Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên ngành trường Cao đẳng Công nghiệp Nam Định

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***** M.A MINOR PROGRAM THESIS A STUDY ON FACTORS DEMOTIVATING NON-MAJOR STUDENTS IN LEARNING ESP AT NAM DINH INDUSTRIAL COLLEGE   Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên ngành trường Cao đẳng Công nghiệp Nam Định Presenter: Trần Thị Thanh Bình Course: QH2016 - E3 OUTLINE I Introduction I Introduction Rationale of the study  A limited number of studies exist on demotivation students tend to carry in the course of learning English for Special Purpose (ESP)  The negative impact of demotivation on ESP learning of students at NICOL I Introduction Aim and objectives of the study Investigating the factors that demotivate non-major students in learning ESP at NICOL Suggesting teaching strategies and techniques in order to assist students at NICOL to overcome demotivation in learning ESP I Introduction Research questions (1) What are the factors that demotivate non-major students in learning ESP at NICOL? (2) What strategies and techniques can be applied to assist students demotivation? at NICOL to overcome I Introduction Scope of the study Due to the limitation of time and scale of a minor thesis, it is impossible to cover all aspects of demotivation in learning ESP in this study Thus, the study focuses on examining the factors that demotivate the non-major students in learning ESP at NICOL It involves the participants of teachers of English and 155 students in three faculties at NICOL I Introduction Method of the study The study primarily employs a survey questionnaire to find answers for the research questions Data is collected through a survey questionnaire which is delivered to 155 students at NICOL Besides, informal interviews with teachers and students are carried out to collect more information and to reinforce the findings found from the survey questionnaire II Review of literature Motivation Definitions of motivation Motivation in learning foreign language Demotivation Definitions of demotivation Overview of previous studies related to student demotivating factors Demotivating factors in foreign language teaching and learning ESP Definitions of ESP Classification of ESP  ESP teacher The ESP learner and Motivation ESP course and materials III Methodology Research setting Subjects Data collect instruments Data collection procedure Data analysis method IV Data analysis &Findings No 35 36 37 38 Items Teaching and learning facilities are insufficient 19.35 (library, teaching aids: % handouts, pictures, computers …) The atmosphere in ESP classes is boring and stressful My partners are not interested in learning ESP I have no chance to use English outside class 12.90 % 9.68% 25.81 % 32.26 % 24.52 % 23.87 % 5.15% 25.81 % 20.65 % 25.81 % 29.03 % 6.45% 20.65 % 18.06 % 18.06 % 15.48 % 3.23% 29.68 % 33.55 % Table 6: Demotivating factors related to teaching and learning environment The second demotivating factor (58.07%) The first demotivating factor (63.23%) IV Data analysis &Findings Data analysis and discussion of teachers’ interview Students’ attitudes toward ESP from the teachers’ view Teachers’ opinion on factors demotivating students in learning ESP Teachers’ opinion to the ESP course book Teaching techniques and activities employed by teachers in teaching ESP Teachers’ opinions on strategies and techniques to help students overcome their motivation IV Data analysis &Findings Findings and discussion The findings from the questionnaires and interviews showed that most of the teachers and students shared the same ideas on some demotivating factors in leaning ESP Both the teachers and students agreed that the students’ level of English proficiency, inappropriate course book, unfavorable teaching and learning environment were the main demotivating factors IV Data analysis &Findings Implication The findings of this study have suggested some strategies and techniques which are of significance to mitigate students’ demotivation, especially in English Foreign Language contexts similar to NICOL (1) Adapt the course book suitable to the English level of the students (2) Apply suitable teaching methods to create a pleasant and relaxing atmosphere in the classroom (3) Make better use of advanced teaching facilities and learning environment (4) Raise students’ awareness of the importance of learning ESP and equip them with necessary language learning strategies V Conclusion Recapitulation Five prominent demotivating factors were found in the study The learning material (course book) was not quite suitable to the level of the students, especially; students majored in Mechanics and Electricity Students had little intrinsic motivation in learning ESP such as lack of basic background of English, inadequate awareness of the importance of ESP to future career, and their lack of interest in ESP lesson V Conclusion Recapitulation Five prominent demotivating factors were found in the study Teacher’s incompetence and teaching method were discouraging mainly because of limited time in class that led to fast teaching speed and affected the exploited techniques and activities of the teacher The strictness and inflexibility of teachers were also a source of demotivation Unfavorable teaching and learning environment caused students not have chance to practice English outside class V Conclusion Recapitulation Some feasible strategies and techniques should be put forward to help students minimize demotivating factors The course book should be redesigned to match the English level of the students Teachers should apply suitable teaching methods to create a pleasant and relaxing atmosphere in the classroom Teachers should make better use of advanced teaching facilities and learning environment Students’ awareness of the importance of learning ESP should be raised so that they will change their attitude toward learning ESP V Conclusion Limitation The results of the study may not be generalized to all ESP students and teachers from other universities in Vietnam There are still several other factors related to students’ demotivation in learning ESP which have not been explored in this study The study did not show that how demotivating factors were different between male and female students Suggestions given in the study were not the most suitable to help students to overcome their demotivation in learning ESP V- Conclusion Suggestions for the further research widen the scale of the study with more participants, in other schools, colleges or universities examine whether this demotivating factor change over the years or it remains the same References  Ahmed, S (2016) An Evaluation of Effective Communication Skills Course book Advances on Language and Literary Studies, 5(3), 57-70  Ames, C (1990) Achievement goals and classroom structure: developing a learning orientation Paper Presented at the Annual Meeting of the American Educational Research Association, Boston MA  Ames, C (1992) Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3)  Azza, Benmakholuf Nour El imane (2013) ESP Materials Selection Dissertation Algeria: Kasdi Merbah Ouargla University  Basturkmen, H (2010) Developing Courses in English for Specific Purposes, London: Palgrave Macmillan  Brown, J D (2001) Using Surveys in Language Programs Cambridge: Cambridge University Press  Chamber, D N (1993) Taking the “de” out of Demotivation Language learning Journal,7, 13-16  Chang, S M Huang, Y R (2004) Academic and cocurricular involvement: Their relationship and the best combinations for student growth Journal of College Student Development, 45(4)  Crookes, G., & Schmidt, R W (1991) Motivation: Reopening the research agenda Language Learning Journal, 41(4)  Cunningsworth, A (1995) Choosing Your Coursebook, Oxford: Macmillan Heinemann  Deci, E.L., Ryan, R.M (1985) Intrinsic motivation and self-determination in human behavior New York: Plemum  Dörnyei Z (2001a) New themes and approaches in second language motivation research Annual Review of Applied Linguistics 21  Dörnyei Z (2001b) Motivational strategies in the language classroom Cambridge: Cambridge University Press  Dörnyei, Z (1998) Motivation in second and foreign language teaching Language Teaching 31 (117 - 135)  Dörnyei, Z (2005) Teaching and Researching Motivation Beijing: Foreign Language Teaching and Research Press  Dörnyei, Z., Otto, I (1998) Motivation in action: a process model of L2 motivation Working Papers in Applied Linguistics (Thames Valley University, London)  Dudley-Evans, T., & St John, M (1998) Developments in ESP: A multi-disciplinary approach Cambridge University Press  Ellis, M & C Johnson (1994) Teaching Business English Oxford University Press  Falout, J., Maruyama, M (2004) A comparative study of proficiency and learner demotivation The Language Learner  Gardner, R.C & Lambert, W.E (1972) Motivational variables in second language acquisition In R.C Gardner & W Lambert (eds.) 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