A study on demotivating factors of 10a1 student’s english learning at huong can high school and give some suggested solutions

HUNG VUONG UNIVERSITY FACULITY OF FOREIGN LANGUAGES PHAM THI THUY HANG A STUDY ON DEMOTIVATING FACTORS OF 10A1 STUDENT’S ENGLISH LEARNING AT HUONG CAN HIGH SCHOOL AND GIVE SOME SUGGESTED SOLUTIONS B.A GRADUATION PAPER Field: English Teaching Methodology Phu Tho, 2018 HUNG VUONG UNIVERSITY FACULITY OF FOREIGN LANGUAGES PHAM THI THUY HANG A STUDY ON DEMOTIVATING FACTORS OF 10A1 STUDENT’S ENGLISH LEARNING AT HUONG CAN HIGH SCHOOL AND GIVE SOME SUGGESTED SOLUTIONS Nghiên cứu yếu tố giảm hứng thú học Tiếng Anh học sinh lớp 10A1 Trường THPT Hương Cần gợi ý vài giải pháp B.A GRADUATION PAPER Field: English Teaching Methodology Supervisor: Ngo Thi Thanh Huyen, M.A Phu Tho, 2018 i ACKNOWLEDGEMENT This graduation paper is my final important task on the way of obtaining my bachelor degree It would not have been completed without the guidance and the support of many people At this moment of accomplishment, it is my pleasant task to express my sincere thanks to all of them First and foremost, I would like to express my endless thanks and gratefulness to my supervisor Ngo Thi Thanh Huyen M.A for her precious advice, detailed comments, valuable suggestions and enthusiastic guidance corrections from the planning stage to the completion of my thesis Without her continual encouragement and useful documents, her careful reading and critical comments, my paper would be far from finished Secondly, I am obliging to all my teachers in the Faculty of Foreign Languages, Hung Vuong University, who inspired me and gave me good knowledge of English for writing this graduation paper Thirdly, I really wish to thank all of my colleagues and my students at Huong Can high school for their enthusiasm participating in the observation and questionnaires Last but not least, I would like to dedicate my concluding words to my dear family for supporting me devotedly both material and spiritual throughout my thesis-writing period Phu Tho, 2018 Pham Thi Thuy Hang ii ABSTRACT This study aims at investigating the demotivating factors that reduces interests in English lessons of 10A1 students at Huong Can High School and possible solutions that help learners to recover their interests in English lesson For this study, a 18-item questionnaire was constructed based on six demotivating factors: learners’ factors, teacher’s factors, environmental factors, reduced selfconfidence factors and learning content and materials The questionnaire was completed by 42 students Researcher observed six English periods in different skills: reading, speaking, listening and writing skill to investigate demotivating factors of students The data were analyzed both qualitatively and quantitatively The results show that factors such as learners’ factors, teacher’s factors, environmental factors, reduced self-confidence factors are the main demotivating factors that prevent students at Huong Can High School from concentrating and motivating in their English lessons Based on the results, researcher suggested some solutions for teachers and 10A1 students at Huong Can High School to overcome demotivation such as: having awareness of students’ need and attitude, renovating writing teaching methods to motivate students, enhancing students’ background knowledge and language knowledge Based on the solutions, teachers can reduce the causes of demotivation using various methods applicable for the respective demotivating factors iii LISTS OF TABLES AND FIGURES NO Table Page Table 1.1 Theories of learning 17 Table 1.2 Types of motivation (in terms of communicative 24 needs) Table 1.3 Dornyei’s (1994) framework of L2 motivation 24 Table 1.4 William and Burden’s (1997) framework of L2 25 motivation Table 2.1: Students’ profiles 38 Table 3.1: Student’s attitudes and purposes to learn English 42 Table 3.2: Teacher’s enthusiasm and activities in English lessons 44 Table 3.3: Teaching and learning environment 46 Table 3.5 Learning content and materials 50 NO Figure Page Figure 3.1: Student’s attitudes and purposes to learn English (%) 44 Figure 3.2: Student’s attitude toward teacher’s talk (%) 46 Figure 3.3: Teaching and learning environment (%) 48 Figure 3.4: Reduced self-confidence (%) 48 Figure 3.5: Reduced self-confidence (%) 49 iv LIST OF ABBREVIATIONS Abbreviation EFL L2 Denotation English as a Foreign Language Language learning YIBO Pozanti Regional Primary Boarding School MTES Motivation Towards the Environment Scale v TABLE OF CONTENTS PART 1: INTRODUCTION 1 Rationale Previous studies 2.1 In the world 2.2 In Vietnam 2.3 Study gap AIMS OF THE STUDY RESEARCH QUESTIONS 10 SIGNIFICANCE OF THE STUDY 10 SCOPE OF THE STUDY 10 DESIGN OF THE RESEARCH 11 CHAPTER 1: LITERATURE REVIEW 12 1.1 Language learning 12 1.1.1 Definition of language learning 12 1.1.2 Language learning theories 13 1.1.2.1 Pavlov’s classical behaviorism 14 1.1.2.2 Skinner’s operant conditioning 14 1.1.2.3 Ausubel’s meaningful learning theory 15 1.1.2.4 Rogers’s humanistic psychology 16 1.1.3 Types of learning 17 1.1.4 Factors affecting language learning 19 1.2 Motivation 20 1.2.1 Definition of motivation 20 1.2.2 Motivation in foreign language learning 22 1.2.3 Classification of motivation 23 1.2.4 Factors affecting motivation in learning foreign language 27 1.3 Demotivation 28 1.3.1 Definition of demotivation 28 1.3.2 Demotivators in learning foreign language 29 vi 1.3.2.1 Learners’ factors 30 1.3.2.2 Teacher’s factor 31 1.3.2.3 Factors related to learning environment 32 1.3.2.4 Reduced self-confidence 32 1.3.2.5 Learning content and materials 33 1.3.3 The expressions of demotivated learners 34 1.4 Summary 36 CHAPTER 2: METHODOLOGY 37 2.1 Participants 37 2.2 Methodology 38 2.3 Data collection instruments 38 2.3.1 Questionnaires 38 2.3.2 Observation 39 2.4 Procedures 40 CHAPTER 3: RESEARCH FINDINGS AND DISCUSSION 42 3.1 The result from questionnaires 42 3.1.1 Student’s attitudes and purposes to learn English 42 3.1.2 Teacher’s enthusiasm and activities 44 3.1.3 Teaching and learning environment 46 3.1.4 Reduced self-confidence factors 48 3.1.5 Learning content and materials 50 3.2 Result from class observation 50 3.3 Major findings from questionnaire and observation 53 3.3.1 Learners’ factors 54 3.3.2 Teacher’s factors 54 3.3.3 Environmental factors 55 3.3.4 Reduced self-confidence 56 3.4 Suggested solutions to deal with students’ demotivation in English learning56 3.4.1 Having awareness of students’ need and attitude 56 3.4.2 Renovating teaching methods to motivate students 58 3.4.3 Enhancing students’ background knowledge and language knowledge 59 vii 3.5 Summary…………………………………………………………………….60 PART 3: CONCLUSION 61 Summary of study 61 Implications 62 Limitations 63 Suggestions for further study 64 REFERENCES 65 PART 1: INTRODUCTION Rationale Motivation plays a very important role in enhancing the students’ English learning performance Dornyei (1998) put stress on the influence of motivation, which is considered as a key to learning English as a Foreign Language (EFL) and one of the biggest factors affecting language learners’ success It is widely accepted that the more motivated learners are, the more successful they would be at learning a foreign language The learners who choose English language as their major and study it as a foreign language are concerned the motivational factors that play a major role, development of skills and practicing English language in day-to-day use According to teachers and researchers, motivation affects the rate and success of L2 learning Moreover, motivation provides the primary impetus to start learning L2 and later the driving force to maintain the long and repeatedly annoying learning process Motivation leads to increased effort and energy Motivation increases the amount of effort and energy that learners spend in activities directly related to their needs and goals It determines whether they pursue a task enthusiastically and wholeheartedly or apathetically and lackadaisically Motivation increases initiation of and persistence in activities Learners are more likely to begin a task they actually want to They are also more likely to continue working at it until they’ve completed it, even if they are occasionally interrupted or frustrated in the process (Wigfield, 1994) In general, then, motivation increases students’ time on task, an important factor affecting their learning and achievement Motivation is a major factor in the successful study of language acquisition Apart from the role that intellectual capacity and language aptitude play in a second or foreign language learning (Gardner & Lambert, 1972) Most teachers dream of motivated students who strive hard to achieve success It is considered 57 access to information by electronic media, where awareness and concern can be picked up with little substantive attitude The level of attitude presented by the students was significantly higher when compared to the levels of their corresponding parents Villacorta, Koestner, and Lekes (2003) developed the Motivation Towards the Environment Scale (MTES) and found that individuals were more likely to engage in autonomous environmental behaviors if their parents had shown an interest in their developing students’ attitude, their peers supported their freedom to make decisions about their learning, and if they had concern for their community It is important that English teachers are aware of the existence of different sources of demotivation and critically evaluate their teaching methods and classroom activities to meet students’ need Firstly, teachers need to have students understand about English’s importance to be more interested in English as well overcome difficulties In class, students should concentrate the teacher’s lesson, try to show the opinion and ask the help and advice if not understand Similarly, students need to listen and write the feedback from teacher carefully Secondly, the teacher should encourage learners to raise long-term motivation by focusing on student’s internal features It is also advisable for the teacher to arouse learners’ intrinsic interest in the activity, to improve both their awareness of developing skill and their realistic ability Finally, the teacher’s characteristics are, furthermore, decisive factors to help increase motivation It is the teacher’s helpfulness and enthusiasm that make students feel like learning Besides, the teacher’s friendliness and humor make students feel more comfortable and relaxed Moreover, in order to lead students to willingly study the subject matter, the teacher should be active and creative The teacher should keep walking around the class so as to check students’ work at the same time to encourage them to study by giving help immediately when they need Besides, teachers need to pay attention to poor 58 students in class instead of praising excellent ones only Feeling of being ignored has negative influences on students’ motivation 3.4.2 Renovating teaching methods to motivate students Teachers often enter the profession because of their heartfelt desire to witness and support the physical, emotional and intellectual growth of their students Yet a teacher’s performance is measured largely by student achievements Because motivation influences both developmental and performance outcomes, educators have a vested interest in their students’ motivation However, motivation is not an easy task Motivation is a complex and dynamic construct that is a function of the past, present and future and is dependent on both the whole group and the individual (Hardre & Sullivan, 2002) While one strategy will not work on all students, some elements of social contexts influence what will influence a given group (Black & Deci, 2000) Teachers should view motivation as a complex task involving a multi-faceted approach to the classroom and to their relationships with the students within that classroom Motivation is a process, not merely an end product (Reeve, 2005) First of all, in order to make the English learning process more motivating, teachers need to build a lot of fun activities which maintain learner’s interest in English lesson… So far as the teaching aids and techniques are concerned, games and music are truly beneficial for teachers to motivate their students The teacher can use them in any stage of English lessons However, it will surely be of benefit if these two aids are used in the warm-up stage For example, Unit 13 Theater and movies, before starting new lesson, teacher can organize a game: Slap the board Teacher write some word related to the writing topic such as: character, actor, scene, director, cartoon, etc After that, teacher reads loudly the words, students have to listen and slap that word as fast as possible, then elicit student to the new lesson Students either are provided and reviewed vocabulary or feel more interested and comfortable to begin the lesson Teacher can base on 59 the topic and unit to choose suitable games (lucky numbers, cross words, jumper words, so on) Besides, instead of teaching new words in traditional way, teacher can show some pictures or real objects to express the meaning of the new word, then teacher ask students to give example with the new word to make sure their students understand and know the usage of the new words For instance, unit 14 The World Cup, teacher can show pictures about defender, forward, midfielder, goalkeeper to teach new words instead of providing Vietnamese meaning Teacher should have other activities to make the task in textbook more attractive and interesting Sometimes, they can replace very difficult tasks to easier ones with same content for weak students They also change some unnecessary and impractical topics to be suitable for all level of students Teacher should make themselves and use some teaching aids to enrich their lessons The topics in the textbook should be added with more interesting aspects and more suitable interests that students care about 3.4.3 Enhancing students’ background knowledge and language knowledge According to Fisher & Frey (2009), teachers could enhance students’ background knowledge in a number of ways As an instructor, part of the teacher’s role in observing instruction is to determine whether students’ background language knowledge was activated In other words, it’s not enough to look for instructional techniques, classroom management procedures, grade-level content, and background knowledge development Putting all of this to use requires attention to the ways in which background knowledge is activated during a lesson To understand how background knowledge activation works, a close glance to spreading activation should be paid Firstly, the students who are lacking behind should be offered additional support and material as often as possible and similarly students that already are very good at English should be given additional tasks and material to work 60 on Also, teacher should provide information and knowledge about the topics before asking students Secondly, students should be asked to study in groups and in pairs to learn from better classmates Besides, it had been hoped that English would be practiced not only in class but also in life They should be more active and confident to take part in some extra- activities or English club at school Finally, students must practice English regularly such as watching film, listening to music in English to improve their vocabulary, they have to grammar exercises and should practice English every day 3.5 Summary In conclusion, chapter showed the result of the study about factor that demotivate students’ English learning, they were learners’ factor, teacher factor, environmental factor, reduced self-confidence and learning content and materials This chapter also presented the author’ major findings and some suggested solutions applied to teach English for the 10A1 students at Huong Can high school More importantly, these findings enable the author to provide suggestions on some English activities which are thought to be appropriate for motivating and helping students in the English lesson in particular, and for developing English abilities to the 10A1 students at Huong Can high school in general So, the teachers can help the students at Huong Can high school learn the textbook English 10 (intensive) more effectively 61 PART 3: CONCLUSION Summary of study After the process of analyzing the data collected from two different instruments and through the discussions of findings, the conclusions of the study can be drawn as follows The 10A1 students at Huong Can high school sometimes are not satisfied with their English abilities The typical reason for this the big gap between the teachers’ teaching styles and the students’ learning style This study investigated the students’ attitudes toward the teachers’ methods, the current situation of using and the students’ preference for these activities at Huong Can high school Based on instrumentation as survey questionnaire and classroom observation, some important findings have been discovered From the data analysis, almost all students are aware of important role of learning English However, some techniques and activities used by the teachers not always make students satisfied with the lesson What the teachers on their English lesson is different from what the students prefer To better the situation, some important things such as students’ needs, feeling, interests, back ground knowledge, the texts types, activities, etc should be taken into consideration In more details, the teacher should vary activities flexibly and appropriately Besides, the teachers should be always friendly, enthusiastic and helpful to their students The thesis also provided implications for English language teaching Some detailed suggestions are recommended within the wish to contribute to the improvement of the teaching and learning of English textbook ―English 10 (intensive)‖ Besides, some suggested activities are also offered to provide teachers as a reference in order to promote the success of English classes In conclusion, we have conducted the study on demotivating factors of 10A1 students in writing lessons at Huong Can high school The researcher 62 hopes that these suggestions will somehow be useful for teachers and students in teaching and learning English and after applying these activities in real teaching and learning English, students can master English more successfully Implications Through analysis and discussion of the data collected from survey questionnaires for students and the observation worksheet, the researcher had drawn up some teaching and learning implications, which helped to find the answers for the research questions and improve English abilities for 10A1 students at Huong Can high school The findings of the present study indicated that demotivation is a salient issue of 10A1 students at Huong Can high school Demotivation is the specific factors that reduce or diminish the motivational basis of a behavioral intention of students Demotivating factors make students bored, tired, stressful and have negative attitude toward English lessons Students’ results of English are affected Therefore, it is essential that English teachers pay great attention to teaching English Basing on results collected mainly in class It is important that teachers are aware of the existence of these demotivates and critically evaluate their teaching methods and classroom activities Teacher must be used as a motivation and a means of preparing the ground for various stage of the lesson We can promote students’ involvement during activities in English lesson In order to have a better result in teaching and learning English, teacher should use various activities to help students more comfortable as well as make students more interested in class Furthermore, when the teachers apply songs, games and pictures to motivate in the lessons, they need to be noticed that choosing suitable activities, they should be related to the lesson’s content, useful to continue later activities, interesting, enjoyable and involved students so that it can reduces as much noise as possible 63 Some important aspects to be considered for the teaching English are the classroom conditions and the clarity of the activity rules, particularly if they are games or completion to avoid confusion among students That means we have to explain the procedure carefully before starting, to have the entire materials ready, to encourage students to participate and to motivate them by means of examples For students, learning English is not difficult and boring if students have positive attitude toward lessons In a class, students must co-operate with teachers and partners by paying attention ad take part in teachers’ activities more enthusiastically They should spend more time to prepare the tasks at home They should read many different topics to broaden their knowledge and to have strong background for their study In addition, students are aware of the benefits of English Once they consider studying languages for many purposes, they will have intrinsic motivation to use target language instead of mother tongue Furthermore, students need to be responsible for their English instead of being passive in the class They are expected join all activities conducted by teachers voluntarily and actively Limitations Due to the time limitation, the study cannot focus on other factors causing students’ demotivation in learning English lesson in periods They can be: schedule of the subject, personal feeling, cultural bias, teaching facilities… These call for further research Besides, the questionnaire for students about techniques used by teachers is not very academic because the researcher avoided using educational terms in the questionnaire in order to help students easily understand However, another problem is set up, the students may not give the exactly answers, it is a real difficulty for the researcher It had better to have the researcher as the teacher in the classroom; however, in this study, due to lacking experience in research of the author, other 64 teachers were invited to observe Thus, the observation results might be not consistent mong them Furthermore, some suggestions for English learning were just based on the researcher’s own experience and literature review from few resaerchers The suggestions would be more valid and reliable if the experiment had been conducted for a larger population Suggestions for further study On the basis of the findings and the limitations of the study, several suggestions for further research are made Researcher hopes that the further studies will be carried out on other aspects to find out some interesting and useful methods which can be used to improve English abilities of the 11th and 12th grade students Further research may focus on demotivation factor in English lessons of 10A1 students (1 th and 12th) graders would be beneficial and helpful Besides, they can examine the different matters but in the same skills such as: reading skill, listening skill, writing skill and speaking skill or other subjects (literature, history, math, etc.) Finally, research on demotivation could also be extended outside the school, considering that language learning takes place elsewhere, too In fact, learning takes place in various contexts, e.g watching television, talking to a foreign friend or giving directions to a foreign language speaker Therefore, it could be studied if these real - life events have a demotivating effect on learning and if so, in what way 65 REFERENCES In Vietnam Nguyen Buu Huan & Pham Tuong Vi (2017) studied: “English-major students perception of demotivating factors in learning reading” Nguyen Thi Thanh Huyen (2007) studied ―Demotivating factors for the first-year Non-English-Major Students in learning to speak English at Hai Duong College” Hoang Thi Hong Nhung (2012) researched ―Demotivating factors in listening lessons of Vietnamese students in high school” Hoang Ngoc Linh (2011) made “An Investigation of Demotivating Factors in English Listening Lessons of the 10th Form Non-English Majors at Cao Bang Upper Secondary School for the Gifted” In the world Aree Punmanee (1991) Factors Affecting to Employee’s Performance A Study of Islamic Banks Ames & Ames, 1989) Motivation and Transfer in Language Learning ERIC Digest Burden, (1997) Psychology for Language Teachers : A Social Constructivist Approach / M Williams, R.L Burden Christophel, D M., & Gorham, J (1995) A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes Communication Education, 44, 292-306 Chambers (1993) studied “Demotivation and language learning-demotivating factors in the EFL environment‖ -Book Chapter: Frontiers of Language and Teaching Crookes.G.,& Schmidt R.W (1991) Motivation: Reopening the research agenda Language learning, 41 (4),469-512 66 Christophel and Gorham (1995), An Exploration of the Effects of College EnglishTeacher Misbehaviors on Students’ Willingnessto Communicate in English Classes Dörnyei, Z (2005) The psychology of the language learner: Individual differences in second language acquisition Mahwah, NJ: Lawrence Erlbaum Deci, E L., & Ryan, R (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum Press Dörnyei, Z (1998) Demotivation in foreign language learning Paper presented at the TESOL ’98 Congress, Seattle, WA, March Dörnyei, Z (1994) Motivation and motivating in the foreign language classroom The Modern Language Journal, 78(3), 273-284 Dornyei, Z 2001 Motivational strategies in the language Classroom, Cambridge University Press Gardner & Lambert, (1972) Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it Gorham and Christophel (1992) studied: “Demotivating factors in learning English: the case of Iran Maryam Meshkata, Masoumeh Hassani” Gardner, RC (1982) Social Psychology and second language learning: The roles of attitudes and motivation London: Edward Arnold Heidari, (2012) Demotivating factors on English Speaking skill: A study on of EFT Language learners and teachers’ attitude Harmer (1991) The practice of English language teaching Harmer.J.(2001).The Practice of language teaching (3rd ed) Krashen, cited in J.Oller and J Richards, (2003) Principles and Practice in Second Language Acquisition University of Southern California Lehikoinen and Leinonen (2010) A study on motives and demotives in L2 67 Lightbown,P.M&Spada, N(1999) How Language are learned, Oxford University Press Light bown and Spada, (1999) How Languages are Learned Peacock, M (1997), The effect of authentic materials on the motivation of efl learner, ELT journal Parsons, Hinson and Brown (2001) A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT), Thammasat University Pintrich& Schunk, (2002) Motivation in Education: Theory, Research, and Applications Sakai and Kikuchi (2009) Japanese Learners’ Demotivation to Study English: A Survey Study Schwarz and Terrill (2000) Instruction and Adults with Learning Disabilities ERIC Digest Tunaz M & Erdoğan, E (2012) in ―Determining External and Internal Demotivating Factors among Young Learners at Pozantı Regional Primary Boarding School Frontiers of Language and Teaching” 68 APPENDIX (Adapted from Erdogan, E., & Tunaz, M (2012 and Trang & Baldauf (2007)) Dear students! This survey questionnaire is designed with the hope of identifying the demotivating factors affecting student’s learning English lessons at Huong Can high school Your assistance in completing the following items is highly appreciated Data collected will remain confidential and be used only for the study purpose Thank you very much for your cooperation! Part A: Personal information -Your gender: Male/Female -Age: -Class: Part B: Questions Please give your opinion with the following statements by ticking in the appropriate numbers (1): Strongly agree; (2): Agree; (4): Disagree; (4) Strongly disagree Questions Student’ opinion I Learner’s factor I don’t like attending English lessons I am not interested in English because I am lack of English vocabulary I seldom practice learning English every day Learning English is useful because it helps me to find job in the future II Teacher’s factor Teacher never use English in class My English teacher did not correct my mistakes and give corrective feedback 69 My English teacher seldom praises me in the presence of my classmates I want my teacher to bring different activities to the classes It is difficult to listen to and understand my teacher’s talk III Environment factor 10 The atmosphere in English classes is boring and stressful 11 The number of students in my class is large, so I rarely have chance to express my ideas 12 My partners are not willing to practice English with me 13 My classmates are so silent when the teacher asks IV Reduced self-confidence factor 14 I often feel scared whenever I make mistake 15 I feel so shy when I perform in front of my class V Learning content and materials 16 The content/topics of the textbook is not interesting and suitable for me 17 English lessons are so long and difficult 18 The tasks and activities in our English book are difficult enough to learn English Thank you for your cooperation! 70 APPENDIX OBSERVATION SHEET - OVERALL CLASS MOTIVATION (Adapted from Peacock, 1997) Observer: Date: Teacher: Class: No of students present: Time: 45 minutes Unit: Observation focus: Levels of students' motivation; is average mark for any one item Instructions: a This sheet is for observing the class as a whole, not individual student b Complete this sheet when the lesson is drawing to a close c Circle ONE number of each statement below d Add final comments after the lesson at the bottom of the sheet if you wish Mark how involved in the activities the students are Not very involved very involved Mark the levels of students’ concentration on the lessons Low high The students are enjoying the activities in each lesson Not really very much The students are paying persistent attention to the lessons Not really very much Mark the students’ activity level (effort/ intensity of application) Low high The teacher is enthusiastic in each lessons Not really very much 71 Mark the students’ self-confidence during the lessons Not really very much Mark the cooperation’s level of the partner Not really very much very much The atmosphere in each lesson are active Not really 10 The learning content and materials are appropriate and suitable Not really very much Comments: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Thank you for your cooperation! ... VUONG UNIVERSITY FACULITY OF FOREIGN LANGUAGES PHAM THI THUY HANG A STUDY ON DEMOTIVATING FACTORS OF 1 0A1 STUDENT’S ENGLISH LEARNING AT HUONG CAN HIGH SCHOOL AND GIVE SOME SUGGESTED SOLUTIONS. .. used to analyze the quantitative data while the qualitative data was analyzed by using content analysis to extract the themes or factors of demotivation and their categories based on Sakai and Kikuchi’s... factors affecting 1 0A1 student’s English learning at Huong Can High School – Give some solutions to improve 1 0A1 students’ English learning at Huong Can High School, based on the findings RESEARCH