An investigation into the teachers use of motivational strategies in efl classrooms at some lower secondary schools in thua thien hue

CHAU THI NGOC THUY MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY  HUE - 2019 MA THESIS THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CHAU THI NGOC THUY AN INVESTIGATION INTO THE TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN EFL CLASSROOMS AT SOME LOWER SECONDARY SCHOOLS IN THUA THIEN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of requirement for the degree of Master of Arts, Hue University of Foreign Languages  HUE, 2019 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY CHAU THI NGOC THUY AN INVESTIGATION INTO THE TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN EFL CLASSROOMS AT SOME LOWER SECONDARY SCHOOLS IN THUA THIEN HUE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVIOR: DR BAO KHAM HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ CHÂU THỊ NGỌC THỦY ĐIỀU TRA VỀ VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC TẠO ĐỘNG LỰC CỦA GIÁO VIÊN TRONG LỚP HỌC TIẾNG ANH TẠI MỘT SỐ TRƯỜNG TRUNG HỌC CƠ SỞ Ở THỪA THIÊN HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS BẢO KHÂM HUE, 2019 STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed:……………… Chau Thi Ngoc Thuy Date: 01/12/2019 i ABSTRACT The current study concentrates on the teachers‟ use of motivational strategies at some lower secondary schools in Thua Thien Hue Province The study serves three main purposes: first, it investigates teachers‟ perceptions, how teachers identify and implement motivational strategies in their classroom; second, it explores the factors influencing the teachers‟ choice of motivational strategies; finally, it aims to seek the application of motivational strategies and the way to improve the use of them in the teaching and learning process The study was carried out in twenty-two lower secondary schools involving fifty English teachers It followed a combination of mixed (qualitative and quantitative) methods research approach For the quantitative phase of the study, Likert-scale questionnaire measuring teachers‟ perception and ranking of teaching strategies encouraged by „Ten commandments for motivating language learners‟ of Dörnyei & Csizer (1998) and the qualitative phase, teacher interviews and classroom observations instruments were employed The results indicate that the fifty English teachers considered the strategies „Create a pleasant, relaxed atmosphere in the classroom‟, Make the language classes interesting‟, „Develop a good relationship with the learners‟, „Increase the learners‟ linguistic self-confidence‟ as the most important motivational strategies Fifty teachers claimed that „students‟ level‟, „students‟ preference‟ and „students‟ age‟ were the factors affecting their selection of motivational strategies the most The findings of the study provide new insight into English teachers‟ perceptions of motivational strategies use as well as how these strategies have been implemented in EFL classroom The study offers information for future research on English language motivation and teaching strategies ii ACKNOWLEDGEMENTS First, I would like to express my sincere gratitude to Dr Bao Kham, my supervisor, for his enthusiasm and sagacious guidance from the very beginning to the end of the research I wish to especially thank all teachers of University of Foreign Languages, Hue University for their useful teaching and helpful assistance in my graduate courses there The research will not be properly conducted without the help of the teachers of English at twenty-two Lower Secondary Schools in Nam Dong Province and A Luoi Province I will never forget their kindness, enthusiasm and cooperation in completing the questionnaires, taking part in the interviews and giving me permission to observe their teaching of English in classroom Finally, I would like to dedicate this work to my parents and my friends for their love, support and encouragement all the time Although a lot of time and efforts were devoted to this research paper, mistakes and shortcomings are unavoidable All suggestions for correcting the shortcomings are highly appreciated Hue, 2019 Chau Thi Ngoc Thuy iii TABLES OF CONTENTS Statement of authorship i Abstract ii Acknowledgements iii Tables of contents iv List of tables vii List of figures viii List of abbreviations ix CHAPTER 1: INTRODUCTION 1.1 Overview 1.2 Background and context of the study 1.3 Objective and purposes of the study 1.4 Research questions 1.5 Rationales for the focus in the study 1.6 Significance and scope of the study 1.7 Structure of the study 1.8 Chapter summary CHAPTER 2: LITERATURE REVIEW 2.1 Overview 2.2 Concepts of motivational strategies 2.2.1 Definition of motivational strategies 2.2.2 Classifications of motivational strategies 2.3 Motivational strategies and teacher‟s role 10 2.4 Previous studies related to the topic 12 2.4.1 Historical overview of second language/ foreign language motivational research 12 2.4.2 Previous research on second language/ foreign language motivation and its role in the language classroom 13 2.5 Chapter summary 17 CHAPTER 3: RESEARCH METHODOLOGY 18 3.1 Methodological framework of the study 18 3.2 Ethical consideration 18 3.3 Research setting 19 3.4 Research participants 19 iv 3.5 Research instruments 20 3.5.1 Quantitative instrument 20 3.5.2 Qualitative instruments 22 3.5.2.1 Classroom observations 22 3.5.2.2 Teacher interviews 22 3.6 Data collection procedure 23 3.7 Data analysis techniques 24 3.7.1 Quantitative data analysis 24 3.7.2 Qualitative data analysis 24 3.8 Chapter summary 24 CHAPTER 4: FINDINGS AND DISCUSSION 26 4.1 Introduction 26 4.2 Teachers‟ perceptions of using motivational strategies in EFL classroom 26 4.2.1 Necessity of encouraging students to participate in teaching and learning process 27 4.2.2 Importance of using strategies to motivate students in EFL classroom 28 4.3 The motivational strategies teachers use in EFL classroom 29 4.3.1 Teachers‟ self-reported use of strategies 29 4.3.2 The teachers‟ frequency of using motivational strategies 33 4.3.3 The efficiency of EFL teachers‟ motivational strategies from teachers‟ perspectives 36 4.3.4 Reasons for teachers‟ preference for using motivational strategies 38 4.3.5 Benefits of using motivational strategies in teaching English to learners 38 4.4 Factors affecting teachers‟ choice of motivational strategies in EFL classroom 40 4.4.1 Teachers‟ awareness of the factors affecting their choice of motivational strategies 40 4.4.2 Factors affecting teachers‟ selection of motivational strategies 40 4.4.3 The frequency of factors influencing teachers‟ selection of motivational strategies 42 4.5 Suggestions to help the selection and use of motivational strategies in teaching English 43 4.5.1 Suggestions for selecting motivational strategies 43 4.5.2 Suggestions for improving the use of motivational strategies 45 4.6 Chapter summary 46 CHAPTER 5: CONCLUSION AND IMPLICATION 47 5.1 Summary of the findings 47 v 5.2 Implications and recommendations 50 5.2.1 For teachers 50 5.2.2 For students 51 5.3 Limitations of the study 52 5.4 Suggestions for further research 52 5.5 Chapter summary 53 REFERENCES 54 APPENDICES 59 vi LIST OF TABLES Table 3.1: The demographic data of the participants 20 Table 3.2: Background information of interview participants 20 Table 3.3 Stages and methods of data collection 24 Table 4.1 The motivational strategies teachers use in their EFL classroom 30 Table 4.2 The use of EFL teachers‟ motivational strategies 31 Table 4.3 Level of efficiency of teachers‟ motivational strategies 37 Table 4.4 Reasons for teachers‟ preference for using motivational strategies 38 Table 4.5 Benefits of motivational strategies to students 39 Table 4.6 Factors influencing teachers‟ selection of motivational strategies 41 vii level of proficiency, appropriate with students‟ interest and the students‟ concentration These are the most important criteria that most teachers should pay attention to making the use of motivational strategies successfully Moreover, teachers also added that the teachers needed to think of class size, the content of the lesson and material condition before choosing strategies for motivating students The suggestions to EFL teachers in improving the use of motivational strategies was asked in order to help teachers overcome difficulties in teaching English and get high results Most teacher participants had a positive attitude towards the suggestions in applying motivational strategies effectively in order to increase students‟ participations and promote the use of motivational strategies All teachers (100%) agreed that if the teachers understand clearly how to demonstrate and practice motivational strategies as well as all the students are willing to take part in teachers‟ activities, the motivational strategies will be applied effectively and bring out success Furthermore, to improve the use of motivational strategies, teachers had to combine various different techniques to push students to learn English confidently, they also must be aware of the goals of each strategy to implement it efficiently as well as to convince students to learn English seriously 5.2 Implications and recommendations 5.2.1 For teachers The findings of the research paper suggest the following implications for teachers with the hope to improve and promote the use of motivational strategies in EFL classroom First of all, classroom research can positively affect teachers‟ interest in how their motivational strategies affect their students‟ level of motivation in the English classrooms Findings from this study can help teachers better understand the use of teaching strategies and apply these strategies to their own teaching context This study also provides an awareness of different perceptions about motivational strategies If teachers become more aware of the important of the strategies, they could make changes their strategies to future lessons to better accommodate the needs of their students This awareness can improve teacher-student relationships and foster more motivation in their classroom If the students feel recognized and acknowledged, this can positively support the teachers‟ efforts to motivate their students EFL teachers play an important part in the success of using motivational strategies In order to use motivational strategies effectively, the teachers have to choose or create many appropriate motivational strategies Next, teachers 50 should make a main concentration on how these strategies can be suitable for their students in order to motivate and provide useful knowledge for their students As results of the study reflected, most teachers asserted that students‟ age, level and preference should be considered before choosing motivational strategies Therefore, it is recommended that when choosing a motivational strategy, the teachers should combine it with the content of the lesson in order to help students acquire language naturally On the other hand, because the students‟ level and interest are not similar, teachers should select and use various kinds of motivational strategies to explore those students‟ strengths and weakness in order to choose the most suitable motivational strategies Additionally, as the results of the research paper, here are some suggestions for English teachers to help students engage in classroom activities actively Firstly, creating positive classroom atmosphere is really importance for teachers to make students engage more and learn better The teacher should have positive attitude toward students by giving them positive feedback or encouraging them over come their mistakes Secondly, teachers can base on students‟ needs and interests to design the lessons which are appropriate with students‟ characteristics Determining students‟ preference can help teachers deal with their passiveness more easily Thirdly, through developing a good relationship with the students, teachers can motivate students by their efforts and enthusiasm A good relationship between the teacher and the students is a basic requirement any student-centred approach to education Finally, self-confidence is an important element which contribute to students‟ motivation Therefore, teachers should try to increase the students‟ self-confidence directly related with their performance by giving them proper tasks with their level of proficiency Besides, there are still other ways to motivate students effectively In addition, EFL teachers should set up the collaboration between different motivational strategies, so that EFL teaching and studying become more easily and deeply Consequently, the positive awareness of the English teachers of their use of motivational strategies in this study will work as a guideline for teachers in motivational teaching in future 5.2.2 For students Apart from teachers‟ effective strategies, students‟ participation is an important element to decide the success in an English lesson Students need to play an active role to improve themselves and enthusiastically participating in activities in class In addition, to make any strategies become effective, students should be fully aware of self-study and set their goals for studying 51 Therefore, it is necessary for students to consult teachers about effective learning method Moreover, English students should be competitive, independent, ready to be interest, show excitement during lessons and concentrate on lessons in class Consequently, the important thing is that the students should take responsibility for their own learning, make efforts and have the ability to selfevaluate their achievement and success (or failure) through their efforts during learning process inside classroom 5.3 Limitations of the study No study is perfect Therefore, it is essential to mention and discuss the limitations of the study because they can provide information for further research Firstly, due to the limitations of research materials and other conditions, it is impossible to investigate the research paper deeply This study focused on the teachers‟ use of motivational at some lower secondary schools in Thua Thien Hue Province However, the number of English teachers participating in interviews and class observations was still small Thus, the findings in this study might not generalize the fact or situation of motivating students in teaching English in other cities in Vietnam Secondly, this study did not implement new strategies into English classrooms, but instead observed and explored the current occurrence in the secondary school English classroom based on „Ten Commandments‟ (Dörnyei & Csizér, 1998) Therefore, the participants were not motivated to create their own strategy list based on their teaching experience Thirdly, questionnaire and interview should have been designed longer and more carefully in order to collect necessary information and important data for this research paper Finally, this study was also limited by the time constraints It would have been more useful if classroom observations had been conducted over longer periods of time in order to investigate combine a sequence of mixed methods procedures 5.4 Suggestions for further research There are three suggestions for further studies First of all, a further study can be carried out with a large sample with more diverse backgrounds so that more generalized findings will be found out Furthermore, teachers‟ practice on using motivational strategies in their EFL classroom and their own suggestions to over come the difficulties why applying these strategies can be further investigated, that is, research can be done to understand whether teachers‟ techniques and practice meet students‟ real needs for learning 52 English In addition, this study explored the reality of teaching and learning English, the exact strategies that motivate students to learn English Thus, it is expected that the further research should go into details about the impact level of motivational strategies on teaching and learning process Last but not least, this study only focused on teachers‟ point of view of their motivational strategies, a further study can be conducted with both teachers‟ and students‟ perceptions in order to get a better understanding of motivational strategies‟ effectiveness 5.5 Chapter summary This chapter has, firstly dealt with a summary of the main points that the study centers on Next, implications for teaching based on the findings of the study were also presented Finally, contributions of the study, limitations of the study and suggestions for further 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(You can choose more than one option)  Set a personal example with your own behaviour  Create a pleasant, relaxed atmosphere in the classroom  Present the tasks properly  Develop a good relationship with the learners  Increase the learners‟ linguistic self-confidence  Make the language classes interesting 59  Promote learner autonomy  Personalize the learning process  Increase the learners‟ goal-orientedness  Familiarize learners with the target language culture  Others (Please specify) How often you use these strategies? Degree of frequency Strategies Always often sometimes rarely never      Set a personal example with your own behaviour      Create a pleasant, relaxed atmosphere in the classroom      Present the tasks properly      Develop a good relationship with the learners      Increase the learners‟ linguistic self-confidence      Make the language classes interesting      Promote learner autonomy      Personalize the learning process      Increase the learners‟ goalorientedness      10 Familiarize learners with the target language culture How effective are your motivational strategies in encouraging your students to participate in your EFL class?  Very effective  Somewhat effective  Neutral  Somewhat ineffective  Very ineffective  Don‟t know Why you like to use these motivational strategies? (You can choose more than one option)  They are easy for teachers to apply  They are easy for students to understand  They are effective  The students like them  They are habits  Others (Please specify) 60 In your opinion, what are the benefits of motivational strategies to students? (You can choose more than one option)  Enhance motivation for learning  Promote their activeness in learning English without being afraid of failures  Raise students‟ interest in the activity  Take responsibility for their own learning  Increase students‟ confidence in using English  Self - evaluate their achievement and success through their own efforts  Realize the necessity of what they are learning and how it is utilized practically  Others (Please specify) II Factors affecting teachers’ choice of motivational strategies in EFL classroom In your opinion, you agree that there are some factors affecting your choice of strategies in motivating students to participate in EFL class?  Strongly agree  Agree  Neutral  Disagree  Strongly disagree 10 What are factors influencing your choice of strategies to motivate students? (You can choose more than one option)  Students‟ age  Students‟ preference  Students‟ level  Class size  Material conditions  Others (Please specify) 11 How often those factors affect your choice strategies in teaching English? Factors Always Often Sometimes Rarely Never Students‟ age Students‟ preference Students‟ level Class size Material conditions 12 In your opinion, what should teachers to improve the use of motivational strategies? (You can choose more than one option)  Determine the goals of each strategy clearly  Understand how to demonstrate the strategies effectively 61  Make sure that all the students participate while using the strategies  Maintain the strategies used  Others (Please specify) Thank you very much for your cooperation 62 APPENDIX B TEACHER INTERVIEW QUESTIONS In your opinion, you think it is important to use motivational strategies in your English classroom? Have you ever tried to motivate your unmotivated students? What strategies you often use to encourage them to participate in learning process? Which motivational teaching strategies you use most often? Why? Have these teaching strategies created any positive learning outcomes? Why or Why not? What aspects you consider when you use these motivational teaching strategies? What are your suggestions to promote the use of motivational strategies? 63 APPENDIX C OBSERVATION SHEET Class: Lesson: Teacher: Date: Usage: To have an overall look on motivational strategies teachers use in EFL classroom Strategy Teachers’ Use Result General comment Set a personal example with your own behaviour Create a pleasant, relaxed atmosphere in the classroom Present the tasks properly Develop a good relationship with the learners Increase the learners‟ linguistic self-confidence Make the language classes interesting Promote learner autonomy Personalize the learning process Increase the learners‟ goal-orientedness 10 Familiarize learners with the target language culture 11 Other strategies 64