Rationale
In recent decades, English has been more and more important in Vietnam It is now widely known as the major language of intercommunication, international commerce and business, science and technology and so on Thus, people with good English proficiency will have a brighter future They will have a great deal of chances to apply for a good job with high salary
At Hung Vuong Vocational College, English is a compulsory subject with 120 periods Teachers must teach four skills of which listening and speaking skills must be paid more attention That is one of the main tasks of the college that must train students to be communicatively competent After the course, students have to be able to communicate successfully in social situations It is a big challenge for teachers because at secondary and high schools, listening skill and speaking skill have been paid little attention As a result, from my observation and my teaching experience, I realized that only some learners get involved in the speaking activities while others keep silence or do other things
Motivating students in English speaking lessons is every teacher‟s challenge, especially in vocational college They are unwilling to take part in speaking activities in class This may be caused by many factors Therefore, this study will investigate factors affecting the students‟ participation in English speaking lessons
The researcher hopes that this study will help teachers at the vocational college to find suitable methods to motivate learners.
Aims of the study
This study aims at investigating factors affecting learners‟ motivation to speak English among students of business accounting field at Hung Vuong Vocational College Three main purposes are summarized below:
1 to investigate factors affecting learners‟ motivation to speak English
2 to investigate differences in factors between high achievers and low achievers
3 to give motivational strategies to motivate learners.
Scope of the study
The study was conducted with the sample selected from one hundred and eighty- nine first year students of business accounting at Hung Vuong Vocational College to explore factors affecting learners‟ motivation in English speaking lessons and compare differences between high achievers and low achievers in terms of factors.
Methods of the study
To achieve the aims of the study, both quantitative and qualitative methods are used
The data was collected from learners‟ questionnaire papers and interviews After the data was collected, analyzed and discussed, some conclusions will be drawn, and some suggestions will be made in the thesis.
Design of the study
The first part, introduction, includes the rationale, the aims, the scope, the method and the design of the study
The second part, development, includes three chapters Chapter one, literature review, provides a theoretical background of motivation, factors affecting language learning This chapter also summaries the theoretical background of speaking in L2 learning This is viewed as the theoretical framework for the investigation in the next chapter Chapter 2, methodology gives the context of the study, the research questions, the participants and data analysis procedure Chapter 3, data analysis, gives a detailed presentation of data
The final part is conclusion This part provides the summary of the findings and some implications for teachers of English as a foreign language In addition, this part gives some limitations of the study and some possible suggestions for further research
LITERATURE REVIEW
Theoretical background of motivation in L2 learning
The concept “motivation” is seen as an important and complex element in the process of second language acquisition Dornyei ( 2001) pointed out the inherent problems of motivation in L2 research: motivation is abstract and not directly observable; motivation is a multi-dimensional construct and motivation is inconstant
Among many of definitions of motivation, Dornyei (2001: 7) gave a comprehensive one which concerned “ the choice of a particular action, the persistence with it and the effort expended on it” It shows how behaviour starts, is directed and maintained
Therefore, motivation is a study of process that give behaviour energy and direction
“ the dynamically changing cumulative arousal in a person that imitates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalised and acted out” ( Dorney, 2001: 9)
In the 1990s, many works examined the relationship between learners and classroom environment, ( e.g Brown, 1990, 1994; Clement, Dornyei & Noels, 1994;
Crookes & Schmitdt, 1991; Dornyei, 1994a, 1994b; Julkunen, 1989, 1993; Oxford
( cited in Dornyei, 2001: 11) Lastly, in Dornyei and Otto (1998); Dornyei (2000, 2001), motivation began to be seen as dynamic and temporal They defined motivation as “ a dynamic view”, or
“ changes of motivation over time” Motivation can not be viewed as a stable attribute of learning that remains constant for several months or years Instead, students‟ motivation fluctuates, going through “ ebbs and flows” ( Dornyei, 2001:
Motivation is considered as a crucial factor in achieving a second language Gardner and Lambert (1972) emphasized that motivation can influence what, when and how learners learn That is, motivation determines strategies to achieve the goals, the effort and persistence Littlewood (1998: 53) indicated that “ motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he preserves"
1.1.3 Major approaches and theories on language learning motivation 1.1.3.1 Behavioral approach
According to the behaviourists, all learning takes place through the process of habit formation Learners receive linguistic input from speakers in their environment and positive reinforcement for their correct repetitions and imitations As a result, habits are formed ( cited in Lightbown & Spada,1993: 23) In other words, behaviorists explain motivation in terms of external stimuli and reinforcement In the classroom, teachers often offer stimuli or reinforcement after a student performs in the foreign language This view is equivalent to Dornyei‟s (1994) reward system, feedback
Cognitive psychologists search for motives for human behaviour in the individual rather than in the social being, focusing primarily on psychological or internal factors, placing much more emphasis on individual‟s choice ( Keller, 1983, p.389)
Atkinson (1966) viewed achievement behaviour as the result of emotional conflict between hopes for success and fears of failure He proposed that students‟ motivation is a stable trait across different contexts, which arises largely from two personality orientations: the achievement-oriented personality and the failure- threatened personality Thus, his theory placed a great importance on need for achievement and self-confidence which are mentioned in Dornyei‟s (1994) framework
Beside achievement theory, Weiner‟s (1992) attribution theory is concerned with the way in which an individual‟s explanations of success and failure influence that individual‟s subsequence motivation and behavior Students may attribute success or failure to different causes, depending on their beliefs about who or what controls their success or failure These important causes are ability, effort, luck, task difficulty, amount of effort, content, degree of difficulty, time and stability, aptitude or mood This theory is important for teachers to motivate learners in second language acquisition and this theory is equivalent to Dornyei‟s causal attribution
Bandura‟s ( 1997) self-efficacy theory refers to people‟s judgment of their capabilities to carry out certain specific tasks and accordingly, their sense of efficacy will determine their choice of activities attempted, the amount of effort exerted and persistence displayed The theory is equivalent to Dornyei‟s (1994) perceived L2 competence and self-efficacy
Another theory that is closely related to Dornyei‟s (1994) framework is Delci- Ryan‟s self-determination theory (1985) In their works, they stated that “ when self determined, people experience a sense of freedom to do what is interesting, personally important and vitalizing” Self-determination consists of three needs: competence, autonomy and relatedness An important aspect of self-determination theory to be emphasized is autonomy in L2 classroom Dickinson (1995) stated that L2 motivation and learner autonomy go hand in hand, that is, their learning success and failures are to be attributed to their own efforts and strategies rather than to factors outside their control (Dickinson, 1995: 173-4) Ushioda (1996b: 2) also states, “Autonomous language learners are by definition motivated learners” or Noels, Clement and Pelletier found that “ a democratic teaching style fosters intrinsic motivation” ( cited in Dornyei, 1998: 124) The theory is really related to some subcomponents in Dornyei(1994)‟s framework such as self-confidence, authority type and group cohesion
It can be seen that the above-mentioned theories tend to emphasize a particular dimension of motivation, focusing on personal traits, beliefs, thoughts, feelings or attitudes and there is a direct relationship with some components or subcomponents in Dornyei‟s motivational framework
1.1.3.3 Socio-cultural and contextual approaches
For socio-cultural and contextual approaches, researchers see that we acquire language when we engage in meaningful interaction in second language In other words, motivation can be seen as result of the interpersonal interaction in a specific environment/ situation
Linguistic self-confidence proposed by Clement is a socially defined construct- a powerful mediating process in multi ethnic settings that affects a person‟s motivation to learn and use the language of another speech community This concept is extended by showing that there is a “ considerable indirect contact with the L2 culture through the media” ( cited in Dorrnyei (1998: 123) The concept is related to integrative motivation in Dornyei‟s framework
Motivation researchers in the 1990s started to examine various aspects of the learning context in which a) the target language is not used as L1 in the community and b) it is used as L1 Most of learners can not speak well in the first environment
Theoretical background of speaking in L2 learning
Canale and Swain (1980) gave four areas of communicative competence which are briefly outlined below:
Grammatical competence: The knowledge of the English linguistic code, including lexical items, rules of morphology, syntax, sentence-grammar semantics, and phonology Often ESL students may thoroughly understand all of the rules of the English language but may be unable to apply them to oral communication
Discourse competence: The ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances
Socio-linguistic competence: Sociolinguistic competence includes being culturally sensitive to social rules such as taboos and politeness Sociolinguistic competence is culturally specific
Strategic competence: The verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence Some examples of strategic competence are asking questions, taking turns, using gestures, role playing, etc
CLT has been popular and widespread in L2 language teaching CLT reflects a social relationship between the teacher and learner This learner-centered approach gives students a sense of ownership of their learning and enhances their motivation ( Brown, 1994)
CLT emphasizes the process of communication Learners are actively engaged in negotiating meaning by trying to make themselves understood and in understanding others within the classroom and activities ( Richard and Rodger, 1986 ) Teachers also take some roles in CLT approach: teacher facilitates the communication process between all participants in the classroom; teacher is a co-communicator who engages in communicative activities with the students in the classroom ( Larsen- Freeman, 2001); teacher acts as analysts, counselor and group process manager ( Richards and Rodgers, 1986)
Brown ( 2007: 241) gave four interconnected characteristics as a definition of CLT
1 Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence
2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes
3 Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use
4 In the communicative classroom, students ultimately have to use their target language, productively and receptively, in unrehearsed contexts under proper guidance, but not under the control of a teacher
Besides, Brown (1994b) lists six key words of CLT to better understand what it aims at: learned-centered, cooperative, interactive, integrated, content-centered and task-based In other words, language teaching should be conducted communicatively
In conclusion, chapter 1 has presented some theoretical background knowledge related to the topic of the study It has discussed some concepts and ideas concerning to the issue of motivation in L2 study, and some major factors affecting students‟ motivation Besides, some different aspects related to speaking were also discussed The following chapter will display the detailed description of the methodology, the procedures of the study under Dornyei „s(1994) framework.
METHODOLOGY
Research questions
1 What factors affect students‟ motivation in speaking lessons for first year students of business accounting ?
2 What are the differences in factors affecting the in speaking lessons between high achievers and low achievers?
Research setting and participants
The study was conducted at Hung Vuong Vocational College, 401 Au Co Sreet-Ha Noi where English is a compulsory subject with 120 periods, taught during the first term and the second term The course book chosen is New Headway Elementary by Liz & John Soars which focuses on four skills and language use, grammar
The participants consisted of 189 first-year students of business accounting This is also the total number of first- year students They came from different provinces in the country Entering the college, the students‟ levels are very different Some learners have a good command of English The rest have trouble in listening and speaking; even some of them have a number of limited vocabulary The tests and final tests are designed to test four skills and grammar Their average scores at the two semesters ranges from 3.0 to 9.5.
Techniques of collecting data
The questionnaire was written in Vietnamese to avoid language barrier and communication breakdown Learners may be comfortable to complete the items in the questionnaire A preliminary version of questionnaire items was initially formulated in English, based on Dorneyi (1994)‟s framework
All the questions in the questionnaire adopted a five-point rating scale 189 question papers were distributed to the students for collecting data, 142 of them were completely filled
Semi-structured interviews were conducted after statistical results were preminarily analysed to gain further information about factors affecting students‟ participation in speaking lessons as well as the solutions to overcome the factors Twelve students were chosen to take part in the interviews, namely 4 students of high achievers ( average mark >8), 4 of low achievers ( average mark < 6) and 4 of medium achievers.
Procedure
The questionnaire written in Vietnamese was delivered to 189 students of business accounting The participants finished the questionnaire under the researcher‟s guide and monitoring Thirty minutes was given to fill in the questionnaire Data was analyzed by using SPSS Some techniques of quantitative data analysis used in this study are as follows
Firstly, a reliability test on all the items was carried out through SPSS version 16 and the reliability coefficient was 0.819, which meant that the internal consistency of the items in the questionnaire was relatively high
Secondly, descriptive statistics (mean and standard deviation ) and linear regression were used to show to what extent each factor affected the participation in English speaking lessons To clarify its correlation, item 33 ( opportunities to use L2 in the classroom) was dependent variable, other items were independent variables
Thirdly, to test normal distribution for each group, Shapiro-Wilk was used for the sample size smaller than 50 If sig.-value is larger than 0.05, the group is normally distributed
Finally, if both groups are normally distributed, the independent sample T-test is used to show the mean difference between 2 groups, significant at 0.05 level whereas if both are not normally distributed, Mann-Whitney U test is used
Also, interviews were conducted with an attempt to understand students‟ responses better.
Data analysis 3.1 Personal information of the students taking part in the survey
Differences in factors between high achievers and low achievers
2 I may need it later for jobs LA 2.8857 1.05081
3 I want to have good grades LA 4.4000 73565
Table 10: Differences in factors in terms of language level Based on an analysis of group comparison ( Mann-Whitney U test), the result stated that the high achievers had the higher mean score ( M: 4.2) than the low achievers ( M: 2.8) in terms of item 2 ( I may need it for my job, p< 05) The mean difference was significant ( z= -4.2, p< 05) However, item 3 ( I want to have good grades) and integrative motivation were not significant at p= 942, 840, respectively
Learner level consists of need for achievement and self-confidence Look at the table as follows, it is clear that with the significance of 0.05, Mann-Whitney U test showed that there was no mean difference from item 7, item 15 ( p> 05)
Questions Group Mean z P need for achievement
7 Do you want to communicate with foreigners?
10: How unconfident are you when you leave behind classmates?
11.: How unconfident are you when you get low marks despite having studied seriously
12 when you are called in your English class
13 other students laugh at you when you make mistakes LA 2.1143 -3.285
14 when teacher gives immediate feedback LA 1.9429 -3.698 000
15 :The belief you can speak English better
Table 11: Differences in factors in terms of learner level
However, the table 11 showed that there was a significant mean difference between two groups The mean scores of low achievers were much lower than those of high achievers in terms of casual attributions, language use anxiety and L2 perceived competence
Low achievers were de-motivated by some factors The first factor is language use anxiety Speaking in the class ( M: 1.5, z= -6.2), being laughed in the class ( M: 2.1, z= -3.2) and their teacher giving immediate feedback ( M: 1.9, z= -3.6) made them anxious The second factor is L2 perceived competence They had trouble in pronunciation ( M: 2.1) and especially lack of vocabulary ( M: 1.5), so they couldn‟t express their ideas they have in mind Lastly, their failure in the past made them hate this subject
Similarly, high achievers felt anxious when they were laughed in the class or when teacher gave immediate feedback Also, lacking vocabulary in expressing ideas and their failure in the past were demotivators which moderately affected their motivation to speak in the class
However, high achievers did not feel confused when they were called in the class ( M: 3.7, p< 05)
3.3.3 Learning situation level 3.3.3.1 Teacher-specific components 3.3.3.1.1 Affiliative motive
9.: Do you want to please your teacher? LA 35 2.3429
Table 12: Differences in factors in terms of affiliative motive The analysis of Mann-Whitney showed that there was a significant difference between high achievers and low achievers ( z= - 5.7, p< 05) The mean score of high achievers ( M: 4.0) was significantly higher than that of low achievers ( M:
2.3) Low achievers were not interested in creating a good impression on their teachers but high achievers were motivated by this factor ( M: 4.0)
The analysis ( Mann- Whitney test) stated that only four items ( 19, 37b, 38a, 38b) had a significant difference between two groups, p< 05
19 extra homework of speaking topics
Table 13: Differences between 2 groups in terms of authority type
Look at the table, it can be seen that only extra homework of speaking topics is a demotivator for both groups Low achievers( M: 1.4) got the lower mean score than high achievers ( M: 2.7) Generally they did not like being assigned with the homework
In terms of teacher‟s carefulness, the mean score of low achievers was lower than that of high achievers With the mean score of 3.4, the low achievers showed that their teacher was not careful They presented their lesson fast whereas high achievers thought that their teacher was fairly conscientious ( M: 4.3)
In terms of teacher‟s attitudes to learners, the mean scores of low achievers were much higher than that of high achievers: sympathetic ( LA: 4.4, HA: 3.8, z: -3.1); fair ( LA: 4.1 HA: 3.7, z= - 2.2, p 05
The table showed that there was a significant difference between two groups in terms of norms and reward system and classroom goal structures (p< 05)
1 I want to complete the goal of the lesson LA 2.8000 -.853 394
35 Don’t make fun of each other’s mistakes LA 4.5429 -1.983 047
34 I’m satisfied with my group LA 4.4571 -.722 470
21 How well do you speak when you work in pairs ? LA 2.5714 -4.721 000
22 How well do you speak when you work in groups?
23 How well do you speak when you join game-like competition
24 How well do you speak when you work individually?
Table 17: Differences between 2 groups in terms of group-related factors
In terms of norms and reward system, there was a minor mean difference between 2 groups ( HA: 4.2, LA: 4.5, z= 1.98) In general, both groups were motivated by the rule of the group
In terms of classroom goal structures, low achievers did not like working in pair( M:
2.5) and work individually ( M: 2.2) because they did not get much help from their better classmates High achievers got a moderate level of motivation when they worked in pair ( M: 3.4) and worked individually ( M: 3.5)
In terms of item 23, there was a small difference between 2 groups ( z: -2.4, p< 05), which meant that the low achievers preferred games than high achievers However, looking at the mean scores of 2 groups, the means were very high, reaching above 4.0 In other words, both groups liked the activities to be fun, they were motivated to work harder
3.3.3 3 Course-specific motivational component group Mean z p
Table 18 Differences between 2 groups in terms of course-related factors
The table 18 indicated that item 39 ( interest), item 40 ( expectancy of success) were significant at p < 05
In terms of the task difficulty, there was a large difference between the high achievers and low achievers ( HA: 2.4, LA: 4.3, z= -6.2, p< 05) With the low mean scores, the high achievers found that the task was normal In the interviews, they said “ It is suitable to my level …It is not too easy I totally like speaking lesson.”
However, the low achievers received the high mean scores, which implied that the task was too difficult In the interviews, some low achievers said “
Recommendations to motivate students to speak English in class
Almost the students of business accounting possess a strong instrumental motivation They want to use English communication in their future job The teacher, therefore should provide language activities which are relevant to their daily life, which they find it necessary in their future
( 2) Increase students’ self-confidence Teachers should increase the learners‟ self-confidence Make sure students experience success regularly Teachers should also constantly encourage them, help students understand that mistakes are natural and select tasks hat do not exceed the learners‟ competence Teacher should avoid face-threatening acts such as criticism, humiliation Especially, there are some students who want to please teacher or they want to have a good impression from the teachers To motivate this kind of students, teachers should often give praises or positive remarks, or good marks if possible
Finally, teachers should develop a good relationship with the learners
Students believe that their English speaking ability is considerably improved because of regular speaking test Thus, teacher should maintain regular speaking test
(4) Help students to enrich their vocabulary
Also from the findings we know that the majority of the students found it hard to complete their speaking tasks because of their poor vocabulary Thus, the teachers should create a competitive atmosphere for the students to memorize new words and structures A regular check on vocabulary should be carried out in a written, oral form Equally important, extra materials are sometimes beneficial in consolidating the new words
(5) Help students to set their clear goal from the beginning
The teacher should encourage students to set up specific, short-term goals for themselves ( e.g learn 5 words everyday, listen to English song, watch English film etc.) Teacher should constantly take care of how they perform to reach their goals
(6) Be flexible in teaching methods
Teacher should teach what is considered to be important in each unit, not everything in the coursebook Teacher can delete, add or modify the task to motivate all kinds of learners Also, she/he should organize activities to be fun, role plays, games or ask the class to work in groups in order that low achievers are more motivated to work harder and they can get more help from the class In addition, teacher‟s L1 &
L2 use distribution is a problem Students feel stressful and they do not understand if their teachers use more English than Vietnamese Instead, most of the students prefer their teachers to use bilingual language or simple words, visual aids or mine to express new ideas or complex ideas
Finally, to motivate learners in general and low achievers, teacher should model every step they need to do, use repetition drills with word cues and state the purpose and utility of every task Teacher should circulate, circulate and circulate learners in order that they can remember structures and have more chances to practise English
Medium and low achievers feel rather stressful, so teachers should bring in humour, laughter and smile, and have game-like competition Teacher should select interesting, challenging and a variety of tasks, raise curiosity by introducing unexpected or exotic elements
(8) Enhance the opportunities to use L2 outside the classroom
Teacher should familiarize learners with the target language culture and customs by using authentic materials such as English songs or English films Occasionally teacher should invite native speakers to the classroom.
Limitations of the study
Findings of the study provides insights into Hung Vuong vocational students‟ motivation to speak English However, limitations should be considered
First of all, the sample for this study was drawn from only a small number of students at the college The study was carried out to investigate the business- accounting students‟ motivation, so the result can only generalize the population of business accounting at vocational college, not all students at the college
Secondly, there was a disproportionate ratio of male to female students This gender difference could be problematic if gender makes a difference on motivation for speaking English.
Suggestions for further studies
A few suggestions can be proposed for further studies The first one is to have an insight look into the students of other fields, investigate gender‟s influence on learners‟ motivation to speak English, parents‟ role in their speaking ability
Another topic which may be suggested is to carry out with the same content and issue on other skills namely reading, writing and listening
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1 Đây là những lí do em muốn học tiếng Anh Chúng tôi muốn biết mức độ quan trọng của nó trong việc cải thiện kĩ năng nói của em Với bậc thang 5 cấp độ từ 1 ( không quan trọng ) đến 5 ( rất quan trọng), em hãy khoanh 1 trong 5 cấp độ mà em cho là đúng nhất Địnhhướng
1 Em muốn hoàn thành mục tiêu của bài học
2 Có thể em sẽ cần tiếng Anh nói trong công việc
3 Em muốn có điểm cao
4 Em muốn xem các kênh nói bằng tiếng Anh
5 Em muốn đi du lịch
6 Em muốn biết nhiều hơn về văn hóa và con người ở các nước nói tiếng Anh
2.Em đồng ý bao nhiêu với mỗi câu hỏi sau? Với bậc thang 5 cấp độ từ 1 (không chút nào) đến 5 (rất nhiều), em hãy khoanh 1 trong 5 cấp độ đã cho mà em cho là đúng nhất với em, trong đó
1 ( không chút nào) 2 (không nhiều lắm) 3.(một chút) 4 ( khá nhiều) 5 (rất nhiều)
7 Em có muốn giao tiếp với người nước ngoài không?
8 Em có muốn nói giỏi như thầy cô không?
9 Em có muốn giáo viên hài lòng về mình không?
Sự thất bại trước kia
Em mất tự tin bao nhiêu khi…
10 em học kém hơn so với bạn mình?
11 em nhận điểm kém dù đã nỗ lực ?
Sự lo lắng của bạn khi sử dụng ngoại ngữ
Mức độ hồi hộp, lo lắng của em khi…
12 em nói tiếng Anh trước lớp?
13 bạn cùng lớp cười em khi em mắc lỗi?
14 giáo viên sửa lỗi ngay khi em nói sai? Ý chí
15 Em có tin em có thể nói tiếng Anh tốt hơn?
Những yếu tố sau ảnh hưởng như thế nào đến sự hứng thú học nói ?
Mức độ hài lòng của em đối với
Sự kiểm soát của giáo viên
Em sẽ học nói tốt đến mức nào nếu…
19 giáo viên giao nhiều chủ đề nói về nhà
20 giáo viên thường xuyên ôn bài cũ
Bạn sẽ học nói tốt đến mức nào khi bạn
23 tham gia trò chơi có tính chất thắng thua
3.Chúng tôi muốn biết mức độ thường xuyên những điều sau đây xuất hiện trong các tiết nói là bao nhiêu? Em hãy khoanh 1 trong 5 thang cấp độ từ 1( chưa bao giờ)” đến 5 (rất thường xuyên)
Sự đánh giá về trình độ tiếng anh của bạn
25 Em gặp rắc rối trong phát âm
26 Em thiếu từ vựng không thể diễn đạt điều em muốn nói
Sự đánh giá của em về phương pháp giảng dạy
27 Đưa chỉ dẫn rõ ràng để hoàn thành nhiệm vụ
28 Tốc độ nói nhanh 29.Việc sử dụng tiếng mẹ đẻ và tiếng Anh không hiệu quả Đánh giá
30 Thầy cô và các bạn giúp em nhiều trong sửa các lỗi khi nói
321 Không khí lớp thoải mãi 32.Cơ hội sử dụng tiếng bên ngoài lớp 33Cơ hội thực hành tiếng trên lớp Động lực trong nhóm
34 Em hài lòng nhóm của em
4 Chúng tôi muốn biết sự đánh giá của em vể giáo viên và sách giáo trình, tài liệu Em hãy đánh dấu vào 1 trong 5 cấp bậc phù hợp với thực tế lớp em Đánh giá về giáo viên
Phát âm rất tệ —— —— —— —— —— phát âm rất chuẩn
Giận dữ —— —— —— —— —— hiền Cẩu thả —— —— —— —— —— cẩn thận Nghiêm nghị —— —— —— —— —— hài hước
38 Thái độ giáo viên với học sinh:
Chế nhạo —— —— —— —— —— Thông cảm không công bằng —— —— —— —— —— Công bằng thiếu nhiệt tình / quan tâm —— —— —— —— —— Nhiệt tình/ quan tâm Đánh giá về giáo trình
39.Thú vị không hấp dẫn —— —— —— —— —— Hấp dẫn
40.Độ khó( khả năng thành công)
Không phù hợp ( nhu cầu công việc)—— —— —— —— —— phù hợp
Em hãy đánh dấu ( √) vào hộp hoặc điền thông tin cá nhân của em vào chỗ trống
Em học tiếng anh được bao lâu? ……….năm Điểm tổng kết môn tiếng anh cơ bản học kỳ 1 : =