SKKN fostering creativity in addressing assigned tasks to enhance high school students‟ english learning motivation

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT PHAN ĐĂNG LƯU  SÁNG KIẾN KINH NGHIỆM Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation Môn/Lĩnh vực: Tiếng Anh Người thực hiện: Triệu Thị Nghĩa Tổ: Văn – Ngoại ngữ Điện thoại: 0986.278.778 NĂM HỌC: 2021-2022 TABLE OF CONTENTS Page PART 1: INTRODUCTION ………………………………………… 1 Rationale…………………………………………………… Aims of the study……………………………………………… PART 2: CONTENT…………………………………………………… I THEORITICAL BACKGROUND………………………………… An overview of motivation …………………………………… 1.1 What is motivation? ………………………………………… 1.2 Importance of motivation in language learning …………… 2 An overview of creativity……………………………………… 2.1 What is creativity? ………………………………………… 2.2 Role of creativity in language learning……………… …… 3 An overview of assigned tasks………………………………… 3.1 Importance of assigned learning tasks…………………… 3.2 Some things to be taken account when designing tasks…… II PRACTICAL BACKGROUND…………………………………… III THE STUDY……………………………………………………… Methodology…………………………………………………… 1.1 Participants………………………………………………… 1.2 Instrumentation…………………………… ……………… 1.3 Data collection procedures………………………………… Findings of the study…………………………………………… 2.1 Reality of student motivation in the researcher‟s school…… 2.2 Feasibility of motivating students through assigned creativity-fostering tasks…………………………………… Solutions……………………………………………………… 3.1 Some important factors related to creativity-fostering tasks 3.1.1 Requirements of tasks………………………………… 3.1.2 Interaction……………………………………………… 3.1.3 Time and Place to tackle assigned tasks and report the results……………………………………… ………… 3.1.4 Assessments………………………………………….… 3.1.5 Procedure……………………………………………… 3.2 Suggested creativity-fostering tasks to motivate students to learn English……………………………………………… 10 3.2.1 Competitions of designing slogans …………………… 10 3.2.2 Projects on speaking tasks…………………….…… 11 3.2.3 Dramatizing the lesson………………………………… 12 3.2.4 Projects on vocabulary………………………………… 13 3.2.5 Extra-curriculum activities…………………………… 14 3.3 Some samples……………………………………………… 15 PART 3: CONCLUSION……………………………………………… 44 Summary of the study………………………………………… 44 Limitation…………………………………………………… 44 Suggestions for further study………………………………… 44 REFERENCES ………………………………………………………… 45 APPENDICES ……….……………………………………………… 46 Appendix Class Observation Checklist……………………… 46 Appendix Pre-treatment Questionnaire …………… ……… 47 Appendix Post-treatment Questionnaire …………………… 53 Appendix Questionnaire Data and on Student Motivation 57 PART 1: INTRODUCTION Rationale In the current context of globalization, the English language as an international means of communication is growing in popularity An obvious advantage is that having a good command of English could help transform a person‟s life Not only does it open him to a world full of both professional and personal possibilities, but it also expands his thinking and can prime his confidence Accordingly, the teaching and learning English is increasingly gaining the attention from the government and the public However, in reality, our students‟ English is not very good and neither is their performance in tests and examinations To the best of the author‟s knowledge, motivation has a profound effect on people‟s language learning However, her students‟ driving force for learning English engagement is rather low Many students are not interested in and not invest enough time and effort in learning it Also, their perceived aptitude to learn and ability to use it in the future are not high Meanwhile, many tasks or activities in textbooks are not interesting enough to keep students engaged Therefore, it is vital that teachers of English have more effective methods and more attractive activities to help students increase their motivation in learning the target language Theoretically and practically, there are a wide variety of ways to motivate pupils in language classrooms In the light of some literature of creativity, the author realizes that there is a close relationship between creativity and motivation in language learning and that through stimulating students‟ creativity, their motivation in language learning could be improved It is argued that creativity is a crucial component of childhood development that encourages problem-solving and critical thinking skills, and learning through play It is intrinsic in nature, which directly improves learning by increasing motivation, deepening understanding, and promoting joy That is the reason why the study was carried out, entitled „Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation‟ Aims of the study The study aims at suggesting some kinds of tasks which stimulate students‟ creativity with a view to motivating students to learn English PART 2: CONTENT I THEORITICAL BACKGROUND An overview of motivation 1.1 What is motivation? Motivation is accepted for most fields of learning to be essential to success Without motivation, we will almost certainly fail to make necessary efforts Therefore, it makes sense to try and develop our understanding of it Motivation is defined in different ways by different researchers According to Marion Williams and Richard Burden (1997: 120), motivation is a „state of cognitive arouse‟ which provokes a „decision to act‟ as a result of which there is „sustained intellectual and/or physical effort‟ so that the person can achieve some „previously set goal‟ Sharing the same view, Jeremy Harmer (2001:51) states that „at its most basic level, motivation is some kind of internal drive which pushes someone to things in order to achieve something Additionally, Woolfolk (2001:366) defines motivation as „an internal state that arouses, directs and maintains behaviour‟ Briefly, motivation is something involving the attitudes and affective states that influence the degree of effort that one makes to achieve some certain goal 1.2 Importance of motivation in language learning Learner motivation has become more commonly recognised as perhaps the major determining factor for successful learning in general, whether one is an adult learner taking distance education courses or an upper secondary school student who puts his way through the battery of required courses needed to graduate In terms of language acquisition, it has been found in various studies that motivation is very strongly related to achievement in language learning As William T Littlewood puts it (1984: 53), „in second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres‟ Besides, Tricia Hedge (2000: 23) affirms: „motivation is of crucial importance in the classroom, whether learners arrive with it or whether they acquire it through classroom experiences‟ Regarding this issue, Oxford and Shearin (1996: 122) also argue: „Motivation is important because it directly influences how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the target language, how well they on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over Therefore, motivation is crucial for L2 learning, and it is essential to understand what our students‟ motivation is‟ As a result, it is vital that motivation be put emphasis on in the teaching and learning second language An overview of creativity 2.1 What is creativity? Creativity, which can be defined as the ability to bring something original and valuable into the world, is not reserved for a privileged few artists or intellectuals Creativity can occur in almost any field It happens in art, music, mathematics, engineering, science, business and education Anywhere there are problems to be solved or the mind seeks expression, creativity can be found „We all have the potential to be creative This potential can be cultivated by finding the specific means for enhancing creativity in a given individual or group In fact, research on creativity shows it can be fostered in anyone‟ (Neumann, 2007) 2.2 Role of creativity in language learning A good classroom environment always has some elements of creativity which make lessons more interesting and interactive The right mix of creativity along with curriculum helps students to be innovative and also encourages them to learn new things Students can grow up as good communicators in addition to improving their emotional and social skills Creative classrooms can really transform the way students acquire education and how they apply it in their real life In fact, creative expression plays a key role in a student‟s emotional development “Create” is one of the highest taxonomic levels in Bloom‟s taxonomy, which has been used to define taxonomic levels in learning since the 1950s As regards the role of creativity in language learning, Judit Fehér argues on the website www.teachingenglish.org.uk that language use is a creative act We transform thoughts into language that can be heard or seen We are capable of producing sentences and even long texts that we have never heard or seen before By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively She also adds: „My experience also taught me that most people become more motivated, inspired or challenged if they can create something of value‟ An overview of assigned tasks 3.1 Importance of assigned learning tasks Assigned tasks play a vital role in the teaching and learning process Not only they help learners to focus on the essential learning, but they also give teachers opportunities to provide individual feedback for learners and evaluate what is working on their course and what aspects need improvement Moreover, a successfully completed assignment will contribute to the learner‟s growing sense of confidence in himself as a professional in the field in which he is studying 3.2 Some things to be taken account when designing tasks According to Allison Boye, Ph.D., „ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students.‟ Therefore, before assigning any major tasks to students, it is imperative that we first define a few things for ourselves as the instructor - Our goals for the assigned task Creating assignments is a major part of overall course design, and every project we assign should clearly align with our goals for the course in general It is necessary that the connection between the assignment and its purpose be clear to both us and our students to ensure that it is fulfilling the desired goals and does not seem like “busy work” Moreover, we need to articulate the purpose of the assignment Although we know why the assignment is important and what it is meant to accomplish, we cannot assume that our students will intuit that purpose Being transparent with our students and explaining why we are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully - The levels of our students Knowing what our students are or are not bringing to the table can help us tailor the assignment appropriately for their skill levels, for an assignment that is too challenging can frustrate students or cause them to shut down, while an assignment that is not challenging enough can lead to a lack of motivation Knowing our students' levels will help us determine how much direction to provide for them as well II PRACTICAL BACKGROUND Most of Phan Dang Luu high school students come from farmer families; therefore, their lives are rather poor and hard They not have enough favourable conditions to learn English Besides, although they have been learning English since they were in grade 3, English is still something difficult and unattractive to them In addition, the learning environment, which is of significant importance to language learners, is not available to them In fact, they rarely have opportunities to use the target language outside English classes Moreover, their parents, who hardly know anything about English, not encourage them to learn it As a result, they not put a lot of interest and effort into learning it It stands to reason that once learners have no motivation, the learning quality is very difficult to improve III THE STUDY Methodology 1.1 Participants The subjects of the study are 90 students from class 12A2 (A2K59) and 12A5 (A5K59) of Phan Dang Luu high school including both male and female ones They have participated in the study since they were in grade 10 In my observation and assessment, their English proficiency at the beginning of the study was at the average level 1.2 Instrumentation Given the aim of the study, the researcher used questionnaires as the main kind of research instruments Besides, class observations were also used to supplement the above instruments 1.3 Data collection procedures Firstly, the pre-questionnaire was administrated at the beginning of the second term of their grade-10 school year to measure „input motivation‟ and gather information about the reality of using tasks stimulating creativity by their former teachers of English The participants had one day to think carefully and give their answers After collecting the pre-questionnaire, the researcher taught the students for nearly years using creativity -fostering tasks At the end of the study, the post-questionnaire was used to obtain the students‟ attitude towards this application and their motivation for learning English Apart from the questionnaires, class observations were made before and during the treatment Findings of the study 2.1 Reality of student motivation in the researcher‟s school The results from the pre-questionnaire revealed that motivation of the researcher‟s students was rather low In fact, most of the learners (89%) were urged to learn English just because it was a compulsory subject in the syllabus and the final examination Especially, only 37% affirmed that English was necessary for their future career Besides, while the students‟ desire was rather high, their effort and their interest in learning English as well as their attitude towards English lessons was adversely low Since successful outcome often requires strong desire, effort and attitude, such model of student motivation could hardly automatically lead to achievement Unless students try harder both in class and at home, success seems impossible to many students With regard to self-efficacy, only a little more than half of the students believed in their ability to use English in the future and 33% even had no idea of this The figure correlates with student low perceived ability and effort to learn English The data of the students‟ learning results showed that they had few chances to get high marks The frequent failure in learning could also make students bored and disbelieve in their ability Meanwhile, only 48% of the students stated that the relevance of the lesson content to their interest was high or very high Because of the students‟ low selfefficacy which indicates low self-confidence and low interest in lessons, it is necessary for the teacher to enhance student motivation by helping them believe that they could be successful as long as they try their best to learn it 2.2 Feasibility of motivating students through assigned creativity-fostering tasks Considering the research literature and the results taken from the questionnaires, the classroom observations, the researcher finds it possible to insert creativity-stimulating assignments into lessons to motivate students There are some reasons for the feasibility of motivating students through giving them language-learning tasks which foster their creativity Firstly, creativity can be found in any field and we all have the potential to be creative In classrooms, the combination of creativity and lessons could encourage students to learn new things Especially, creativity plays a vital role in learning language because language use is actually a creative act Secondly, according to the data of the pre-treatment questionnaire, there were 87% of the respondents saying that they liked creativity-stimulating assignments Besides, among 84% of the students who wanted their teachers to give them the tasks encouraging creativity, nearly two thirds of them argued that these kinds of tasks would make lessons more interesting Thirdly, the data analysis after the application of creativity-stimulating assignments revealed that students‟ attitude towards English lessons and motivation to learn English had changed positively Highly interested students increased by 23% while the number of the students with low interest reduced by 22% Motivation intensity also saw changes in terms of student effort, desire and attitude The number of students with high effort went up by 14% while the figure for the opposite decreased by 16% The data analysis also showed that 35% of the students more had positive attitude towards English lessons In addition, student self-confidence witnessed an increase when 21% of the learners more believed they could use English in the future Finally, this is likely to be considered one of the most important reasons – creativitystimulating assignments brought great benefits to the students It is easy to find in the data analysis that this kind of tasks not only helped to improve students‟ command of English but also contributed to developing their soft skills and building up their selfconfidence 93% of the students in the study liked them Undoubtedly, this application satisfied both extrinsic motivation and intrinsic motivation of the students Solutions 3.1 Some important factors related to creativity-fostering tasks 3.1.1 Requirements of tasks The requirements of our tasks must be clear We ought to provide students with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support Moreover, it is better to use open-ended questions The most effective and challenging assignments focus on questions which lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics Besides, a good assignment provides the purpose and guidelines without dictating exactly what to say It is also a good idea to define the audience we want our students to address with their assignment, if possible – especially with writing assignments We could consider asking our students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper In fact, a study by Bean (1996) PART 3: CONCLUSION Summary of the study Research literature shows that encouraging students‟ creativity in handling tasks could give learners both success and motivation in learning a language Along with the research literature, the data collection and analysis in the study shows that the application of this kind of tasks in English classes is plausible The initiative has been applied to some other classes at Phan Dang Luu school and achieved certain positive results This paper has also shown some recommendations based on the theoretical background of motivation as well as creativity in the classroom and the results collected from the author‟s survey, observations and experience In order to use the technique effectively, it is advisable that teachers strictly follow the principles of fostering students‟ creativity in tackling language-learning tasks Noticeably, teachers should bear in mind that this application is not a short and separate intervention but a long and continuous process, which is integrated into regular lessons Also, it is better to vary learning activities and use them appropriately and flexibly In summary, the researcher strongly hopes that this technique – fostering students‟ creativity in addressing assigned tasks introduced in the study is of great value, helping to increase students‟ English learning motivation, thus making a significant contribution to the English teaching and learning quality at Phan Dang Luu high school in particular and in Vietnam in general Limitation With the limitation of time and this paper, the study could only examine creativity encouraging tasks as a motivating factor in English classes and stops at confirming the applicability of this technique to enhance the English learning motivation in the researcher‟s context Another limitation is that the study was mainly related to the perception of students, not other experienced people Last, because of the limited knowledge, there must be unavoidable defects and mistakes in this paper Remarks from everyone are thus highly appreciated Suggestions for further study It is a good idea to carry out the research among students of other classes and even other schools Also, I would like to recommend further study on potential difficulties of applying several creativity fostering activities in English classes Finally, finding out other techniques to motivate students to learn English and improve English teaching and learning quality in rural areas is also another direction for further study 44 REFERENCES Allison Boye - How Do I Create Meaningful and Effective Assignments? – https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teachi ng_resources/CreatingEffectiveAssignments.php Bean, J.C (1996) - Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom - San Francisco: Jossey-Bass Carl J Neumann (2007) - Fostering creativity A model for developing a culture of collective creativity in science https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1808036/ Hass, M & Osborn, J (2007, August 13) An emic view of student writing and the writing process - Across the Disciplines, Jeremy Harmer (2001) -The Practice English Language Teaching – Longman Judit Fehér, Pilgrims, UK - Creativity in the language classroom https://www.teachingenglish.org.uk/article/creativity-language-classroom Littlewood, W (1984) - Foreign and second language learning – Cambridge: Cambridge University Press Oxford, R L & Shearin, J (1996) - Language learning motivation in a new key - In R Oxford (Ed.) Tricia Hedge (2000) - Oxford Handbooks for Language Teachers – Oxford: Oxford University Press 10.Williams, M., and Burden, R (1997) - Psychology for language teachers London: Cambridge University Press 11.Woolfolk, A (2001) - Educational psychology, (8th ed) - Boston: Allyn and Bacon 45 APPENDICES APPENDIX CLASS OBSERVATION CHECKLIST A Learning profile Goals:………………………………………………………………………… Setting: - Time: ………………… - Class: ………………… - Unit: ………………… Teacher: ……………………………………………… Learners: …………………………………………… Are there creativity-fostering assignments in the lesson? Yes  No  If yes, what activity is it? ……………………………………………………… Details: ……………………………………………………………………… ………………………………………………………………………………… B Observation and Assessment of the Lesson: Criteria Marking Comments Student interest is high Student effort is high Students pay much attention to the lesson Students are actively involved in the lesson Many students have done homework Students very much like the creativityfostering assignments Overall comments: …………………………………………………………………… ………………………………………………………………………………………… 46 APPENDIX PRE-TREATMENT QUESTIONNAIRE This questionnaire is designed for the study: „Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation‟ Your answers are very important for this research All the information provided by you is to use for research purpose only (Only researcher knows your answers, so please answer as frankly and accurately as you can.) Thanks for your cooperation! Please put a tick (√) and fill in the information where necessary Part I Personal Background Information (Please provide some information about you.) - Full name: ……………………………… (If possible) - Where you live? Town  Mountainous Village  - Class: …………… Plain Village  - Your average mark in the first term of the grade 10 school year: ……………… Part II Students Motivation Why you learn English? (You can choose or more than reason) a Because I like English, people and culture of the native English country?  b to communicate in English  c to have chances to get good jobs in the future  d to enter university or college  e because it is a compulsory subject in the syllabus and the final examination  f because my learning result in English is better than in other subjects  g other reasons: ………………………………………………………………… How necessary is English to you in the future?  Not necessary at all  Very necessary  I don‟t know  Necessary Not necessary  How you rate your interest in learning English? Very low  Low  High  Very high  I don‟t know  47 How you rate the relevance of the lesson content to your interest? Very low  Low  High  Very high  I don‟t know  How you rate your effort in learning English? Very low  Low  High  Very high  I don‟t know  How much time you spend learning English at home on average? No time  About 1-2 hours a week  More than to hours a week  More than hours a week  How you rate your desire to learn English? Very low  Low  High  Very high  I don‟t know  How you rate your attitude towards the English lessons?  Unfavorable at all   I don‟t know  Very favourable Favorable Unfavourable  How you rate your aptitude for learning English? Very low  Low  High  Very high  I don‟t know  10 How you rate your ability to use English in the future? Impossible to achieve  Sure to achieve  I don‟t know  Part III Student’s perception of their English knowledge and their teachers’ application of creativity-fostering tasks 11 How often you get high marks in English lessons? Always  Often  Sometimes  Rarely  Never  12 Which of the following factors usually make you perform badly in English lessons? a Poor language knowledge compared with the requirement of tasks  b Anxiety and stress  c Unfamiliar topics d Boring tasks   e Other ideas: …………………………………………………………… 13 What kind of tasks you like, the ones stimulating creativity or the ones not requiring creativity? Tasks stimulating creativity  Tasks not requiring creativity  48 14 How often your previous English teachers give you the tasks that allow your creativity? Always  Often  Sometimes  Rarely  Never  15 Do you think teachers should give students creativity-fostering tasks? Yes  No  Why? ………………………………………………………………… Why? ……………………………………………………………… 49 PHIẾU ĐIỀU TRA NGHIÊN CỨU (Trước áp dụng cách dạy mới) Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu: “Khuyến khích sáng tạo giải nhiệm vụ giao để làm tăng hứng thú học Tiếng Anh cho học sinh THPT” Các câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu Dữ liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác (Chỉ có người nghiên cứu biết câu trả lời em, mong em trả lời theo suy nghĩ mình.) Cảm ơn hợp tác em Hãy đánh dấu (√) vào câu trả lời em lựa chọn điền thông tin vào nơi cần Phần I Thông tin cá nhận Xin em vui lòng cho biết: - Họ tên em (nếu được):…………………… Em học lớp nào:…… - Gia đình em sống đâu? Thị trấn  Xã đồng  Xã miền núi  - Điểm trung bình môn Tiếng Anh em HK1 lớp 10 bao nhiêu? Phần II Hứng thú học Tiếng Anh học sinh Vì em học tiếng Anh? (em chọn một lý do)       a Vì em thích tiếng Anh, người văn hóa nước nói tiếng Anh b Để giao tiếp tiếng Anh c Để có hội tìm việc tốt tương lai d Để thi đại học e Vì mơn học thi bắt buộc f Vì kết học môn tiếng Anh em tốt môn học khác g Những lý khác: ………………………………………………………… Tiếng Anh có cần thiết cho bạn tương lai khơng? Rất cần  Cần thiết  Không cần chút nào Không cần thiết  Em  Em đánh giá mức độ hứng thú em việc học tiếng Anh? Rất thấp  Thấp  Cao  Rất cao  Em  50 Em đánh giá mức độ hữu ích nội dung học lớp? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá mức độ cố gắng với việc học tiếng Anh? Rất thấp  Thấp  Cao  Rất cao  Em khơng biết  Trung bình em dành thời gian nhà để học Tiếng Anh? Không dành thời gian học  Hơn 2-3 tuần Khoảng 1-2 tuần  Hơn tuần  Em đánh giá mong muốn việc học tiếng Anh mức độ nào? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá thái độ môn tiếng Anh? Rất không thiện cảm  Rất thiện cảm  Không thiện cảm  Thiện cảm  Em không biết Em đánh giá khả học ngoại ngữ em mức độ nào? Rất thấp  Thấp  Cao  Rất cao  Em  10 Em đánh giá khả sử dụng tiếng Anh tương lai? Khơng thể đạt  Chắc chắn đạt  Em  Phần III Nhận thức học sinh trình độ tiếng Anh thân việc thầy cô họ sử dụng nhiệm vụ học ngơn ngữ để khuyến khích sáng tạo học sinh 11 Em có thường đạt điểm cao học tiếng Anh không? Luôn  Thường xuyên  Hiếm  Không bao giờ Thỉnh thoảng  12 Yếu tố yếu tố sau thường làm bạn thể không tốt học tiếng Anh? (Em chọn yếu tố) a Thiếu kiến thức so với yêu cầu tập  b Lo lắng căng thẳng c Chủ đề không quen thuộc em d Bài tập tẻ nhạt    e Ý kiến khác:……………………………………………………………… 51 13 Em thích loại tập nào, tập khuyến khích sang tạo hay tập khơng địi hỏi sáng tạo? Bài tập khuyến khích sáng tạo  Bài tập khơng địi hỏi sáng tạo  14.Các giáo viên dạy tiếng Anh trước em có thường yêu cầu em làm tập khuyến khích sáng tạo khơng? Ln luôn Hiếm  Thường xuyên  Không  Thỉnh thoảng  15 Theo em, giáo viên có nên yêu cầu học sinh làm tập tiếng Anh khuyến khích sáng tạo khơng? Nên  Khơng nên  Vì sao? ………………………………………………………………………… 52 APPENDIX POST-TREATMENT QUESTIONNAIRE This questionnaire is designed for the study: „Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation‟ Your answers are very important for this research All the information provided by you is to use for research purpose only (Only researcher knows your answers, so please answer as frankly and accurately as you can.) Thanks for your cooperation! Please put a tick (√) and fill in the information where necessary Part I Personal Background Information (Please provide some information about you.) - Full name: ……………………………… (If possible) - Where you live? Town  Class: …………… Mountainous Village  Plain Village  - Your average mark in the first term of this school year: ……………… Part II Students Motivation How you rate your interest in learning English? Very low  Low  High  Very high  I don‟t know  How you rate the relevance of the lesson content to your interest? Very low  Low  High  Very high  I don‟t know  How you rate your effort in learning English? Very low  Low  High  Very high  I don‟t know  How much time you spend learning English at home on average? No time  About 1-2 hours a week  More than to hours a week  More than hours a week  How you rate your desire to learn English? Very low  Low  High  Very high  I don‟t know  How you rate your attitude towards the English lessons?  Unfavorable at all  Very favourable Favorable  Unfavourable  I don‟t know  53 How you rate your aptitude for learning English? Very low  Low  High  Very high  I don‟t know  How you rate your ability to use English in the future? Impossible to achieve  Sure to achieve  I don‟t know  Part III Student’s attitude towards the assigned creativity-stimulating tasks How you like the teacher’s creativity-stimulating tasks? Like very much  Don‟t like at all  Like  I don‟t know Don‟t like   10 What benefits have you gained from the lessons with assigned creativityfostering tasks? (You can choose or more than option) a My English vocabulary and grammar have improved b My English skills have improved c I am more confident in English lessons d I am more interested in learning English     e Other ideas: ………………………………………………………………… 11 What kinds of the teacher’s creativity-fostering tasks you like? (You can choose more than option) a Competitions of designing slogans b Projects on speaking tasks c Dramatizing the lesson d Projects on vocabulary e Extra-curriculum activities      54 PHIẾU ĐIỀU TRA NGHIÊN CỨU (Sau áp dụng cách dạy mới) Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu: “Khuyến khích sáng tạo giải nhiệm vụ giao để làm tăng hứng thú học Tiếng Anh cho học sinh THPT” Các câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu Dữ liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác (Chỉ có người nghiên cứu biết câu trả lời em, mong em trả lời theo suy nghĩ mình.) Cảm ơn hợp tác em Hãy đánh dấu (√) vào câu trả lời em lựa chọn điền thông tin vào nơi cần Phần I Thông tin cá nhận Xin em vui lòng cho biết: - Họ tên em (nếu được):……………………… Em học lớp nào:… - Gia đình em sống đâu? Thị trấn  Xã đồng  Xã miền núi  - Điểm trung bình mơn Tiếng Anh em HK1 lớp 12 bao nhiêu? Phần II Hứng thú học Tiếng Anh học sinh Em đánh giá mức độ hứng thú em việc học tiếng Anh? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá mức độ hữu ích nội dung học lớp? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá mức độ cố gắng với việc học tiếng Anh? Rất thấp  Thấp  Cao  Rất cao  Em khơng biết  Trung bình em dành thời gian nhà để học Tiếng Anh? Không dành thời gian học  Khoảng 1-2 tuần  Hơn 2-3 tuần  Hơn tuần  Em đánh giá mong muốn việc học tiếng Anh mức độ nào? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá thái độ mơn tiếng Anh? Rất không thiện cảm  Không thiện cảm  Rất thiện cảm  Em  Thiện cảm  55 Em đánh giá khả học ngoại ngữ em mức độ nào? Rất thấp  Thấp  Cao  Rất cao  Em  Em đánh giá khả sử dụng tiếng Anh tương lai? Không thể đạt  Chắc chắn đạt  Em  Phần III Thái độ học sinh việc giáo viên giao tập khuyến khích sáng tạo Em có thích tập khuyến khích sáng tạo học sinh học Tiếng Anh thời gian qua khơng? Rất thích  Khơng thích chút  Thích  Khơng thích  Em khơng biết  10 Em thu lợi ích từ học tiếng Anh có tập giao kích thích sáng tạo vậy? (Em chọn lựa chọn) a Kiến thức từ vựng ngữ pháp em cải thiện b Các kỹ nghe, nói, đọc, viết em tốt c Các kỹ mềm em phát triển d Em tự tin học tiếng Anh e Em thích học tiếng Anh f Ý kiến khác: ……………………………………………………………… 11 Em thích giáo viên giao loại tập khuyến khích sáng tạo nào? (Em chọn lựa chọn) a Thi thiết kế hiệu b Các dự án kỹ nói c Kịch hóa tiết học d Các dự án từ vựng e Các hoạt động ngoại khóa Tiếng Anh f Vận dụng tiếng Anh môn học khác 56 APPENDIX QUESTIONNAIRE DATA AND ON STUDENT MOTIVATION Note: Q1: Pre-treatment Questionnaire Data; Q2: Post-treatment Questionnaire Data Questions Very low or low Very high or high Don‟t know Total How you rate your interest in learning English? Q1 52% 46% 2% 100% Q2 30% 69% 1% 100% How you rate the relevance of the lesson content to your interest? Q1 56% 43% 11% 100% Q2 23% 71% 6% 100% How you rate your effort in learning English? Q1 42% 58% 0% 100% Q2 28% 72% 0% 100% Question No About 1-2 Over 2- time hours/week hours/week How much time you spend Q1 10% learning English at home on Q2 6% average? 31% 28% 15% 23% 40% 31% Very low or low Very high or high Don‟t know Total Q1 28% 61% 11% 100% Q2 15% 83% 2% 100% Question How you rate your desire to learn English? More than hours/week 57 Very favourable or favorable Unfavourable or unfavourable at all Don‟t know Total Q1 52% 29% 19% 100% Q2 87% 11% 2% 100% Question How you rate your attitude towards the English lessons? Very low or low Very high or high Don‟t know Total Q1 53% 41% 6% 100% Q2 47% 52% 1% 100% Impossible to achieve Sure to achieve Don‟t know Total Q1 19% 48% 33% 100% Q2 6% 69% 25% 100% Question How you rate your aptitude for learning English? Question How you rate your ability to use English in the future? 58 ... entitled ? ?Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation? ?? Aims of the study The study aims at suggesting some kinds of tasks which... technique – fostering students‟ creativity in addressing assigned tasks introduced in the study is of great value, helping to increase students‟ English learning motivation, thus making a significant... the study: ? ?Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation? ?? Your answers are very important for this research All the information