside grammar proficiency With only three periods (135 minutes) of English instruction each week, students struggled to enhance their skills and broaden their vocabulary and structural understanding Additionally, the limited use of English outside the classroom negatively impacted their motivation, particularly in speaking To address this issue, teachers are encouraged to implement diverse techniques to spark students' interest in English speaking, ultimately leading to improvements in their speaking and overall language skills.
Subjects
Grade 10 students, both male and female, had similar backgrounds, come from villages or town, finished secondary school with 4 years of learning English
Despite having over four years of English education, grade 10 students at Thanh Ba High School struggle with low proficiency due to various factors Approximately two-thirds come from farming families, facing economic hardships that limit their learning resources and time for extra study Many students assist with family farming and chores, leaving little opportunity for homework or additional learning Parental involvement in their education is also minimal, contributing to their challenges Teachers highlight the lack of a supportive learning environment, as English is rarely used outside the classroom While teachers and proficient students engage actively in lessons, many students are reluctant to participate due to fear of making mistakes or receiving poor grades Consequently, students have limited opportunities to practice and speak English, hindering their language development.
Thanh Ba High School employs ten dedicated English teachers, aged between 24 and 56, each with a minimum of two years of teaching experience All hold a Bachelor's Degree in English and possess English Language Proficiency Certificates at levels B2 and C1 Despite facing challenges such as limited opportunities for professional development and a lack of teaching resources, these teachers remain friendly and committed to their students They are passionate about enhancing their teaching skills and expanding their English knowledge, consistently offering support to help students overcome learning difficulties.
Applying techniques and activities of CLT in teaching speaking at Thanh Ba
At Thanh Ba High School, the Communicative Language Teaching (CLT) method is utilized to enhance students' motivation in learning English speaking skills Key activities and techniques employed include encouraging collaboration through pair and group work, integrating various materials alongside the textbook, and providing regular feedback Additionally, a cooperative atmosphere is fostered by varying communicative activities and offering suggested questions Engaging speaking exercises such as dialogue completion, role play, interviews, games, free discussions, problem-solving tasks, and structured activities like sentence creation, Q&A exchanges, picture descriptions, ranking exercises, storytelling, rearrangement, and the use of visual aids like pictures, maps, and music are also implemented to facilitate effective learning.
Participants
The participants for the survey questionnaires were 90 students of two classes (10 A1 and 10 A5) which were selected randomly from class 10 A1 to class 10 A10 and
Ten English teachers participated in a study involving students who had been following a new syllabus since Grade 6 At the time of the research, the students were in the second term of the school year The researcher observed that the students' English proficiency and motivation levels were comparable to those of their peers.
Ten teachers from the school were selected to provide objective data on student motivation in speaking This group includes both seasoned educators with over ten years of experience and those who have recently begun their teaching careers The insights gathered from these teachers will offer a comprehensive perspective on students' speaking motivation.
Participants in the survey included both students and teachers, who responded to two types of questionnaires designed for students and one for teachers Additionally, selected students were invited for follow-up interviews to provide a comprehensive understanding of the research issues.
Data collection instruments
This study utilized two student questionnaires and one teacher questionnaire, leveraging the advantages of questionnaires as outlined by Bill Gillham, including low cost, ease of gathering information from a large audience, and the flexibility for respondents to complete them at their convenience The design included both closed and open-ended questions, ensuring straightforward analysis and minimizing interviewer bias To enhance comprehension, the student questionnaires were written in Vietnamese, allowing for a clearer understanding of all items presented.
The pre-treatment questionnaire consisted of three main sections with a total of 12 questions Part I gathered personal information from students, including their gender, place of residence, and average English marks from the first term of Grade 10 Part II focused on assessing students' motivation for learning spoken English, measuring factors such as aptitude, interest, attitude, desire, and effort Finally, Part III aimed to identify various factors that influence students' motivation in learning to speak English.
The post-treatment questionnaire consisted of 12 questions divided into three sections The first part mirrored the pre-treatment questionnaire, while the second part included eight questions designed to assess changes in student motivation following the implementation of new teaching techniques for speaking English The final section aimed to gather insights on the activities teachers employed in teaching speaking English and students' preferences regarding these activities.
A survey was conducted with teachers, featuring eight questions focused on the challenges they encounter while teaching English speaking skills and their strategies for motivating students to engage in speaking The survey consisted of two sections: Part I gathered demographic information, including the teachers' gender, age, and years of experience teaching English at the high school level Part II explored teachers' perspectives on student motivation in speaking, along with the activities and techniques they employ to encourage student participation.
This study primarily utilized survey questionnaires; however, this method has notable drawbacks, including the potential for simplistic and superficial responses, unreliable and unmotivated participants, and challenges related to literacy Additionally, researchers have limited opportunities to address respondents' errors, and the halo effect may lead to overgeneralizations (Dornyei, Z 2005: 10-13) These issues are particularly relevant in motivation research, which deals with abstract attitudes To gain deeper insights into the research questions and explore topics raised in the questionnaires, the researcher conducted interviews a week after the treatment with ten participants who exhibited significant changes in their attitudes and motivation towards learning English speaking skills.
The interview questions were organized on a paper sheet, and the interviews were conducted in Vietnamese as informal conversations between the researcher and the students The collected data was recorded, transcribed, and subsequently translated into English for the study.
In addition to survey questionnaires for teachers and students, class observations were conducted to validate information regarding student motivation and responses to teaching techniques The researcher observed multiple English lessons for 45 minutes each, utilizing a checklist to focus on specific aspects of the lessons Key observations included student reactions to the teacher's activities, their participation levels, and feedback provided after the activities.
Data collection procedures
At the beginning of the second term, a pre-questionnaire was administered to students to assess their "input motivation." Following this, teachers implemented new techniques over a four-month period, after which a post-questionnaire was distributed to evaluate changes in student motivation, attitudes towards the applied techniques and activities, and their preferences Additionally, a questionnaire for teachers was conducted post-treatment to gather insights on their perceptions of student motivation in speaking and the effectiveness of the techniques and activities used.
Class observations were conducted both prior to and during the treatment to gather essential data for the research Additionally, a follow-up interview with ten participants took place the following week to obtain further insights for the study.
DATA ANALYSIS
Results from students‟ pre- treatment and post-treatment questionnaires
The survey included 90 students, consisting of 47 females and 43 males, all hailing from rural areas Of these participants, 76.7% resided in villages, while 23.3% lived in towns Regarding their English learning experience, 78.9% reported studying the language for over four years, primarily during secondary school and one semester in high school, whereas 21.1% had studied English for more than six years, having begun their education in primary school.
Chart 1 Students‟ average marks in the first semester The subjects had finished the first semester of Grade 10 school year at high school Their average marks in English varied from 3.5 to 9.3 About 48.9% of them had marks from 5 to 6.4, 26.7% from 6.5 to 7.9, 6.6% had got over 8 Meanwhile, 17.8% got marks under 5 (from 3.5 to 4.9) It can be seen that the average marks of the subjects were not too high, which might reflected that they had little concern to English learning
3.1 2 Students’ motivation in learning speaking English
The researcher had mentioned some types of motivation in chapter 1 of this study
In this part, the researcher focused on such types of motivation possessed by Grade
10 students at Thanh Ba high school They were integrative, instrumental, resultative, intrinsic and extrinsic motivation
A compulsory subject in the syllabus and the final exam
Interest in English language, people and culture 19 21.1%
To sing and listen to English songs 19 21.1%
To take university entrance exam in English 30 33.3%
Table 1 highlights that the primary motivation for students studying English is to pass their final exams, with 92.2% indicating that English is a compulsory subject in school Additionally, 33.3% of students aim to learn English as it is a key subject for university entrance exams Furthermore, 46.7% recognize the importance of English for their future careers, demonstrating an awareness of its role as a vital means of communication in modern life In informal discussions, some students expressed that their focus on English speaking skills is driven solely by future job prospects.
I am learning English speaking because I believe it will be essential for my future career Having strong English speaking skills can significantly enhance my job prospects and lead to better salary opportunities.
As a university student preparing for entrance exams, I recognize the importance of studying English alongside my core subjects like Math, Physics, and Chemistry Despite my busy schedule, I make an effort to dedicate time to improve my English skills.
Approximately 21.1% of participants expressed a keen interest in English, particularly in English people and culture Many respondents noted that their appreciation for the language was driven by their enjoyment of singing and listening to English songs One interviewee highlighted this connection when responding to the researcher's inquiry.
- I have studied English at secondary school I am truly fond of listening and singing English songs When I listening an English song which I understand it‟s meaning, I feel very satisfied
About 11.1% of the respondents claimed they wanted to study abroad in the future though so far they had not known whether they could achieve their wishes or not; and that was the reason why they tried to study English
The lowest percentage of the students (6.7%) affirmed they were learning English because their average marks in English were higher than that in other subjects
Grade 10 students exhibited a diverse range of motivations for studying English, with the majority displaying extrinsic motivation, primarily driven by the need to pass exams and meet school requirements A smaller percentage of students demonstrated instrumental orientation, studying English to prepare for university entrance exams, secure future employment, or pursue education abroad Additionally, some students were motivated by integrative and intrinsic factors, enjoying the language and its culture Notably, some students combined both intrinsic and instrumental orientations Overall, those with extrinsic motivation often felt reluctant and pressured to learn, while students with instrumental and integrative motivations showed a greater enthusiasm for mastering the English language.
3 1 2 2 The changes of students’ motivation on speaking English
Question 2 How is speaking skill important to you?
Chart 2 indicates that prior to treatment, a significant majority of students recognized the importance of English in their studies, with 43.3% rating speaking skills as quite important However, 3.3% of students did not share this view, as their motivation for learning English was extrinsic rather than intrinsic Consequently, it is essential for teachers to implement strategies that encourage student engagement in the classroom.
Chart 2 Students‟ perceived importance of English However, after the treatment, the number of students considered speaking very important increased from 21.1% to 25.5% while the number of students who underestimated the importance of speaking reduced to 6.7 % All students confirmed the important role of speaking to them in the future When talking with the researcher, some students expressed the same opinions: “At first I learnt English speaking in order to get oral marks only, now I am changed, I am studying it for my future”
Question 3 How is your aptitude to learn speaking English?
Chart 3 indicates the changing of aptitude to learn speaking English between pre- treatment and post- treatment Before the treatment, all students seemed not to believe in their capacity of learning English 52.2% estimated their aptitude at low level while only 8.9% believed they had high enough ability Surprisingly, the students with high aptitude were up by 8.9% to 13.3% at the post treatment Similarly, the number of the students believe in their aptitude increased Only the smallest percentage of the respondents (10%) did not believe in their ability of speaking with the thinking that they could not speak English well despite speaking it in the simplest way When evaluating their capacity for a foreign language, they seemed to depend on their results of this subject at the first semester and their need of it in the future
Chart 3 Students‟ aptitude to learn English speaking Question 4 How is your attitude to learn English speaking?
Chart 4 Students‟ attitude to learn English speaking
Chart 4 reveals that students exhibit a positive attitude towards English speaking, with over half of the respondents demonstrating this positivity even before the treatment Following the treatment, the percentage of students with a positive attitude increased slightly, while those with a very low attitude dropped from 15.6% to 6.7% Additionally, the number of students with a high attitude rose by 10%, reaching 14.4% The largest group, students with an "OK" attitude, saw an increase of 7.8%, climbing from 43.3% to 51.1% Observations during the study indicated that students were engaged and attentive, equipped with sufficient basic materials and textbooks, and actively focused on the teacher's lectures.
Question 5 How is your effort in learning speaking?
Chart 5 Students‟ effort in learning speaking
Chart 5 reveals that prior to treatment, most students expressed a positive attitude towards English speaking; however, their learning efforts were notably low, with over half reporting low or very low engagement Only 14.5% demonstrated high or very high effort Additionally, classroom observations indicated that student participation in speaking activities was largely involuntary, with few students actively engaging in task completion or willing to speak up.
However, after the treatment, the most significant increase was the students with
Recent findings indicate a significant increase in high effort students, rising to 51.1%, while low effort students dramatically decreased from 54.4% to 21.1% This shift highlights a growing recognition among students of the importance of English speaking skills for their academic success and future opportunities Consequently, students are dedicating more effort to learning English One student emphasized this commitment during an interview, stating the value of English in their education and future endeavors.
I speak English well, I will be easy to find a job in the future I think so.”
Question 6 How is your desire to learn English speaking?
Chart 5 illustrates a slight change in students' desire to learn spoken English following the treatment The percentage of students with a high desire increased by 2.2%, reaching 37.8% Additionally, those with an average desire rose by 4.5%, from 34.4% to 38.9% Nonetheless, 2% of the students still exhibited a very low desire to learn.
Chart 6 Students‟ desire to learn English speaking Question 7 How much do you feel interested in speaking English in class?
Results from teacher‟s survey questionnaire (Post-treatment)
Among 10 teachers of English at Thanh Ba high school, there were three male teachers The teachers‟ ages ranged from 23 to 56 years old Their experience of teaching English varied from 2 to 28 years
3 2 2 Teacher’s opinions towards students’ motivation in speaking English
Question1.What do you think of the importance of speaking English to your students?
A recent survey of teachers revealed unanimous recognition of the importance of speaking in student communication, with 100% acknowledging its significance Eighty percent of educators noted that speaking enhances other language skills and linguistic knowledge, highlighting the strong connection between speaking and various language competencies They emphasized that reading enriches vocabulary and background knowledge for speaking, while writing improves grammar and idea organization Additionally, listening aids in pronunciation and understanding colloquialisms Overall, teachers agreed that speaking not only brings enjoyment to students but also expands their knowledge of the world.
Question 2 Which stages of a speaking lesson do you find that it is necessary to motivate your students?
Table 6 Teacher‟s opinions on students‟ motivation of the speaking stages
According to Table 7, 80% of teachers believe it is essential to motivate students throughout all phases of a speaking lesson, from presentation to production This highlights the teacher's role as a motivator for the entire lesson However, only two teachers suggested that motivation was necessary during the while-speaking stage, as they observed that students appeared less engaged in other stages.
3.2.3 Problems teachers often faced in teaching speaking English
Question 3 What problems are you facing with in teaching speaking?
Teachers face significant challenges in teaching speaking, with 80% citing students' reluctance to participate as their primary issue Additionally, 70% of educators reported that large class sizes, often comprising 45 to 50 students, hinder their ability to manage effectively A notable 60% struggled with the varying proficiency levels among students, where less proficient learners felt intimidated by their more advanced peers, while the latter felt held back This disparity makes it challenging to implement uniform activities for all students Furthermore, 30% to 40% of teachers expressed concerns about insufficient time for lessons and inadequate teaching facilities, which hinder both teaching and learning experiences Overall, the limited time for speaking lessons and outdated resources contribute to the difficulties teachers encounter in fostering effective communication skills among their students.
3.2.4 Techniques and activities applied by teachers
Question 4 How often do you use the following activities in speaking lesson?
Activities Always Often Sometimes Rarely Never
Table 8 Activities applied by teachers by frequency
In Table 9, the majority of teachers frequently employed group work to address challenges in speaking classes, such as student anxiety, reluctance to speak, varying proficiency levels, and large class sizes Group work facilitated better classroom management, increased student talk time, and allowed for self-assessment while leveraging students' strengths Additionally, it encouraged quieter students, reduced anxiety, balanced speaking opportunities, and fostered interaction While pair work was also commonly used due to similar benefits, it often limited students' chances to share ideas and learn from peers In contrast, individual work was the least utilized method, as it tended to lead to student boredom and decreased interaction within the classroom.
Question 6 Which of the following techniques do you use to motivate students to speak English?
Combining textbook and relevant materials 6 60
Creating the co-operative atmosphere 3 30
Applying rewards and punishment policy 1 10
Encouraging students to speak by suggested questions
Table 9 Techniques applied by teachers
A significant majority of teachers (90%) utilize diverse communicative activities to engage students and enhance their speaking skills by activating prior knowledge Additionally, 70% of educators regularly provide feedback through marking and comments, using grades as a motivational tool to recognize student effort Techniques such as integrating textbooks with relevant materials and posing suggested questions to stimulate discussion were favored by 60% of teachers, helping students engage with less popular topics Furthermore, 30% of teachers emphasized the importance of fostering a cooperative classroom atmosphere, while only 10% supported a competitive environment through rewards and punishments Most educators believe that relying on rewards or punishments can hinder intrinsic motivation and create tension among students.
Question 7 What do you do to create a good relationship with your students to help them speak better?
A recent questionnaire highlighted five effective strategies for teachers to foster positive relationships with their students All participating teachers reported consistently interacting with students in a friendly, enthusiastic, and tolerant manner Notably, 80% indicated they frequently circulated the classroom to offer assistance when needed During collaborative activities, timely and appropriate suggestions from teachers were found to significantly boost student motivation, especially when individual ideas faced resistance from peers Interestingly, none of the teachers opted for passive approaches, such as remaining seated or allowing students to dominate discussions without guidance.
To foster a positive relationship with students and enhance their interest in speaking, teachers employ various strategies The effectiveness and frequency of these methods largely depend on individual teacher characteristics.
This section presents data gathered from teachers regarding their perspectives on student motivation, the challenges they encounter in teaching, and the techniques and activities they frequently employ in the classroom.