Nghiên cứu về những yếu tố ảnh hưởng đến động cơ luyện nói tiếng anh của sinh viên kỹ thuật năm thứ nhất trường cao đẳng xây dựng công trình đô thị

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES TON NU THI AI QUYEN A STUDY ON FACTORS AFFECTING FIRST-YEAR ENGINEERING STUDENTS’ MOTIVATION IN PRACTISING ENGLISH SPEAKING SKILLS AT COLLEGE OF URBAN WORKS CONSTRUCTION MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES TON NU THI AI QUYEN A STUDY ON FACTORS AFFECTING FIRST- YEAR ENGINEERING STUDENTS’ MOTIVATION IN PRACTISING ENGLISH SPEAKING SKILLS AT COLLEGE OF URBAN WORKS CONSTRUCTION MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof Dr LUU QUY KHUONG HUE, 2017 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ TÔN NỮ THỊ ÁI QUYÊN NGHIÊN CỨU VỀ NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỘNG CƠ LUYỆN NÓI TIẾNG ANH CỦA SINH VIÊN KỸ THUẬT NĂM THỨ NHẤT TRƯỜNG CAO ĐẲNG XÂY DỰNG CƠNG TRÌNH ĐƠ THỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS LƯU QUÝ KHƯƠNG HUẾ, 2017 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: …./ …./ 2017 Ton Nu Thi Ai Quyen i ABSTRACT Speaking is one of the most important skills to be developed and enhanced as means of effective communication However, many students not have enough motivation to practise speaking English though motivation is one of the vital factors determining the success or failure of language learning This paper aims to investigate first-year engineering students’perception of the vital role of English speaking skills (ESSs) and discuss factors affecting their motivation in practising ESSs at College of Urban Works Construction (CUWC) The participants were 90 first-year engineering students and English teachers The findings showed that there were four groups of factors that affect students’ motivation: (1) Students’ factors; (2) Teachers’ factors; (3) Classroom factors; (4) Objective factors Besides, some suggestions on how to promote the motivation in practising ESSs for engineering students of CUWC were given Key words: motivation; speaking; factors; practice; engineering students ii ACKNOWLEDGMENT First of all, I wish to express my sincere gratitude to my supervisor, Assoc.Prof Dr Luu Quy Khuong who has given me precious suggestions and valuable advices He provided me with ample knowledge in conducting the research Whenever I got any obstacles, he was ready to give constant help with the whole-hearted guidance and constructive comments during the research process This thesis paper would not have been completed without him It is my great pleasure to owe special thanks to all teachers of English Department at Hue University of Foreign Languages for providing useful knowledge and giving me the chances to this research in the best condition I am also grateful to first-year engineering students and their English teachers at College of Urban Works Construction for all their positive cooperation during the data collection process of this study Finally, I would like to extend my gratitude to my family and close friends who have shared their love, care, moral support as well as financial ones during the course They have been always with me, being the biggest encouragement made me devoted my efforts to the study iii TABLES OF CONTENTS ABSTRACT ii ACKNOWLEDGMENT iii TABLES OF CONTENTS iv LIST OF ABBREVIATIONS .vii LIST OF TABLES viii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale of the Study 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the study 1.6 Organization of the Study CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Speaking Skills 2.2.1 Definition 2.2.2 The Importance of English Speaking Skills for Engineering Students 2.2.3 Communicative Language Teaching (CLT) 2.3 Students’Motivation in Practising Speaking Skills 2.3.1 Motivation 2.3.2 Types of Motivation 10 2.4 Factors Affecting Students’ Motivation in Practising English Speaking Skills 12 2.4.1 Students Related Factors 12 2.4.2 Teacher Related Factors 14 2.4.3 Classroom Factors 17 2.4.4 Objective Factors 18 2.5 Previous Studies Related to the Study 22 2.6 Gaps in the Literature 25 iv 2.7 Summary 25 CHAPTER METHODOLOGY 26 3.1 Introduction 26 3.2 Research Approach 26 3.3 Research site 27 3.4 Participants 27 3.5 Data Collection Instruments 27 3.5.1 The Questionnaire 27 3.5.2 Interviews 28 3.5.3 Observation 29 3.6 Data Collection 29 3.7 Data Analysis 30 3.8 Research Procedures 31 3.9 Reliability and Validity 32 3.10 Summary 32 CHAPTER FINDINGS AND DISCUSSION 33 4.1 Introduction 33 4.2 Results from the Students’ Data 33 4.2.1 Students’ Perception toward the Practice of ESSs 33 4.2.2 Students’ Motivation in Practising ESSs 37 4.2.3 Factors Affect Students’ Motivation in Practising ESSs 41 4.2.4 Teachers’ Activities for Motivating Students in Speaking Classes 50 4.3 Results from Teachers’ Data 54 4.3.1 Teachers’ Perception of Practising ESSs for Engineering Students 54 4.3.2 Teachers’ Problems in Teaching ESSs at CUWC 55 4.3.3 Factors Affect Students’ Motivation in Practising ESSs 56 4.4 Suggestions for Promoting Students’ Motivation toward the Practice of ESSs 60 4.4.1 Speaking Activities 60 4.4.2 The Teachers’ Behaviours 62 4.4.3 A Pleasant Learning Environment for Practising ESSs 64 4.4.4 Other recommendations 66 v 4.5 Summary 67 CHAPTER CONCLUSION AND IMPLICATION 68 5.1 Introduction 68 5.2 Summary of the Key Findings 68 5.2.1 Students’ Perception of Practising Speaking English 68 5.2.2 Factors Affecting Students’ Motivation in Practising Speaking English 68 5.2.3 Teachers and Students’ Suggestions for Promoting Students’ Motivation toward the Practice of English Speaking Skills 70 5.3 Implications 71 5.3.1 For English Teachers 71 5.3.2 For First-year Engineering Students 73 5.3.3 For Administrators 75 5.4 Limitations 75 5.5 Recommendations for Further Research 76 REFERENCES 77 APPENDICES 81 vi LIST OF ABBREVIATIONS ASEAN Economic Community AEC College of Urban Works Construction CUWC Common European Framework for Reference CEFR Communicative Language Teaching CLT English Speaking Skills ESSs Information and Communication Technologies ICT vii REFERENCES Aduwa-Ogiegbaen, S E., & Iyamu, E O S (2006) Factors affecting quality of English language teaching and learning in secondary schools in Nigeria College Student Journal, 40, 495 Ahmad, N., Khan, F.N., & Munir, N.(2013) Factors affecting the learning of English at secondary school level in Khyber Pakhtunkhwa, Pakistan International Journal of English Language and Literature Studies, 2(2), 95-101 Ahmadi, M R (2011) The effect of 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Allyn Bacon, A Pearson Education Company, United States Wong, L.L.C., & Nunan, D (2011) The learning styles and strategies of effective language learners System 39, 144-163 https://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL pdf 80 APPENDICES APPENDIX (ENGLISH VERSION) STUDENTS’ QUESTIONNAIRE This questionnaire is designed with the aim to collect necessary information for my research paper on the topic: “A study on factors affecting first-year engineering students’ motivation in practising English speaking skills at College of Urban Works Construction.” The data collected will be used to serve the study purpose only, not for any others Please read the questions and check in the boxes or spaces provided You may choose MORE THAN ONE box in some questions Your additional ideas are appreciated since they remarkably contribute to the study Thank you for your cooperation! I PERSONAL INFORMATION Please fill in some information about yourself Gender:  Male  Female Age  18-20  21- 23  24-26 How long have you learned English?  Under years  2-4 years  5- years  More than years II INFORMATION RELATED TO THE STUDY Please tick ( ) the appropriate options for your answers What are your purposes for practising speaking English? a To pass the examination b To find a good job c To communicate with foreigners d To live and study abroad e To understand the culture, people of English speaking countries f English is a compulsory subject Others (please specify):………………………… 81 What you think of the importance of practising speaking English? a Very important b Important c Quite important d Unimportant How is your interest in practising speaking English in class? a Very much b Much c Little d None How much effort you put into English speaking class? a Very much b Much c Little d None How often you practise speaking English? Always Usually Sometimes Rarely Never In class Out of the class Do you have a desire to practise English speaking regularly? a Yes b No 10 Which difficulties you often face when practising speaking English ? a Grammar mistakes b Pronunciation mistakes c Limited time for speaking activities d Lack of vocabulary e Unable to find ideas f Uninteresting speaking activities g Large class h Lack self-confidence Others (please specify):……………… 11 How often does your teacher motivate you to take part in speaking activities? a Always b Usually c Sometimes d Rarely e Never 12 Which activities does your teacher often use to encourage you to practise speaking English? Please tick (√) on the number column for your answers 82 Activities Level of frequency 1-Never 5-Always a Role play b Discussion and problem solving c Practice conversation in pairs d Games e Questions and answers f Picture description g Presentation h Interviews i Extra curriculum activities (a field trip with foreign instructors, short course abroad) Others:…… = never = rarely = sometimes = usually = always 13 Which form of work arrangement you think is the most effective? a Individual work b Pair work c Group work (4-5 person/group) d Whole-class work 14 What factors affect your motivation in practising speaking skills? Please tick (√) on the number column for your answers Factors Level of agreement 1-Strongly disagree 5-Strongly agree a English proficiency level b Personality c Learning styles d Teachers’ teaching methods e Speaking activities f The influence of important people (parents, friends) g The goals for learning speaking h Job opportunity i The classroom atmosphere j Teaching materials (visual aids, audio, textbooks) k Others:………………… (1= Strongly disagree, 2= Disagree, = Neutral, 4= Agree, 5=Strongly agree) 83 15 What should the teachers to motivate you in speaking English? a Being enthusiastic and thoughtful in teaching b Being experienced with updated teaching methods c Giving feedbacks regularly (good marks, compliments, rewards and punishment) d Using enjoyable activities and games e Using clear instructions f Combining textbooks and authentic materials effectively g Creating pleasant classroom atmosphere h Creating more opportunities for real communication i Others:………… Please give your suggestions for promoting students’ motivation toward the practice of English speaking? ………………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 84 APPENDIX (VIETNAMESE VERSION) PHIẾU KHẢO SÁT (DÀNH CHO SINH VIÊN) Bảng câu hỏi thiết kế nhằm thu thập thông tin cần thiết cho đề tài nghiên cứu “Nghiên cứu yếu tố ảnh hưởng đến động luyện nói tiếng Anh sinh viên kỹ thuật năm thứ trường Cao đẳng Xây dựng Cơng trình Đơ thị” Dữ liệu thu thập sử dụng cho mục đích nghiên cứu đề tài, khơng mục đích khác Hãy vui lòng đọc câu hỏi đánh dấu vào ô khoảng trống cho trước Bạn chọn nhiều đáp án vài câu hỏi Tôi đánh giá cao ý kiến bạn điều đóng góp đáng kể cho nghiên cứu Cảm ơn hợp tác bạn! I THÔNG TIN CÁ NHÂN Vui lịng điền thơng tin cá nhân Giới tính:  Nam  Nữ Tuổi  18-20  21- 23  24-26 Bạn học tiếng anh rồi?  Dưới năm  2-4 năm  5- năm  Hơn năm II THÔNG TIN LIÊN QUAN ĐẾN ĐỀ TÀI Vui lịng đánh dấu ( ) vào câu trả lời thích hợp Mục đích luyện nói tiếng Anh bạn gì? a Để đỗ kỳ thi b Để tìm công việc tốt c Để giao tiếp với người nước d Để sống học tập nước ngồi e Để hiểu văn hóa người nước nói tiếng Anh f Tiếng Anh mơn học bắt buộc Khác (vui lịng ghi rõ):………………………… Bạn nghĩ tầm quan trọng việc luyện nói tiếng Anh? a Rất quan trọng b Quan trọng c Hơi quan trọng d Không quan trọng 85 Sự hứng thú bạn việc luyện nói tiếng Anh nào? a Rất nhiều b Nhiều c Ít d Khơng có Sự nỗ lực bạn lớp học nói tiếng Anh nào? a Rất nhiều b Nhiều c Ít d Khơng có Bạn có thường xun luyện nói tiếng Anh khơng? Ln Thường thường Thỉnh thoảng Hiếm Chưa Trong lớp học Ngồi lớp học Bạn có mong muốn luyện nói tiếng Anh thường xun khơng? a Có b Khơng 10 Bạn thường gặp khó khăn luyện nói tiếng Anh? a Mắc lỗi ngữ pháp b Mắc lỗi phát âm c Thời gian cho hoạt động nói bị hạn chế d Thiếu từ vựng e Khơng tìm ý tưởng f Những hoạt động nói khơng hấp dẫn g Lớp học đơng h Thiếu tự tin Khác:……………… 11 Giáo viên bạn có thường khuyến khích bạn tham gia vào hoạt động nói không? a Luôn b Thường thường c Thỉnh thoảng d Hiếm e Chưa 12 Giáo viên bạn thường sử dụng hoạt động để khuyến khích bạn luyện nói tiếng Anh? Vui lịng đánh dấu (√) vào số thích hợp 86 Hoạt động Mức độ thường xuyên 1-Chưa 5-Luôn a Đóng vai b Thảo luận giải vấn đề c Luyện tập đoạn hội thoại theo cặp d Trò chơi e Đặt câu hỏi trả lời f Miêu tả tranh g Trình bày h Phỏng vấn i Hoạt động ngoại khóa (chuyến thực tế với hướng dẫn nước ngồi, khóa học ngắn hạn nước ngoài) Khác:…… = Chưa = Hiếm = Thỉnh thoảng = Thường thường = Ln ln 13 Theo bạn, hình thức học tập hiệu luyện nói? a Theo cá nhân b Theo cặp (2 người) c Theo nhóm (4-5 người/nhóm) d Tồn lớp học 14 Những yếu ảnh hưởng đến động luyện nói tiếng Anh bạn? Vui lòng đánh dấu (√) vào ô số thích hợp Yếu tố Mức độ đồng ý 1-Hồn tồn khơng đồng ý 5-Hồn tồn đồng ý a Trình độ lực tiếng Anh b Tính cách c Phương pháp học d Phương pháp giảng dạy e Những hoạt động luyện nói f Ảnh hưởng người thân, bạn bè g Mục đích học nói h Cơ hội việc làm i Khơng khí lớp học j Tài liệu giảng dạy (Thiết bị nghe nhìn, giáo trình) k Khác:………………… (1= Hồn tồn khơng đồng ý, 2= Không đồng ý, = Trung lập, 4= Đồng ý, 5=Hoàn toàn đồng ý) 87 15 Giáo viên nên làm để khuyến khích bạn nói tiếng Anh? a Nhiệt tình chu đáo giảng dạy b Có kinh nghiệm với phương pháp giảng dạy c Thường đưa phản hồi (điểm, lời khen ngợi, phần thưởng hình thức phạt) d Sử dụng hoạt động trò chơi vui nhộn e Đưa dẫn rõ ràng f Kết hợp hiệu giáo trình tài liệu thực tế g Tạo khơng khí lớp học hài hịa h Tạo nhiều hội giao tiếp thực tế i Khác:………… Vui lòng đưa ý kiến bạn nhằm phát huy động luyện nói tiếng Anh cho sinh viên ……………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 88 APPENDIX 2A (ENGLISH VERSION) INTERVIEW CHECKLIST A (For English teachers) Do you think that first-year engineering students should practise speaking English? Why? Are your students interested in practising speaking English in class? What problems you often face with teaching speaking English? What factors affect your students’ motivation in practising speaking English? Which speaking activities should you use to motivate your students to practise speaking English? In your opinion, what should we to create an appropriate speaking teaching and learning environment? APPENDIX 2B (ENGLISH VERSION) INTERVIEW CHECKLIST B (For first-year engineering students) Do you think that practising speaking English is necessary for you? Why? How often you feel unwilling to speak English? What make you feel so? What factors can influence your motivation in practising speaking English? Does your teacher often encourage you to practise speaking English in class? What should your teachers to motivate you to speak English? - Which speaking activities you want your teachers use? - What are your requirements of the teachers’ behaviours in English speaking class? Do you any have other suggestions for promoting students’ motivation in practising English speaking? - Classroom factors (class size, teaching materials) - Other factors (job opportunities, learning outcomes, parents and friends) 89 APPENDIX 2A (VIETNAMESE VERSION) CÂU HỎI PHỎNG VẤN A (Dành cho giáo viên tiếng Anh) Anh(chị) có nghĩ sinh viên kỹ thuật năm thứ nên luyện nói tiếng Anh không? Tại sao? Sinh viên anh (chị) có thích luyện nói tiếng Anh lớp khơng? Anh (chị) thường gặp vấn đề việc dạy nói tiếng Anh? Theo anh (chị), yếu tố ảnh hưởng đến động luyện nói tiếng Anh sinh viên? Anh (chị) nên sử dụng hoạt động nói để khuyến khích sinh viên luyện nói tiếng Anh? Theo anh (chị), nên làm để tạo mơi trường phù hợp cho việc dạy học nói cho sinh viên ? APPENDIX 2B (VIETNAMESE VERSION) CÂU HỎI PHỎNG VẤN B (Dành cho sinh viên) Bạn có nghĩ luyện nói tiếng Anh cần thiết cho hay không? Tại sao? Bạn thường cảm thấy không sẵn sàng để nói tiếng Anh khơng? Điều khiến bạn cảm thấy vậy? Những yếu tố ảnh hưởng đến động luyện nói tiếng Anh bạn? Giáo viên bạn có thường khuyến khích bạn nói tiếng Anh lớp khơng? Giáo viên bạn nên làm để khuyến khích bạn nói tiếng Anh? - Bạn mong muốn giáo viên sử dụng hoạt động luyện nói nào? - Theo bạn, giáo viên lớp học nói cần có đặc tính gì? Bạn có đề xuất để thúc đẩy động luyện nói tiếng Anh cho học sinh không? - Đối với yếu tố lớp học (sĩ số lớp học, tài liệu giảng dạy, ) - Đối với yếu tố khác (cơ hội việc làm, chuẩn đầu ra, bố mẹ bạn bè…) 90 APPENDIX CLASSROOM OBSERVATION SHEET Class: Section: Teacher: Students: Observer: Date: Criteria Yes I Preparation Well- prepared, clear lesson plan II Presentation The lesson was presented effectively and smoothly Various speaking activities were properly chosen The appropriate time allotted for activities The appropriate amount of teacher’s and students’ talk The effective use of individual/pair/ group work during each activity III Teachers and students interaction The teacher was a facilitator The teacher gave instructions clearly The students took part in speaking activities actively and lively The teacher divided his or her attention among students appropriately The students were encouraged to ask questions, express their own ideas as well as participate in the practice of speaking The teacher gave feedback effectively IV Class environment The seating arrangement facilitated learning The warm, open and enjoyable class atmosphere The teacher was sensitive to students’ difficulties and abilities The teacher was enthusiastic and friendly The students feel comfortable and confident in practising speaking English V Use of teaching materials Effectively using audio-visual (pictures, handouts, cassette) & technology materials (projector, video, audio, web materials) in speaking class Suggestions:………………………… 91 No Comments