Rationale
After the historic upheaval, Vietnam’economy, politics and culture have been undergone extensive changes Thanks to the open - door policy, Vietnam has diplomatic relationship with all over the world English becomes an indispensable means of communication with the rest of the world and it is the most important international language because it provides ready acces to the world scholarship and world trade Since then English has become a compulsory subject in Vietnam curriculum, its teaching and learning have been paid much attention
In learning English at high schools, English speaking skill is one of the four skills that students must be taught as separately and equally as the others However, due to some differently objective and subjective reasons, teaching and learning this skill is often integrated with other skills such as listening skill, or is even neglected It leads to the cause that students do not often enjoy speaking period as well as find it difficult to participate in speaking activities
Besides, at Hoa Lu A high school, like at many other high schools in Vietnam
English has been a compulsory subject in secondary curriculum for many years The fact is that, due to the demand of high school and university entrance examinations, the students’focus is on grammar and vocabulary, which means little attention has been paid to speaking skill
With 6 years of experience in teaching English at high school, I have realized that there are many factors affecting the success of language learners such as aptitude, age, personality, motivation and so on, among which motivation plays an important role For teaching and learning speaking skill, the impact of motivation is not an exception It is undeniable that if the students are motivated, especially from the warm
- up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist
All the above mentioned reasons have inspired the writer to conduct a research title “How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school”.
Aims of the study
The aims of the study are:
- To investigate the current situation of teaching and learning speaking skill in grade 10 at Hoa Lu A high school
- To identify types of the motivation and factors affecting students’ motivation in learning speaking skill
- To suggest speaking teaching techniques used to motivate students to take part in speaking activities.
Research questions
The study intends to find out the answers to the following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English?
2 What have teachers done to motivate students in learning speaking English?
3 What are students’expectation of speaking teaching?
Methods of the study
To conduct the study, I am going to use quantitative and qualitative methods
The data collected for the study will come from two sources: the 10 th grade student respondents and the English teacher respondents at Hoa Lu A high school, Ninh Binh
Two questionnaires, one for students and the other for teachers, and informal interwiews of students are going to be used as data collection instruments All the comments, recommendations and conclusions provided in the study will be based on the data analysis.
Scope of the study
Studying motivation and its effects on the second language have been paid attention by many researchers so far However, due to the limit of time and capacity, within the scope of an M.A minor thesis, the researcher only focuses on the types of motivation possessed by Grade 10 students in learning speaking English; some activities used by the teachers to motivate them to speak English; and students’ expectation to activities and techniques applied by teachers in speaking teaching; then suggests some recommendations for teachers to motivate students to speak more.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction - deals with the rationale, aims, research questions, methods, scope, design of the study
Part B: Development - consists of four chapters
Chapter I - Theoretical Background - is intended to give some theoretical background related to motivation and speaking
Chapter II - Methodology - presents the Research site, Methodology (including the participants, instruments, data collection and analysis procedure)
Chapter III - Major findings, discussions - shows major findings and discussions
Chapter IV – Recommendations - offers some recommendations for teachers to motivate students to speak more in speaking lesson
Part C: Conclusion - conclusion, limitations of the study, suggestions for further research.
Theoretical Background
Motivation in second language learning
In almost all fields of learning and teaching, especially language education, motivation has always been considered an essential factor contributing to success In L2 achievement, motivation is an important affectivity It means that motivation of high levels often leads to high L2 achievement and proficiency The motivated learners are usually more active in learning, while unmotivated learners are more likely to cause classroom disturbances Therefore, a thorough understanding of this concept is needed
According to Williams and Burden (1997:20), motivation is a “state of cognitive arouse” which provokes a “decision to act”; as a result of which, there is “sustained intellectual and/or physical effort” so that a person can achieve some “previously set goal”
Another linguist, Woolfolk (2001:366) defines motivation as “an internal state that arouses, directs, and maintains behavior”
Additionally, Dornyei, (2001: 17) claims that “ motivation explains why people decide to do something, how hard they are going to pursue it and how long they are going to sustain their activities.” Similarly, Brown (2000:160) indicated that
“motivation is some kind of internal drive which pushes someone to do things in order to achieve something”
It can be seen that different researchers approach motivation definition in different ways However, this research will follow the definition of motivation proposed by Gardner (1982:132-147) that motivation perceived to be composed of three elements These include effort, desire and affect Effort refers to the time spent studying the language and the drive of the learner Desire indicates how much the learner wants to become proficient in the language, and affect illustrates the learner’s emotional reactions with regard to language study He also remarks “motivation involves four aspects: a goal, effortful behavior, a desire to attain the goal, and favorable attitudes towards the activity in question” He sees the important role of effort and desire to achieve the learning goal “Motivation in the present context refers to the combination of effort plus desire to achieve the goal of learning plus favourable attitudes towards learning the language”(1985:10)
I.2 Types of motivation I.2.1 Integrative and instrumental motivation
Gardner and Lambert (1972: 10) distinguished integrative and instrumental as two types of motivation
Integrative motivation: Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt
1991) It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk 1978) This form of motivation is known as integrative motivation When someone becomes a resident in a new community that uses the target language in its social interactions, integrative motivation is a key component in assisting the learner to develop some level of proficiency in the language It becomes a necessity, in order to operate socially in the community and become one of its members It is also theorised that "integrative motivation typically underlies successful acquisition of a wide range of registers and a nativelike pronunciation" (Finegan 1999:568)
Instrumental motivation : In contrast to integrative motivation is the form of motivation referred to as instrumental motivation It is something which concerns “the practical value and advantages of learning a new language ” (Lambert 1974: 98 - cited in Ellis, 1997) and which is characterized by “the wish to learn the language for purposes of study or career promotion” (Ur, 1996: 276) and the desire to obtain something practical or concrete from the study of a second language (Hudson 2000)
With instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place, or in some instances is even desired
Intrinsic motivation: Intrinsic motivation refers to “motivation to engage in an activity for its own sake” (Woldkowski, 1999) He means that the activity itself is our own benefit, so we do not need any other kinds of rewards or punishment He also states that intrinsic motivation “is the natural tendency to seek out and conquer challenges as we pursue personal interests and exercise capabilities” The factors of support of intrinsic motivation include: competence (the feeling that you know how to do things), autonomy (being able to perform an activity by yourself without external help), and relatedness (connection with your social environment like helping others)
Although intrinsic motivation has typically been seen as a unidimensional construct, Vallerand and his colleagues (as quoted in Dornyei 2001) have recently posited the existence of three subtypes of intrinsic motivation:
+ To learn: engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying one’s curiosity, and exploring the world
+ Towards achievement: engaging in an activity for the satisfaction of surpassing oneself, coping with challenges, and accomplishing or creating something
+ To experience stimulation: engaging in an activity to experience pleasant sensations
Extrinsic motivation : Harmer (2001: 51) remarks that extrinsic motivation “is caused by any number of outside factors such as the need to pass an exam, the hope of financial reward or the possibility of future travel” In addition, Dornyei (2001) states that according to self-determination theory, a variety of regulations exist and can be placed on a continuum between self-determined (intrinsic) and controlled (extrinsic) forms of motivation, depending on how much the regulation has been transferred from outside to inside the individual Four types of extrinsic motivation are elaborated:
+ External regulation refers to the least self-determined form of extrinsic motivation, coming entirely from external sources such as rewards or threats (e.g the teacher’s praise or parental confrontation)
+ Introjected regulation involves externally imposed rules that the students accept as norms to be followed in order not to feel guilty (e.g rules against playing truant from class)
+ Identified regulation occurs when the person engages in an activity because he/ she highly values and identifies with the behavior, and sees its usefulness (e.g learning a language which is necessary to pursue one’s hobbies or interests)
+ Integrated regulation is the most developmentally advanced form of extrinsic motivation, involving choiceful behavior that is fully assimilated with the individual’s other values, needs, and identity (e.g learning English because its proficiency is an educated cosmopolitan culture one has adopted)
Most scholars agree that intrinsic and extrinsic motivations interact with each other and both play an important role in language learning and teaching As a result, learners can be either motivated by internal or external factors depending on the circumstances and conditions under which the learning activity is being performed
I.2.3 Global motivation : Brown (1994) definies global motivation as a general orientation to the goal of an L2 learning which may be affected by such factors as previous education, social factors as well as the teachers’attitudes
I.2.4 Situational motivation : refers to the learning context: classroom, total environment assumed to be influenced by teacher action Brown (1994) distinguishes the difference in situational motivation according to the situation in which learning takes place Thus the motivation in the classroom setting differs from that in natural setting
I.2.5 Task motivation : This motivation occurs when learners are performing some particular tasks in learning performance An attractive task designed by the teacher in class may encourage learners to invest their effort and energy in
I.2.6 Resultative motivation : In some cases, motivation is the result of learning
Hermann (1980) stated that “it is success that contributes to motivation rather than vice
Speaking in second language learning
There are many definitions of speaking In his own view, Mackey (1965) shows that “ oral expression involves not only the use of the right sounds in the right patterns of rhythm and intonation, but also a choice of words and inflections in the right order to convey the right meaning”, (cited in Bygate, 1997:5) According to Mackey, for the student who wants to be good at speaking, he/she has to choose the right forms, put them in correct order, sound it like native speaker and even produce the right meanings In addition, Bailey (2005:2) definies “ speaking is the productive, oral skill
It consists of producing systematic verbal utterances to convey meaning.” Chaney (1998:13) shares the same view that speaking is “the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety contexts”
II.2 Importance of speaking in language teaching and learning
Speaking plays an utmost important role among the four language skills since it helps to identify who knows or does not know a language Pattison (1992) confirms that when people know or learn a language, they mean being able to speak the language More than this, Ur, P (1996) shows that people who knows a language are referred to as “speaker” of that language as if speaking included all other kinds of knowing
Moreover, oral English can be very useful for development of reading and writing skills Rivers points out: “ when we read and write, we call upon what we know of the language orally” (Rivers, 1968: 20) He goes on to say that there must be a connection between reading and speaking If the students are reading, and then they are using their oral English, too If a student has poor English, his reading ability may also be poor Similarly, Rivers (1968) argues that writing involves oral ability as well
II.3 Approaches to the teaching of speaking
II.3.a The Grammar - translation Method
In the Grammar - translation Method, students are taught to analyze grammar and to translate from one language to another The Grammar translation method, therefore, does not really prepare students to speak English, and it is not entirely appropriate for students to improve their speaking skill In conclusion, the Grammar - translation Method is not consistent with the goals of increasing English learners’ fluency, oral production or communicative competence
II.3.b The Direct Method and Audio - lingual Method:
The Direct Method focused on “everyday vocabulary and sentences” (Richards and Rodgers, 1986:9) and lessons were conducted entirely in the target language This Method emphasized in that “new teaching points were introduced orally rather in writing Also, lessons emphasized speaking and listening, which were practiced in a carefully graded progression organized around question and answer exchanges between teachers and students.” (Richards and Rodgers, 1986:10 as cited in Bailey, 2005:17)
In Audio - lingual Method, speaking is taught by having students repeat sentences and recite memorized dialogues from the textbook In this method, the lesson emphasized repetition drills in order to familiarize students with the sounds and structural patterns of the language In short, memorizing patterns did not lead to fluent and effective communication in real - life situations (cited in Bailey, 2005:17)
II.3.c Communicative Language Teaching : At the end of the 1960s, the Audio -
Lingual Method met a drastic attack from both American sociolinguistics and British functional linguistics based on the study of language from a wider prospective The Grammar translation method and the Direct method and Audio - lingual Method did not lead to fluent and effective communication in real - life situation, the Communication language teaching (CLT) evoked The goal of language teaching in the light of CLT is to develop communication competence In CLT classroom, learners are encouraged to contribute as much as they gain, and learn in an independent way In CLT favors interaction among small numbers of learners with purpose to maximine the time each learner learns and uses languages, shares information and negotiates meaning.
Types of stimulating activities in teaching speaking skill
After a content-based lesson, a discussion can be held for various reasons The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things
There are many interesting and motivating methods available to English teachers, and “Role-play authentic situation is one avenue leading to improved communicative ability in the target language” (Maxwell, 1997, p.6) Thus, role-play could be one of the most useful teaching methods used to enhance students’learning attitudes/motivation, increase their speaking ability and overcome their shyness As Maxwell (1997) pointed out the problems of those English teaching methods, and argued that there is a need to develop more diverse English teaching methods or activities Role -play is one of the main teaching methods to help students improve their L2 learning in three aspects First, role -play might help develop students’speaking ability Second, role-play might meliorate students’ attitudes/ motivation toward learning L2 Third, role -play might help students overcome their shyness The purpose of role-play is “to improve students’ verbal and nonverbal communication skills and to link and use previously built schemas, in both structured and improvised situations ” (Maxwell, 1997, p.1) Teachers use role -play as one of the teaching methods to force students to speak in public.The common weakness of Vietnamese students is their speaking ability They seldom have the chance to practice conversation, even in the second language classroom
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate The most common view of simulations is that they provide a way of creating a rich communicative environment (a representation of reality) where students actively become a part of some real-world system and function according to predetermined roles as members of that group More important, however, is the notion that a simulation becomes reality and the "feeling of representivity fades" (Crookall & Oxford, 1990, p 15)
Games are one of the useful activities to motivate students in speaking
According to Carrier (1980:6) “Games stimulate students’participation and give them confidence” Hadfield (1987) also classifies language games into many more categories as follows: Sorting, ordering or arranging games; Information gap game; Guessing games; Matching games; Labeling games; Puzzle-solving games
Using language games, which have long been advocated for assisting language learning, in speaking classes seems to be a good choice for the following reasons:
* Games add interest to what students might not find very interesting Language learning is hard work Effort is required at every moment and must be maintained over a long period of time Games help and encourage many students to sustain their interest and work Sustaining interest can mean sustaining effort After all, learning language involves long term effort
* The variety and intensity that games offer may lower anxiety and encourage shyer students to take part in speaking classes positively, especially when games are played in small groups
* Games also help the teachers to create contexts in which the language is meaningful and useful The students want to take part in and in order to do so they must understand what others are saying and they must speak in order to express their own point of view or give information
* Games are student-centered in that students are active in playing the games and games can often be organized such that students have the leading roles, with teachers as facilitators
Using drama and drama activities have clear advantages for language learning
Drama encourages students to speak, it gives them the chance to communicate, even with limited language, using non-verbal communication, such as body movements and facial expression There are also a number of other factors which makes drama a very powerful tool in the language classroom Desiatova (2009) outlined some of the areas where drama is very useful to language learners and teachers, and they are listed below:
* To give learners an experience (dry-run) of using the language for genuine communication and real life purposes; and by generating a need to speak Drama is an ideal way to encourage learners to guess the meaning of unknown language in a context Learners will need to use a mixture of language structures and functions ("chunks") if they want to communicate successfully
* To make language learning an active, motivating experience
* To help learners gain the confidence and self-esteem needed to use the language spontaneously By taking a role, students can escape from their everyday identity and "hide behind" another character When you give students special roles, it encourages them to be that character and abandon their shyness
* To bring the real world into the classroom (problem solving, research, consulting dictionaries, real time and space, cross-curricular content) When using drama the aim can be more than linguistic, teachers can use topics from other subjects: the students can act out scenes from history, they can work on ideas and issues that run through the curriculum Drama can also be used to introduce the culture of the new language, through stories and customs, and with a context for working on different kinds of behavior
* To emulate the way students naturally acquire language through play, make- believe and meaningful interaction
* To make what is learned memorable through direct experience and affect (emotions) for learners with different learning styles
* When students dramatize, they use all the channels (sight, hearing, and physical bodies) and each student will draw to the one that suits them best This means they will all be actively involved in the activity and the language will "enter" through the channel most appropriate for them
* To stimulate learners' intellect and imagination
* To develop students' ability to empathize with others and thus become better communicators
* Helps learners acquire language by focusing on the message they are conveying, not the form of their utterance
As we all know, stories have always played a significant role in children's growth Stories not only help in stimulating children's imagination and understanding of the world, but also in developing children's language ability and appreciating literature
Short stories allow teachers to teach the four skills to all levels of language proficiency Murdoch (2002: 9) indicates that “short stories can, if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate levels of proficiency”
The primary reason to recommend storytelling in the EFL speaking classroom is that stories are motivating and immensely interesting, can best attract listeners and promote communication
Secondly, stories are an enormous language treasure For hundreds of years, thousands of stories have been created and passed down Many old stories are regarded as the models of language and treasures of the culture, from which learners at various language levels and age groups can find suitable stories to read and tell
Previous studies
There are too many studies of Vietnamese researchers about teaching speaking skill And there are some studies about motivating students to speak English in speaking lesson These researcher suggested, in their M.A Thesis linguistics, some concrete activities to motivate students to take part in speaking lessons For example,
Nguyen Hong Minh with “Three ways to motivate the students at Banking Academy – Bacninh branch in English speaking activities”; Lai Thi Dua with “Using information gap activities to motivate students in speaking lesson for the first – year non – English major students at Phuong Dong university”; Vu Thi Kim Loan with “Using visual aids to motivate non – major English first year stundents speaking English at Hanoi Tourism College”; Dang Thuy Chi with “Using picture to motivate tenth grades to participate in speaking activities at Le Quy Don high school”; Nguyen Thi Thanh My with “Using language games to motivate th 10 th form non – English majors in speaking lesson at phan Boi Chau Speacializing High School, Nghe An”; In addition, there are some researchers, also in their M.A Thesis linguistics, focused on factors affecting motivation in learning speaking English For example, Nguyen Thi Anh Duong with
“Factors affecting motivation for 10 th grades’engagement in English speaking classes”; Luu Thi Lan with “Factors affecting motivation in learning speaking English of Grade 10 students at Yendinh 1 High School” Other M.A Thesis linguistics about motivation is Tran Thi Thanh Xuan’s with “Motivation in learning speaking skills for secon – year non – English majors at Hanoi University of Education” In it, the subjects of the study are students at college or university
In this chapter, I have reviewed the theories on concepts such as “motivation in second language learning ”, “speaking in second language learning ”, and “types of stimulating activities in teaching speaking skill” I believe they are a good theorical basic so that I can fulfill my theisis successfully.
Methodology
Overview of the research site
Hoa lu A High School, the research site, founded in 1972, is located in Thien Ton town, Hoa Lu district, Ninh Binh province With over 40 years of establishment and development, Hoa Lu A High School is becoming a reliable address for students and theirs parents in Hoa Lu district This public school has 27 classes with over 70 teachers of different subjects Currently there are approximately 1,200 students of three grades: 10, 11, and 12 Each grade has 9 classes On the average, there are about 35 to
42 students in a class Most of the students come from nearby villages
The number of students in the 10 th grade are 361 Almost of them are 16 years of age, some are 17 years old The students have learned English as a foreign language for 4 years at Junior High School, some have learned English at Primary school and are all learning English, with three English classes a week
There are 9 teachers of English currently working at Hoa Lu A High School All of them are Vietnamese Five of them are females, and theirs age ranks from 31 to 43
The youngest has 6 years of teaching English while the oldest has been teaching English for 16 years Of the 9 teachers, there is one teacher who got M.A degree at Vietnam National University, Hanoi - University of Languages and International Studies; One teacher is studying M.A course at Vietnam National University, Hanoi - from Vietnam National University, Hanoi - University of Languages and International Studies The rest are graduates from Hoa Lu Collegue (now Hoa Lu University) All of the teachers of English at Hoa Lu A High school are helpful, friendly, enthusiatic and willing to make some renovations in teaching
The main material for teaching English at Hoa Lu A High School is a new set of English texbook, the standard syllabus, written by Hoang Van Van et al It follows two popular approaches: namely learner - centred approach and communicative approach
The texbook Tieng Anh 10 consists of 16 units including five parts: reading, speaking, listening, writing and language focus Obviously, this texbook focus on linguistic knowledge as well as skill formation and development Speaking skill is taught in one lesson of a unit Its primary goal is to improve communicative competence, that is, the ability to communicate in English
I.4 Teaching and learning English in 10 th Form
In English lessons, the main teaching aids used are simply a blackboard, textbooks and in recent six years teachers have been using cassettes in listening lessons The classrooms are physically overcrowded, with limitid space for activity organization Besides, there are no competitions and outdoor activities for students to take part in And most of the students do see the importance of English for their university entrance exam, like maths, chemistry and physics But they do not see the importance of speaking English English tests are administered to mesure students’language ability However, students’speaking exam is not implemented
Generally, the students’knowledge of English is poor Also their exposure to English in the classroom is limited, so they are not good at communicative skills Therefore, the teaching of English in general, and the teaching speaking English in particular has encoutered a lot of difficuties.
Methodology
The participants of this study consist of 6 teachers of English teaching the 10 th form students at Hoa Lu A High School Besides, 120 students at this school from six
10 th form classes are randomly selected from 361 students.
1 1 The students
The subjects of the study are a sample of 120 in the 10 th form randomly selected at Hoa Lu A High School They are from six classes, 10A, 10B, 10 C, 10 K,10H, 10I
In terms of their geographical origin, nearly 90% of them come from the countryside, and the rest are city dweller They are not the same at English proficiency level in general and speaking competence in particular Only some of them are good and active in speaking classes while the rest remain passive and quiet.
1 2 The teachers
The 6 teachers of English who are currently teaching the 10 th form are asked to complete the questionnaires for teachers Among them, there are one male and 5 females Their ages range from 31 to 39 They have been teaching English at Hoa Lu A High School from 6 to 13 years One of them got M.A degree at Vietnam National University, Hanoi - University of Languages and International Studies
II.2 The data collection instruments
Data for the study was obtained with two different instruments: questionnaire and informal interview.
2 1 The questionnaire
The study intends to find out the answers to the 3 following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English ?
2 What have teachers done to motivate students in learning speaking English ?
3 What are students’expectation of speaking teaching ?
So two questionnaires were designed: one for students and the other for teachers The question items were both close-ended and open-ended This method is chosen because it is easy to construct, extremely versatile and uniquely capable of gathering a huge amount of information in a short time
The first questionnaire for students consisting of 9 questions was delivered to
120 students of 10 th grade at Hoa Lu A High School The aims of this were to elicit students’attitude towards speaking skill; Students’motivation in learning speaking English; facters affecting students’motivation in learning speaking English; current Methods and Techniques Applied to Teach Speaking Skills; Students’interest and desires for speaking activities
The second questionnaire for teachers including 9 questions was delivered to 6 teachers at the research site The purpose of this questionnaire was to identify teachers’ opinion on students’ motivation in speaking English; teachers’attitude towards reluctant speakers and mistake makers; difficulties teachers have encountered in teaching speaking at Hoa Lu A high school; activities and techniques used by the teachers.
2 2 Informal interview
An informal interview was conducted in Vietnamese between the researcher and
6 students randomly selected from 10A class Each interview lasted about five minutes The interview was in the form of an informal conservation in order to give the interviewee a chance to develop and elaborate on his ideas, to share expansively and cooperatively, without any imposition as in a questionnaire.
3 1 Data collection procedure
120 students from six 10 th form classes were randomly collected With the teachers’ permission, copies of the questionnaire were handed out to the students To ensure that the students have right understanding of the questions, the researcher designed the questions in Vietnamese, about 10 minutes were given so that the students could choose their answer Two other dates were also made with the students for informal interviews During the informal interviews, the researcher had to both ask the questions and write their answers down
It was easy for the questionnaire for teachers 6 copies were given to the 6 teachers teaching grade 10, and a date was made for the questionnaire to be given back.
3 2 Data analysis
Then the data was analyzed using descriptive statistics with percentage, interpretations
The results from the questionnaires were then presented in the forms of tables, while the information from the interviews was used as reflective notes and quotations.
Concluding remark
This chapter presented the research questions, participants, instruments, and procedures of data collection and analysis In a best attempt to build a scientific methodology, I hope to achieve a realiable and valid data for the study The next chapter is the presentation of the data analysis and discussion.
Major findings and discussion
Questionnaires for students
I.1 Students’attitude towards speaking skill
Questions 1 and 2 are designed to discover Students’attitude towards speaking skill The specific questions and students’responses are shown in Table 1 below:
1 Theo em kỹ năng nói quan trọng như thế nào ?
2 Mức độ thích học nói tiếng Anh như thế nào ?
Table 1: Students’attitude towards speaking skill
Being asked about the importance of English speaking skill, 98 students admit that speaking skill is very important to them, which takes 81.7% while 19 out of 120 mentioned speaking was little important skill None of the students did not evaluate the importance of the speaking skill when they reported that this skill were not important at all Besides, all the interviwees emphasized the importance of English speaking skill
The following were their opinions:
S1: “Good speaking English is very important If I speak English well, I can be confidend to communicate with foreign people”
S2: “I have the same ideas, and I want to introduce Ninh Binh tourism city to foreign tourists in all over the world”
S3: “Yes It’s good for my future job”
S4: “I do think so, and I want to go abroad to study”
S5: “Yes, It’s good for me to sing English songs”
S6: “I want to work for a foreign company, so good speaking English is very important”
The result from the questionnaire and informal interview shows that generally the students were aware of the importance of speaking in learning a foreign language
The second question was asked on students’interest in speaking English 19.2% students say that they are very interested in speaking English in class 34.2% are interested while 39.2 % don’t mind speaking English and 7.4 % are not interested in it
In short, most of the students (97.5%) realiazed the importance of speaking skill in EFL acquisition process However, nearly a half is not interested in speaking skill
I.2 Students’motivation in learning speaking English
The researcher had mentioned some types of motivation in chapter 1 of this study In this part, the researcher focused on such types of motivation possessed by Grade 10 students at Hoa Lu A high school They were integrative, instrumental, resultative, intrinsic and extrinsic motivation
3 Tại sao em muốn học nói tiếng Anh?
A Nó giúp em hiểu và nghe bài hát tiếng Anh
B Em muốn đi du học hoặc làm việc cho công ty nước ngoài
C Em nghĩ nó cần thiết cho em trong công việc tương lai
D Nó nâng cao kiến thức ngữ pháp, từ vựng, và ngữ âm
E Nó cho phép em nói chuyện với người nói tiếng Anh và hiểu văn hóa của họ
F Lý do khác (hãy chỉ rõ):………
Table 2 reveals that the future job was the thing that students concerned, 78 out of 120 respondents taking 65% thought that English was necessary for their future job
Only 47 out of 120 students taking 39.2% knew the role of English in the modern life, they identified the major reason for learning speaking English as a means to communicate with English speaking people and understand their cultures At the same time, 28.3% said that they like to learn speaking skill because it helped them to understand and listen to English songs 35% students percieved the speaking skill could improve their knowledge of grammar, vocabulary and phonetics which help them to do their tests and exams well That was the reason they tried to study English 25% claimed that getting a chance to have a university place abroad or a work place in foreign company after finishing school or university was their underlying reason Only
2 students gave other opinion, according to them, they want to learn English because they would take English as a main subject in the university entrance exam
Besides, three interviewees shared their ideas that they want to learn English because “English is good for future job” And here are the rest opinion:
- “I like this subject, If I am good at English, I can be confident to go abroad for holiday”
- “I do like this subject too Moreover, I want to become a translator in the future”
- “I want to learn English because I want to introduce Vietnamese culture to foreign tourists and Ninh Binh tourist”
In short, types of motivation possessed by grade 10 students were quite varried
The highest percentage was the students who possessed instrumental motivation with the reason that they studied English for passing university entrance exam, getting a good job in the future or going abroad to study The lower percentage was the respondents with intergrative and extrinsic orientation with the underlying reasons that they studies English because of English language and culture The last one was some possessed intrinsic motivation with the reason of pleasure In general, students who possessed instrumental motivation were quite eager to learn English
I.3 Factors affecting students’motivation in learning speaking English
In the chapter 1, the researcher had mentioned three factors affecting learners’ motivation in language learning They were learners’factors, teachers’factors and teaching conditions However, only the first two kinds of factors were the focus of this study
Being asked about factors of the reluctance, as you can see the table below, 56 out of 120 respondents taking 46.7% students feel reluctant to speak English because they feel shy 15% said that they were unwilling to speak as it was the boring topics presented in the texbook or by their teachers while 9.2% state that their learning goal is not to communicate It is not good news for the teachers to know that 22 students taking 18.3% of the respondents complain the teaching way are boring 22 students gave other opinions Among them, 10 respondents taking 9.2% said that they feel reluctant to speak English because they are not good at grammar and lack of vocabulary The same percentage gave the reason that they have bad pronunciation
The rest stated that they don’t understand English and it’s difficult for them to learn English
4 Những yếu tố nào khiến em không sẵn lòng nói tiếng Anh trên lớp ?
B Các chủ đề nói nhàm chán
C Phương pháp dạy nhàm chán
D.Mục đích học của em không phải là để giao tiếp
E Lý do khác (hãy chỉ rõ):…
Table 3.1: Factors affecting students’motivation in learning speaking English
5 Yếu tố nào ngăn cản quá trình nói tiếng Anh của em ?
A Không tìm được từ và cấu trúc diễn đạt
B Không tìm được ý diễn đạt
C Sự thiếu nhiệt tình của giáo viên
D Việc ngắt lời của giáo viên
E.Giáo viên nói quá nhiều trong giờ dạy
F Giáo viên tức giận khi em nói sai
G.Lý do khác (hãy chỉ rõ)……
Table 3.1: Factors affecting students’motivation in learning speaking English
Responding question 5, 83 out 120 students taking 69.2% could not find words or structures to express their opinion when speaking In fact, the problems for the high school students were the lack of vocabulary and grammatical knowledge for learning
The students are too lazy to learn by heart new words and new structures that their teachers had explained before The next, which affected 44.2% of the respondents, was that they could not find their ideas for their speech It was not surprising to find out this fact because most students lacked the background knowledge in English Another factors which related to teachers included teachers’ unenthusiasm (0.8%), teachers’ interruption (1.6%), teachers’ anger (5%) and teachers’ amount of talking (0.8%) 3 out of 120 students gave other opinions, according to them, the factors prevent their speaking process is that they have little occasion to speak english
In addition, 4 subjects in the interview answered that “I am shy to speak in front of other students and I fear to make mistakes because of lack vocabulary and weakness of grammar” One interviewee stated that “when working in groups or pairs, my classmates don’t co - operate ” And the rest said “I’m not willing to participate in speaking activities because my pronunciation is bad”
In summary, the major factor affecting students’motivation is students’ themselves In speaking lesson, they are reluctant to speak because they are not good at English (lack of vocabulary, ideas and weakness of grammar) In addition, they are shy when speaking in front of the class
I.4 Current Methods and Techniques Applied to Teach Speaking Skill
6 Em nghĩ gì về thời lượng nói của giáo viên trong giờ học kỹ năng nói ?
Table 4.1: Current Methods and Techniques Applied to Teach Speaking Skill
As you can see in Table 4.1 above, it is a good new for the teachers when almost of the students ( 101 out of 120 respondents taking 84.2%) assumed that their teachers’amount of talking in speaking lessons is enough 16% thinks that the teachers talk little much None states that their teachers talk too much while 2.5 % said that their teachers talk too little
As is shown Table 4.2, 40% of the respondents say their teachers often point out their mistakes and correct them when they have finished a speaking task 35% students admit that their teachers often point out their mistakes, and encourage them to correct themselves or their classmates to correct after they have finished a speaking task Whereas 19.2% find that their teachers are not angry but interrupt them to correct when they make a speaking mistake The other students taking 5% may not feel satisfied with their teachers when complaining their teachers often get angry and interrup tthem whenever they make a mistake and the rest (0.8%) says that their teachers ignore their mistakes when they make a speaking mistake
7 Khi em mắc lỗi trong khi nói, giáo viên của em:
A Giận dữ và ngắt lời để chữa lỗi
B Không giận dữ nhưng ngắt lời để chữa lỗi
C Đợi cho em nói xong, sau đó chỉ ra lỗi và chữa lỗi
D Đợi cho em nói xong, sau đó yêu cầu em hoặc các bạn trong lớp chữa lỗi
E Không đả động gì đến lỗi sai của em
Table 4.2: Current Methods and Techniques Applied to Teach Speaking Skills
It can be easy recognized from the findings in Table 4.1 and 4.2 that almost of the respondents (84.2%) do not complain about their teachers’amount of talking in speaking lessons It means that this teaching way seems to make the students very satisfied And when the students are speaking, their teachers do not often stop students to correct mistakes It means that the teachers at this school take more focus on fluency and content than on accuracy and forms
I.5 Students’interest and desires for speaking activities
8 Em muốn giáo viên của em làm gì để khích lệ em nói ?
A Không ngắt lời khi em mắc lỗi
B Khuyến khích em nói bằng điểm hoặc khen
C Chấp nhận nhiều phương án trả lời của em
D Nhiệt tình, thân thiện và tận tình giúp đỡ
9 Em nghĩ gì về các hoạt động được sử dụng bởi giáo viên trong giờ nói?
- Làm việc theo cặp hoặc theo nhóm
- Sử dụng các phương tiện trực quan
- Đóng vai, đóng kịch hoặc bắt chước vai
Table 5: Students’interest and desires for speaking activities
As is shown by the table, Teachers’characteristics and behaviors in class were paid much attention from students It’s an interesting fact that almost of the respondents (94 out of 120 taking 78.3%) expected their teachers to be enthusiastic, friendly and helpful About 22.5 % of the study population wish their teachers to motivate them to speak English by grades and praise 14.2% respondents expected their teachers to accept a variety of their answers The rest (6.6%) concerned to how teachers behaved when students made mistakes
Questionnaires for teachers
II.1 Teachers’ opinion on students’ motivation in speaking English
1 In which stage of a lesson do you find it necessary to motivate students to speak ?
E All the above mentioned stages
2 What do you think of the importance of speaking to your students ?
A Speaking helps students to improve other language skills and linguistic knowledge
B Speaking can bring students enjoyment and pleasure
C Speaking helps to broaden knowledge of the world
D Student can communicate much through speaking
Table 6: Teachers’ opinion on students’ motivation in speaking English
As is shown Table 6, 100% teachers in the study seemed to see the values of motivating students to speak in all stages They agreed that they should motivate students from the warm - up stage to the post - speaking one The role of the teacher, therefore, was as the role of the motivator of the whole lesson
The results obtained from question 2 revealed that all the teachers were aware of the importance of speaking to the students in language learning 83.3% of them agreed that students could communicate much through speaking The same percentage affirmed speaking helped students to improve other language skills and linguistic knowledge They stated that there was a great relation between speaking and others skills Reading provided speaking with vocabulary, imformation and knowledge background Listening supported pronunciation, intonation, colloquialisms and speaking models in practice 33.3% teachers said that speaking can bring students enjoyment and pleasure The same percentage also agreed that speaking helps to broaden knowledge of the world
II.2 Teachers’attitude towards unwilling speakers and mistake makers
3 How do you evaluate your students’ level of participation in classroom speaking activities ?
A My students are very afraid of participating in speaking activities
B My students are quite afraid of participating in speaking activities
C My students are very willing to speak
Table 7.1: Teacher’attitude towards unwilling speakers and mistake makers
Table 2.1 identified that 100% teachers claim that their students are afraid of taking part in speaking activities It is easy to understand that from the results of students’survey questionnaires, they are afraid of taking part in speaking activities because they are shy, they are not good at grammar and lack of vocabulary or they could not find words, ideas or structures to express their opinion when speaking
4 When your students keep making mistakes, you ……
A are angry and interrupt to correct
B are not angry but interrupt to correct
C Wait untill your students have finished speaking, then point out their mistakes and correct
D Wait untill your students have finished speaking, points out their mistakes and ask them or their classmates to correct them
Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers
As is shown Table 7.2, teachers’results are like students’results When the students are speaking, their teachers do not often stop students to correct mistakes, they wait untill their students have finished speaking, 83.3% point out their mistakes and encourage them to correct themselves or their classmates to correct; 16.7% teachers point out students’mistakes and correct them It means that the teachers at this school take more focus on fluency and content than on accuracy and forms
II.3 Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school
As can see the Table 8 follow, 100% teachers think that students’low English proficiency is the most difficulty that they have confronted in teaching speaking Next are those who suppose that their difficulties are large class sizes and students’shyness (the same percentage 50%) The rest blamed for Students’ reluctance to speak English and students’ lack of motivation (33.3 and 16.7 respectively)
5 What are the difficulties that you have experienced when teaching speaking to
10 th form students ?(You can choose more than one)
C Students’ reluctance to speak English
Table 8: Teachers’difficulties in teaching speaking at Hoa Lu A high school
II.4 Activities and techniques used by the teachers
6 How often do you use the following activities to motivate your students to participate more in oral activities ?
- Using visual aids (pictures, real objects, or video… )
- Role play, drama, or Simulations
7 What do you often do to make your students interested in speaking activities ? (choose more than one opinion) ?
A Encourage them by good mark
C Design speak tasks suitable to learners abilities
D Accept a variety of students’ answers
E Being enthusiastic, friendly and helpful
Table 9.1:Activities and techniques used by teachers to motivate students to speak
According to the statistics from 9.1, all teachers made use of different teaching techniques and activities to motivate their students to take part in speaking activities but the frequency of them being used depended on each teacher It’s a interesting result that 100% teachers often used games in order to motivate their students to speak English in speaking lessons Pair work and group work are two of the activities which the teachers here always or often use to make chance for their students to practice speaking Story telling was rarely or never used by half of the study teachers, and sometimes used by the same of them in class Discussion was always or sometimes by the same number (50% respectively) Using visual aids were sometimes used by 50% of the teachers, and they were either often or rarely used by the rest (16.7% and 33.3% respectively) Role play, drama, or Simulations are less used: the same number (16.7%) with the frequency always, often, rarely and never; 33.3% sometimes used this kind of activities
Making students interested in a lesson is an art in teaching Being asked about the techniques for it, 100% teachers said that their characteristics and behaviors in class were paid much attention from students So they should be enthusiastic, friendly and helpful to motivate their studdents to take part in speaking activities 66.7% gave them good marks as an encouragement 50% agreed that design speak tasks suitable to learners’ abilities is also a good way to get them involved in speaking lessons The same number suggested that they should accept a variety of students’ answers Only 33.3% of them stated that their students should be encouraged by grades
8 What do you often do to create a close relation with your students in speaking classes ?
A Remain in the teacher’s seat
B Stand in front of the students near the blackboard
C Stand near the students who tend to speak much
D Walk around the class and give help
9 What teaching methods are currently being applied in your speaking lesson ?
Table 9.2:Activities and techniques used by teachers to motivate students to speak
Similarly, to create good relationship with the students to make students interested in speaking lessons, different ways were applied The findings show that to make students feel a close relation to them, all the teachers at this school avoid remaining in the teacher’s seat, standing in front of the students near the blackboard or standing near the students who tend to speak much but walk around the class and give help
It is generally concluded that most teachers have good understandings of CLT
They agreed that CLT focused on learners, created good communication opportunities and language environment for students 66.7 % of them prefered CLT than other methods However, 33.3% of participants mentioned that in teaching speaking English, they combined of different methods
Chapter III has presented the data, which were obtained from the two survey questionnaires and informal interview and the detailed description of the data analysis and findings The major types of motivation possessed by the stydents, the activities used by teachers to motivate students in learning speaking and students’expectation of speaking teaching I hope that these findings and discussions are helpful for some recommendations in the next chapter.
Recommemdations for the teachers
Identify students’types of motivation
The results showed that the majority of the students appeared to possess a strong instrumental motivation They learn English because of their aims in the future
Teachers, therefore, should maintain the instrumental motivation However, teachers also can enhance the others types of motivation Concretely, teachers should enhance the intrinsic motivation, it means that students do activities with their own volition, interest and enjoyment Teachers should create classroom environments that provide students with opportunities to engage in interesting, personally relevant, challenging activities by rousing their love to English through songs, cartoons or documentary film by English about daily life, particular school life In groups, teachers ask students to discuss, then to prepare their talk about their main content or their characters that they have listening or watched Thank to this activity, students are motivated to listen more English songs and interested in speaking tasks Besides, teachers can enhance integrative motivation by bringing cultural and customary content into speaking lessons Teachers can use quizzes because we have found that quizzes are one of the more successful activity types Quizzes can be used to test materials that you have previously taught, but they are also useful in learning new information For example, teachers could give the simple true/false quiz about organizing birthday in Vietnam and England, then should ask the students to answer true or false to each of the questions in pairs or groups They will share their existing knowledge and common sense to give answers It is not important whether students get the right answer or not, but by predicting, students will become more interested in finding out the right answer
The right answers can be given by the teacher, through video, newspapers or photos…
Help students to be confident
Another findings indicates that students felt reluctant to speak due to lack of therefore, should reduce student’s shyness by creating a safe warm environment They can rearrange the classroom seating occasionally This gives the shy students a chance to become comfortable with people they may never have spoken with Teachers can also seat them near friendly, outgoing students, which may encourage them to be more outgoing The teachers can also help to reduce students’fear by having them work in pairs and groups work These activities are thought to be very useful in spekaing lessons Using pair work and group work helps teachers reduce boredom and tiredness among students Each student has an opportunity to take part in the lesson and his mistakes can be corrected by other group members or partners before talking
Moreover, when working in groups or pairs, students can share ideas and structures with other The less proficient students can get support from the more advanced ones
Besides, teachers can help some students get out of the silence in class by assigning roles to them or having them choose their mangement responsibilities when they work in groups The roles that students keep can be the timekeeper, the note - taker and someone who will report back to the entire class at the end of the group work
Assigning different roles to all of the students in groups can help teachers encourage the quieter students and provide all students opportunities for balanced interaction and talking turn Moreover, for impulsive and reflective learners, working in groups or pairs will be very effective The refective have time to plan their speaking ideas and think carefully before they speak They then feel very self - confident The impulsive, in contrast, have time to focus on the accuracy of their responses, they can check mistakes and get feeback from others
3 Help students to enrich their vocabulary and improve their knowledge of grammar
Also from the findings we know that the majority of the students found it hard to carry on their speaking tasks because of their poor vocabulary and little knowledge of grammar Thus, the teachers should create a competitive atmosphere for the students to memorize new words and structures in a logical way A careful and regular check on them should be conducted in a variety of ways I think the best ways that teachers could do is to organize word games including crossword puzzles, anagrams, word jumble, Scrabble and Boggle Word games not only challenge their students and help them discover new meanings, new words but also are a great and fun tool to expanding their vocabulary
To make improvements in using grammatical, and functional patterns, frequent out-of-class practice was encouraged Before each unit, as homework to practice learnt structures, the students brainstormed ten questions per week on topics suggested by the teacher and the students The topics were simple (e.g., family, job, hobbies, campus life, ) The teacher collected and corrected the questions With the teacher’s comments, the students themselves were gradually able to learn how to generate questions and avoid making mistakes More importantly, the students saw the teacher’s effort in helping them to enhance their speaking skill In return, they studied harder After receiving feedback from the teacher, the students were asked to memorize their questions and to practice asking and answering questions with as many students as possible, whenever and wherever they could Once a month, the teacher randomly selected a prepared topic, and the students practiced asking and answering questions on the topic in class This activity was a simple drill, but it helped students to eradicate the habit of thinking of questions and answers in Vietnamese and then translating them into English when communicating The more often the questions and answers were practiced, the more deeply they became rooted in the students’ minds Moreover, this activity helped the students to organize their ideas as they were required to put the questions in a logical order
4 Help students to overcome pronunciation problem
The findings showed that most students were afraid of taking part in speaking activities due to their bad pronunciation To motivate students to speak English more, teachers should create a good languge environment It means that teachers themselves have to speak English and encourage students to use it as much as possible inside and outside of class Besides, teachers should pay much attention to teaching pronunciation to them in reading and listening lessons of each unit Generally, teachers should give students the opportunity to imitate Most often, teachers will be the model that students will copy, but teachers could also use other sources, for example, using a recording from television, radio or the internet for variety However, practicing pronunciation could be very tedious So, sometimes, teachers should change traditional methods by inserting some activities interesting, relaxing and funny, for example short English songs and proverbs As you know, almost students at high shool like music, music is highly memorable, and it is also shown that the song classes offer a lot of fun and creativity while students cooperate with each other to achieve their pronunciation goals Teachers can collect short English songs with simple words (perhaps songs for children), let them heard chants and songs many times, they got into students’head, then teachers ask them to learn in groups or pairs and memorize the lyrics or rhythm
All students have opportunities to sing turn Besides, proverbs would give fun Many proverbs contain the rhetorical devices related to sound such as alliteration, rhyme and repetition, and thus very suitable for pronunciation exercises Sentences with several words involving the same sound are good materials for practicing that sound
Repeating a sound two or more times in a short sentence can give the student a deeper impression, and the euphonic rhythm can keep the boredom away
5 Help students to find ideas
Combination of Games and Group or pair work is a helpful activity to help students to find ideas for speaking tasks Before speaking in front of the class, students brainstormed activities or solutions on topics suggested by the teacher; or teachers could make list of ideas, then ask students to choose suitable activities or solutions
This part will deal with conclusion, limitations of the study and suggestions for further study
It is undeniable that motivation plays a crucial role in learning English in general and in learning speaking English in particular Thus, this study set out to investigate the types of motivation possessed by students in speaking lessons at Hoa Lu
A high school, It also focuses and evaluates motivational techniques used by teachers at this school, students’expectations of speaking teaching It, then, suggests some recommendations for teachers to motivate students in speaking skill
The findings shows that almost grade 10 students and teachers at Hoa Lu A high school said that English, especially good speaking English, is very important for the future It means that their motivation of learning English is instrumental It’s good for teachers to maintain this type of motivation However, teachers could enhance others like intrinsic and integrative motivation by rousing their love for English through listening English songs or inserting English cultural and custom From the findings, the researcher have had a concrete picture of motivation, their motivation in speaking is affected much by many factors like students’factors, teachers’factors and learning condition However, most students are demotivated in speaking activities by themselves Almost of them are reluctant to speak because of shyness, lack of words, structures and ideas Besides, to find out factors that increase as well as decrease students’motivation, the teachers at Hoa Lu A high school also have attempted to apply motivational techniques and activities in teaching speaking as a treatment Based on the data collection and analysis, factors affecting motivation in speaking English of grade
10 students as well as students’preference and demands to teachers’techniques teaching in speaking activities The researcher, then, has offered some recommendations for teachers can make them more confident by creating a safe warm environment Let students have a chance to become comfortable with people that they may never have spoken with by seating them near friendly, outgoing students English songs are useful in teaching speaking, teachers could not only enhance students’intrinsic motivation, but also help students to overcome pronunciation problem Games, pair work or group work are useful teaching techniques Through these activities, teachers could help students to be more confident, to enrich their vocabulary, to improve their grammar or find ideas in speaking skill Moreover, teachers could use Quizzes to encourage students to find ideas for speaking tasks and to discover foreign culture
The researcher believes that these recommendations will be helpful for high school English teachers in general and for English teachers at Hoa Lu A high school in particular
In a word, it is hope that this study will make a specially significant contribution to the better current situation in teaching and learning speaking English of the 10 th grade students and to the ongoing process of renovation for teaching English at Hoa Lu
II Limitation of the study and suggestion for further study
A considerable effort has been made to investigate motivation in speaking English of grade 10 students at Hoa Lu A high school However, due to limited time and ability, there are number of related areas which the researcher can not cover in the study First, subject of the study is a small number of 10 th grade students, not the students of all three grades in Hoa Lu A high school Second, the researcher merely contrentrates on studying students’motivation in speaking skill, do not focus on some related skills such as writing and listening
With above limitations, further research on the topic might be investigated the ways to motivation students in learning writing or listening lesson and subject of the study might be randomly selected from all three grades of the high school
1 Bailey K.M (2005), Practical English Languge Teaching Speaking, McGraw –
2 Brown, Alan (1992), Groupwork, London: Heinemann
3 Brown H.D (2000), Principles of Language Teaching and Learning (4 th ed.),
4 Brown H.D (1994), Teaching by principles, Englewood Cliff, NJ: Prentice Hall
5 Brophy J (1998) (Ed.), Advances in research on teaching: Expectations in the classroom, Greenwich, CT: JAI Press
6 Burden P.R (1995), Classroom management and discipline: Methods to facilitate cooperation and instruction, New York: Longman
7 Bygate M (1997), Speaking (6 th ed.), OUP
8 Carrier, Michael & The centre for British Teachers (1980), Take 5, Games and
Activities for the Language Learner, (2d ed.) London: Nelson
9 Chaney A L B., & Burk T L (1998), Teaching Oral Communication, Boston:
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11 Crookes G., & Schmidt R.W (1991), Motivation : Reopening the research agenda,
12 Crookal D and Oxford R.L (1990), Simulations, Gaming, and Language Learning,
13 Desiolova, Liubov, (2009), Using different forms of Drama in EFL, Classroom
(http://www.hltmag.co.uk/aug09/sart07.htm)
14 Dornyei Z (2001), Motivational strategies in the language classroom, Cambridge,
16 Falk J (1978), Linguistics and language : A survey of basic concepts and implications (2nd ed.), John Wiley and Sons
17 Finegan E (1999), Language: Its structure and Use (3 th ed.), Harcounrt Brace
18 Gardner R.C (1982), Language Attitude and Language Learning, Edward Arnold
19 Gardner R.C (1985), Social psychology and language learning: the role og attitude and motivation, London: Edward Arnold
20 Gardner R.C & W.E Lambert (1972), Attitudes and motivation in second language learning, Rowley, MA: Newbury House
21 Gass S.M; Selinker L (1993), Second language acquisition, An introductory course, New York: Routledge
22 Good T.L & J.E Brophy (1994), Looking in classroom, (6 th ed.) New York: Harper
23 Haldfiel, Jill (1987), Elementary Communication Games, UK: Thomas Nelson and sons
24 Harmer J (2001), The practice of English Language Teaching.(2 th ed.) London:
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26 Lightbown M.P, Spada N (1999), How language are learned, OUP
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28 Murdoch G (2002), Exploiting well – known short stories of language skills development, IATEFL LCS SIG New Letter 23, 9 – 17
29 Pattison P (1992), Developing Communication Skills, Cambridge: CUP
30 Richards J.C & Godgers T.S (1986), Approaches and Methods in Languge
31 Rivers W.M (1968), Teaching Foreign – Language Skills, The University of
32 Scheideker D.,& Freeman W (1999) Bring out the best in students: How legendary teacher motivate kids, Thousand Oaks, CA: Corwin Press
33 Ur P (1996), A Course in language Teaching, Cambridge CUP
34 William M & Burden R.L (1997), Psychology for language teachers: a Social
Constructivist Approach, Cambridge: Cambridge University Press
35 Woldkowski R.J (1999), Enhancing adult motivation to learn, (2 nd ed.) San
36 Woldkowski, Raymond J (2008), Enhancing adult motivation to learn: A comprehensive guide for teaching all adult, (3 rd ed.), San Francisco: Jossey –
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APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Đại Học Quốc Gia Hà Nội Trường Đại Học Ngoại Ngữ
Help students to overcome pronunciation problems
The findings showed that most students were afraid of taking part in speaking activities due to their bad pronunciation To motivate students to speak English more, teachers should create a good languge environment It means that teachers themselves have to speak English and encourage students to use it as much as possible inside and outside of class Besides, teachers should pay much attention to teaching pronunciation to them in reading and listening lessons of each unit Generally, teachers should give students the opportunity to imitate Most often, teachers will be the model that students will copy, but teachers could also use other sources, for example, using a recording from television, radio or the internet for variety However, practicing pronunciation could be very tedious So, sometimes, teachers should change traditional methods by inserting some activities interesting, relaxing and funny, for example short English songs and proverbs As you know, almost students at high shool like music, music is highly memorable, and it is also shown that the song classes offer a lot of fun and creativity while students cooperate with each other to achieve their pronunciation goals Teachers can collect short English songs with simple words (perhaps songs for children), let them heard chants and songs many times, they got into students’head, then teachers ask them to learn in groups or pairs and memorize the lyrics or rhythm
All students have opportunities to sing turn Besides, proverbs would give fun Many proverbs contain the rhetorical devices related to sound such as alliteration, rhyme and repetition, and thus very suitable for pronunciation exercises Sentences with several words involving the same sound are good materials for practicing that sound
Repeating a sound two or more times in a short sentence can give the student a deeper impression, and the euphonic rhythm can keep the boredom away.
Help students to find ideas
Combination of Games and Group or pair work is a helpful activity to help students to find ideas for speaking tasks Before speaking in front of the class, students brainstormed activities or solutions on topics suggested by the teacher; or teachers could make list of ideas, then ask students to choose suitable activities or solutions
This part will deal with conclusion, limitations of the study and suggestions for further study.
Conclusion
It is undeniable that motivation plays a crucial role in learning English in general and in learning speaking English in particular Thus, this study set out to investigate the types of motivation possessed by students in speaking lessons at Hoa Lu
A high school, It also focuses and evaluates motivational techniques used by teachers at this school, students’expectations of speaking teaching It, then, suggests some recommendations for teachers to motivate students in speaking skill
The findings shows that almost grade 10 students and teachers at Hoa Lu A high school said that English, especially good speaking English, is very important for the future It means that their motivation of learning English is instrumental It’s good for teachers to maintain this type of motivation However, teachers could enhance others like intrinsic and integrative motivation by rousing their love for English through listening English songs or inserting English cultural and custom From the findings, the researcher have had a concrete picture of motivation, their motivation in speaking is affected much by many factors like students’factors, teachers’factors and learning condition However, most students are demotivated in speaking activities by themselves Almost of them are reluctant to speak because of shyness, lack of words, structures and ideas Besides, to find out factors that increase as well as decrease students’motivation, the teachers at Hoa Lu A high school also have attempted to apply motivational techniques and activities in teaching speaking as a treatment Based on the data collection and analysis, factors affecting motivation in speaking English of grade
10 students as well as students’preference and demands to teachers’techniques teaching in speaking activities The researcher, then, has offered some recommendations for teachers can make them more confident by creating a safe warm environment Let students have a chance to become comfortable with people that they may never have spoken with by seating them near friendly, outgoing students English songs are useful in teaching speaking, teachers could not only enhance students’intrinsic motivation, but also help students to overcome pronunciation problem Games, pair work or group work are useful teaching techniques Through these activities, teachers could help students to be more confident, to enrich their vocabulary, to improve their grammar or find ideas in speaking skill Moreover, teachers could use Quizzes to encourage students to find ideas for speaking tasks and to discover foreign culture
The researcher believes that these recommendations will be helpful for high school English teachers in general and for English teachers at Hoa Lu A high school in particular
In a word, it is hope that this study will make a specially significant contribution to the better current situation in teaching and learning speaking English of the 10 th grade students and to the ongoing process of renovation for teaching English at Hoa Lu
Limitation of the study and suggestion for further study
A considerable effort has been made to investigate motivation in speaking English of grade 10 students at Hoa Lu A high school However, due to limited time and ability, there are number of related areas which the researcher can not cover in the study First, subject of the study is a small number of 10 th grade students, not the students of all three grades in Hoa Lu A high school Second, the researcher merely contrentrates on studying students’motivation in speaking skill, do not focus on some related skills such as writing and listening
With above limitations, further research on the topic might be investigated the ways to motivation students in learning writing or listening lesson and subject of the study might be randomly selected from all three grades of the high school
1 Bailey K.M (2005), Practical English Languge Teaching Speaking, McGraw –
2 Brown, Alan (1992), Groupwork, London: Heinemann
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9 Chaney A L B., & Burk T L (1998), Teaching Oral Communication, Boston:
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QUESTIONNAIRE FOR STUDENTS
Đại Học Quốc Gia Hà Nội Trường Đại Học Ngoại Ngữ
BẢNG CÂU HỎI ĐIỀU TRA Điều tra này được thiết kế cho mục đích nghiên cứu về “Cách tạo hứng thú cho học sinh lớp 10 trong giờ học nói ở trường THPT Hoa Lư A” Tất cả những dữ liệu được thu thập trong bảng câu hỏi điều tra này CHỈ DÀNH CHO MỤC ĐÍCH NGHIÊN CỨU Nhà nghiên cứu bảo đảm tất cả các thông tin được thu thập sẽ giữ kín, với hy vọng rằng các em sẽ trả lời những câu hỏi dưới đây một cách chính xác và trung thực
Xin các em vui lòng đọc và hãy cho biết ý kiến của em về hoạt động mà em vừa tham gia bằng cách khoanh vào câu trả lời (hoạc các câu trả lời) em muốn chọn
Chân thành cảm ơn sự cộng tác của các em!
I Em hãy viết vài thông tin về bản thân!
Số năm học Tiếng anh: ………… Địa chỉ: a Nông thôn b Thành phố
1 Theo em kỹ năng nói quan trọng như thế nào ?
2 Mức độ thích học nói tiếng Anh như thế nào ?
3 Tại sao em muốn học nói tiếng Anh?
(Em có thể chọn một hoặc nhiều đáp án)
A Nó giúp em hiểu và nghe bài hát tiếng Anh
B Em muốn đi du học hoặc làm việc cho công ty nước ngoài
C Em nghĩ nó cần thiết cho em trong công việc tương lai
D Nó nâng cao kiến thức ngữ pháp, từ vựng, và ngữ âm
E Nó cho phép em nói chuyện với người nói tiếng Anh và hiểu văn hóa của họ
F: Lý do khác (hãy chỉ rõ):………
4 Những yếu tố nào khiến em không sẵn lòng nói tiếng Anh trên lớp ?
(Em có thể chọn một hoặc nhiều đáp án)
B Các chủ đề nói nhàm chán
C Phương pháp dạy nhàm chán
D Mục đích học của em không phải là để giao tiếp
E: Lý do khác (hãy chỉ rõ):………
5 Yếu tố nào ngăn cản quá trình nói tiếng Anh của em ?
(Em có thể chọn một hoặc nhiều đáp án)
A Không tìm được từ và cấu trúc diễn đạt
B Không tìm được ý diễn đạt
C Sự thiếu nhiệt tình của giáo viên
D Việc ngắt lời của giáo viên
E Giáo viên nói quá nhiều trong giờ dạy
F Giáo viên tức giận khi em nói sai
G: Lý do khác (hãy chỉ rõ):………
6 Em nghĩ gì về thời lượng nói của giáo viên trong giờ học kỹ năng nói ?
7 Khi em mắc lỗi trong khi nói, giáo viên của em:
A Giận dữ và ngắt lời để chữa lỗi
B Không giận dữ nhưng ngắt lời để chữa lỗi
C Đợi cho em nói xong, sau đó chỉ ra lỗi và chữa lỗi
D Đợi cho em nói xong, sau đó yêu cầu em hoặc các bạn trong lớp chữa lỗi
E Không đả động gì đến lỗi sai của em
8 Em muốn giáo viên của em làm gì để khích lệ em nói ?
(Em có thể chọn một hoặc nhiều đáp án)
A Không ngắt lời khi em mắc lỗi
B Khuyến khích em nói bằng điểm hoặc khen gợi
C Chấp nhận nhiều phương án trả lời của em
D Nhiệt tình, thân thiện và tận tình giúp đỡ
9 Em nghĩ gì về các hoạt động được sử dụng bởi giáo viên trong giờ nói ?
Làm việc theo cặp hoặc theo nhóm Các trò chơi
Sử dụng các phương tiện trực quan Đóng vai, đóng kịch hoặc bắt chước vai
QUESTIONNAIRE FOR TEACHERS………………………….v APPENDIX 3: INFORMAL INTERVIEW FOR STUDENTS
University of Languages and International Studies
This survey questionnaire is designed for my research into title ”How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data
Thank you for your cooperation!
I Please feel free to write down some information about yourselves!
1 In which stage of a lesson do you find it necessary to motivate students to speak ?
E All the above mentioned stages
2 What do you think of the importance of speaking to your students ?
A Speaking helps students to improve other language skills and linguistic knowledge
B Speaking can bring students enjoyment and pleasure
C Speaking helps to broaden knowledge of the world
D Student can communicate much through speaking
3 How do you evaluate your students’ level of participation in classroom speaking activities ?
A My students are very afraid of participating in speaking activities
B My students are quite afraid of participating in speaking activities
C My students are very willing to speak
4 When your students keep making mistakes, you ……
A are angry and interrupt to correct
B are not angry but interrupt to correct
C Wait untill your students have finished speaking, then point out their mistakes and correct
D Wait untill your students have finished speaking, points out their mistakes and ask them or their classmates to correct them
5 What are the difficulties that you have experienced when teaching speaking to 10 th form students ?(You can choose more than one)
C Students’ reluctance to speak English
6 How often do you use the following activities to motivate your students to participate more in oral activities ?
Always Often Sometimes Rarely Never
Pair work & group work Games
Story telling Discussion Using visual aids (pictures, real objects, or video… ) Role play, drama, or Simulations
7 What do you often do to make your students interested in speaking activities ? (choose more than one opinion) ?
A Encourage them by good mark
C Design speak tasks suitable to learners abilities
D Accept a variety of students’ answers
E Being enthusiastic, friendly and helpful
8 What do you often do to create a close relation with your students in speaking classes ?
A Remain in the teacher’s seat
B Stand in front of the students near the blackboard
C Stand near the students who are speaking much
D Walk around the class and give help
9 What teaching methods are currently being applied in your speaking lesson ?