(Luận văn) những yếu tố ảnh hưởng đến hứng thú học tiếng anh của học sinh lớp 11 tại trường thpt quế võ số 1

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DU MINH TAM lu an n va p ie gh tn to FACTORS AFFECTING GRADE 11 STUDENTS' MOTIVATION IN LEARNING ENGLISH AT QUE VO HIGH SCHOOL d oa nl w Những yếu tố ảnh hưởng đến hứng thú học Tiếng Anh học sinh lớp 11 trường THPT Quế Võ số oi lm ul nf va an lu z at nh M.A THESIS z Field: English Linguistics Code: 8220201 m co l gm @ an Lu n va THAI NGUYEN – 2019 ac th si THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DU MINH TAM lu an n va tn to p ie gh FACTORS AFFECTING GRADE 11 STUDENTS' MOTIVATION IN LEARNING ENGLISH AT QUE VO HIGH SCHOOL d oa nl w Những yếu tố ảnh hưởng đến hứng thú học Tiếng Anh học sinh lớp 11 trường THPT Quế Võ số oi lm ul nf va an lu M.A THESIS z at nh (APPLICATION ORIENTATION) z Field: English Linguistics Code: 8220201 Supervisor: Dr Nguyen Thi Thu Thuy m co l gm @ an Lu n va ac th THAI NGUYEN – 2019 si lu an n va p ie gh tn to d oa nl w oi lm ul nf va an lu z at nh z m co l gm @ an Lu n va ac th si DECLARATION Du Minh Tam, hereby certify that my M.A thesis entitled "Factors affecting Grade 11 Students' Motivation in Learning English at Que Vo High School" is the result of my own research in the fulfillment of the requirement for Degree of Master of Arts at the Faculty of Post Graduate Studies – School of Foreign Languages, Thai Nguyen University I commit that this thesis has not been submitted anywhere for any degree lu an va Thai Nguyen, 2019 n gh tn to p ie Du Minh Tam d oa nl w Xác nhận GV hướng dẫn an lu oi lm ul nf va TS Nguyễn Thị Thu Thủy z at nh z m co l gm @ an Lu n va ac th i si ACKNOWLEDGEMENT First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Nguyen Thi Thu Thuy, for her invaluable inspiration, assistance, guidance and encouragement during the time I have tried to complete this thesis She lu has been willing to give help and advice whenever I expect an I wish to take this opportunity to express my sincere thanks to all lectures and va n the staff of the Faculty of Post Graduate Studies – School of Foreign Languages, Thai gh tn to Nguyen University for their interesting and helpful lectures and suggestions for the topic of my study p ie I am in debt of many authors’ works and ideas, which enhance me to complete nl w my study with convincing evidences oa My appreciation and gratitude are also extended for the teachers and students of d grade 11 at Que Vo High School, who participated in doing the survey and lu va an responding to my interviews ul nf Last but not least, I wish to express special thanks to my beloved ones for their oi lm everlasting, care and encouragement z at nh z m co l gm @ an Lu n va ac th ii si ABSTRACT This thesis investigated the role of motivation and factors affecting grade 11 students’ motivation in learning English at Que Vo high school Factors related to teachers, parents, classroom features and environment were examined Additionally, lu the researcher wanted to gain an understanding of teachers’ viewpoints regarding an student motivation and observe motivated students’ behaviors Participants were 160 va n students of grade 11 at Que Vo high school The participants took part in a survey tn to which consisted of several statements related with the mentioned factors The ie gh theoretical part explains the key terms of motivation and introduces a brief overview p of the major motivation theories to provide background information important for nl w understanding the principal concepts of motivation in second language acquisition oa The practical part presents the results and explanation of the findings of the d questionnaire survey conducted at Que Vo high school The results of the study lu va an indicated that students' motivation is significantly impacted by three factors: parent nf involvement, teacher involvement and classroom features or learning environment oi lm ul Having this information is helpful because it will enable school administrators and teachers to develop strategies to aim at the factors that have been found to have the z at nh most significant impact on students' motivation in learning English If schools combine the strategies used by teachers, focus on increasing parental involvement, and make z @ sure that the learning environment enables students to feel safe, comfortable and l gm stimulated, it is likely that administrators would see increases in student learning motivation m co an Lu n va ac th iii si TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii CHAPTER 1: INTRODUCTION 1.1 Rationale lu 1.2 Aims of the study an 1.3 The research questions va n 1.4 Scope of the study gh tn to 1.5 The significance of this study 1.6 Design of the thesis ie p CHAPTER 2: LITERATURE REVIEW nl w 2.1 Theoretical background 6 2.1.2 Sources of Motivation d oa 2.1.1 Definitions of Motivation lu va an 2.1.2.1 Internal sources of motivation oi lm ul nf 2.1.2.2 External sources of motivation 2.2 Review of previous studies 10 12 2.3.1 The importance of motivation in foreign and 12 second language learning z at nh 2.3 Motivation in second language acquisition z 2.3.2 Types of motivation in second language learning 13 @ gm 2.3.2.1 Intrinsic and extrinsic motivation 13 m co l 2.3.2.2 Integrative and instrumental motivation 15 2.3.2.3 Positive and negative motivation 16 an Lu 2.3.2.4 Social motivation 16 2.3.3 Factors affecting students’ motivation in learning English 17 n va ac th iv si 2.3.3.1 Teachers 17 Feedback Grades Teachers’ attitudes 2.3.3.2 Parental factors 20 2.3.3.3 Classroom features or environmental factors 21 2.4 Summary 22 lu CHAPTER 3: RESEARCH METHODOLOGY 23 an 3.1 Research design 23 va n 3.2 The setting of the study 24 3.3.1 Questionnaire design 25 ie gh tn to 3.3 Data collection 25 p 3.3.2 Interview 27 3.4 Data analysis 27 nl w d oa 3.5 Summary 28 CHAPTER 4: FINDINGS AND DISCUSSION 29 30 an lu 4.1 Research questions revisited nf va 4.2 Findings 30 oi lm ul 4.3 Discussion 37 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 39 39 5.2 Recommendations 40 z at nh 5.1 Summary of the study z 5.3 Limitations 41 @ l REFERENCES 41 gm 5.4 Suggestions for further study I m co APPENDICES 42 an Lu n va ac th v si CHAPTER 1: INTRODUCTION 1.1 Rationale In the process of the integration and development, Vietnamese education in general and foreign language education in particular are facing with an increasing demand for English-speaking people who are expected to be competent to communicate verbally with the outside world and to access technology This demand highlights the important role of English in the education and training sector and national development English is now not seen as an effective medium of international communication but a golden key to access science, technology and lu an many other sectors as well va Ministry of Education and Training and the Bac Ninh Department of n tn to Education and Training have selected "Improving the quality of English teaching at gh all levels" is one of the nine key tasks in the past years and there have been many p ie advocates to improve the quality of teaching and learning English Que Vo High w School has also made great efforts and results in enhancing the capacity and oa nl methodology of teaching English However, the implementation of innovation in d teaching English in schools is not high, the quality of teaching English is limited lu va an The factors that determine the effectiveness of teaching and learning English are syllabuses, teaching methods, teaching materials, evaluations procedures, u nf ll teacher training and learner learning Thus, apart from innovating teaching methods, m oi adapting new textbooks, designing syllabuses, observing classes to share opinions, z at nh organizing workshops, etc the most important thing supporting the improvement of the quality of the teaching and learning English is to motivate learners to learn z gm @ Research findings have shown that motivation to learn a language is an important aspect of successful learning and the connection between motivation and l learning success is well tested If learners are highly motivated, they can be m co successful in learning, and perceived success in achieving learning goals can help to an Lu sustain their existing motivation n va ac th si The learner-centered paradigm in the teaching and learning English also puts great emphasis on the question of learners’ motivation in terms of enhancing their sense of competence and self-work If learners are encouraged and given more time to work on their own they will probably feel secured and make progress in learning Although I feel certain advantage over the teachers of other school subjects as our students are aware of the importance of the language knowledge and English is generally considered one of the most useful courses in our school, I still struggle to motivate my students every day I realize that motivation holds an important position in language learning and knowledge, how to motivate learners is crucial for language teachers but to work with motivation is not an easy task There are many lu an factors that can influence the motivation from within a person and also external n va forces affecting the individuals’ motivation to tn I have experienced the teaching career for sixteen years In the school year ie gh 2018-2019 I have taught grade 11 students and I have noticed that they lack much p learning motivation Therefore I made the decision to explore the factors that nl w determine students' motivation to learn English Nevertheless, the main aim of my oa thesis is to identify the most powerful factors influencing the motivation d Furthermore, I have found that there have never been any researches on factors lu ll u nf 1.2 Aims of the study va an affecting students’ motivation in learning English at the selected school oi m As mentioned in above, the main objective of this research is to provide an investigation on the factors influencing grade 11 students’ motivation in learning z at nh English at Que Vo High School, and based on that, to propose the z recommendations for enhancing English-learning motivation of these students @ gm In order to achieve the above aim, this research needs to fulfill the tasks as m co l followings: - To investigate the current states of grade 11 students’ English-learning an Lu motivation in Que Vo High School n va ac th si participants (16/160) agreed that it was motivating when teacher punished students in order to keep discipline 144 participants (90%) disagreed with this statement CLASSROOM FACTORS Statements SD D A SA % % % % 12 15 60 13 I want to work with my friends 18 30 32 20 Pictures and materials in the classroom are helpful 12 25 63 13 20 42 25 12 18 20 50 38 15 15 32 0 65 35 6 55 33 My motivation is interrupted by the friends when they talk lu an n va tn to to learn better ie gh p The classroom’s brightness affects my learning w d oa nl I am afraid to talk in front of the others an lu I want to work individually need help ll u nf va I can easily ask questions to my friends when I m oi Positive classroom climate helps me in z at nh understanding the content of the lecture being communicated z m co l gm @ an Lu n va ac th 34 si Table 3: Classroom factors lu an n va ie gh tn to p Most of the learners’ motivations were interrupted by their friends when they nl w talked (table 3) 60 percent of the participants (96/160) agreed they were interrupted oa by their friends 32 percent of the learners (51/160) wanted to work with their d friends together 63 percent of the participants (101/160) chose strongly agree lu va an option that pictures and materials in the classroom are helpful to learn better None u nf of our participants chose strongly disagree choice 42 percent of students ll (67/160) thought that classrooms’ brightness affected their learning 50 percent m oi of the learners strongly agreed that they were afraid of talking in front of the z at nh others 38 percent of the learners strongly disagreed to work individually, they would like to study with their friends Furthermore, 35 percent of the z @ participants (56/160) strongly agreed that they could ask questions to their friends l gm when they needed help and also 88 percent of learners (141/160) thought that positive classroom climate helped them in understanding the content of the lecture m co being communicated an Lu n va ac th 35 si In the interview, participants were asked to say how teachers, parents and classroom factors affect their motivation in learning English Related to the classroom factors, the participants stated that they were motivated when students in classroom were interested in and eager to learn English In addition, they are motivated when their friends speak much in English during lesson Furthermore, they are more motivated when there are many students who know English very well On the other hand, the participants claim that they are demotivated by their friends’ jokes when they speak English during lesson Also, they are influenced negatively when the attendance at lesson is low in class Smallsize-classes, dirty scratched desks and crowded classes are other factors that lu an demotivate participants n va In the section of Teachers’ factors, the participants stated that they were motivated tn to if teacher is a near-native speaker English and self-assured Teacher’s knowledge gh about English language and its culture were also motivating for the participants p ie Some of the participants stated that it is motivating if teacher is well-dressed w Conversely, the participants were demotivated when teacher behaves in aggressive oa nl manner during lesson Another factor that made the participants demotivated is d shyness and lack of confidence of teacher during lesson Additionally, the lu an participants were demotivated when teacher does not know something related u nf va to the topic when asked The participants were also demotivated when teacher is boring, does not give break time, puts much pressure on students and has a lack of ll oi m teaching skills z at nh As the parental factors, the participants expressed that they would be more motivated if they could watch English films with their parents together Also, they z would be more motivated if their parents liked speaking in English and speak with @ gm them On the other hand, the participants were demotivated when their parents put Additionally, they were l on much pressure on them about learning English m co demotivated when their parents did not give moral and material support an Lu n va ac th 36 si 4.3 Discussion The primary purpose of this thesis was to identify the factors affecting grade 11 students' motivation while learning English A lot of research has been done to find out these factors The present study has established connections between students’ motivation and parental factors When it comes to the teacher’s factors, we realized that there was remarkable interconnection between students’ motivation and teachers’ strategies Results of this study revealed that there are key strategies, behaviours and factors that affect learner’s motivation directly The present study shows lu that parental factors play an important role in learning English and almost all of an va the students are more motivated when their parents support and encourage them n to learn English Most of the students are more motivated when their parents stress gh tn to the importance of English in entire life and give moral and material support while they learn English Parents are role models for attitudes and behaviour that could ie p assist in future success, as well as the development of English interests and nl w activities d oa For the teacher’s factors, approximately 90% of the participating students an lu admitted that they are more motivated when teachers create realistic learner va aims and give clear information related to why they are involved in an ll u nf activity and its goal Teachers’ friendly behaviour during lessons is one of the best oi m strategies to increase students’ motivation Moreover, most of the students also regard as motivating if the teacher employs varied teaching resources, if they z at nh promote positive attitude towards the language and maintain caring, supportive z atmosphere in the classroom @ to be more motivated when they work with their friends Another m co l seem gm On the other hand, regarding the in-classroom factors, most students important finding is that many of the participants are demotivated when the class is an Lu crowded, noisy and has heating problems n va ac th 37 si All aspect considered, it should be pointed out that the teacher’s role in motivating the students to learn is crucial and there are many elements that teachers can employ in the teaching/learning process to promote the motivation The current study showed that there are strategies and behaviours that motivate students and improve positive attitudes towards English learning The findings will help teachers and parents by showing some good behaviours and strategies that can increase students’ motivation lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th 38 si CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 5.1 Summary of the study The goal of the thesis was to identify factors affecting grade 11 students' motivation in learning English The study also aimed at being a guide for the teacher candidates to be able to understand their learners’ environmental problems and help them to create personal or more motivating environments The findings of the study provided some useful and specific information about some parental, environmental and teacher-related factors that learners faced in a lu an learning environment These problems affected their motivation The va demonstrated that the attitude of the teacher also impacted study on their n tn to concentrations, because teachers are the main people who can give them clear gh information That is why teachers should be clear and consistent while speaking It p ie was important to use different learning strategies for their learners because w there were different kinds of learners and everyone had different understanding oa nl ability Teachers should understand learners and use the most suitable learning d methods for them In addition to teacher's factors, parental issues had important role an lu in the learner’s language learning Parents should give them enough support to help u nf va them become motivated learners The more positive their parents’ point of view to the new language learning was, the more the learners tended to learn a new ll oi m language in a motivated environment Moreover, environmental factors had an z at nh effect on students’ learning motivation, as well The learning environment especially classrooms should be light, clean and the materials the learners will use z should be usable According to our questionnaire, learners were afraid of talking in @ gm front of the other friends in case they would make mistakes This was the one of the l most problematic situations many of the learners faced Both the teachers and m co other learners should be careful with their statements about their friends an Lu because even a small misunderstanding can cause serious problems in their friends learning process n va ac th 39 si Further researches might contribute by finding more related effects on learners’ motivation This study also can be helpful for related research in this field In addition, this study will be a guide for the new teachers to understand their learners and challenges they face during learning a language 5.2 Recommendations Basing on the findings drawn from the research instruments, the researcher would like to suggest some recommendations about this research: - Teachers should motivate the students by establishing environment of affection, coordination and participation lu an - Teachers should enhance the learning goals among the students by emphasizing on va their positive feedback n tn to - Teachers should be friendly enough to students and foster a close relationship with p ie gh them - Teachers should be flexible in using teaching aids, authentic materials and nl w motivational strategies, namely positive comments; compliments during the lessons d oa to get students highly involved in the lessons and encourage them to learn an lu - Teachers should assist the students to understand their talents so that the students u nf va can be motivated towards good academic achievements - Teachers, in addition to improving their level and teaching skills, also research ll m other skills such as good communication skills, and research methods of oi z at nh communication so that students will be motivated to learn English In particular, teachers need to develop positive approaches to motivate students to learn z m co l gm @ an Lu n va ac th 40 si - Not only teachers but parents should also participate for removing the educational limitations of their children Students need guidance and motivation in order to enhance their educational performance - Teachers and parents should let students have opportunities to share their own point of view then they will find some intellectual relief and motivation to work - Each teacher contacts parents about positive student behaviors instead of only contacting them when negative behaviors occur This will aid in building positive and close relationship between home and school - Classroom environment should support the assessment criterion for the purpose of student’s evaluation lu an 5.3 Limitations va n Although the research has reached its aims, there were some unavoidable gh tn to limitations First, the students whom we reached to ask to take our questionnaire were not truly a random sample Second, the research was conducted only on a ie p limited number of participants in one high school in Que Vo district which made the nl w use of advanced statistical methods impossible thus the results of the study can only d oa indicate the potential application of the findings to broad population Furthermore, an lu the instrument which was employed for the purpose of this study was a questionnaire Certain disadvantage of this method are that the participants may not va u nf be co-operative enough to assess all the statements precisely and may complete the ll questionnaire without due consideration Therefore, the study should have m oi involved more participants in different high schools to generalize the results z 5.4 Suggestions for further study z at nh for larger groups @ gm Due to shortage of time and lack of resources the researcher cannot study the m co l whole picture of the factors affecting students' motivation in learning English at the school Correspondingly, some proposals for further studies concerning this matter an Lu can be added as follows: n va ac th 41 si - A study on how socioeconomic status and demographics may impact student academic motivation and student achievement - A more in-depth study on strategies to enhance students’ motivation in learning English lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th 42 si REFERENCES Butler, Y G (2014) Parental Factors in Children’s Motivation for Learning English: a case in China, Research papers in Education, 30(2), 164-191 Cheung, C S S., & Pomerantz, E M (2012) Why does parents' involvement enhance children’s achievement? The role of parent-oriented motivation Journal of Educational Psychology, 104(3), 820 Chunmei Long, Zhu Ming &LipingChen (2013), “The study of students Motivation on English Learning in Junior Middle School”, English Language Teaching, lu Vol 6, No 9; 2013(www.ccsenet.org/elt) an Deckers, L (2010) Motivation: Biological, Psychological, And Environmental (3rd va n ed.) Boston, MA: Allyn & Bacon tn to Dörnyei, Z (1998) Motivational factors in the second language attainment: A ie gh review of research in Hungary Acta Linguistica Hungraia Vol 44, 261-275 p Dörnyei, Z (2001) Teaching and Researching Motivation Harlow England: Longman w oa nl Dörnyei, Z (2001) Motivational Strategies in the Language Classroom d Cambridge: CUP lu va an Feather, N (1992) Values, Valences, Expectations, And Actions Journal of Social Issues 48, 109-24 Retrieved from http://scholar.google.com.au February ll u nf 2015 m oi Gardner, R C (1985) Social Psychology and Second Language Learning: The z at nh Role of Attitude and Motivation London, UK: Edward Arnold Gardner, R C & Lambert, W E (1972) Attitudes and Motivation in Second z Language Learning Rowley, MA: Newbury House @ gm Jafari, S S (2013) Motivated Learners and Their Success in Learning a Second m co l Language Theory and Practice in Language Studies3 (10), 1913-1918 Liu, H J (2015) Learner Autonomy: The Role of Motivation in Foreign Language an Lu Learning Journal of Language Teaching and Research 6(6), 1165-1174 n va ac th 43 si Lucas R I (2010) A study on Intrinsic Motivation Factors in Second Language Learning among Selected Freshman Students The Philippine ESL Journal, 4, 6-23 Mackey, A., &Gass, S M (2005) Second Language Research: Methodology and Design Mahwah, London: Lawrence Erlbaum Associates Masgoret, A.-M and Gardner, R.C (2003) Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and his associates Language Learning, 53 (1), 167–210 McDonough, Steven (2007) Motivation in ELT Elt Journal, 61(4), 369-371 Mitra Alizadeh (2016), “The Impact of Motivation on English Language lu an Learning”, International Journal of Research in English Education, Vol 1, va No 1; 2016 (www.ijreeonline.com) n tn to Oxford, R L., &Shearin, J (1996) Language learning motivation in a new key In century (Technical Report # 11, pp 121-144) Honolulu: University of p ie gh Rebecca Oxford (Ed.), Language learning motivation: Pathways to the new w Hawaii, Second Language Teaching & Curriculum Center oa nl Trong Tuan, L (2011) EFL Learners: Motivation Revisited Theory and Practice d in Language Studies, 1(10), 1257-1272 an lu Trong Tuan, L (2012) An Empirical Research into EFL Learners’ Motivation u nf va Theory and Practice in Language Studies 2(3), 430-439 Williams, M & Burden, R L (1997) Psychology for Language Teachers: A Social ll oi m Constructivist Approach Cambridge: Cambridge University Press z at nh Wu, X (2003) Intrinsic Motivation and Young Language Learners: the Impact of the Classroom Environment System, 31, 501-517 z m co l gm @ an Lu n va ac th 44 si APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Dear students, You are required to the questionnaire about motivation below You should put a remark (X) to the box which describes your opinion in accordance with degree of agreement with a statement: (Strongly disagree), (Disagree), 3(Agree), lu (Strongly agree) Thank you for your cooperation an PARENTAL FACTORS n va Degrees (%) tn to Statements ie gh My parents insist I should devote more time to my p English studies nl w My parents encourage me to practice my English as d oa much as possible lu My parents help me when I have a difficulty to oi lm My parents know English ul nf va an my homework My parents have stressed the importance of English z at nh when I finish school z gm @ I usually go abroad to visit my relatives My parents show considerable interest in anything to an Lu My parents feel that I should continue studying English m co l with my English class n va ac th I si TEACHER'S FACTORS (I am more motivated when…) Statements Degrees (%) Teacher creates realistic learner beliefs Teacher gives clear information why students are lu involved in an activity and goal of it an n va Teacher is in maximum eye-contact with the tn to students ie gh Teacher stops at every single error and treats it p when students make a mistake w classroom d oa nl Teacher performs in a friendly manner in the lu nf va an Teacher uses realia or authentic materials accomplish something oi lm ul Teacher gives positive feedback when students z at nh Teacher punishes students in order to keep discipline z m co l gm @ an Lu n va ac th II si CLASSROOM FACTORS Statements Degrees (%) My motivation is interrupted by the friends when they talk I want to work with my friends lu Pictures and materials in the classroom are helpful an n va to learn better gh tn to The classroom’s brightness affects my learning p ie I am afraid to talk in front of the others I want to work individually nl w d oa I can easily ask questions to my friends va an lu when I need help ul nf Positive classroom climate helps me in communicated oi lm understanding the content of the lecture being z at nh z m co l gm @ an Lu n va ac th III si APPENDIX CÂU HỎI PHỎNG VẤN Bảng câu hỏi soạn nhằm cung cấp thông tin cho nghiên cứu "Những yếu tố ảnh hưởng đến hứng thú học Tiếng Anh học sinh lớp 11 trường THPT Quế Võ số 1." Tôi ghi nhận hỗ trợ em cho việc trả lời câu hỏi vấn sau Tôi cam đoan thông tin mà em cung cấp lu sử dụng cho mục đích nghiên cứu an Cảm ơn hợp tác em! va n - Thầy giáo có ảnh hưởng hứng thú học môn Tiếng Anh tn to em? ie gh - Bố mẹ có ảnh hưởng hứng thú học môn Tiếng Anh em? p - Mơi trường lớp học có ảnh hưởng hứng thú học môn Tiếng Anh em? d oa nl w oi lm ul nf va an lu z at nh z m co l gm @ an Lu n va ac th IV si