(LUẬN văn THẠC sĩ) an investigation into the factors affecting the students’ motivation in english speaking classroom a case study on the first year students at the university of labor and social affair

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE FACTORSAFFECTING THE STUDENTS’ MOTIVATIONIN ENGLISH SPEAKING CLASSROOM: A CASE STUDY ON THE FIRST YEAR STUDENTS AT THE UNIVERSITY OF LABOR AND SOCIAL AFFAIRS NGHIÊN CỨU NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC CỦA SINH VIÊN TRONG GIỜ HỌC NÓI TIẾNG ANH NGHIÊN CỨU TRƯỜNG HỢP VỚI SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC LAO ĐỘNG – XÃ HỘI M.A MINOR THESIS Field: Code: English Teaching Methodology 60.14.10 Hanoi, 2013 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE FACTORSAFFECTING THE STUDENTS’ MOTIVATIONIN ENGLISH SPEAKING CLASSROOM: A CASE STUDY ON THE FIRST YEAR STUDENTS AT THE UNIVERSITY OF LABOR AND SOCIAL AFFAIRS NGHIÊN CỨU NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC CỦA SINH VIÊN TRONG GIỜ HỌC NÓI TIẾNG ANH NGHIÊN CỨU TRƯỜNG HỢP VỚI SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC LAO ĐỘNG – XÃ HỘI M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Dương Thị Nụ Hanoi, 2013 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION This thesis is a presentation of my original research work Wherever contributions of others are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions The work was done under the guidance of Dr Duong Thi Nu.The research reported in this thesis was approved by University of Languages and International Studies, Vietnam National University, Hanoi Hanoi, September 27th,2013 Tran Thi Huyen i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS I would like to express my gratitude to all those who gave me the possibility to make my thesis reach an end I would like to express my faithful gratitude to my supervisor, Dr Duong Thi Nu for her patient guidance, stimulating suggestions and encouragement throughout my research I wish to thank all the staff members of the faculty of Post Graduate Studies, University of Language and International studies, VNUfor providing me the best environment to fulfill my thesis Especially, my sincere thanks send to my friend Truong Thi Thuy, M.A for her assistance in statistics as well as useful suggestions for writing this thesis I am greatly indebted my colleague at ULSA for their participation and assistance without which this study could not have been successful Last but not least, I would like to express my special thanks to my loving parents, my younger brother and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study Hanoi, September 2013 ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT This study aims to investigate the factors affecting students‟ motivation in English speaking class room with the first - year students at the University of Labor and Social Affairs (ULSA) In this study, 110 first-year students from different faculties of ULSA were chosen as the subjects A questionnaire and an interview were used as the major data collection instruments The data were computed and analyzed The major findings of the study showed that the factors affecting students‟ motivation in English speaking classroom consist of four categories: student- related factor, teacher – related factor, learning and teaching conditions and course book The study also demonstrated that among factors, the student – related factor was proved to be the most affected whereas teacher – related factor was ranked as second Based on the findings of the study, some discussion and implications were made along with recommended suggestions for further research iii TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS CLT: Communicative Language Teaching L2: Second Language M: Mean SD: Standard Deviation SLA: Second Language Acquisition SDT : Self – Determination Theory ULSA: The University of Labor and Social Affairs iv TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Table 1: Background information of participants Table 2: Learner – related factor Table 3: Teacher – related factor Table 4: Teaching and learning condition Table 5: Course book Table 6: The comparison among factors v TIEU LUAN MOI download : skknchat@gmail.com LIST OF FIGURES Figure 1: Student – related factor Figure 2: Teacher – related factor Figure : Teaching and learning condition Figure : Course book Figure : The comparison among factors vi TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vi TABLE OF CONTENTS vii PARTA.INTRODUCTION 1 Statement of problem and the rationale for the study Aims and objectives of the study Scope of the study Significance of the study Method of the study Organization of the study CHAPTER LITERATURE REVIEW 1.1.Theoretical background of motivation in second or foreign language learning 1.1.1 The role of motivation in L2 learning 1.1.2 Motivation as seen from different theories and modes 1.1.2.1 Gardner‟s Socio- educational model of L2 acquisition 1.1.2.2 Deci & Ryan (1985): Self-Determination Theory 1.1.3 Definition of motivation in L2 acquisition 1.1.4 Types of motivation 1.4.1.1 Intrinsic and extrinsic motivation 1.4.1.2 Integrative vs instrumental motivation 10 1.2.Factors affecting motivation in learning speaking English 12 1.2.1 Related conceptions 12 1.2.2 Studentrelated factors 14 vii TIEU LUAN MOI download : skknchat@gmail.com 1.2.3 Teacher – related factors 15 1.2.4 Teaching and learning condition 17 1.2.5 Course book 18 1.3.Motivation in L2 speaking classroom 18 1.3.1 Related issues of speaking skill 18 1.3.1.1 Some concepts of speaking skill 18 1.3.1.2 Types of classroom speaking performance 19 1.3.2 Motivation in speaking classroom 20 1.3.2.1 Factors affecting students unwilling to speak in classroom 20 1.3.2.2 Some conditions for effective motivation in speaking 20 CHAPTER RESEARCH METHODOLOGY 22 2.1.An overview of case study 22 2.2.Description and context of the study 22 2.3.Data collection instrument 24 3.1.1 Questionnaire for students 24 3.1.2 Interview for teachers 25 2.4.Data collection procedures and data analysis 25 CHAPTER3 RESULT AND DISCUSSION 27 3.1 Results 27 3.1.1 Data analysis of students‟ survey questionnaire and interview 27 3.1.1.1 Personal information of the students taking part in the survey 27 3.1.1.2 Student related factors 27 3.1.1.3 Teacher – related factor 30 3.1.1.4 Teaching and learning condition factor 32 3.1.1.5 Course book factor 33 3.1.1.6 The comparison among factors affecting students‟ motivation in English speaking classroom 35 3.1.2 Data analysis of teacher interviews 36 3.2 Discussions of findings on factors that motivate students in English speaking classroom 39 3.2.1 Student – related factor 39 viii TIEU LUAN MOI download : skknchat@gmail.com negative motivational ones The following should be considered to motivate students in English speaking lesson First of all, confidence is an important predictor correlating to students‟ performance; therefore, reducing anxiety is in need Teachers should create a supportive and accepting learning environment in the English speaking classroom in which teachers and students have a close relationship This will facilitate students to express their opinions, develop their strength, reduce their weakness and make them not feel embarrassed when they make mistakes Students without being anxious in English class will be actively engaged in English tasks (Hughes,2009) Additionally , when students make mistakes, teachers shouldn‟t treat it negatively The support and encouragement from teacher are believed to release students‟ anxiety and positively and strengthen their motivation Secondly, many students indicated that teachers play an important role in students‟ performance It is effective for English teachers to apply various and interesting activities with moderate challenge to attract students to arouse their curiosity in English learning Therefore, well-chosen games are invaluable in promoting students‟ interests, involvement and intrinsic motivation in learning English Some activities such as guessing game, gap filling, and chain story games are practical and interesting that teachers can use in English teaching In addition, in-role play, songs and summer English camping trips are effective to enhance students‟ intrinsic motivation Some real situation discussion and creative activities such as create an advertising should also be included in English class These methods are innovative, practical and effective with colorful pictures, plentiful information and effective interaction that arouse students‟ curiosity and interest as well as promote their intrinsic motivation Moreover, teacher should create a corporative learning environment with a view of consolidating students‟ motivation in teachers as well as the English class 44 TIEU LUAN MOI download : skknchat@gmail.com For example, during the English lesson, teachers can go round the class to check students‟ learning, encourage them to study and give help to them when necessary Lastly, listening to students‟ ideas attentively, giving advice and avoid criticism on students‟ mistake will bring about a pleasant learning environment When students feel respected, they are ready to share and speak out their voice Limitation A considerable effort has been made to investigate the factors affecting students‟ motivation in English speaking classroom among first year students at ULSA in this study However, this research encounters some certain limitations First of all, researchers only use questionnaires and teacher interview to test factors affecting students‟ motivation The results will be more reliable if the study can apply the other instruments such as observation Secondly, the research is just carried out with 110 students which cannot ensure the generalization Lastly, because of limited time and capability, the other factors relating to students‟ motivation in oral English can‟t be included Suggestion for further research With the above limitation, some recommendations can be withdrawn for other researches The number of factors affecting students‟ motivation in oral English should be added and deeply investigated Moreover, issues relating to factors affecting motivation should be more discussed for example the correlation of these factors to student‟ studying outcome 45 TIEU LUAN MOI download : skknchat@gmail.com REFERENCES Brown, G., & Yule, G (1983) Teaching the spoken language: An approach based on the analysis of conversational English Cambridge: Cambridge University Press Covington, M V., & Kimberly, M J (2001) Intrinsic versus extrinsic motivation: an approach/avoidance reformulation Educational Psychology Review, 13(2), 157176 Crookes, G., & Schmidt, R W (1991) Motivation: reopening the research agenda Language Learning, 41(4), 469-512 Deci, & Ryan (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum Press Dörnyei, Z (1998) Motivation in second and foreign language learning Language Teaching, 31, 117-135 Dornyei, R (2001) Teaching and Researching Motivation Longman Dörnyei, Z (2009) Motivation and a vision of knowing second language.Language Teaching Ellis, R (1994) The study of second language acquisition New York: Oxford University Press Finegan, E (1999) Language : Its structure and use (3rd ed.) Harcourt Brace Florez, M A C (1999) Improving adult English language learners‟ speaking skills Washington, DC: Clearinghouse for ESL Literacy Education Harmer,J.(1992) Classroom Dynamic Oxford: Oxford University Press Horwitz, E K (1987) Surveying student beliefs about language learning In A Wenden & J Rubin 46 TIEU LUAN MOI download : skknchat@gmail.com Gardner, R C., & Lambert, W E (1959) Motivational variables in second language acquisition Canadian Journal of Psychology, 13 (4), 266-272 Gardner, R C., & Lambert, W E (1972) Attitudes and motivation in second language learning New Jersey: Lawrence Erlbaum Associates, Inc Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London, UK: Edward Arnold Gardner, R C., & MacIntyre, P D (1991) An Instrumental Motivation In Language Study Studies in Second Language Acquisition, 13(01), 57-72 Gardner, R C., & MacIntyre, P D (1992) A student's contributions to second language learning Part I: Cognitive variables Language Teaching, 25(04), 211220 Gardner, R C., & MacIntyre, P D (1993) A student's contributions to secondlanguage learning Part II: Affective variables Language Teaching, 26(01), 1-11 Good, T.L.&/riogt,J.E.(1987) Looking in classroom (4th Ed.).New York: Harper & Row Lukmani, Y M (1972) Motivation to learn and language proficiency Language Learning, 22(2), 261-273 Lightbown, M.P., Spada, N (1999) How Language are learned OUP Macintyre, P D (1999) Language Anxiety: A Review of the Research for Language Teachers In D J Young (ed.) Affect In Foreign Language And Second Language Learning: A Practical Guide To Creating A Low-Anxiety Classroom Atmosphere Boston: McGraw-Hill, pp 24-45 Murray, H G (1985) Classroom teaching behaviors related to college teaching effectiveness In J G Donald and A M Sullivan (eds.), using research to improve teaching San Francisco: Jossey-Bass Nunan, D (1999) Second Language Teaching & Learning Heinle& Heinle 47 TIEU LUAN MOI download : skknchat@gmail.com Noels, K A., Clément, R., & Pelletier, L G (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation The Modern Language Journal, 83(1), 23-34 Noels, K A., Clément, R., & Pelletier, L G (2001) Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English Canadian Modern Language Review, 57(3), 424-442 Noels, K A., Pelletier, L G., Clément, R., & Vallerand, R J (2003) Why are you learning a Second Language? Motivational orientations and self-determination theory.Language Learning, 53(1), 33-64 Oxford, R L (1998) The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom Demotivation in foreign language learning Paper presented at the TESOL‟98 Congress, Seattle, WA Perry, R P., & Magnusson, J L (1987) Effective instruction and students' perceptions of control in the college classroom: Multiple-lecture effects Journal of educational psychology Rosenthal and Jacobson (1968) Teacher expectations for the disadvantaged Journal of Educational Psychology Stern, H.H 1983 Fundamental Concepts of Language Teaching Oxford: Oxford University Press Taylor, D.M., Meynard, R., & Rheault, E (1977) Threat to ethnic identity and second-language learning In H Giles, Language, ethnicity and intergroup relations (pp 99-118) Academic Press Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press 48 TIEU LUAN MOI download : skknchat@gmail.com APPENDIX QUESTIONNAIRE FOR STUDENTS This survey is designed to investigate the factors affecting students‟ motivation in Speaking English classroom Your support will be very much appreciated, and the results of this survey will support our research It will also help us improving the English language programme‟s modules The information you provide will be kept confidential and will in no way affect your course assessment We urge you to be truthful in responding to the items in this questionnaire Part 1: Please provide the following information about yourself Age: _ Gender: M/ F(Please circle the appropriate option) Year of Study: Faculty: Length of studying English: (years) Part 2: Please tick one of the five possible responses for each statement according to the level of your agreement or disagreement with that item (1) Strongly Disagree (SD) (2) Moderately Disagree (MD) (3) Undecided ( U) (4) Moderately Agree ( MA) (5) Strongly Agree (SA) I TIEU LUAN MOI download : skknchat@gmail.com Student – related motivating factors SD (1) Statements Learning speaking English is a hobby for me Learning speaking English enables me to communicate with foreigners This English class will definitely help me improve myoral English I am able to acquire English vocabulary and expression I believe that learning speaking English enables me to be more native – like speakers When I make mistakes, I try to remember and avoid for next times I find the effective ways of memorizing vocabulary and structure I am not used to expressing my thought in front of crowd It embarrasses me to volunteer answers in our English class 10 I never feel quite sure of myself when I am speaking in our English class 11 I always feel that the other students speak English better than I 12 I get nervous and confused when I am speaking in my English class 13 I am afraid the other students will laugh at me when I speak English 14 My English vocabulary and my background knowledge are not adequate MD (2) U ( 3) MA ( 4) II TIEU LUAN MOI download : skknchat@gmail.com SA (5) enough for me to communicate Teacher – related factors 15 Teachers give student more chance to speak out 16 Teachers design the variety of speaking activities for students to get involved 17 Teachers listen attentively when students make oral presentation 18 Teachers provide praise and positive encouragement if necessary 19 Teachers express a positive attitude when students generate an interesting idea 20 Teachers try to avoid embarrassing students when giving feedback 21 Teachers involve in the process of setting students‟ learning goals 22 Teachers share personal interest with students 23 Teachers use authentic task to attract students‟ participation 24 Teachers give detailed feedback after students‟ presentation 25 Teachers‟ assessment and explanation are easy to follow 26 Teachers provide us supplementary tasks besides ones in course book 27 Teachers use humor to create a comfortable environment 28 Teachers provide careful and sufficient instruction for speaking task III TIEU LUAN MOI download : skknchat@gmail.com 29 Teachers are always ready to give help while we are discussing in group or in pairs Teaching and learning conditions 30 Class sizes are reasonable to learn English speaking 31 Teaching and learning facilities are adequate and updated 32 My ideas are considered and highly appreciated 33 I have chance to cooperate with other members 34 I get faithful support and advice from teachers and friends Course book 35 The speaking tasks and activities in course book are interesting enough 36 In each speaking tasks or activities your are provided with output to speak 37 The speaking topics in course book meet students‟ demand 38 The speaking topics in course book are familiar IV TIEU LUAN MOI download : skknchat@gmail.com APPENDIX PHIẾU ĐIỀU TRA SINH VIÊN Phiếu điều tra thiết kế nhằm tìm hiểu nhân tố ảnh hưởng đến động lực sinh viên học nói sinh viên năm trường Đại Học Lao Động Xã Hội Rất mong bạn giành thời gian để trả lời câu hỏi cách trung thực Tôi xin đảm bảo thông tin mà bạn cung cấp sử dụng cho mục đích nghiên cứu bạn tin tên bạn không để cập đến nghiên cứu Phần 1:Làm ơn điền đầy đủ thông tin cá nhân sau: Tuổi…………………… Giới tính: Nam / Nữ ( khoanh trịn vào lựa chọn thích hợp) Thời gian học tập…………………………… Khoa………………………………………… Thời gian học tiếng Anh: ……………………….( năm) Phần 2: Hãy cho biết quan điểm bạn lời phát biểu cách tick vào cột tương ứng (1) Rất không đồng ý (SD) (2) Không đồng ý (MD) (3) Khơng có ý kiến ( U) (4) Đồng ý ( MA) (5) Rất đồng ý (SA) V TIEU LUAN MOI download : skknchat@gmail.com Nhân tố động lực liên quan đến sinh viên SD (1) Statements Học tiếng Anh thú vui tơi Học nói tiếng Anh giúp tơi giao tiếp với người nước Lớp học tiếng Anh chắn giúp tơi cải thiện vốn tiếng Anh nói Tơi có khả tiếp thu vốn từ vựng cách diễn đạt tiếng Anh Tôi tin việc học nói tiếng Anh giúp tơi nói tiếng Anh giống với người địa Khi mắc lỗi cố gắng nhớ tránh mắc phải lần sau Tơi tìm cách hiệu để nhớ từ vựng cấu trúc Tôi không quen với việc thể suy nghĩ trước đám đơng Tơi cảm thấy bối rối lần phát biểu lớp 10 Tôi cảm thấy khơng tự tin nói tiếng Anh học nói 11 Tơi ln nghĩ bạn lớp nói tiếng Anh tốt tơi 12 Tơi cảm thấy căng thẳng hồi hộp nói tiếng Anh 13 Tôi sợ bạn khác lớp cười tơi nói tiếng Anh MD (2) U ( 3) MA ( 4) VI TIEU LUAN MOI download : skknchat@gmail.com SA (5) 14 Kiến thức vốn từ vựng không đủ để giao tiếp Nhân tố động lực liên quan đến giáo viên 15 Giáo viên thường tạo cho nhiều hội để nói tiếng Anh 16 Giáo viên thường thiết kế nhiều hoạt động nói khác để thu hút sinh viên tham gia 17 Giáo viên lắng nghe chăm sinh viên thuyết trình 18 Giáo viên đưa lời khen động viên kịp thời 19 Giáo viên thể thái độ hài lòng sinh viên đề xuất ý tưởng hay 20 Giáo viên cố gắng tránh làm sinh viên bối rối đưa nhận xét cho nói em 21 Giáo viên thường quan tâm đến việc đặt mục tiêu học tấp cho sinh viên 22 Giáo viên chia sẻ với sinh viên sở thích cá nhân 23 Giáo viên đưa tập mang tính thực tế để hút tham gia học viên 24 Giáo viên nhận xét chi tiết sau phần trình bày sinh viên 25 Những đánh giá giải thích giáo viên dễ hiểu 26 Bên cạnh hoạt động nói sách, giáo viên cịn cung cấp them hoạt động bên 27 Giáo viên sử dụng yếu tố hài hước để VII TIEU LUAN MOI download : skknchat@gmail.com tạo nên môi trường thoải mái 28 Giáo viên đưa hướng dẫn cụ thể đầy đủ trước hoạt động nói 29 Giáo viên sẵn sàng giúp đỡ sinh viên thảo luận theo cặp học nhóm Mơi trường dạy học 30 Số lượng sinh viên lớp tương đối hợp lý cho lớp học nói 31 Phương tiện dạy học đầy đủ đại 32 Ý kiến phát biểu cân nhắc đánh giá cao 33 Tơi có hội để hợp tác với thành viên khác lớp 34 Tôi nhận ủng hộ lời khuyên chân thành từ thầy cô bạn Giáo trình 35 Những hoạt động tập nói sách thú vị 36 Chúng cung cấp kiến thức liên quan trước hoạt động nói 37 Những chủ đề nói sách đáp ứng nhu cầu sinh viên 38 Những chủ đề nói sách quen thuộc VIII TIEU LUAN MOI download : skknchat@gmail.com APPENDIX INTERVIEW QUESTIONS FOR TEACHERS In your opinion, what stimulate your students‟ participation in speaking lesson? What speaking activities you often hold in your speaking classroom? In your opinion, which one can motivate your students speaking most? 3.How can you dealwith the reserved students in your speaking lesson? IX TIEU LUAN MOI download : skknchat@gmail.com 4.How can you evaluateyour students‟ course book? X TIEU LUAN MOI download : skknchat@gmail.com ... students at the University of Labor and Social Affair. ” Aims and objectives of the study The study aims at investigating the factors affecting motivation in English speaking classroom among the first. ..VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE FACTORSAFFECTING THE STUDENTS? ?? MOTIVATIONIN... For these above reason, I would like to conduct a study ? ?An investigation into the factors affecting the students? ?? motivation in English speaking classroom: A case study on the first year students