Enhancing learning motivational factors in teaching english to efl students in vinh long teacher training college

NATIONAL UNIVERSITY OF HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES POST-GRADUATE STUDY PROGRAM ENHANCING LEARNING MOTIVATIONAL FACTORS IN TEACHING ENGLISH TO EFL STUDENTS IN VINH LONG TEACHER TRAINING COLLEGE SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF TESOL SUPERVISOR: LÊ THỊ THANH THU, Ed.D STUDENT: TRƯƠNG CÔNG TUẤN HO CHI MINH CITY DECEMBER, 2005 CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: ENHANCING LEARNING MOTIVATIONAL FACTORS IN TEACHING ENGLISH TO EFL STUDENTS IN VINH LONG TEACHER TRAINING COLLEGE In term of the statement of Requirements for Theses in Master’s Programmes issued by the Higher Degree Committee Ho Chi Minh City, December 15th, 2005 TRƯƠNG CÔNG TUẤN RETENTION AND USE OF THE THESIS I hereby state that I, TRƯƠNG CÔNG TUẤN, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan, or reproduction of theses Ho Chi Minh City, December 15th, 2005 TRƯƠNG CÔNG TUẤN ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my thesis supervisor, Dr LÊ THỊ THANH THU, for her whole-hearted guidance, productive and elaborate comments as well as her moral support in the preparation and completion of this thesis I am sincerely grateful to all lecturers at Ho Chi Minh City University of Social Sciences and Humanities, especially to those at the Department of Post-graduate Studies and the Department of English Linguistics and Literature for their interesting and very useful lectures they have given us I would like to take this opportunity to express my special thanks to all of my colleagues at Vinh Long Teacher Training College, especially to the English teaching staff I am also grateful to my students in the school who have helped me a lot in collecting the data for my research Finally, my very sincere thanks are sent to my wife, my children, and my brother, without whose patient support and encouragement I would not complete this thesis ABSTRACT This study aims to investigate whether the EFL (English as a foreign language) students in Vinh Long Teacher Training College are motivated in learning English, their attitudes toward this process and what the key factors that affect their learning are The results showed that overall the students in the school were to a quite large extent motivated in learning English though they were in a bit higher intrinsic than extrinsic motivation They all have built for themselves proper motives in learning English and most of them had positive attitudes toward this process The results also showed that most of the students in the school were profoundly affected by their teachers, the teaching methods used in the school and their teachers’ recognition on the students’ progress Besides, the school facilities, teachers’ personality and textbooks also had a certain influence on the students’ learning The effect of genders was quite significant In intrinsic motivation and attitudes toward learning English, female students gave higher indices than their male peers did, whereas male students seemed to be more extrinsically motivated than female ones In study areas, as the results of the study showed, the students of natural sciences distributed poorer indexes than the students of social sciences in all cases: intrinsic and extrinsic motivation and in attitudes toward learning English The ages of the students had also distinct influence on learning motivation The study revealed that there was a downward trend of intrinsic motivation and an upward trend of extrinsic motivation in older- aged students The older the students get, the less intrinsically but more extrinsically motivated they are Older-aged students also possessed less positive attitudes toward learning English than the younger-aged students In this study some recommendations were also given in order to improve the students’ learning motivation and their attitudes toward leaning English TABLE OF CONTENTS CHAPTER I INTRODUCTION ………………………………… … 1.1 Background for the study………………………………………………… 1.1.1 Vinh Long Teacher Training College …… ………… …….…… 1.1.2 Teaching staff……………………………………………………… 1.1.3 Students …………………………………………………………… 1.1.4 Teaching curriculum ………………………………………………… 1.1.4.1 Objectives …………………………………………………… 1.1.4.2 Course books………………………………………………… 1.2 Research questions………………………………………… …………… 1.3 Overview of the study………………………………………….………… 10 CHAPTER II LITERATURE REVIEW …………………………… 11 2.1 Definition of motivation …………………… …….……….……… … 13 2.2 Main kinds of motivation………………………………….…………… 14 2.2.1 Intrinsic motivation ………………………………… …………… 16 2.2.1.1 Definition of intrinsic motivation ………………… ……… 16 2.2.1.2 Factors affecting intrinsic motivation ……………… ……… 17 2.2.1.2.1 School facilities ……………… …… ……… ……… 17 2.2.1.2.2 Course syllabus ……………………………………… 18 2.2.1.2.3 Teachers …………………………………… ………… 19 2.2.1.2.4 Success and failure ………………….………………… 21 2.2.2 Extrinsic motivation …………………………………… ……… 22 2.2.2.1 Definition of extrinsic motivation ……………… ………… 22 2.2.2.2 Integrative motivation ……………………………………… 23 2.2.2.3 Instrumental motivation …………………………………… 25 2.2.2.4 Integrative motivation vs instrumental motivation ………… 26 2.2.3 Relations between intrinsic and extrinsic motivation … ………… 28 2.3 Attitudes toward learning English ……………………………………… 29 2.3.1 Motives for learning English ………………………………… … 31 2.3.2 Anxiety ……………………………………………………… … 32 2.3.3 Self-esteem …………………………………………………… … 33 2.3.4 Tolerance of ambiguity …………………………………………… 34 2.4 Summary ………………………………………………………………… 34 CHAPTER III METHODOLOGY …………………………………… 36 3.1 Study location …………………………………………………………… 36 3.2 Research design ………………………………………………………… 36 3.2.1 Research method ………………………………………………… 36 3.2.2 Subject selection ………………………………………………… 37 3.2.3 Instruments ………………………………………………………… 38 3.3 Data collection procedure ……………………………………………… 39 CHAPTER IV RESULTS AND DISCUSSION ……………………… 41 4.1 Data analysis method …………………………………………………… 41 4.2 Students’ profile ………………… …………………………………… 42 4.3 Students’ motivation …………………………………………………… 43 4.3.1 Students’ intrinsic orientation to learning English ……………… 43 4.3.1.1 Difference between respondents of two genders ………….… 47 4.3.1.2 Difference between respondents of two study areas …….… 48 4.3.1.3 Difference between respondents of three age groups ….…… 49 4.3.2 Students’ extrinsic orientation to learning English ………….…… 50 4.3.2.1 Difference between respondents of two genders ………… 54 4.3.2.2 Difference between respondents of two study areas ……… 55 4.3.2.3 Difference between respondents of three age groups ……… 56 4.4 Motivational factors ………………………………… ……………… 57 4.4.1 Human factors …………………………………………………… 58 4.4.2 Environment factors ……………………………………………… 59 4.4.3 Textbooks ………………………………………………………… 60 4.4.4 Motivational methods …………………………………………… 62 4.4.5 Teacher factors ……………………… ………………………… 64 4.4.6 Summary ………………………………………………………… 66 4.5 Students’ attitudes toward learning English …………….…………… 68 CHAPTER V CONCLUSION AND RECOMMENDATION …… 76 5.1 Conclusion …………………………………………………………… 76 5.2 Recommendation ……………………………………………………… 78 5.3 Suggestions for further study ………………………………………… 80 REFERENCES ……………………………………………………… … 82 APPENDICES ……………………………………… ….……………… 86 Appendix (English version) ………………………………….………… …… Appendix (Vietnamese version) ……………………………….………….…… 86 88 LIST OF TABLES AND FIGURES 1.1 Current professional state of English teaching staff at Vinh Long Teacher Training College …………………………………………………… 2.1 Diagram of types of extrinsic motivation in language learning …… 24 4.1 The demographic profile of the respondents ……………………… 42 4.2 Students’ intrinsic motivation ……………………………………… 44 4.3 Intrinsically motivational difference between sexes ………………… 47 4.4 Difference between respondents of two study areas ………………… 48 4.5 Difference between age groups in students’ intrinsic motivation …… 49 4.6 Students’ extrinsic motivation ……………………………………… 50 4.7 Difference between sexes in extrinsic motivation …………………… 54 4.8 Difference between study areas in extrinsic motivation …………… 55 4.9 Difference between age groups in extrinsic motivation …………… 57 4.10 Human factors affecting students’ learning English ………………… 58 4.11 Environment factors affecting students’ learning English ………… 59 4.12 Influence of textbooks on students’ learning English ……………… 61 4.13 Influence of different classroom motivational methods …………… 62 4.14 Influence of teacher factors on students’ learning English ……….… 64 4.15 Students’ attitudes toward learning English (positively worded questions) ……………………………………… 69 4.16 Students’ attitudes toward learning English (negatively worded questions) ……………………………………… 69 CHAPTER I INTRODUCTION The notion of motivation has been being used widely so far in almost every field of life just because of its important role Here is what Brown admitted about motivation: Motivation is probably the most often used catch-all term for explaining the success or failure of virtually any complex task It is easily to figure that success in a task is due simply to the fact that someone is “motivated” It is easy in second language learning to claim that a learner will be successful with the proper motivation (Brown, 1990: 112) The vividly important role of motivation in our lives cannot be denied In the field of second language acquisition as well, for a long time researchers have come to the conclusion that one of the most important variables that significantly affect the process and outcome of language learning is the motivation to learn (Finegan, 1994; Harmer, 1991; Crookes & Schmidt, 1991; Brown, 1990) Dörnyei (1997: 261) has stated, “Second language (L2) motivation provides the primary impetus to initiate the learning behavior and later the driving force to sustain the long and often tedious learning process; that is, all the other factors involved in L2 acquisition presuppose motivation to some extent and, indeed, motivation is usually mentioned in explaining any L2 learning success or failure.” However, the biggest concern that intrigues many teachers is whether students are well-motivated and willing to learn what they teach; and among various learning CHAPTER V CONCLUSION AND RECOMMENDATION In this chapter the conclusion of the research and some recommendations based on the findings are presented in order to help to enhance the motivational factors in teaching English to EFL students in Vinh Long Teacher Training College 5.1 Conclusion One of the aims of this research is to investigate the EFL students in Vinh Long Teacher Training College to study their motives in learning English and their attitudes toward this process My presentation of data from the field study necessarily involved a great deal of descriptive statistics In this brief concluding section I would like to summarize my findings Firstly, the EFL students in Vinh Long Teacher Training College are found to be both intrinsically and extrinsically motivated in learning English though they appear to be slightly more intrinsically than extrinsically oriented Secondly, most EFL students in Vinh Long Teacher Training College have the following motives in learning English First, they think English is the language of progress and modernization Second, English in future will allow them to meet and converse with more and various people Third, they want to learn English because they like it Fourth, they learn it because they thing it will help them to better understand English-speaking people and their way of life Fifth, they think that English will some day be useful for them in getting a good job They learn English also because it is in the school curriculum Thirdly, overall the EFL students in Vinh Long Teacher Training College have positive attitudes toward learning English However, there is a downward trend in the older-aged students Fourthly, there is a difference between the two sexes Female students have higher indexes in the cases of intrinsic motivation and positive attitudes toward learning English However, male students have higher index in extrinsic motivation Fifthly, students from the department of social sciences are higher motivated both intrinsically and extrinsically than their peers in the department of natural sciences They also have higher index in the case of attitudes toward learning English Finally, overall the EFL students at Vinh Long Teacher Training College are highly motivated, as said above, but there is an upward trend in intrinsic motivation among age groups: the younger the students are, the more they are intrinsically motivated On the contrary, there is a downward trend in extrinsic motivation: the younger the students are, the less they are extrinsically motivated Another aim of the research is to identify the most important motivational factors that affect students’ learning English After analyzing and discussing the data of the survey and from the interviews with the English teachers of the school, it is found that teacher is considered the most important human factor that encourage students to learn Among the environment factors, school facilities have the most influence on students’ learning English In addition to this, teaching method is also considered by a large number of the students as a key factor that affects their learning Teacher’s recognition on students learning progress, and teachers’ good personality are also defined by the students as important motivational factors, whereas textbooks are seen as the agent that de-motivates students 5.2 Recommendations The development of language proficiency may depend on the interplay of many learning factors such as intelligence and aptitude But motivation is the only personality variable that has consistently emerged as a key factor in leaning a language In this last section some recommendations of enhancing EFL students’ learning motivation will be presented, drawing partly on the author’s own experience and partly on the findings of the research Firstly, the majority of teachers based on their personal experience would agree that motivated students perform better than the students who are not However, while teachers are ready to explain their students’ failure in terms of their lack of motivation they are not equally ready to acknowledge their own share of responsibility in failing to make their students more motivated From this reality and from the results of the survey we see that one of the most urgent things we should now is to raise the teacher’s responsibility The teacher’s responsibility in this process is “to know what aspects of motivation are amenable to manipulation and when and where and how” (McDonough, 1986: 148) Secondly, as English teachers, in teaching process we must always model student interest in English learning by showing students that we value English learning as a meaningful experience that produces satisfaction and enriches our life, sharing our personal interest in English and English learning with the students, and taking the students’ learning process and achievement very seriously Thirdly, as English teachers, we must try to be empathic, congruent and accepting according to the principles of learner-centered education Empathy here refers to being sensitive to students’ needs, feelings and perspectives Congruence refers to the ability to behave according to your true self Acceptance refers to a nonjudgmental, positive regard, acknowledging each student as a complex human being with both virtues and faults Fourthly, as many studies have shown that intrinsically motivated students in general achieve higher proficiency levels in learning a language than extrinsically motivated students In order to help our students develop intrinsic motivation we must try to minimize the impact of negative stereotyping of the target language group by acting as a cultural bridge between the students and the target community We must adopt the role of a facilitator in developing a warm rapport with the students Fifthly, the study of English should become relevant to our students’ lives by making explicit the goals of their learning and also by enriching the content of the lessons with elements that help our students take an active part in the learning process To gain these objectives, textbooks used nowadays in the school must be changed so that students could feel at the end of each lesson that they have really learned something useful, which they can use straight away The new set of textbooks must contain various and challenging activities including game-like features such as puzzles, problem-solving, avoiding traps … to increase our students’ interest and involvement Sixthly, school facilities, as shown in the survey, play a crucial role not only in student achievement but also in teacher effectiveness For Vinh Long Teacher Training College school facilities must be improved by using better teaching aids in larger classrooms (to increase the teachers’ capacity to individualize their instruction) and by reducing class size (to apply different teaching methods and to help teachers control and adjust their teaching process) Finally, getting good results in learning English cannot be imagined without developing favorable attitudes toward learning English To flourish students’ positive attitudes toward this process, teachers should promote students contact with native English speakers by arranging meetings with them in the country or, if possible, organizing trips or finding pen friends for the students This can also be gained by discussing with the students the role that English plays in the world, in our country and its potential usefulness both for themselves and for the community 5.3 Suggestions for further study Because of the shortage of time and the small extent of the study, I have just focused here on the students’ motives for learning English, their attitudes toward this process I have also concentrated on just some of the factors that affect students’ English learning Of cause, there are still many other directions for further study of students’ learning motivation It may be interesting here to give some directions for future research which are considered to be potentially fruitful Firstly, a future research should be conducted on students’ attitudes toward the target language community because their learning achievement and the process, in general, are affected not only by their attitudes toward the learning object itself but also by their attitudes toward the target language group Secondly, language learners are certainly affected by much more factors than those that were concerned subjectively in the study There should be another study that focuses on all the factors that may have any influence on students’ learning English Thirdly, in learning English students are affected by many factors but those factors affect their learning in different ways, with different levels of intensity; thus, there may be a good reason for conducting a study about this problem which may help to test the efficiency of each of the factors Finally, there are relations between students’ learning motivation and their cognitive mental operations, but these relations are not paid with sufficient attention A further study about them may bring more profound knowledge REFERENCES Bachman, L F., & Palmer, A S (1996) Language testing in practice: Designing and developing useful language test Oxford: Oxford University Press Baker, C (1992) Attitudes and Language UK: Multilingual Matters Benware, C., & Deci, E L (1984) The quality of learning with an active versus passive 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Achievement and motivation Cambridge: Cambridge University Press Scarcella, R C., & Oxford, R L (1992) The tapestry of language learning Boston, MA: Heinle & Heinle Shumann, J (1978) The acculturation model for second language acquisition In R Gingras (Ed.), Second language acquisition and foreign language teaching Arlington, VA: C A L Sparks, D (2000) Issues at the table: Teacher quality and student achievement become bargaining matters: An interview with Julia Koppich Journal of Staff Development 21 Wiersma, W (1995) Research methods in education Massachusetts: Needham Heights Williams, M., & Burden, R L (1997) Psychology for language teaching Cambridge: Cambridge University Press Questionnaire APPENDIX 1: This survey questionnaire aims to collect the data that deal with your attitudes and motives of learning English and your ideas about motivational factors that affect your English learning at Vinh Long Teacher Training College Your responses on the questions will be very useful for my study of enhancing learning motivational factors in teaching English to EFL students in Vinh Long Teacher Training College Thank you very much for your help and your cooperation Please tick at the appropriate box below: Your age: Gender: 21 □ □ male □ social sciences □ 22 23 □ 24 or more female Department: natural sciences Years of learning English at secondary and high schools: None □ three years □ seven years □ □ □ □ I think English will some day be useful in getting a good job not very true □ definitely not true □ definitely true □ quite true □ I think it will help me to better understand English-speaking people and their way of life not very true □ definitely not true □ definitely true □ quite true □ It will allow me to meet and converse with more and various people not very true □ definitely true □ quite true □ Proficiency in English is a sign of a good education definitely not true □ not very true definitely true □ quite true □ English is a part of the school curriculum definitely not true □ □ not very true □ definitely not true □ definitely true □ quite true □ Studying English will make me a more knowledgeable person definitely true □ quite true I like English □ not very true □ definitely not true □ definitely true □ quite true □ not very true □ definitely not true □ English is the language of progress and modernization definitely true □ quite true My parents want me to □ definitely not true □ not very true □ definitely not true definitely true □ quite true □ 10 I want to be able to understand the lyrics of pop/rock music □ not very true □ definitely not true definitely true □ quite true □ 11 The people who have the most influence on my English learning are: □ not very true □ □ my teachers □ my classmates □ my relatives □ my parents 12 The thing(s) that has/have the most influence on my learning English is/are: school facilities □ teachers’ method □ textbooks □ teaching curriculum 13 I think the textbooks used in the school are: □ not very interesting □ not interesting □ boring □ interesting □ 14 The thing(s) I would like my teachers to use most in encouraging me is/are: □ more difficult exercises □ words like “excellent” or “very good” marks his/her recognition on my progress 15 In my opinion, the most favorable characteristic a teacher should have is: good teaching method □ □ good relations with students good personality 16 I love English lessons ability to take the control over students □ □ □ □ not very true □ definitely not true □ definitely true □ quite true □ 17 I would rather spend my time on subjects other than English definitely true □ quite true □ 18 I think learning English is dull not very true □ definitely not true □ not very true definitely true □ quite true □ 19 I plan to learn English as much as possible □ definitely not true □ not very true definitely true □ quite true □ 20 For me, learning English is necessary □ definitely not true □ not very true definitely true □ quite true □ 21 Learning English is a waste of time □ definitely not true □ □ definitely not true □ definitely true □ quite true □ not very true The end Thank you! APPENDIX 2: BẢNG CÂU HỎI KHẢO SÁT Bảng câu hỏi dùng để khảo sát số liệu liên quan tới ý kiến bạn, với tư cách sinh viên không chuyên ngữ, thái độ việc học tiếng Anh lý học tiếng Anh bạn số vấn đề liên quan đến yếu tố khích lệ bạn học tập Các số liệu bổ ích cho cơng việc nghiên cứu khoa học với đề tài “Tăng cường yếu tố khích lệ học tập công tác giảng dạy tiếng Anh cho sinh viên không chuyên ngữ trường Cao Đẳng sư Phạm Vĩnh Long” Chân thành cảm ơn hợp tác giúp đỡ bạn Hãy đọc kỹ câu sau đánh dấu “√” vào thích hợp đây: Tuổi bạn: 21 Giới tính bạn: □ □ nam □ xã hội □ 22 □ nữ □ tự nhiên □ 23 24 □ Bạn thuộc khoa : Số năm bạn học tiếng Anh trường phổ thông: Chưa học □ năm □ năm □ Tơi cho sau Anh ngữ có ích việc lựa chọn cơng việc tốt hồn tồn □ □ khơng □ hồn tồn khơng Anh ngữ giúp tơi hiểu rõ người Anh lối sống họ □ hồn tồn □ □ khơng □ hồn tồn khơng Nó cho phép tơi gặp gỡ giao tiếp với nhiều người khác □ hồn tồn □ □ khơng □ hồn tồn khơng Thành thạo Anh ngữ biểu giáo dục tốt □ hồn tồn □ □ khơng Tiếng Anh mơn học bắt buộc hồn tồn khơng □ hồn tồn □ □ khơng □ hồn tồn khơng Học tiếng Anh giúp trở thành người uyên bác □ □ hồn tồn □ Tơi thích tiếng Anh □ khơng □ hồn tồn khơng □ hồn tồn □ □ khơng □ hồn tồn khơng □ Tiếng Anh ngôn ngữ tiến đại hố hồn tồn □ □ khơng Bố mẹ muốn học tiếng Anh □ hồn tồn khơng □ hồn tồn □ □ khơng □ hồn tồn khơng 10 Tơi muốn tơi hiểu loại nhạc pop/rock □ hồn tồn □ □ khơng □ hồn tồn khơng 11 Người có ảnh hưởng đến việc học tiếng Anh là: □ anh em bố mẹ □ thầy cô □ bạn học □ 12 Yếu tố có ảnh hưởng nhiều tới việc học tiếng Anh là: □ điều kiện học tập□ phương pháp thầy □ giáo trình □ chương trình học □ 13 Tơi cho giáo trình sử dụng trường là: không thú vị □ không thú vị □ nhàm chán thú vị □ 14 Cái tơi thích thầy khuyến khích học tập là: cho điểm □ □ khen trước lớp cho tập khó xác nhận thành tích tơi 15 Theo tơi, phẩm chất thú vị mà giáo viên nên có là: phương pháp giảng dạy tốt □ □ nhân cách tốt 16 Tôi thích học tiếng Anh □ □ □ □ khả kiểm soát lớp học tốt □ mối quan hệ tốt với sinh viên hoàn toàn □ □ khơng □ hồn tồn khơng 17 Tôi học môn học khác học tiếng Anh □ hồn tồn □ □ khơng □ 18 Tôi cho học tiếng Anh thật chán hồn tồn khơng □ hồn tồn □ □ khơng □ hồn tồn khơng 19 Tơi cố gắng bố trí học tiếng Anh nhiều tốt □ hoàn toàn □ □ không □ 20 Theo học tiếng Anh việc làm cần thiết hoàn toàn khơng □ hồn tồn □ □ khơng 21 Học tiếng Anh thời gian hồn tồn khơng □ □ hồn tồn □ □ khơng □ hồn tồn khơng Hết Một lần cảm ơn giúp đỡ bạn □