Luận văn thạc sĩ a study on the motivation in learning english of gifted students at high school for gifted students, hanoi national university of education m a thesis linguist

VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - TRẦN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI NATIONAL UNIVERSITY OF EDUCATION (NGHIÊN CỨU VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH CHUYÊN, TRƯỜNG THPT CHUYÊN, ĐẠI HỌC SƯ PHẠM) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2014 z VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - TRẦN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI NATIONAL UNIVERSITY OF EDUCATION (NGHIÊN CỨU VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA HỌC SINH CHUYÊN, TRƯỜNG THPT CHUYÊN, ĐẠI HỌC SƯ PHẠM) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof Dr Hoàng Văn Vân HANOI – 2014 z DECLARATION I hereby certify that the minor thesis entitled “A Study on the Motivation in Learning English of Gifted Students at High School for Gifted Students, Hanoi National University of Education” is the result of my own work in partial fulfillment of the requirements for the degree of Master of Arts in English Teaching Methodology at Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi The research has not been submitted to any other university or institution wholly and partially Hanoi, 2014 Trần Hoài Linh i z ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to express my sincere gratitude to Prof Dr Hoang Van Van, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher A special word of thanks goes to my students, without whom it would never have been possible for me to have this thesis accomplished Last by not least, I am greatly indebted to my family for the sacrifice they have devoted to the fulfillment of this academic work ii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 ABSTRACT This study was intended to investigate the motivation of English gifted students at High School for Gifted Students, Hanoi National University of Education (HNUE) More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now More importantly, the study aims to investigate the type of motivations that exist among English gifted students at High School for Gifted Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of English learning motivation In the study, 158 students participated in completing the questionnaire reflecting the learning motivation The results of the study reveal that the student surveyed had high motivation of learning English, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also found that students of grade 11 were more integrative and intrinsic oriented than those in grade 10 and grade 12 Finally, based on the findings, some suggestions for teachers of these classes are offered iii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 LIST OF ABBREVIATIONS, TABLES AND FIGURES Figure 1: Socioeducational Model Figure 2: General Model of Goal Setting Theory 10 Table 1: Information on the Number of Students Surveyed 16 Table 2: Percentage of Reasons for Choosing English as a Specialized Subject 20 Figure 3: Students’ Reasons for Choosing English Specialized Subject 20 Table 3: Students’ Main Goal of Learning 21 Figure 4: Students’ Main Goal of Learning 22 Figure 5: Intrinsic and Extrinsic Motivation of Grade 10 Students 22 Figure 6: Intrinsic and Extrinsic Motivation of Grade 11 Students 23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students 23 Table 4: Mean Value of Intrinsic and Extrinsic Motivation 23 Figure 8: Instrumental and Integrative Motivation of Grade 10 Students 24 Figure 9: Instrumental and Integrative Motivation of Grade 11 Students 25 Figure 10: Instrumental and Integrative Motivation of Grade 12 Students 25 Table 5: Mean Comparison among Three Grades 25 Figure 11: Amotivation Pattern of Grade 10 Students 26 Figure 12: Amotivation Pattern of Grade 11 Students 26 Figure 13: Amotivation Pattern of Grade 12 Students 27 Table 6: Comparison of Amotivation Pattern among Three Grades 27 Table 7: Attitude Towards Learning Activities 28 Table 8: Students’ Interest and Desire to Learn English 28 Figure 14: Students’ Motivation to Learn English to Communicate 29 Abbreviations LLM: Language Learning Motivation HNUE: Hanoi National University of Education L2: second language AMBT: Attitude / Motivation Test Battery iv z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 TABLE OF CONTENTS DECLARATION I ABSTRACT III PART A: INTRODUCTION 1 RATIONALE FOR THE STUDY AIMS OF THE RESEARCH OBJECTIVES OF THE RESEARCH RESEARCH QUESTIONS SCOPE OF THE RESEARCH SIGNIFICANCE OF THE RESEARCH STRUCTURAL ORGANIZATION OF THE THESIS PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Theoretical Background 1.1.1 Definition of Motivation 1.1.2 Language Learning Motivation 1.1.2.1 Socioeducational Model 1.1.2.2 Cognitive Revolution 1.2 Review of Previous Studies Related to the Research Area of the Thesis 13 1.3 Summary 15 CHAPTER 2: RESEARCH METHODOLOGY 16 2.1 Research Setting 16 2.2 Subjects 16 2.3 Research Types 17 2.4 Data Collection Instruments 17 2.5 Data Collection Procedures 18 2.6 Data Analysis 19 CHAPTER 3: DATA ANALYSIS 20 3.1 Students’ Main Goal of Learning 20 3.2 Main Goal of Learning 21 3.3 Intrinsic and Extrinsic Motivation 22 v z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 3.4 Instrumental and Integrative Motivation 24 3.5 Amotivation 26 CHAPTER 4: DISCUSSION 28 4.1 Research Question 28 3.2.2 Research Question 30 3.2.3 Additional Findings 30 PART C: CONCLUSION 32 RECAPITULATION 32 CONCLUSION 32 LIMITATIONS OF THE RESEARCH 33 SUGGESTIONS FOR FUTURE RESEARCH 34 REFERENCES 36 APPENDIX I APPENDIX V vi z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART A: INTRODUCTION Rationale for the Study In an article entitled “How motivation affects learning and behavior”, Ormrod (2014), it claims that the motivation exists in most students, in one way or another One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society including communicative events and similar occasions It is undeniable that the motivation has a strong impact on the learning and behaviour of students Specifically, it affects students’ choice, their goals in learning It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the study According to Hussin, Nooreiny, and D'Cruz (2001), a persistent issue claimed by many English teachers is the effort to maintain the students’ interest in learning English Teachers have to well balance the preparation for the exam and the lifelong language skills Since most researchers and teachers are aware of the importance of motivation in learning, they have been attempting to figure out ways to increase the students’ motivation by carrying out studies of motivation among students Numerous studies about motivation dated back from the 1960s and have still been one of the favored themes for researchers worldwide As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you cannot reinforce them to “swallow” the knowledge, instead you can let them acquire the knowledge themselves by providing them with learning motivation I am myself a teacher and I know how crucial the motivation is for teaching and learning Hence a teacher’s goal is to show his or her students an interesting way to the water by making him a motivated student To work out the proper way, teachers are supposed to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in learning A student who is oriented to pursue natural sciences and does not care much about English would wish to experience a different way of learning and teaching in comparison z 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 with the one who is totally devoted to English and studies this subject as his major or passion This is also the reason I would like to conduct a study on the motivation of students of levels: grade 10, grade 11 and grade 12, who are specialized in English at High School for Gifted Student, Hanoi National University of Education (HNUE) Aims of the Research The study aims at investigating the types of motivations of students majoring in English at High School for Gifted Students, HNUE and whether there are any differences among the motivation surveyed among students in grade 10, grade 11 and grade 12 The results can be a useful source of reference information for teachers of the classes surveyed as well as the classes to come to work out the proper way to improvise the teaching methods and make their students more strongly motivated Objectives of the Research The study is originally conducted to identiy the change in motivation among gifted students in terms of time As stated by Ryan (2000), intrinsic motivation fades out with “each advancing grade” It was also assumed that students were not much as integratively as well as intrinsically motivated as instrumentally and extrinsically motivated Thus, to find out whether these hypotheses are true among gifted students at High School for Gifted Students (HNUE), the objectives are determined as below:  To identify what types of motivation exist among students at High School for Gifted Students (HNUE) and which types of motivation prevail among students  To find out if students of different grades have different types of motivation Research Questions In this investigation, the following research questions were addressed: What types of motivation exist among students at High School for Gifted Students (HNUE)? And which types of motivation prevail? Do gifted students of English in grades 10, 11 and 12 differ in their motivation to learn English, and what are the differences? z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 provides a timely boost and encouragement it would be much better for those senior students Secondly, the junior students tend to be the most industrious and are more attentive to keeping their English up to date everyday Moreover, the youngest students are also the most likely to ask teachers for help when there is a problem related to studying This is understandable since they have just entered high school, and not have much experience with studying at a gifted school, inescapably need some aid from their teachers Being aware of this, teachers may wish to boost the motivation of their learning and enhancing their autonomy at the same time by encouraging them to self study and assign the type of tasks that need more independent learning and require less teachers’ effort z 31 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART C: CONCLUSION Recapitulation This minor thesis is entitled “A study on the motivation in learning English of gifted students at High School for Gifted Students, Hanoi National University of Education.” The study is conducted to answer two research questions The first question aims to identify the types motivation existing among English gifted students at High School for Gifted Students (HNUE) and which type of motivation prevails among students The second question identifies whether there are any differences among three grades in each type of motivation In the study, survey research was employed, using questionnaire of 33 items The participants of the survey were 158 students from English gifted classes It is inferred from the findings that there is a strong motivation among the students surveyed, both intrinsic and extrinsic, and instrumental and integrative However, the levels of motivation in each grade vary a bit with the similar pattern of motivation witnessed in grade 10 and 12 while that of grade 11 students saw a minor difference in terms of level Based on the results of the study, several conclusions have been drawn as follows: Conclusion Though the classification of different theories may somehow overlap in certain aspect, the researcher still wishes to include all of them in the study Firstly, regarding the first research question, all the students participating in the survey show a strong degree in all kinds of motivation, namely intrinsic, extrinsic, instrumental and integrative However, students prove to be more intrinsically oriented than extrinsically and more integratively motivated than instrumentally Students wish to study English due to their desire to know the subject matter rather than the pressure coming from the surroundings In addition, students also tend to show a stronger aspiration of learning to communicate in real life environment Regarding the second research question about the difference in degrees of motivation among the students of three grades, the intrinsic and extrinsic motivation found among students in grade 10 and grade 12 are nearly the same while that of grade 10 appears to be stronger Likewise, there is a similarity between the instrumental and integrative motivation of students in grade 10 and grade 12, which proves stronger than those who are in grade 11 Those who are in grade 11 are not as instrumentally oriented z 32 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 as the rest but much more integratively motivated They have strong impetus of learning English for communicative purposes Being aware of this pattern, teachers may wish to make full use of the strongest motivation of students in this period of time to make it the main period of time to enrich students’ erudition of English It is also worth noting that students in grade 12 are those who tend to be demotivated the most among the students of three grades Meanwhile, the youngest pupils, those in grade 10, are prone to be the most studious, and attentive to doing homework and keeping their English up to date than their fellows in grade 11 and 12 However, they are also the ones who have the least independence, who tend to count on their teachers to solve any problems arising Finally, speaking is found to be a worrying issue for all of the students surveyed, particularly speaking in authentic setting, with English speaking people From these findings, some suggestions can be made First, since students want to master the language, the teacher can turn to activities with intriguing content that develop students’ autonomy more than those which need rigid teachers’ supervision so that students are interested in the materials and are prompted to study on their own Secondly, since grade 11 students are much more integratively motivated, teachers of these classes should deliver more activities that enforce their communicative purpose, and help them to gain more confidence with their speaking skills Moreover, students of grade 11 can also take over the responsibility of leading some English clubs which may be beneficial for their speaking skill For grade 10 students, teachers can assign activities that gradually help them reduce their dependence and take advantage of their industriousness Meanwhile, those who are in grade 12 would need more encouragement from teachers and parents to boost their motivation in the final year since they are the most likely to lose impetus in learning among students of the three grades Limitations of the Research Admittedly, although the researcher has devoted herself to conducting this study in a professional manner, it is unavoidable that she encountered some difficulties in the process of implementation, which resulted in the research having the following limitations z 33 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Firstly, the survey was conducted using mostly quantitative research method (i.e., by means of questionnaire distributed to most of the students in the English gifted classes) However, if qualitative research was used with various forms like interviews with students and teachers, and classroom observations), further layers of findings or results might be revealed Secondly, the questionnaire is designed to cover as many types of motivation as possible, but it fails to include all the sorts, focusing more on instrumental and integrative motivation, and intrinsic and extrinsic motivation There were other types of motivations such as goals (mastery or performance), but they were not highlighted in the research Finally, the aim of the researcher is to investigate the extent that the gifted students of English at High School for Gifted Student (HNUE) are motivated in learning the language and the differences in the levels of motivation of students in grade 10, grade 11 and grade 12 To investigate the differences, the researcher employed cross-sectional study which studies the motivation of students at different sections (grade 10, grade 11, and grade 12) However, according to Cohen, Manion, & Morrison, (2000), cross-sectional studies prove less effective in determining individual variations in “growth or establishing causal relationships” In this case, it would be more reliable to use longitudinal studies which mean the study of motivation of the same subjects but at different stages (grade 10, grade 11 and grade 12) Suggestions for Future Research The following suggestions for future research aim to compensate for the limitations of this study First, the survey can be conducted with more assistance from qualitative research under the form of interview with students and teachers and classroom observations to understand more about their motivation and to explore additional dimensions Secondly, it is suggested that, longitudinal data collection should be conducted in the future in order to investigate more precisely the change in motivation with age The survey can be conducted on the same subjects but at different period of time to detect the shift in their motivation However, this may takes much time and effort to realize z 34 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Thirdly, the questionnaire can be designed to include more items to cover and analyze the motivation classified according to other theories as well such as goal theories and attribution theories Sometimes this can be challenging because the categories may overlap and it is hard to determine the type of motivation z 35 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 REFERENCES Akram, M., & Ghani, M (2013) Gender and language learning motivation Retrieved from www.savap.org.pk/journals/ARInt./Vol /2013(4.2-55) Belmechri, F & Hummel, K (1998) Orientations and motivation in the acquisition of English as a second language among high school students in Quebec Language Learning, 48(2), 219-244 Carreira, J M (2006) Motivation for Learning English as a Foreign Language in Japanese Elementary Schools Retrieved from jalt-publications.org/files/pdfarticle/jj-28.2-art2.pdf 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Trends & Issues ERIC Clearinghouse on Educational Management University of Oregon Reza Ahmadi, M (2011) The Effect of Integrative and Instrumental Motivation on Iranian EFL Learners’ Language Learning, 1(2) Retrieved from eltvoices.in/Volume1/Issue2/EVI12_2.pdf Rueda, R & Dembo, M H (1995) Motivational processes in learning: A comparative analysis of cognitive and sociocultural frameworks Advances in Motivation and Achievement Ryan, R.M (1982) Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory Journal of Personality and Social Psychology, 43, 450-461 Ryan, R M., & Deci, E (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well being z 37 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Sakiz, G (2011) Mastery and performance approach goal orientations in relation to academic self-efficacy beliefs and academic help seeking behaviors of college students in Turkey, 2(1) Retrieved from interesjournal.org/ER/pdf/2011/January/Sakiz.pdf Shen, B., Robert, K W., Weidong, L., Haichun, S., & Paul, B R (2010) An Amotivation Model in Physical Education Retrieved from journals.humankinetics.com/AcuCustom/ /17800.pdf Vaezi, Z (2008) Language Learning Motivation among Iranian Undergraduate Students,5(1) Ushioda, E (1996b) Learner Autonomy 5: The Role of Motivation Dublin: Authentik Uslu, D (2013) The Future in the Lives of Turkish International Sojourners Studying in America: The Role of Future Time Perspectives and Possible Selves in Explaining Motivation to Learn English Retrieved from http://repositories.lib.utexas.edu/handle/2152/21163 Vallerand, R J (1992) Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study Duke University Press Yearta, S K., Maitlis, S., & Briner, R B (1995) An exploratory study of goal setting in theory and practice: A motivational technique that works? Retrieved from www.sauder.ubc.ca/ /Maitlis-Paper-GoalSettingTheory.as Weiner, B (1990) History of motivational researchin education Journal of Educational Psychology, 82(4), 616-622 Wilson, G (n.d.) The Effects of External Rewards on Intrinsic Motivation Retrieved from www.abcbodybuilding.com/rewards.pdf Williams, M, & Burden, R.L (1999) Students’ developing conceptions of themselves as language learners Modern Language Journal, 83, 193-201 z 38 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX MOTIVATION TEST BATTERY My name is Tran Hoai Linh I am conducting a research on the topic: “A study on the motivation in learning English of gifted students at High School for Gifted Students, Hanoi National University of Education.” I would like you to help me by completing this survey questionnaire This is not a test so there is no “right” or “wrong” answers All the information that you give in this survey is only used for the research and will be kept secret Please give your answers sincerely as only this will guarantee the success of the investigation Thank you very much for your kind cooperation! Which grade are you in? _ Why did you choose English as your specialized subject? A I like English B English is necessary for my future C I am good at English D My parents want me to so E Other reasons: (Please specify) _ What is your main goal of learning: (You may have more than one choice) A For the National Competition of English C For studying abroad B For the university entrance exam D Others: Part 1: Decide to what extent you agree with the following statements by circling the number representing the corresponding degree: Strongly Disagree Moderately Slightly Slightly Moderately Strongly Disagree Agree Agree Disagree I have a strong desire to know all aspects of English z Agree I 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 I study English because I will need it for my career I study English because it will be useful in getting a good job I study English only because I want to pass the examinations I study English because it will allow me to meet and communicate with more and varied people 6 I hope I will have many native English speaking friends I study English because it will enable me to better understand and appreciate the English way of life I want to learn English so well that it will become natural to me I learn English because I am worried that other students in my class will study English better than I 10 I learn English because my parents want me to so 11 I learn English because other people will respect me more if I know English 12 I study English only because I want to get good grade in English 13 Studying English can be important to me because I will be able to search for information and materials in English on the Internet 14 Studying English can be important to me because I will learn more about what’s happening in the world 15 I study English so that I can understand English-speaking films, videos, TV, books or radio 16 I haven’t any great wish to learn more than the basics of English 17 When I leave school, I will give up the study of English because I am not interested in it z II 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 18 I’m losing desire I ever had to learn English 19 I put off my English homework as much as possible 20 I keep up to date with English by working on it almost every day 21 I look forward to going to class because my English teacher is so good 22 I enjoy the activities of our English class much more than those of my other classes 23 Learning English in class is great 24 My English teacher is a great source of inspiration to me 25 When I have a problem understanding something in my English class, I always ask my teacher for help Part The purpose of the following part of the questionnaire is to determine your feelings about a number of things Each item is followed by a scale that has a label on the left and another on the right, and the numbers to between the two ends For each item, please circle any one of the numbers from to that best describes you My motivation to learn English in order to communicate with English speaking people is WEAK _1: _2: _3: _4: _5: _6: _7 STRONG My attitude toward English speaking people is: UNFAVOURABLE _1: _2: _3: _4: _5: _6: _7 FAVOURABLE My interest in foreign languages is: VERY LOW _1: _2: _3: _4: _5: _6: _7 VERY HIGH My desire to learn English is: WEAK _1: _2: _3: _4: _5: _6: _7 STRONG My attitude toward learning English is: UNFAVOURABLE _1: _2: _3: _4: _5: _6: _7 FAVOURABLE My motivation to learn English for practical purposes (e.g., to get a good job) is: WEAK _1: _2: _3: _4: _5: _6: _7 STRONG z III 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 My motivation to learn English is: VERY LOW _1: _2: _3: _4: _5: _6: _7 VERY HIGH My parents encourage me to learn English: VERY LITTLE _1: _2: _3: _4: _5: _6: _7 VERY MUCH THANK YOU FOR YOUR COOPERATION z IV 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX PHIẾU ĐIỀU TRA ĐỘNG LỰC HỌC TIẾNG ANH Tên Trần Hồi Linh Tơi làm nghiên cứu chủ đề: “Nghiên cứu động lực học tiếng Anh học sinh chuyên tiếng Anh trường THPT Chuyên, Đại học sư phạm Hà Nội” Đây kiểm tra, nên khơng có câu trả lời hay sai Tất thông tin trả lời khảo sát phục vụ cho mục đích nghiên cứu giữ bí mật Chân thành cảm ơn hợp tác bạn Bạn học lớp mấy? _ Tại bạn lại chọn tiếng Anh mơn chun mình? A Tơi thích tiếng Anh B Tiếng Anh cần thiết cho tương lai C Tôi giỏi tiếng Anh D Bố mẹ muốn E Lý khác: (Xin nêu rõ) Mục đích bạn học tiếng Anh gì? (Có thể có lựa chọn) A Mục đích kỳ thi quốc gia C Mục đích du học B Mục đích kỳ thi Đại học D Mục đích khác: Phần 1: Hãy đọc khoanh vào số tương đương với mức độ đồng thuận mà bạn lựa chọn: Phản đối mạnh mẽ Phản đối mức vừa phải Hơi phản đối Hơi đồng tình Đồng tình mức vừa phải Rất đồng tình Tơi có mong muốn mạnh mẽ hiểu biết hết mặt tiếng Anh Tơi học tiếng Anh tơi cần cho nghề nghiệp Tơi học tiếng Anh hữu ích cho việc có cơng việc tốt Tơi học tiếng Anh tơi muốn qua kỳ kiểm tra Tơi học tiếng Anh giúp gặp gỡ giao tiếp với đa dạng đối tượng z V 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 6 Tơi hy vọng tơi có nhiều người bạn nước ngồi nói tiếng Anh địa Tôi học tiếng Anh giúp tơi hiểu cách sống người Anh Tôi muốn học tiếng Anh tốt đến mức tơi sử dụng cách tự nhiên Tơi học tiếng Anh tơi lo bạn khác lớp học tốt tiếng Anh 10 Tơi học tiếng Anh bố mẹ tơi muốn làm 11 Tơi học tiếng Anh người khác tơn trọng tôi biết tiếng Anh 12 Tơi học tiếng Anh vì muốn đạt điểm cao môn tiếng Anh 13 Học tiếng Anh quan trọng với tơi tơi tìm kiếm thơng tin tài liệu tiếng Anh Internet 14 Học tiếng Anh quan trọng với tơi tơi biết diễn giới 15 Tơi học tiếng Anh để tơi hiểu phim, video, đọc sách, nghe đài tiếng Anh 16 Tôi không mong muốn nhiều việc học kiến thức tiếng Anh 17 Khi học cấp xong, khơng học tiếng Anh tơi khơng thấy thích thích với 18 Tôi dần ham muốn học tiếng Anh 19 Tơi ln trì hoãn việc làm tập tiếng Anh 20 Tôi cập nhật tiếng Anh cách “động” đến ngày 21 Tơi mong ngóng đến lớp học giáo viên tiếng Anh tơi tuyệt 22 Tôi hứng thú với hoạt động tiếng Anh môn học khác z VI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99