Statement of problem and the rationale for the study
No one remains to deny or to be suspicious of the role of English in our society nowadays It can be seen easily that the importance of this subject is emphasized Likewise, speaking skill is also paid more attention as a result of increasing international communication Despite the fact that many students are exposed to English from the very early stages, their oral English level is deficient
To integrate with the English community, the learners should be equipped with the basic interactive skills such as to express themselves, to transfer the information or to exchange the knowledge, culture, etc For these demands, improving the students‟ English speaking learning is becoming the key point
As a teacher of English at ULSA (The University of Labor and Social Affairs), I realized that the students (all are non English major students) are quite passive in the oral English class Their interactions are restricted in the speaking lesson because some find it hard to follow the teacher‟s activities and some don‟t get involved Facing this situation, the researcher wonders whether the student‟s motivation is the predictor of students‟ involvement and interest Because motivation colors and shapes students‟ involvement in learning and it stimulates feelings that students associate with these experiences (Winne, 1985), why the students have the low motivation of learning oral English and how to solve this problem become the necessity and emergency among the educators
As a fact, motivation arose the students‟ performance in the oral English classroom To learn the target language, motivation seems to be very crucial in the development of speaking skill Without the sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals
There have been numerous studies conducted by the international teachers and researchers to investigate factors that may affect motivation in L2 Among all, some typical scholars are Deci and Ryan in Sefl determination Theory, Williams and Burden‟ L2 motivation framework (1997) or Dornyei‟s extended motivational framework
However, in Vietnam, to the researcher‟s knowledge, although there have been some research works on motivation for learning English, most of them focused on investigating the motivation for learning English among students and factors affecting students‟ motivation (Cao, 2011; Dinh, 2011; Ha, 2008; Ngo, 2008; Pham,
2009) There have also been some researches investigating factors affecting motivation in speaking classroom ( Luu, 2008) However, the subjects of the study are the high school students
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 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 year students at ULSA Specifically, the project is carried out with the following purposes:
- To explore what factors motivate students‟ oral English proficiency
- To suggest motivational strategies to stimulate learners in speaking skill
With the mentioned aim of study, the researcher attempts to answer twoquestions as follows:
1 What are the factors motivating students in learning English speaking?
2 What motivational strategies / technique can be applied in oral English classroom?
Scope of the study
Although the motivation is of great impulse to learner‟s academic achievement, this study just makes a deep insight in only narrower area: the oral English proficiency Moreover, within the framework of the study, the author just focuses on the case of the 1st year students at ULSA instead of all the students.
Significance of the study
The study is designed to provide statistical evidence about the real motivation of students in the speaking English classroom It is believed that the study will raise a proper awareness for the teachers and educators about students‟ motivation in language learning and provide them an appropriate tool to predict students‟ speaking English learning‟s outcomes Through this prediction, teachers can come to reasonable decisions about teaching methods, materials design, measures of evaluation as well as classroom activities to raise students' interests and motivation in oral English classroom learning.
Method of the study
The study was carried by using mixed methods for data collection and analysis Survey questionnaires were used to gather information and evidence from students The interviews for teachers were used to find out their ideas about factors affecting students in speaking English classroom.
Organization of the study
This study consists of three parts: Introduction, Development and Conclusion
Part A - Introduction - discusses the reasons for carrying out this study, defines the specific purposes, research questions, and the scope of the study The significance and the outline of the study are also presented
Part B – Development- consists of 3 chapters:
Chapter 1 - Literature Review - provides an overview of literature on the issues of motivation in second or foreign language learning especially motivation in speaking English Some related issues of speaking English are also presented
Chapter 2 - Methodology - discusses the methodology for this study and the procedure for carrying out the research such as the selection of the sample, the data collection procedures, and the data analysis
Chapter 3 - Results and Discussion - reports the results of the data analysis and discussion
Part C – Conclusion- proposes some implications based on the findings of the study This is followed by the limitations of the work, and some suggestions for further studies The last section in this chapter is the conclusion to the whole study
Following Part C is references listing all reference books or materials directly or indirectly quoted in the study The final section of the thesis contains the appendices that show all documents serving this research.
LITERATURE REVIEW
Theoretical background of motivation in second or foreign language
1.1.1 The role of motivation in L2 learning
The term “motivation” was intensively investigated by many scholars and researchers in the area of psychology and education such as Gardner, Dornyei
There has been an immerse consensus that motivation is seen the critical determinant associated with learners‟ L2 achievement Gardner and Lambert (1959) found that aptitude and motivation were the two factors most strongly associated with learners' L2 achievement Subsequently, in Gardner‟s Socio educational model of SLA, he hypothesized that L2 learners with positive attitudes toward the target culture and people will learn the target language more effectively than those who do not have such positive attitudes Furthermore, motivation is regarded as the core proponent of students‟ involvement in language learning Dornyei (2009) in a book
“ motivation and a vision of knowing second language” emphasized the importance of motivation to the students‟ participation in the classroom lesson as follows
“Indeed, motivation provides the primary impetus to initiate second/foreign (L2) learning and later the driving force to sustain the long and often tedious learning Process.” Motivation in his concept devises a great force not only to foster learners‟ temporary interest but also uphold that passion till the boring lesson
1.1.2 Motivation as seen from different theories and modes 1.1.2.1 Gardner’s Socio- educational model of L2 acquisition
The model was laid the foundation by the work of Gardner and Lambert
(1959) In the1960s, the model was developed with his book about the role of attitude and motivation in second language learning Since then, it has undergone many revisions ( i.e in 1979, 1985 and 2001) Gardner, in many versions of this model emphasized that L2 acquisition unlike the studying of the other subject in classroom “involves the acquisition of skill or behavior pattern which are the characteristic of the another cultural community.” The model presented four class of variables affecting L2 acquisition: social milieu, individual differences, second language acquisition context and outcomes In the social milieu, the cultural belief which refers to people‟s belief to the culture of target language‟s community and the environment plays an important role to leaner‟s language proficiency
In the variable “individual difference”, four factors relating to learner‟s achievement including intelligence, aptitude, motivation and situational anxiety (Gardner, 1979) Gardner ( 1985) modified this model by using two different concepts called integrative motive and instrumental orientation In which, integrativeness is seen as an interest in the second language group, the learner shows an openness and identification with the target language community and their culture Instrumental orientation allows the learner to gain something from acquiring the language, for practical reasons, such as in the case of getting a job or enhancing one‟s education The former orientation concerns a positive disposition toward the L2 group and the desire to interact with and even be assimilated into valued members of that community The latter is the utilitarian counterpart of integrative orientation, pertaining to the economic and practical advantages of L2 proficiency, such as a better job or a high salary Gardner (1985)tends to hold that an integrative orientation is a particularly important source of motivation since it is rooted in the personality of the learner Additionally, it is likely to exert its influence over an extended period and sustain learning efforts over the time, which is necessary for attaining language learning success In contrast, an instrumental orientation is based on the advantages that can arise if a language is known
Therefore, an instrumental motive, which is dependent on external rewards, is less effective than an integrative motive
1.1.2.2 Deci & Ryan (1985): Self-Determination Theory
Deci and Ryan had a big contribution to the formal emergence of self- determination theory with the publication of “intrinsic motivation and self- determination in Human behavior” (1985) In this theory, they present a crucial distinction between two types of motivation: intrinsic motivation and extrinsic motivation Intrinsic motivation is regarded as the internal force which urges learners to be involved in the performance of a task for its own sake More specifically, it stresses more on the volition and engagement in the “process of accomplishing some task or goal” In contrast, extrinsic motivation is the pursuit of external reward; therefore it focuses more on the outcome of task rather than process
Self – determination theory comprises of 5 mini theories as a result of many experimental research about motivation A prominent feature of this theory is to present factors affecting these two above types of motivation Among three basic psychological needs supporting motivation, autonomy and competence are seen to be major factors in fostering intrinsic motivation
1.1.3 Definition of motivation in L2 acquisition
Motivation as seen from some theories is the affective variable in second language learning As mentioned above, there have been many researchers and theories about motivation which has a big correlation with language learning process Equivalently, many various attempts have been made to define second language acquisition motivation However, theorists define motivation differently
Gardner was one of the pioneering researchers who laid the foundation to the investigation of motivation In a research called The role of attitudes and motivation (1985,p.21), he refers motivation as “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language” Specifically, motivation in his concepts consist of the following components: a goal, a desire to attain that goal and the positive behavior to reach the goal Motivation in his socio educational model (1985) includes some complex variables affecting this such as integrativeness and attitude However, this definition achieved many criticism despite his great contribution to “ motivation in SLA” when focused much on the integrative motive; i.e., emphasize more on the directed effort the individual learners make rather than the other factors
From Dửrnyei‟s (1998, p 117) point of view, motivation is defined as the
“process of whereby a certain amount of instigation force arises initiates actions, and persists” as long as there is no other forces weakening it until the planned goals were reached In other words, motivation can be seen as a force that makes a person to initiate action, and to keep on until they reach the goals
Ellis (1994), in an overview of research on motivation, claimed that motivation affects the extent to which language learners persevere in learning, what kinds of behavior they exert, and their actual achievement
As mentioned above, there are many theorists shed light on motivation; consequently, the conceptions of problem are complex and abundant Likewise, kinds of motivation are variously classified However, two typical following mainstreams of classification will be focused
Intrinsic and extrinsic are two opposing terms of motivation Such classification has appeared in numerous studies (Covington & Kimberly, 2001;
Deci & Ryan, 1985; Noels, et al., 1999; Noels, Clément, & Pelletier, 2001; Noels, Pelletier, Clément, & Vallerand, 2003; Schmidt, et al., 1996) One of the best known approaches that reveals this classification of motivation in language learning is Deci & Ryan‟s (1985) self-determination theory Deci and Ryan in “ Self determination theory” (1985) clearly sort out these two prominent types of motivation as follows Intrinsic motivation is defined as doing something truly enjoyable and satisfying The root of this motivation is emerged from inner side
People who are intrinsically motivated engaged in activities or tasks volitionally
Deci and Ryan also stress the role of intrinsic motivation in education in the way it
“ results in high quality – learning and creativity” The learners participate in the task not to accomplish it but to investigate it for their own sake Moreover, the feeling of competence and self – determination are two significant factors fostering them to pursue the goal
In contrary, extrinsic motivation are regarded as the external variable
While intrinsic motivation is “self – endorsed”, extrinsic motivation associated with the situation that one feels “externally propelled into action” Deci & Ryan (1985) refer extrinsic motivation to the motivation to learn something in order to arrive at an instrumental end such as earning a reward or avoiding a punishment In other word, learners perform a task for other reasons such as reward or the worry about the punishment rather than the truly passion
Intrinsic motivation is obviously seen as positive and significant phenomenon verse extrinsic motivation Social psychological research has indicated that extrinsic rewards can diminish and lead a subsequent reduction in intrinsic motivation Unlike some theories consider extrinsic motivation non- autonomous, Self – Determination Theory proved that extrinsic motivation can vary greatly in its relative autonomy (Ryan & Connell, 1989; Vallerand, 1997) For example, students who do their homework because they personally grasp its value for their chosen career are extrinsically motivated, as are those who do the work only because they are adhering to their parents' control ( Deci and Ryan ) Both examples involve instrumentalities rather than enjoyment of the work itself, yet the former case of extrinsic motivation entails personal endorsement and a feeling of choice, whereas the latter involves compliance with an external control
Factors affecting motivation in learning speaking English
The significance of motivation in SLA has been confirmed in many researches, therefore, the search for factors arousing as well as undermining motivation is in need Many L2 motivation framework such as Deci and Ryan in Sefl determination Theory, Williams and Burden‟ L2 motivation framework (1997) or Dornyei‟s extended motivational framework have referred to different variables that affect students „motivation Each framework has distinct approach to the matter Specifically, Deci and Ryan in SDT present 5 mini theories with briefly introduction of phenomenon relating to factors affecting human motivation He proposes that the psychological needs, namely those for autonomy, competence and relatedness are satisfied and fully supported, people will become more self – motivated
Regarding to Williams and Burden‟ L2 motivation framework (1997), motivation is a mixture of internal and external influences that contribute greatly to the motivational process Internal influences include intrinsic interest of activity, perceived value of activity, sense of agency, mastery, self-concept, attitudes, other affective states such as confidence and anxiety, developmental age and gender On the other hand, external influences include, significant others such as parents, teachers; and peers, the nature of interaction with significant others, the learning environment and the broader context
Domyei's work has been considered as one of the most influential contemporary motivational constructs in L2 In his model (2001), he introduced three levels of motivation: language level, learner level and learning situation level
Language level focus on motive related to some L2 aspects like the culture it conveys, the com- munity in which it is spoken, and the potential usefulness of proficiency in it
The learner level involves individual characteristics that learners have in their learning process It consists of need for achievement and self- confidence, the latter encompassing various aspects of language anxiety, perceived L2 competence, attributions about past experiences, and self-efficacy
The learning situation level: is associated with (l) course-specific motivation, which refers to syllabus, the teaching materials, teaching methods and learning tasks (2) teacher-specific motivation which concerns the motivational impact of the teacher's personality, behavior and teaching style (controlling or autonomy supporting) (3) group-specific motivation which includes goal- orientedness, group cohesiveness, classroom goal structure, norm and reward system
It can be inferred that even three typical researchers have different view to approach the matter, it seems that they all come to an agreement with the following classification of factors affecting students‟ motivation
Intelligence& aptitude: According toLightbown & Spada (1999:52), the term intelligence implying the performance on certain kinds of tests Whereas aptitude as Dornyei denifine is “language learning ability”(2005:32) Lightbown &
Spada pointed out that aptitude include 4 components:(1) 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)
The factor personality is seen the prominent component contributing to the success in second language learning
Lightbown and Spada (1999:56) discussed a number of personality characteristics that have a great influence on the success of second language learners: extroversion, inhibition, self- esteem, empathy, dominance, talkativeness and responsiveness Moreover, he also emphasize that it‟s not the personality alone which dominate the outcome of second language learning
Learning strategies are defined by Oxford as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations" (Oxford, 1990, p 8) Obviously, employing an appropriate learning approach will determine learners‟ motivation
However, it‟s advisable to apply different learning strategies for different learners when learning a second / foreign language
Horwitz (1987) stated that second language learners often hold different beliefs or notions about language learning, some of which are influenced by students‟ previous experiences as language learners, and others that are shaped by their own cultural backgrounds Further specifically, beliefs in second language learning relate to the nature of the language, its relative difficulty, the usefulness of various learning strategies, the length of time it takes to acquire a foreign language, the existence of language aptitude, the effects of age and gender
Accordingto Coopersmith（1967) confidence refers to theevaluation which the individual makes and customarily maintains with regard to himself It indicates theextent to which an individual believes himself to be capable and successfully
However，Oxford（1999）believes that unsuccessful learners often have lower confidence than successful language learners, which slows down progress and impedes success in SLA
Teaching history has experience the existence of diverse teaching methods
Stern (1983) lists out some popular ones includingGrammar-translation or traditional method, Direct method, Reading method, Audio-lingual method, Audiovisual method and Communicative Language Teaching (CLT) In recent years, CLT appeals many language learners and educators‟ attention when the communicative skill is concerned
Applying a suitable teaching method require teachers‟ careful consideration because it will affect the way student becomes involved in the lesson Likewise, choosing an inappropriate or not being flexible in applying methods to a certain class may have negative effects on students‟ participation
Teacher enthusiasm is one of major teacher characteristic which is studied to have the association between enthusiastic teaching and student learning (Murray, 1985; Perry & Magnusson, 1987) According to Patrick et al., 2000, teacher enthusiasm is defined as instructional behavior of the teacher, consisting mostly of expressive, nonverbal behaviors such as gesture, posture or facial expression and usually inferred via observers‟ or students‟ ratings
Experimental research by some scholars such as Rosenthal and Jacobson (
1968) has shown that teacher expectation may influence students‟ achievement If teacher set higher target to the students, their students probably reach higher level of achievement
Motivation in L2 speaking classroom
1.3.1.1 Some concepts of speaking skill
Speaking skill is a productive one that must be mastered As Jones, (1989:
86) defines, “Speaking is a form of communication, so it is important that what you say conveyed in the most effective way.”
Florez (1999) defined speaking was „an interactive process of constructing meaning that involves producing and receiving and processing information‟ (cited in Balley, 2005: 2 In other words, „speaking consists of producing systematic verbal utterances to convey meaning‟
According to Brown and Yule (1983) , spoken language consists of short, fragmentary utterances, in a range of pronunciation They also point out that spoken language is made to feel less conceptually dense than other types of language
In practice, many L2 learners get trouble as they find that speaking in a foreign language is a complex matter It is because speaking involves many factors
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language (Harmer, 2001)
1.3.1.2 Types of classroom speaking performance
According to Brown, there are six types of classroom speaking performance
Imitative: This types of speakingperformance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence Its prominent advantage is focusing on some particular elements of language form such as phonetic level, a number of prosodic, lexical, and grammatical properties of language However, hindrance of this kind is carried out not for the purpose of meaningful interaction
Intensive: This kind of speaking performance relate to the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administratoris minimal at best
Responsive: Responsive assessment tasks include interaction and test comprehension but just in the level of very short conversations, standard greetings and small talk, simple requests and comments
Transactional: It is an extended form of responsive which has the purpose of exchanging specific information, language Conversations, for example, may have more of a negotiate nature to them than does responsive speech
Interpersonal (dialogue): Conversation is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information
Extensive: Oral production tasks include speeches, oral presentations, and story telling Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech
1.3.2 Motivation in speaking classroom 1.3.2.1 Factors affecting students unwilling to speak in classroom
In his investigation, Oxford (1998) stated some factors that decrease students‟ motivation in classroom:
- The teacher‟s personal relationship with the students, including a lack of caring, general belligerence, hypercriticism and patronage
- The teacher‟s attitude towards the course or the material, including lack of enthusiasm, sloppy management and close- mindedness
- Style conflicts between teachers and students, including multiple style conflicts, conflicts about the amount of structure and conflicts about the amount the degree of closure or „seriousness‟ of the class
- The nature of the classroom activities, including irrelevance, overload and repetitiveness
1.3.2.2 Some conditions for effective motivation in speaking
Nunan (1999) pointed out some preconditions for effective motivation
Supportive Environment: including orderly classroom, teacher is skilled in classroom management; students are non -anxious and feel comfortable taking risks, feedback is positive
Appropriate level of difficulty: tasks are neither too easy nor too difficult; students know what they have to do; criteria for success are clear
Meaningful learning: students know what and why they learn; activities are meaningful; the relationship between activities and objective is clear; tasks are sequenced so that new tasks build on and extend ones that come before; students are given a reason to be in class
Strategies: motivational strategy is matched to instructional need; particular strategies are not overused; teacher uses a range of strategies; there is a learning- how- to- learn dimension to instruction
Content: students can relate content to own experience; topics are interesting
RESEARCH METHODOLOGY
An overview of case study
Yin (2009) defined a case study as “an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident” (p 18)
The adoption of a case study design for this research would be expected to provide a thorough, holistic understanding of factors affecting the motivation to learn English speaking among 110 students of first year students
According to Yin (2003) case study is categorizes into explanatory, exploratory, or descriptive In which, descriptive case study is used to describe an intervention or phenomenon and the real – life context in which it occurred
Therefore, in the present study a descriptive case study will be applied.
Description and context of the study
Students and their background : The participants in this survey were 112 students from different faculties of ULSA Of the 110 participants, 28 students came from the Accounting Department, 27 participants were the students of the Labor Management Department, 28 cases belonged to the Insurance Department and the remaining 27 students studied in the Social Work Department The students ranged in age from 19 to 21 They represented a population of nearly 1750 students in 29 classes 28 students of the sample (25.5%) were males and 82 students (74.5%) were females Most of them came from different provinces in the North and central of Vietnam They started learning English before attending the university Most of them experience 7 to 12 years of learning English
When this research was carried out, the participants were in their second year They took two end-of-term examinations of English and got their English final grades for their first year
To some extent, some students especially who come from Hanoi and some cities are good in oral English proficiency The others are evaluated as in the low level in spoken English Consequently, there are only a small number of students who actually have positive motivation in speaking classroom; the rest have strong pressure to pass exams
Teachers and their background : 9 teachers who take charge of teaching
Basic English participated in the interview Among them, 4 have MA Degree and the rest hold a bachelor degree in English Language Teaching Five of them have more than 5 years teaching experience
The book used for the first year students at ULSA is Lifeline – Elementary by Tom Hutchinson, published by Oxford University Press The course book at it consists of 14 units with 14 different topics relating to our life such as entertainment, survivors, travel, fashion, health, experiences and so on Each unit is divided into 5 sections: grammar, vocabulary, reading and writing, listening and speaking, and pronunciation Especially, the book supports students with some supplementary such as grammar reference, functional language, tape script, work book and key In which, the spoken English is emphasized with following objectives:
to develop students‟ ability to use spoken and written English
to encourage them to interact with people from English-speaking and other cultures
to help students have fundamental daily communication with the foreigners
Data collection instrument
To fit the purpose of the study, the researcher of this study decided to choose questionnaires and interview as main tool
In this study, the questionnaire consists of two parts which are designed by researcher The first part of the questionnaire includes 5 questions aimed to obtain the respondents‟ background information such as age, gender, year of study, faculty and length of studying English Specifically, Questions 1 provides information about the students‟ age Question 2 is designed to collect information about the students‟ gender Questions 3-4 aim to achieve information about the participants‟ year of study and the faculty they are attending at the university The length the students have studied English is given in question 5 The information collected from the background questions is used to check if other factors such as age, gender, year of study, faculty and the length of studying English probably affect the students‟ motivation in English speaking classroom
The second part of the questionnaire is self- designed with 5 questions ( Question 9-13) adapted from Gardner‟s questionnaire in a research called “ The Attitude/Motivation Test Battery: Technical Report” (1985) It is to investigate the factors affecting students‟ motivation in English speaking classroom This part contains 38 items using a choice of 5-point Likert scale (1-5 range) ranging from
“strongly disagree” to “strongly agree” (instead of six-point Likert scales in original questionnaire) These 38items are divided into 4 groups i.e studentrelated factors, teacher related factor, learning condition and course book
The interview was carried out at the faculty of English, UlSA with 9 participants Each informal and friendly conversation in English lasts 20 minutes based on 4 questions ( see appendix 3) The purpose of interview is to investigate:
- Teachers‟ ideas about factors stimulating students in speaking lesson
- What activities they often hold in speaking class and which activities in their point of view work the best
- The strategies teachers applied to deal with reserved students
- Some evaluations about the present course book are also included.
Data collection procedures and data analysis
The data collection procedures and data analysis are described as follows:
Firstly, the researchers distributed the copies of the questionnaire to the participants in their own classrooms The researcher then explained the purpose of the study and gave the students a detailed instruction about how to answer the questionnaire This ensures that all students had no difficulty in understanding the items in the questionnaire The researcher further emphasized that there were no right or wrong answers and all the information obtained would be kept confidential
The students answered the questionnaire in their own classrooms The researcher was present while the students were completing the questionnaire in case they needed any help It took the students approximately 45 minutes to finish completing the questionnaire
The data collected from the questionnaire were then computed and analyzed The percentages and means collected from the analysis of the first part of the questionnaire were used to analyze the learners‟ background information
Descriptive statistics, including means, standard deviations, minimum and maximum obtained from the second part of the study were reported to explore factors affecting the students‟ motivation in learning English speaking Average scores of 3.5-5.0 on the 5-point Likert scale were defined as highly motivated; average scores of 2.5-3.4 were defined as moderately motivated; and average scores defined as low motivated were 1.0-2.4.
Results
3.1.1 Data analysis of students’ survey questionnaire and interview 3.1.1.1 Personal information of the students taking part in the survey
As mentioned in Chapter 2, Part 1 of the questionnaire includes five items seeking the participants‟ background information.The information collected is presented in Table 1 below:
(%) Length of studying English (Mean)
Table 1: Background information of the participants
As can be seen from Table 4.1, the total number of the students in the survey was 110 of which 25.45% were males and 75.54% were females Their average age was about 19 The students came from four different faculties of the university The number of participants among the four departments was not remarkably different (approximately 25% for each faculty) Even though the students‟ length of studying English stood between 7 and 12 years, most of the students revealed that they started to learn English when they were in secondary school (Mean = 7.86)
The first 13 statements in questionnaire are designed to investigate the student – related factors motivating students in English speaking classroom It can be shown in table 2 and figure 1 below
( A = Learner – related factor2, A2 – A14 = Question 2 – 14 about stdentrelated factor)
According to table 2 and figure 1, the group of items 8,9,10,11, 12 got the highest score, in which the item 12 got the remarkable one ( Mean = 4.12, SD 1.08) Based on the questionnaire, this group of items represents the students‟ confidence in speaking English Most of them admitted that they feel unconfident to speak out in front of crowd They all agree with the reason that “ Ialways feel that the other students speak English better than I do.” or “I am afraid the other students will laugh at me when I speak English.”
As can be seen from the table and figure above, item 2,3,5,14 also received a relatively high score (especially, item 5 mean = 3.84) It can be understood that the students‟ belief also play an import part to their performance in speaking lesson
A moderate position belongs to item 6 and 7 with mean = 3.36 and 3.32 respectively As a result, students moderately agree that possessing an appropriate learning strategies can help them stimulate in English speaking classroom
By contrast, item 8 received the lowest score from the participants ( Mean
= 2.74, SD = 1.46) This item is designed to investigate how the component
“personality” affects students‟ motivation in speaking Obviously, only a small number of students approve that this factor affect students‟ motivation in oral participation Following item 8, item 4 also achieves the low score ( Mean = 2.82, SD= 1.67) in which the students disagree with the statement : I am able to acquire
English vocabulary and expression It can be inferred that the factors “ intelligence / aptitude” don‟t affect much students‟ involvement in English speaking lesson
The statements 15-29 support researcher studying the factor teacher affecting students‟ participation in English speaking The table below will show the explicit statistic
Teacher– related factor N Mean SD Min Max
Table 3: Teacher – related factor (B: teacher – related factor, B1-B15: Question
As can be displayed in table 3 and figure 2, the participants didn‟t show much difference in their response to these items However, we also realize that the group of items ( B1, B2, B9, B11, B14) which represent teacher‟s teaching method got the highest score ( Mean of B9 = 3.673, SD = 1.237) Most of students come to an agreement that the teaching methods have effect on their involvement in speaking.It can also be seen that none of the items got the low score All the rest items received the medium mean in which the lowest one reaches 2.45 All other items‟ mean rank from 3.018 to 3.46 Specifically, the group of items B4, B5,B6 are ranked second with mean = 3.245, 3.46, 3.45 respectively The students in this group affirm that “Teachers provide praise and positive encouragement if necessary.” or “Teachers express a positive attitude when students generate an interesting idea.” have explicit effect on their motivation during English speaking in classroom They further point out that “Teachers try to avoid embarrassing students when giving feedback.” is also a predictor of their motivation Obviously, the respondents highly appreciate teachers‟ commitment to students‟ progress.Following this group is group of item B8 and B13 with a slight decrease
(mean = 3.227 and 3.382) However, they still belong to “ moderately motivated” as defined in section 3 of chapter 2 Correspondingly, a good relationship with students are considered a positive factor to stimulus students in English oral proficiency
3.1.1.4 Teaching and learning condition factor
In this section, the teaching and learning condition factor is described in the following table
Teaching and learning condition N Mean SD Min Max
Table 4: Teaching and learning condition
(C: teaching and learning condition, C1- 5; Question 30 -34 about learning and teaching condition)
Figure 3: Teaching and learning condition
The results shown in table 4 and figure 3 reveal that the statistics can be classified into 2 explicit group in which group 1 consist of item C1 and C2 and the second 2 include C3 to C5 Obviously, group 2 attains higher scores than group 1
Only small number of students ( n = 29) agree that “ Class sizes are reasonable to learn English speaking.” and a similar number ( n = 30) come to an agreement that
“Teaching and learning facilities are adequate and updated.” Whereas these two item only reach mean = 2.4 and 2.5, the items of C3, C4 and C5 achieve mean 3.67, 3.5 and 3.7 respectively It can be implied that a pleasant and supportive atmosphere in classroom play an important role in provoking students to speak out
The results about course book factor are described in the table and figure as follow:
Course book N Mean SD Min Max
( D: course book factor, D1-5: Question 35-38 about course book factors)
It can be seen clearly from the chart that the item D4 and D2 share the nearly same result when both received high scores among 4 items (mean = 3.4 and 3.42 respectively) The chart here indicated that the providing output beforeeach task oractivities and the familiar topics will enable students eager to speak On thecontrary, the students seem to pay no concern to item D1 and D3 That‟s the reason why their means only reach 2.36 and 2.46 There are approximately one third students (n= 39) strongly disagree that “The speaking tasks and activities in course book are interesting enough.” The figure also indicates that “The speaking topics in course book meet students‟ demand.” also receive the same disagreeing numbers of correspondents
3.1.1.6 The comparison among factors affecting students’ motivation in English speaking classroom
This table and figure will show the comparison among 4 factors to students‟ motivation in English speaking classroom
Table 6: The comparison among 4 factors
Figure 5: The comparison among 4 factors
This table and chart weredesigned to make the comparison among 4 major factors affecting students‟ motivation in English speaking classroom They also present a very explicit classification of factors mentioned above All these factor fall in mean ranging from 3.36 to 2.91 Moreover, the chart also indicated that the extent of motivation are in decent from learner – related factor to course book factor In which the learner – related factor is in high peak with mean = 3.66 As a result, the students will become most motivated if they are affected by the components from this factor Following learner – related factor, teacher – related factor is also regarded animportant one ( mean = 3.308) The course book factor obtained the lowest score which referred to a small influence to students‟ motivation in oral proficiency ( Mean = 2.91)
3.1.2 Data analysis of teacher interviews
To have deep insight into the situation of students‟ motivation as well as to support finding some solutions to motivate students in English speaking classroom, the teacher interviews were devised The answers from 9 teachers from Basic English staff who taught them basic English during first 2 semesters
1 In your opinion, what stimulate your students’ participation in English speaking lesson?
Regarding to increasing student‟ involvement in speaking English, teacher gave a variety of factors First of all, 3 of them point out that their students are attracted with physical activities At that time, speaking lesson becomes a friendly environment in which student feel free and confident to express themselves
Of 9 teachers, 6 agreed that what stimulated their students speaking English was their ability They faithfully said “ I realize that my student will speak more if their vocabulary or background knowledge about that topic are relatively adequate.” The lack of structure, vocabulary or ideas were always their big hindrance occupied in their worry
Most of teacher realized that at the beginning of first semester, student seem to be reserved and often kept themselves uninformed with the others Therefore, the speaking lesson seemed to be quiet Gradually, the discussions get more excited when they become familiar Teachers agree that a friendly and comfortable environment is a crucial predictor to students‟ participation during speaking lesson
Nearly a half of them suppose that their students will become more enthusiastic if the topics for discussion is of their interest or familiar to them This group of teachers affirmed that they find it hard to indulge students in the discussion if some tasks and activities offers topic new to them “ My students are eager to raise their voice to share their experience about the topic they know Thus, they have more chance to use English.”
2 What speaking activities do you often hold in your speaking classroom? In your opinion, which one can motivate your students speaking most?
Discussions of findings on factors that motivate students in English
As presented in analysis section, there are four major factors affecting students‟ motivation in English speaking classroom In this part, the researcher also wants to discuss in depth these four factors based on the finding in 3.1
As revealed in the finding of student – related factor, there are 5 sub factors affecting students‟ motivation in English speaking classroom: students‟ confidence, students‟ belief, students‟ learning strategies, students‟ personality and students‟ aptitude
Among these 5 factors, students‟ confidence is attributed as the biggest motivating predictor The reasons are due to fear of negative evaluation from their peers and the perception of low ability in relation to their peers Evidently, there is a big relation between students‟ anxiety and their performance The students will become more willing and comfortable to express their ideas if the level of confidence is raised In other word, teacher should help students control and minimize their anxiety
Another factors relating to students‟ motivation is students‟ belief A larger number of participants ( n= 82) believed that this English class can come up to their expectation The rest assumed that acquiring spoken English can improve their communicative English As a result, they gradually become like native- speakers The result of study suggests that teachers can motivate students by improving students‟ belief Once they thoroughly understand the usefulness and potentiality of spoken language, their motivation can be enhanced
Another motivated factor found in this study is students‟ ability
Approximately 80 of 90 asked affirmed that low English proficiency and lack of background knowledge discouraged them from participation This finding is also consistent to question 1 in “ teacher interview” Teachers also reveal that students will increase their level of motivation if they can ignore the worry about the lack of structure, vocabulary and expression It can be elicited that teachers should use various techniques to build students‟ vocabulary before giving them speaking tasks and activities
One more finding in this study is students‟ learning strategies Half of responses appreciated the suitable learning strategies to their speaking motivation
As a fact, learners won‟t be disappointed and out of track if they rely on academic learning strategies Students at ULSA address memorizing vocabulary and structure as an effective tool in speaking lesson It‟s implied that teachers at ULSA should guide their students some learning schemes such as strategies to learn vocabulary, strategies to acquire native expression, strategies to acquire English pronunciation
Finally, personality is also considered a moderate predictor of students‟ motivation There are extrovert learners who are ready to express ideas and even talkative; by contrast, there are introvert ones who don‟t want to speak out their thought in the crowd as mentioned in questionnaire 8 Consequently, they perform and react to speaking tasks and activities differently Not surprisingly, as a teachers we have to deal with diverse characteristics in one speaking classroom Thoroughly understanding the students‟ discrete personalities will benefit teacher in teaching strategies
Based on the finding and analysis of questionnaire, teacher‟s enthusiasm, teacher‟s good relationship with learners and teacher‟s expectation received the moderate scores Only teaching method and teacher‟s commitment to learners‟ progress are the best predictors of students‟ motivation in English speaking lessons
Additionally, the information collected from teacher interview reinforces the role of teaching method to students‟ motivation Students pointed out that they become participated if their teachers varied speaking activities It‟s advisable for teachers to apply games, role play, interview and discussion etc The authentic tasks are supposed to increase students‟ intrinsic motivation They provide students with opportunities to relate to real-world situations, make connections to their own interests, and engage deeply with subject matter Hence, designing or extracting the task which can be found and approached in real life is in need Moreover, the explanation and instruction are expected to provide before each tasks and activities in order that no students are off track
In regard to teacher‟s commitment to learners‟ progress, both teacher and students show that a positive attitude to students‟ mistakes will reduce students‟ worry and anxiety Likewise, students feel more confident and ready to generate the ideas for the next times if they are honored for their progress
It‟s concluded that to enhance students‟ motivation in speaking lesson, 2 above variables should be enhanced
According to students, a comfortable and pleasant learning environment will stimulate students‟ engagement in oral lesson Teacher interview also pointed out that students at the beginning of semester tend to be more introvert than later
Obviously, the more friendly learning environment is , the more expressive students are Therefore, teachers should organize the activities and tasks so that students can become more cooperative Additionally, the advice and respect from teacher and peers are addressed to an ideal learning environment
In students‟ opinion, the familiar topics and the output provided for each task and activities are the reasons provoking students‟ engagement in speaking lesson Moreover, the responses from teachers through question 4 in teacher interview reinforce it It‟s undeniable that we can avoid the hesitation from students if we give them the common topics associated with daily circumstance As a fact, when students are full of ideas, they can speak out spontaneously and naturally The new or difficult topics often interrupt them because they will be in stuck with the ideas
Correspondingly, teachers and students affirmed that providing the input before each tasks are essential As discussed above, students can speak more if they are full of ideas in mind Therefore, before each speaking activity, it‟s expected to offer vocabulary, expression and information relating to topic
This chapter deals with the conclusions of the present study Following the conclusion are the implications The limitations of the study as well as suggestions for further study are presented in the final session of this chapter.
Conclusions
In conclusion, the aim of this study was to investigate the factors affecting students‟ motivation in English speaking classroom among the first year students at ULSA The researcher has made the best attempt to investigate 4 major factors affecting students‟ motivation in speaking lesson namelystudents – related factor, teacher – related factor, learning and teaching condition factor and course book factor A deep insight in each factor is also sought through questionnaire and teacher interview Firstly, the results of the questionnaire revealed 5 issues namely students‟ confidence, students‟ belief, student‟ ability, students‟ learning strategy and students‟ personality.Furthermore, the results of the questionnaire along with interview provided show 2 main variables from teachers affecting students‟ motivation such as teacher‟ teaching method and teacher‟s commitment to learners‟ progress In addition, thestudy demonstrated that a comfortable learning environment will reinforce students‟ motivation Lastly, the course book is also attributed to a motivating factor Providing a familiar topics and background knowledge before each task or activities are seen to be effective way to arise students‟ participation.
Pedagogical implications
Drawing on the data analysis in the previous chapter, this section will discuss the issues concerned with the implications of the study for motivation enhancement including promoting positive motivational components and reducing 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
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
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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
2 Gender: M/ F(Please circle the appropriate option)
5 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 Learning speaking English is a hobby for me
2 Learning speaking English enables me to communicate with foreigners
3 This English class will definitely help me improve myoral English
4 I am able to acquire English vocabulary and expression
5 I believe that learning speaking English enables me to be more native – like speakers
6 When I make mistakes, I try to remember and avoid for next times
7 I find the effective ways of memorizing vocabulary and structure
8 I am not used to expressing my thought in front of crowd
9 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 do
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 enough for me to communicate
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
Teachers are always ready to give help while we are discussing in group or in pairs
30 Class sizes are reasonable to learn
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
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
APPENDIX 2 PHIẾU ĐIỀU TRA SINH VIÊN
Phiếu điều tra này được thiết kế nhằm tìm hiểu về những nhân tố ảnh hưởng đến động lực của sinh viên trong giờ học nói đối với sinh viên năm nhất trường Đại Học Lao Động Xã Hội Rất mong các bạn có thể giành thời gian để trả lời các câu hỏi một cách trung thực Tôi xin đảm bảo rằng những thông tin mà các bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu và các bạn có thể tin chắc rằng tên của các bạn sẽ không được để cập đến trong nghiên cứu
Phần 1:Làm ơn điền đầy đủ những thông tin cá nhân sau:
2 Giới tính: Nam / Nữ ( khoanh tròn vào sự lựa chọn thích hợp)
5 Thời gian học tiếng Anh: ……….( năm)
Phần 2: Hãy cho biết quan điểm của bạn về những lời phát biểu dưới đây bằng cách tick vào một cột tương ứng
Nhân tố động lực liên quan đến sinh viên
1 Học tiếng Anh là một thú vui của tôi
2 Học nói tiếng Anh có thể giúp tôi giao tiếp với người nước ngoài
3 Lớp học tiếng Anh này chắc chắn sẽ giúp tôi cải thiện vốn tiếng Anh nói của mình
4 Tôi có khả năng tiếp thu được vốn từ vựng và cách diễn đạt bằng tiếng Anh
5 Tôi tin rằng việc học nói tiếng Anh có thể giúp tôi nói tiếng Anh giống với người bản địa hơn
6 Khi mắc lỗi tôi cố gắng nhớ và tránh mắc phải những lần sau
7 Tôi tìm ra một cách hiệu quả để nhớ từ vựng và cấu trúc
8 Tôi không quen với việc thể hiện suy nghĩ của mình trước đám đông
9 Tôi cảm thấy bối rối mỗi lần phát biểu ở lớp
10 Tôi cảm thấy không tự tin khi nói tiếng
Anh trong giờ học nói
11 Tôi luôn nghĩ rằng các bạn trong lớp nói tiếng Anh tốt hơn tôi
12 Tôi cảm thấy căng thẳng và hồi hộp khi nói trong giờ tiếng Anh
13 Tôi sợ các bạn khác trong lớp sẽ cười mình khi tôi nói tiếng Anh
14 Kiến thức nền và vốn từ vựng của tôi không đủ để giao tiếp
Nhân tố động lực liên quan đến giáo viên
15 Giáo viên thường tạo cho chúng tôi nhiều cơ hội để nói tiếng Anh
16 Giáo viên thường thiết kế nhiều hoạt động nói khác nhau để thu hút sinh viên tham gia
17 Giáo viên lắng nghe chăm chú khi sinh viên thuyết trình
18 Giáo viên đưa ra lời khen và động viên kịp thời
19 Giáo viên thể hiện một thái độ hài lòng khi sinh viên đề xuất một ý tưởng hay
Giáo viên cố gắng tránh làm sinh viên bối rối khi đưa ra nhận xét cho bài nói của các em
21 Giáo viên thường quan tâm đến việc đặt ra mục tiêu học tấp cho sinh viên
22 Giáo viên chia sẻ với sinh viên những sở thích cá nhân
23 Giáo viên đưa những bài tập mang tính thực tế để cuốn hút sự tham gia của học viên
24 Giáo viên nhận xét rất chi tiết sau mỗi phần trình bày của sinh viên
25 Những đánh giá và giải thích của giáo viên rất dễ hiểu
26 Bên cạnh những hoạt động nói trong sách, giáo viên còn cung cấp them những hoạt động bên ngoài
27 Giáo viên sử dụng yếu tố hài hước để tạo nên một môi trường thoải mái
28 Giáo viên đưa ra những hướng dẫn cụ thể và đầy đủ trước mỗi hoạt động nói
29 Giáo viên sẵn sàng giúp đỡ khi sinh viên đang thảo luận theo cặp học nhóm
Môi trường dạy và học
30 Số lượng sinh viên trong lớp tương đối hợp lý cho một lớp học nói
31 Phương tiện dạy học đầy đủ và hiện đại
32 Ý kiến phát biểu của tôi được cân nhắc và đánh giá cao
33 Tôi có cơ hội để hợp tác với các thành viên khác trong lớp
34 Tôi nhận được ủng hộ và lời khuyên chân thành từ thầy cô và các bạn
35 Những hoạt động và bài tập nói trong sách khá thú vị
36 Chúng tôi đều được cung cấp những kiến thức liên quan trước mỗi hoạt động và bài nói
37 Những chủ đề nói trong sách đáp ứng được nhu cầu của sinh viên
38 Những chủ đề nói trong sách rất quen thuộc
1 In your opinion, what stimulate your students‟ participation in speaking lesson?
2 What speaking activities do 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?