An investigation into the motivation of in service english majors as ussh

VIETNAM NATIONAL UNIVERSITY-HOCHIMINHCITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES PHAN THỊ TỊNH NHƠN AN INVESTIGATION INTO THE MOTIVATION OF IN-SERVICE ENGLISH MAJORS AT USSH A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEREE OF MASTER OF ARTS IN TESOL SUPERVISOR: NGUYỄN THỊ KIỀU THU,Ph.D HO CHI MINH CITY, SEPTEMBER 2006 INTRODUCTION “The fish in the water is silent, the animal on the earth is noisy, the bird in the air is singing, but man has in him the silence of the sea, the noise of the earth and the music of the air “ (Rabindranath Tagore) After the long closing door period, the Vietnamese government has recognized some dozens of year backward circumstance of higher education, knowledge and wisdom A higher education reform is obviously necessary for itself as well as for the enhancement of the economy and the economic transition from the planned economy into the market one In the hope that the country could participate in the nowadays globalization in which knowledge plays an important role, the university and college learners are given an optimal range of choice with the flexibility of training programs in order to raise the learners ‘level of specialty with a profound background knowledge and their reliability of new jobs which require new knowledge, competence and skill This was a criterion for students before 1993, though the Vietnamese have traditionally desired for studying and furthering their study if they have chances, because their study was usually confined within the walls of their own major Since the adoption of “Doi Moi “policy in 1986 it has constructed an important role of the English language towards our integration into current trends of the world development For people who work with science and technology or going to work in foreign organizations as the students at the In-service section, English is a helpful tool to obtain the knowledge of the field from advanced countries in the world As a result, the changes in the role of language have demanded our students to acquire the ability of using the language rather than the knowledge of the language usage Recognizing the emergence of English, the institutional administrators have made great attempts which are in line with the general educational policies, to satisfy the above mentioned demands and to improve the English learning environment The very first significance of higher education is that the policy helps to satisfy a great demand of people who want to get a university degree and seek opportunities for working in open-door time of that market economy Because of the traditional monopoly of the public higher education, a very strict national entrance examination into public universities was administrated to keep high selectivity; candidates with outstanding performance were able to get admission into university Thus they were not able to adapt themselves to the economic changes in the opening time when they graduate Moreover, the number of MA or BA degree holders was too small to compare with the growing demand of the blossom of private enterprises in the market economy time As a result, in the second significant place of the higher education that carters opportunities of learning to the students’ desire, not only are the candidates given a range of choice to have access to higher education based on individual merit and capacity, but also are graduates offered opportunities to continue their learning on other majors Macro higher education has naturally required the expansion of the national scale education by adding some new training programs and establishing other private institutions when the governmental development used to be based on the government subsidize for a long time As a matter of fact, Vietnamese students in general, especially majored English students have intrinsically recognized the importance of English not only for a future well-paid job, a better social position, but also for their study at universities and colleges The general impact of English is described by the statistics of a survey done by Do Huy Thinh for his research as follows: “86.9% of respondents disagreed or strong disagreed that English does not help higher education { } thanks to English competence, , Vietnamese higher education has more faulty studying in countries where English is required, gets more access to science and technology and cooperates with the outside world As a matter of fact, English is attracting more students than before Vietnamese students want to have more English proficiency not only to better their lives but also to improve higher education They believe knowing English might be the shortest way to achieve these goals “ (Do Huy Thinh, 1994) The number of semi-private and public founded universities as well as evening in- service classes has increased approximately up to 20 in our country The existence of this model, though it cannot be compared with the public one, helps to solve the government burden of restricted educational budget The change in the educational system has led to the sharply growing enrolment into universities However, the matter of quality of the English classes in the evening in – servicesection of public universities is controversial with high-demand, low quality state of the reality of teaching and learning English as a foreign language in Vietnam is defined in a term created by Le Van Canh (1997) “ Educational paradox “, in which the pedagogical contexts are described as both supportive of and constraining the teaching practices The researcher suspects whether the paradoxical state is of the characteristics of the English foreign language teaching and learning in evening inservice extension of public universities Students learn a language, because they want to acquire, use, and communicate with those who speak the language, or perhaps they want to get to know their culture and learn about the country where the language is spoken However, what is going to happen if school insists students learning a second language that school chooses whether they wish to learn it or not It is obvious that students who don't want to learn the language will not be able to well in class If we take a look at a situation in our country, English is set to learn as a second language from junior high school, so that means at least four years of compulsory study for all Vietnamese If we go onto process high school, we will have to learn English for another three years It is also in the process of implementing in elementary school in the near future With all the hard work we put into learning English, many of the students will not be able to acquire the skills we need to communicate I believe motivation to learn has something to with this situation Motivation determines the degree of effort you put into foreign or second language learning The more motivation we may have, the more effort we tend to put into learning the language It leads to success in learning Many believe motivation to learn is the key element in language learning However, if we take a look at researches in motivation, it is hard to say what motivation is From this point of view, it is quite important to motivate students to learn a second language It is therefore necessary to investigate The idea of the research comes from a very simple question: How is it that some adult learners in evening in-service section can learn a foreign language quickly and expertly while others, given the same opportunities to learn, are utter failures? Certainly a lot of answers may be provided for this question such as the influence of the teaching method, the aptitude of each individual as well as his/her socio-linguistic background However, the first reason seems not to be persuasive enough because some students of languages develop high level skills relatively easily while others following the same pedagogic procedures show little or no progress The second factor - individual differences in language learning attitude might very well account for the individual feasibility in achieving in language study Still we are not convinced that attitude is the completed answer That makes a lot of researchers think of another possible answer: the difference in the language - learning motivation of each individual There is a very difficult question, which so many learners and teachers have to discover Although, many studies have been carried out about the role of motivation and attitudes upon second language performance inside and outside class, not many similar researches have been done in Vietnamese context with Vietnamese university students as research’s subject Therefore, it is necessary for this research to be done to fill this existing gap in the field of language learning motivation It is undeniable that motivation is very crucial in schools /universities, because of its powerful influence on learning Theoretically the motivation that students bring to school is the biggest single factor affecting their success, Marshall (1987) defined motivation as “ the meaningfulness, value and benefits of academic tasks to learner regardless of whether or not they are intrinsically interesting “ Does it really matter whether students are primarily intrinsically or extrinsically oriented toward learning? CHAPTER BACKGROUND TO THE STUDY In a survey, Asia Week (1999) ranked the Vietnam National Universities at 75th out of 79 of the best national institutions in East Asia according to their quality of education and training, so foreign language education at universities is no exception, because of its high demand, low quality state of the reality of teaching and learning English as a foreign language in Vietnam It is therefore necessary to survey the background at the In-Service Section and the factors have had such influence on the tendency of learning motivation Among the factors that may have influence on students’ motivation, there are the background of the school - the condition of school facilities that has a considerable impact on student performance and teacher effectiveness, the teaching staff, the background of the students, the teaching curriculum and materials they use at NTT Linguistics Research Institute In this chapter, the researcher would like to present some related information for an understanding of the issues discussed in this research 1.1 Physical conditions at the in-service section ( Nguyen Tat Thanh linguistic research institute branch ) It is very important to learn about the physical conditions of the universities because it is one of the factors affecting the students’ intrinsic motivation Students are indeed profoundly affected by what they see, hear and feel when they enter the classroom The description will provide a clear picture of the place where the students are studying Information about Nguyen Tat Thanh branch The students study all the subjects of English in the same room They have no fixed room for English and no opportunities to create an appropriate environment, so that anyone coming into one of those rooms would know immediately that here English is the focus of attention Each room is comfortable enough for study with a board, electric fans, neon lights, and a desk for teacher, tables and chairs for students in series and 15 rows The seating is arranged orderly in front of the teachers There is not an audio-visual laboratory, which is very necessary in practice listening and speaking Because of the large size of each room (55 seats), teachers have to speak very loudly so that everyone can hear what they want to present However, the use of micro- phones causes the inconveniences because the rooms are not soundproof, so the teacher’s voice through microphones can be disturbing to the next class Not surprisingly, games - the tool for creating motivations - cannot be freely organized since the noise made by the participants is a big trouble; even cassette players should be turned down in order not to disturb the classes in the building Besides, students who sit in the last row can hardly see the board clearly and the teachers’ gesture If they want to see the board, they sometimes have to stand up and the class becomes disordered Moreover, the layout of the classrooms makes it difficult to ask students to work in groups, which is the best way for providing students opportunities to use English as the language of communication in a very immediate and real situation With this kind of layout, classes are very passive because students tend to keep silent in front of a large class This factor has surely had much influence on the tendency of learning motivation 1.2 Description of the English courses For the first stage of training, there are totally 1020 periods for language skill which is scheduled by 12 periods a week (three nights a week) and lasts during the first four terms with four skill practices The subject is designed for students who have completed pre-intermediate or intermediate courses, therefore, it is intended to present and develop them through variety of different contexts It will help students understand and know how to use the language learnt communicatively in authentic English and in social interactions through thorough treatment of reading, writing, listening and speaking skills It will also prepare students for their English continuance in the second stage by enhancing their various reading sub-skills such as skimming, scanning, inferring, predicting, dealing with unfamiliar words 1.3 The characteristics of the teaching staff The teachers are the key personnel who contribute quite significantly to the success or failure of the students.“The teacher who walks in the shadow of the temple, among his followers, gives not his wisdom but rather of his faith and his lovingness if he is indeed wide he does not bid you enter the house of his wisdom but rather leads you to the threshold of your own mind” (Kahlil Gibran) The number of the teachers at NTT Linguistics Research Institute is not fit Most of them are regular inviting teachers They are English teachers from universities in HCM city They take part in teaching here as a part time job The youngest is 27 and the oldest is 65 Haft of them have been to English speaking countries Three of them have had Ph.D degrees in literature and linguistics The others have had M.A degrees in TESOL and Comparative Linguistics All of them have been teaching English for at least years 1.4 The characteristics of the students Information relating to the characteristics of the students is very necessary because understanding clearly will help teachers find out the direction for enhancing learning motivation All of the students who have a university degree in another major or B, C certificate in English only take an English test The others have to take the exams of three subjects: English, Vietnamese Literature, and History In the In-Service Section, most of the students are adult learners who are from 18 to 50 years old The majority of students gets a job and works in the day time Therefore, the characteristics of adult learners who are working and learning at the same time should be taken into consideration The students vary widely among ages, abilities, job experiences, cultural backgrounds and personal goals They are adult learners who are diverse, bringing a wealth of life experiences to the learning situation Active forms of learning help connect the content to the learners’ own meaning structures The adult’s sense of self has a significant influence on the meaning of the learning situation for them They have differing degrees of self-efficacy and awareness of their own-learning styles They may feel embarrassed about returning to school and feel embarrassed to join classes with younger students When attending the course, they tend to be practical learners; they study to improve their performance in other social roles However, their schoolwork takes a back seat to other responsibilities, such as jobs and families They expect their class time to be well spent and hope their courses will help them solve problems in their daily lives It can be seen that if they start to learn a foreign language when they are still very young, they can enjoy many advantages especially in terms of phonetics As D Sách giáo khoa 13 Bạn thích giáo viên bạn động viên bạn học tập cách nào? A Cho thêm điểm B Dùng lời khen C Công nhận tiến bạn D Cho thêm tập khó 14 Đặc điểm giáo viên mà bạn thích nhất? A Phương pháp giảng dạy tốt B Có mối quan hệ tốt với sinh viên C Có nhân cách tốt D Có khả kiểm soát lớp học 15 Yếu tố học trình ảnh hưởng đến việc học bạn? A Sách giáo khoa B Tài liệu giáo viên cung cấp C Thời lượng phù hợp cho môn hocï D Thời lượng phù hợp cho học kỳ 16.Bạn có nghó tuổi bạn ảnh hưởng đến việc học bạn không? A Hoàn toàn ảnh hưởng B Ảnh hưởng C Không ảnh hưởng D Hoàn toàn không ảnh hưởng PHẦN 5: ĐÁNH GIÁ CỦA SINH VIÊN VỀ ĐỘNG CƠ HỌC TẬP 17 Bạn nghó hoạt động thúc đẩy động học tập? A Rất cần thiết B Cần thiết C Không cần thiết D Hoàn toàn không cần thiết 18 Những hoạt động học giúp cho phát triển kỹ năng? A Phân vai B Trò chơi C.Đọc dịch D Thảo luận theo nhóm, cặp 19 Bạn đánh tập saùch giaùo khoa? A Khaù hay B Hay C Hơi chán D Chán 20 Só số lớp thích hợp để triển khai phương pháp giảng dạy bao nhieâu? A 30 sinh vieân B 45 sinh vieân C 60 sinh viên D 90 sinh viên 21 Sách giáo khoa bạn không thích? A Sách dạy đọc hiểu B Sách dạy nghe C Sách dạy nói D Sách dạy vietá 22 Phân bố tiết cho học kỳ hợp lý? A 45 tiết B 60 tiết C 75 tiết D 90 tiết 23 Học vào ban đêm có ảnh hưởng đến việc học bạn không? A.Hoàn toàn ảnh hưởng B Ảnh hưởng C Không ảnh hưởng D Hoàn toàn không ảnh hưởng CÁM ƠN CÁC BẠN RẤT NHIỀU! APPENDIX QUESTIONNAIRE For Teachers In the current situation of studying English at In-service sections, in general, at NTT Linguistics Research Institute, in particular, you think that students should be motivated? A Very necessary B Rather necessary C Necessary D Not necessary In your view, why are there a lot of low English competency students ? A Students not have appropriate strategies B Students not set good goals C Students are not motivated properly D Other ideas:…………………………………………………………………………… What is the most influential factor in students’ learning? A Physical conditions B Teaching method C Teachers D Curriculum Is the current curriculum interesting enough in motivating students to learn English? A Very interesting B Rather interesting C Interesting D Not interesting What you think about the exercises in the textbooks? A Very difficult B Difficult C Easy D Very easy What have you done to motivate your students to learn? A Bonus marks B Praise C More challenging exercises D Other ideas:………………………… …………………………………………… What should educators to motivate students to learn? A New method B New curriculum C Extra- curriculum activities D Other ideas: …………………………………………………………………………… Have you ever done any researches on student motivation? Yes No If yes, please state how you got it? A Studying the issue at the University B Attending workshops C Reading books, magazines, professional materials D Other sources:………………………………………………………… Thank you very much for your help! BẢNG CÂU HỎI ( Dành cho giáo viên) Với thực trạng học tiếng Anh trường đại học hệ chức, đặc biệt trường ĐH Khoa Học Xã Hội & Nhân Văn, chi nhánh viện ngôn ngữ Nguyễn Tất Thành, thầy/cô có cho cần phải khích lệ việc học tiếng Anh không? A Rất cần B Tương đối cần C Cần D Không cần Theo thầy/cô, nhiều em học tiếng Anh yếu? A Sinh viên cách học tiếng Anh B Sinh viên mục tiêu học tiếng Anh đắn C Sinh viên không khích lệ mức E Ý kiến khác:………………………………………………………………… Theo thầy/ cô , yếu tố có ảnh hưởng nhiều tới việc học tiếng Anh sinh viên? A Tiện nghi học tập B Phương pháp học tập C Giáo viên D Giáo trình Theo thầy/cô, giáo trình có đủ sức thu hút sinh viên nhằm khích lệ việc học tiếng Anh không ? A Rất thu hút B Thu hút C Tạm D Chưa thu hút Theo thầy/cô tập sách giáo khoa dễ hay khó làm ảnh hưởng đến thái độ học tiếng Anh sinh viên không? A Khó B Tạm dược C Dễ D Rất dễ Thầy/ cô làm để khích lệ sinh viên học tiếng Anh? A Dùng điểm số B Dùng lời khen C Cho thêm tập khó D Ý kiến khác:…… ………………………………………… Theo thầy /cô, người làm công tác giáo dục ngày cần làm để thúc đẩy sinh viên học tiếng Anh? A Đổi phương pháp dạy B Đổi giáo trình C Tổ chức hoạt động ngoại khóa D Ý kiến khác:…………………………………………………………… Thầy/ cô có học qua nghiên cứu qua vấn đề : “Động học tập sinh viên”chưa? Có Không Nếu có, thầy/cô tham gia nghiên cứu cách nào? A Học Đại Học B Tham dự hội thảo C Đọc sách D Nguồn khác :…………………………………………………………………………… Xin chân thành cám ơn thầy cô nhieàu REFERENCES 1.Allen Tough (1979) The adult's learning projects Toronto: Ontario Institute for Studies in Education Ames, C.( 1992) Classrooms: Goals, structures, and student motivation Journal of Educational Psychology,84,261-271 2.Ames, R.E., & Ames,C.(Eds.), Research on motivation in education, 3,139186.NY: Academic Press Ames, Carole A "Motivation: What Teachers Need to Know." TEACHERS COLLEGE RECORD 91, (Spring 1990): 409-21 Brown,H.D.(1990).(Ed.) 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