Rationales
English has increasingly become essential globally, leading to a rising demand for proficiency in the language Many individuals invest time and resources to achieve fluency in English for effective communication In Vietnam, the significance of English has grown, making it a mandatory subject across all educational levels, including schools, colleges, and universities.
Recognizing the importance of English for societal and individual growth, learners aspire to become proficient in the language for effective communication with foreigners Consequently, schools increasingly emphasize enhancing students' speaking abilities While various skills—Speaking, Listening, Reading, and Writing—play significant roles in English language acquisition, the ultimate goal remains the ability to communicate verbally Effective communication is essential for everyone, making speaking a priority Additionally, mastering the speaking skill can significantly enhance performance in other areas, including Listening, Reading, and Writing.
Effective English speaking is crucial for learners, necessitating motivation and a positive attitude towards the language However, contrary to common assumptions, students often encounter various challenges that can hinder their willingness to engage in speaking activities.
At Viet-Hung University, enhancing speaking skills is a key priority; however, many students express reluctance to engage in speaking lessons This hesitation may stem from various factors that discourage participation in these classes.
In her quest to understand the underlying causes of student disengagement in English speaking sessions, the author observed that students often preferred listening over participating in discussions Despite teachers' efforts to create an engaging atmosphere through various activities, significant changes in student involvement remained elusive This challenge prompted the author to investigate the factors that demotivate students from developing their speaking skills, leading to her study titled.
“Factors demotivating students to participate in English speaking lessons at Viet – Hung Industrial University” This study is valuable not only for teachers of
To enhance English speaking skills among learners, it is crucial for educators to understand the factors that diminish students' interest in speaking English By addressing these issues, teachers can create engaging and enjoyable learning experiences The author aims for this study to inspire students at Viet-Hung University to find English speaking lessons exciting and to actively participate in them.
Objectives of the study
The study is conducted to achieve three main objectives:
+ to investigate Viet-Hung University students’ attitudes to learning English speaking skills
+ to explore the factors that demotivate students of Viet-Hung University to get involved in the English speaking lessons
+ to recommend some solutions to remove these demotivating factors from English speaking sessions.
Scope of the study
Speaking skill is a large topic that consists of many aspects However, in this study, the author only focuses on the factors that make students of Viet-Hung
Viet-Hung Industrial University, a large institution, faces challenges in engaging all students in English speaking lessons, leading the author to focus on randomly selected second-year students from the Banking and Financing Faculty for her minor thesis The university offers distinct courses in English for General Purposes (EGP) and English for Specific Purposes (ESP), each with unique characteristics and potential demotivating factors Consequently, this research specifically examines the factors affecting EGP, with the hope that future studies will explore other aspects of speaking among different student groups.
Methods
This study employs both quantitative and qualitative methods to achieve its objectives The quantitative approach involves classifying and counting features, as well as constructing statistical models, utilizing data collected from two sets of questionnaires directed at teachers and students at Viet-Hung Industrial University Conversely, the qualitative method focuses on understanding phenomena within their natural contexts, as outlined by Miles and Huberman (1994), and involves analyzing data in the form of words, images, or objects For qualitative insights, the research includes short interviews with six English teachers at the university to gather additional information that supports the thesis.
This minor thesis consists of three parts:
The first part presents the factors such as the rationale, objectives, scope, methods and design of the study
The second part is the body of the study, in which a theoretical background, research methodology and results and discussions were presented
The final part gives the summary of the study, the limitations of the study and some suggestions for further research related to English speaking skill and demotivation
PART TWO - DEVELOPMENT CHAPTER 1 – LITERATURE REVIEW
In this part, the author would like to give short theoretical background of motivation, demotivation and some information related to speaking skill and speaking lessons
1.1 Theoretical background of speaking skill
In language education, the four essential skills—Listening, Writing, Reading, and Speaking—are often discussed regarding their direction and modality, with Speaking being the primary measure of a language user's competence Fluency in speaking is prioritized over reading and writing abilities, making it a central focus of educational systems This section will explore the definition of speaking skill, the nature of language skills, the key characteristics of speaking, and theoretical insights into effective speaking lessons.
Speaking has the characteristics which are as follows:
The form and meaning of spoken language are heavily influenced by context, which includes the participants, their experiences, the physical environment, and the purposes of communication This context-bound nature means that interlocutors share an immediate understanding during dialogue, leading to much implicit and assumed information (McCathy, 1998).
Speaking effectively depends on the speaker's grasp of commonly accepted expressions that convey specific meanings, emphasizing the importance of the language context over elements like grammar, pronunciation, or vocabulary.
Speech possesses unique skills, structures, and conventions that distinguish it from written language According to Bygate (1987), words are spoken as they are formulated and comprehended, which significantly impacts a speaker's ability to plan and articulate their message Unlike writers, speakers have limited time to prepare, resulting in shorter and less complex sentences Consequently, speakers are more prone to errors in both message delivery and word choice, often forgetting their points or repeating themselves Additionally, spoken sentences are transient; once uttered, they cannot be revisited, which can lead to misunderstandings if listeners miss parts of the conversation due to distractions or background noise.
Speaking is often an undervalued skill, despite its importance in communication (Bygate 1987) While most people can speak, it deserves as much attention as literacy skills Confidence in speaking is essential for learners to perform basic transactions effectively Typically, speakers engage with listeners who can provide immediate feedback, highlighting the need for patience and imagination Effective communication requires speakers to be attuned to listeners' feelings and behaviors, allowing for a dynamic exchange where both roles can be fluidly shared.
Listening plays a crucial role in enhancing a speaker's skills, as it provides valuable models for effective communication By first experiencing the role of a listener, learners gain a deeper understanding of the challenges faced in speaking tasks This approach proves to be more beneficial than merely practicing speaking without the insights gained from listening, as it equips speakers with a clearer understanding of what is required in various communication scenarios.
Effective speaking is essential for successful communication To enhance learners' speaking skills, educators must excel in facilitating speaking activities and selecting appropriate tasks for the classroom.
1.1.2 The roles of speaking in ELT
Speaking is a complex productive skill that goes beyond mere word pronunciation and is essential for demonstrating proficiency in a second language It is widely regarded as the most important skill among language learners for several key reasons.
The ultimate goal of language learning is effective communication, which is a fundamental human need To engage with others, individuals must develop speaking skills, enabling them to build and sustain relationships, negotiate effectively, and influence those around them.
To effectively speak a foreign language, learners must possess a foundational understanding of grammar and vocabulary, as these elements are essential for articulating ideas However, many language learners demonstrate strong grammatical skills and vocabulary knowledge yet struggle to produce coherent speech This highlights the crucial role of speaking skills in language acquisition.
To effectively master English speaking skills, both teachers and students must actively engage in the learning process While speaking is often viewed as the ultimate goal of English education, it is essential to integrate it with the other key language skills—listening, reading, and writing—as well as foundational elements like grammar and vocabulary.
1.2 Theoretical background of demotivation 1.2.1 Conception of demotivation
Motivation plays a crucial role in foreign language learning, driving learners to achieve specific goals While proficiency in a second language (L2) is the ultimate objective, understanding motivation's complex nature is essential Although the concept of motivation is widely recognized and studied, the related term "demotivation" has received less attention However, researchers like Dürnyei (2001) have explored this term, defining demotivation as external factors that diminish the motivational foundation of a learner's intentions or actions.
So to him demotivation could be understood as the negative counterpart of motivation Deci and Ryan (1985) use a similar term “amotivation”, which means
A lack of motivation can stem not from a disinterest in the task but from feelings of incompetence and helplessness experienced by the individual While "a-motivation" refers to unrealistic expectations about outcomes, "de-motivation" is tied to specific external factors that hinder performance Understanding these distinctions is crucial for addressing motivational challenges effectively.
Dürnyei emphasizes that de-motivation does not eliminate all the positive influences that initially fostered motivation; rather, it indicates that a significant negative factor is currently inhibiting motivation, while other positive motives remain available for activation.
1.2.2 The concept of demotivation as identified in previous studies
LITERATURE REVIEW
Theoretical background of speaking skill
In language education, the four essential skills—Listening, Writing, Reading, and Speaking—are often analyzed based on their direction and modality Speaking is considered the primary measure of a language user's competence, making fluency in speaking more critical than proficiency in reading or writing Consequently, the primary objective of educational systems is to enhance learners' speaking abilities This section will explore the definition of speaking skill, the nature of language skills, the characteristics of effective speaking, and theoretical insights into speaking lessons.
Speaking has the characteristics which are as follows:
The meaning and structure of spoken language are heavily influenced by the context in which it occurs, including the participants' experiences, the physical environment, and their communication goals This context-bound nature of dialogue means that interlocutors share a common understanding of their immediate surroundings, leading to implicit and assumed information within the conversation (McCarthy, 1998).
Speaking effectively depends on the speaker's grasp of conventional expressions that convey specific meanings, emphasizing the importance of the language environment over grammar, pronunciation, and vocabulary.
Speech possesses distinct skills, structures, and conventions that set it apart from written language According to Bygate (1987), “The words are being spoken as they are being decided and as they are being understood,” highlighting the simultaneous nature of speech production and comprehension This immediacy impacts a speaker's ability to plan and organize their message, resulting in shorter and less complex sentences compared to writing, as speakers lack the time for thorough preparation Consequently, speakers are more prone to errors in both content and word choice, often forgetting their intended points or repeating themselves Unlike written text, which can be revisited for clarity, spoken words are ephemeral, making it easy for listeners to miss critical information due to distractions or noise, potentially leading to misunderstandings.
Speaking is often regarded as an undervalued skill, despite its importance in communication (Bygate, 1987) Many individuals can speak, yet it deserves the same attention as literacy skills Confidence in speaking is essential for performing basic transactions effectively During conversations, the listener is present to provide immediate feedback, indicating agreement or confusion Consequently, speakers must demonstrate patience and creativity, being attuned to the listeners' feelings and behaviors while allowing them opportunities to contribute This dynamic interaction highlights the dual roles of speakers and listeners in effective communication.
Listening plays a crucial role in enhancing a speaker's skills, as it provides valuable models for effective communication By experiencing the challenges of being a listener, learners gain a deeper understanding of the complexities involved in speaking This perspective is more beneficial than merely practicing speaking tasks, as it helps speakers grasp the requirements of effective communication more fully.
Effective communication hinges on speaking skills, making it essential for learners to develop their proficiency in this area To facilitate this, educators must excel in implementing engaging speaking activities and selecting appropriate tasks for the classroom.
1.1.2 The roles of speaking in ELT
Speaking is a complex productive skill that goes beyond mere word pronunciation and is essential for measuring proficiency in a second language Consequently, speaking is regarded as the most important skill among all language abilities for several reasons.
The primary goal of language learning is effective communication, which is a fundamental human necessity To engage with others, individuals must develop speaking skills, enabling them to build and sustain relationships, negotiate, and influence those around them.
To effectively speak a foreign language, learners must possess a foundational understanding of grammar and vocabulary, which are essential for articulating their ideas However, many learners may excel in grammar and vocabulary yet struggle with producing coherent speech In this context, developing strong speaking skills becomes crucial for successful communication.
Mastering English speaking skills requires the collaborative efforts of both teachers and students While speaking is often viewed as the ultimate goal of English language education, it should be integrated with the development of the other essential skills and the key aspects of language, including grammar and vocabulary.
Theoretical background of demotivation
Motivation plays a crucial role in foreign language learning, driving learners to pursue specific goals despite its complex nature While achieving proficiency in a second language (L2) is the ultimate aim, the concept of motivation extends beyond mere encouragement Although widely recognized and researched, the term "demotivation" has received less attention, despite its significance Dürnyei (2001) defines demotivation as external factors that can undermine the motivation behind a learner's intentions or actions, highlighting the importance of understanding both motivation and demotivation in the language acquisition process.
So to him demotivation could be understood as the negative counterpart of motivation Deci and Ryan (1985) use a similar term “amotivation”, which means
A lack of motivation can stem not only from a disinterest in the activity but also from feelings of incompetence and helplessness experienced by the individual While "amotivation" refers to unrealistic outcome expectations that may hinder engagement, "demotivation" is linked to specific external factors that contribute to a decline in motivation.
Dürnyei emphasizes that de-motivation does not equate to the complete elimination of the positive influences that initially fostered motivation Instead, it indicates that a significant negative factor is currently hindering motivation, while other positive motives are still present and can be reactivated.
1.2.2 The concept of demotivation as identified in previous studies
Recent studies by linguists have identified various demotivating factors affecting students' English learning This article focuses specifically on two key factors identified by Dürnyei and Oxford.
1.2.2.1 Demotivating factors identified by Dửrnyei
Unlike other studies about demotivation, Dửrnyei’s focused on learners who had been identified as being particularly demotivated by their teachers and friends
Dửrnyei (1998b, as cited in Dửrnyei, 2001) conducted structured long interviews lasting 10-13 minutes with 50 secondary school pupils learning German or English as a foreign language These one-on-one interviews allowed for open-ended responses, enabling interviewees to express themselves freely The data from these recorded interviews were analyzed using a theme-based processing approach, which led to the identification of nine key demotivating factors.
1 The teacher (personality, commitment, competence, teaching method);
2 Inadequate school facilities (group is too big or not the right level, frequent change of teachers);
3 Reduced self-confidence (experience of failure or lack of success);
6 Interference of another foreign language being studied;
9 Course-book Among the nine categories of demotivation, teacher was the most frequent source which included teacher’s personality, commitment to teaching, his or her competence in language and teaching methods In the study, it is reported that the teacher shouted in every lesson In addition, the teacher was not enthusiastic enough because he or she didn’t go to class when it rained More importantly, the teacher built up in learners the negative attitude to learning which was that learning in just one or two lessons a week was not enough and that they did not need to try hard Moreover, the teacher paid more attention on the students he or she liked The second source was the inadequate school facilities which indicated that in that the class was too big and the students were not of the same level Some were the beginners; the others knew some German already In addition, learners were demotivated by the changing of teachers frequently and each of them tried out new methods, which made them tired
Reduced self-confidence emerged as a significant factor contributing to demotivation among learners Initially, students felt confident, but their self-esteem waned due to dissatisfaction with their grades, often receiving marks of C or D, with only occasional As Additionally, the teacher's behavior negatively impacted their self-confidence, as one learner expressed feeling "picked on" frequently.
A significant factor contributing to learners' demotivation in language acquisition is their negative attitude towards the target language (L2) One learner expressed, "At the beginning, I studied quite hard, but I realized that I did not like the whole structure of the German language, the grammar." This sentiment highlights the perception that the complexities of the language's sound and structure can render it incomprehensible, ultimately affecting motivation levels.
The compulsory nature of studying a second language (L2) ranked fifth among learners' considerations, indicating that students were required to select a language to study, often against their personal preferences One student revealed that they were encouraged to learn German due to its popularity and widespread use among the population.
The interference of learning German alongside English led to demotivation among students in two significant ways Firstly, the similarities between the two languages caused confusion, with students often mixing them up, as evidenced by statements like, “I keep saying German words instead of English.” Secondly, since German was less popular and typically learned after students had already acquired English, learners preferred to use English for communication over German.
The negative perception of the L2 community ranked seventh, highlighted by the unappealing nature of American cultural symbols, such as McDonald's and films, to learners.
The attitudes of group members can significantly contribute to demotivation among learners One student expressed feelings of embarrassment when speaking English, fearing ridicule from peers Many students experience similar feelings in English classes, particularly when their language proficiency is low.
The last source of demotivation was the bad coursebook The book used was thought to be the worse one in comparison with some materials the students knew
In a study identifying sources of demotivation among learners, teachers emerged as the most significant factor, accounting for 40% of the cases Notably, 15% of these instances were linked to a decline in learners' self-confidence, attributed to teachers' control in the classroom Additionally, inadequate school facilities and negative attitudes towards the second language (L2) were also prominent, each representing over 10% of the demotivating factors.
1.2.2.2 Demotivating factors identified by Oxford
Rebecca Oxford (1998, as cited in Dürnyei, 2001) conducted a study involving approximately 250 American students from secondary schools and universities, focusing on their learning experiences over five years Participants were prompted with questions like “Describe a situation in which you experienced conflict with a teacher” and “Talk about a classroom in which you felt uncomfortable” to facilitate their reflections The analysis of the data revealed four prominent themes related to their experiences.
The article highlights the detrimental impact of teachers' personal relationships with students, revealing a lack of care and a generally hostile attitude It underscores issues such as hypercriticism, patronization, and favoritism, which negatively affect the learning environment.
The teacher’s attitude towards the course or the material was the second theme, in which the teachers were criticized for not giving enough enthusiasm, sloppy management and close-mindedness
METHODOLOGY
Research questions
The minor thesis aims at answering the following questions:
1 What is students’ attitude toward learning to speak English in class?
2 What factors demotivate students at Viet-Hung Industrial University to participate in English speaking lessons?
3 What should be done to help the students overcome these problems and desire to be parts of the English speaking lessons?
3.2 Data collection and analysis 3.2.1 Data collection
To gather data, the author conducted two questionnaires: one targeting 14 teachers and another involving 150 students Additionally, to enrich the findings with qualitative insights, six of the 14 teachers participated in semi-structured interviews.
The author translated students' questionnaires into Vietnamese to ensure complete understanding, then distributed the questionnaires to both students and teachers with permission Appointments were made with six randomly selected teachers for interviews, during which their responses were recorded.
The data gathered from three sources was thoroughly reviewed and analyzed using both qualitative and quantitative methods Questionnaire results were illustrated through tables and charts, while insights from interviews and class attendance were documented in notes and quotations.
To ensure reliable data collection, the author employs a probability sampling method, which involves randomly selecting participants, including both teachers and students In this approach, every member of the target population has an equal chance of being included, and the selection of one member does not influence the selection of others (Cohen, 2007) The study involves 150 second-year Banking and Financing students (K35) and 14 full-time English teachers at Viet-Hung University The author specifically targets this group as they are currently engaged in their second term of English studies Among the 150 students, 132 are female and 18 are male, with the majority being 19 or 20 years old, placing them in a similar psychological age group While these students initially enjoy speaking English, their enthusiasm has gradually diminished.
The second group of participants includes 14 full-time Vietnamese English teachers at Viet-Hung Industrial University, comprising 12 females and 2 males Among them, only one teacher is over 40 years old, while the remaining 13 are aged between 30 and 40 The majority, 12 teachers, hail from Northern Vietnam, with the other 2 from a central province Despite their relatively young age, one teacher holds a Doctorate, eight possess a Master's degree in English, and five have Bachelor's degrees in English.
4 of them have been teaching English for more than 15 years, 3 of them from 10 to
Over the past 14 years, including 7 years focused on teaching students aged 5 to 10, our educators have developed innovative methods for effectively teaching English, particularly in enhancing speaking skills.
The data in the research are obtained from two questionnaires, one for students and the other is for teachers, the interviews for teachers
To begin with, both questionnaires have eight questions
The questionnaire for students is in Vietnamese so that all respondents can understand and give reliable responses It consists of the following main points:
- Students’ opinions to learning to speak English
- Students’ reasons for learning to speak English
- Whether students are motivated or demotivated to speak English in class
- Factors that discourage students to participate in English speaking lessons
- To what extend do these factors affect students to participate into English speaking lessons
To address demotivation among university English teachers, a questionnaire has been developed to gather insights from educators, paralleling a similar survey conducted with students This approach aims to capture responses from both groups regarding shared challenges, ensuring a comprehensive understanding of the issues at hand The questionnaire encompasses various relevant aspects to facilitate this comparison.
- Teachers’ opinion on the role of speaking skill in English language learning
- Factors that discourage their students to participate in their English speaking lessons
To address the identified factors, the researcher recommends interviewing English teachers at the University to gather additional insights and validate the data collected from questionnaires These interviews will focus on key areas relevant to the study.
- Students’ attitude to English speaking
- Factors that discourage their students to participate into their English speaking lessons
- What solutions they recommend to help reduce these factors
In this part of the study the author would like to introduce some prominent information about English courses at Viet-Hung Industrial University, its students and teachers
Viet-Hung University, established in 1977 as a Vocational High School, has evolved significantly over the years In 2005, it was elevated to Viet-Hung College of Industry, reflecting its commitment to diverse training levels and a wide range of majors Today, it stands as a prominent institution in higher education, offering various programs to meet the needs of students.
In 2010, Viet-Hung Industrial University implemented a credit-based training system, yet students must adhere to the University’s course arrangements rather than selecting subjects freely At the Faculty of Banking and Financing, students study English for the first two years, requiring a total of 10 credits—7 for English for General Purposes (EGP) and 3 for English for Specific Purposes (ESP) Each week includes two English lessons, each lasting 3 periods, with speaking comprising 2 of the 6 total periods The curriculum emphasizes speaking skills, utilizing both core and supplementary materials The University aims to enhance students' English communication skills, with the goal that after four semesters, students will be able to communicate naturally in English However, achieving fluency remains a significant challenge for both students and English instructors.
Viet-Hung Industrial University, like many universities in Vietnam, provides both English for General Purposes (EGP) and English for Specific Purposes (ESP) courses The EGP course utilizes the New English File (Pre-Intermediate) textbook, which integrates speaking activities throughout each unit Additionally, the supplementary book Let’s Talk 2 is employed to enhance students' speaking skills, introducing oral tasks that relate to the topics covered in New English File The duration and frequency of lessons based on this textbook are flexible, allowing teachers to tailor the content according to the specific topics being taught.
In Vietnam, English is primarily taught as a foreign language in classrooms, making the teacher's role crucial as the primary source of knowledge and skills At Viet-Hung Industrial University, there are 14 full-time English teachers and 4 part-time instructors; this research focuses exclusively on the full-time teachers who dedicate more time to student engagement.
Viet-Hung Industrial University students predominantly hail from Northern Vietnam and have varying degrees of prior English education While primary and secondary curricula aim to cover all language skills, teachers often prioritize grammar and vocabulary over communication As a result, many students graduate feeling unconfident in their speaking abilities This lack of confidence is evident in the classroom, where students often remain silent or express fear when asked to share their thoughts.
Data collection and analysis
This section of the thesis analyzes the data collected to identify the factors that deter students from participating in English speaking lessons.
3.1 Data analysis of students’ response
Students’ attitude to the importance of learning to speak English:
Chart 1: Students‟ attitude to the importance of learning to speak English
A recent chart reveals that 71.3% of students consider speaking English to be an essential skill, while only 28.7% do not prioritize it in their learning process This indicates a strong awareness among the majority of students regarding the significance of speaking proficiency Nonetheless, their motivations for learning to speak English vary, highlighting diverse perspectives on language acquisition.
Students’ reasons for learning to speak English:
Why is this skill important to you?
C To fulfill the requirements of the University
D To get good job in the future
E To be admired and respected by friends and teachers.
DATA ANALYSIS AND FINDINGS
Data analysis of students’ response
Students’ attitude to the importance of learning to speak English:
Chart 1: Students‟ attitude to the importance of learning to speak English
According to the chart, 71.3% of students consider speaking English to be important, while 28.7% do not view it as a significant aspect of their English learning journey This indicates that most students recognize the value of speaking skills and aspire to improve them, although their motivations for learning to speak English vary.
Students’ reasons for learning to speak English:
Why is this skill important to you?
C To fulfill the requirements of the University
D To get good job in the future
E To be admired and respected by friends and teachers
Chart 2: Students‟ reasons for learning to speak English
Many students have multiple motivations for learning to speak English, with the chart indicating that the primary reasons are to achieve good marks (65.3%) and to fulfill university requirements (53%) Additionally, 46% of students believe that mastering English is essential for a successful career, while only 5% are motivated by the desire for admiration and respect from peers and teachers This data highlights the presence of extrinsic motivation among these learners.
Students’ attitude to the participation in English speaking lessons
Chart 3: Students‟ attitude to the participation in English speaking lessons
The chart reveals that a significant 81.3% of surveyed students show a lack of interest in participating in English speaking lessons, while only 18.7% express a willingness to engage in these classes This indicates the presence of factors that demotivate students, which will be explored in the following section.
Students’ opinions on factors demotivating them to participate in English speaking lessons
Participants in the survey can select multiple answers, indicating that their motivation to join English speaking lessons is influenced by various factors The accompanying table presents detailed insights into these demotivators and illustrates their impact on students' willingness to participate in speaking lessons.
1 Teacher a We are often interrupted by the teacher when presenting if we makes mistakes, even the minor ones
0% 10% 0.6% 0% 10.6% b Teacher does not allow students to ask questions after each presentation
4.6% 6.6% 0% 0% 11.3% c Teacher is usually at his/her seat, so it is not convenient for us to ask for help from him/her
12.7% 40% 10% 2% 65% d Teacher does not often give clear enough explanation and instruction before each task, so we frequently do not know what to do
0.6% 41.3% 13.3% 7.3% 66% e Teacher sometimes speaks very fast, so we can not understand him/her much
3.3% 26.7% 30% 10.7% 70.6% f Teacher’s language competence is not good enough
0% 0.6% 2.7% 0% 3% g Teacher is so yielding that he or she can not maintain discipline in class
1.3% 3.3% 1.3% 0.6% 6% h Teacher is not friendly, so teacher and students’ relationship is not good
7.3% 0.6% 0% 0% 8% i Teacher does not care whether we work or not because he/she is often busy to do his/her own work
2.6% 13.3% 3.3% 0.6% 20% j Teacher often criticizes us when we say something wrong
Classroom a The class is not equipped with necessary facilities such as computers and projector
4% 6.6% 14.7% 1.3% 26.6% b The class is so large, so teacher can not pay equal attention to all students
3 Students’ self- confidence a We often feel embarrassed when speaking because my pronunciation is not good and maybe my classmates do not understand me
4.7% 11.3% 41.3% 13.3% 70.6% b We seldom get good grades for speaking test 0.6% 6.6% 8.7% 0.6% 16.6%
4 Students’ language competence a When we listen to my classmates’ presentation, we don’t understand because our listening is not very good
8% 15.3% 40% 3.3% 68% b Our ability of speaking English is not good
5 Students’ attitudes a English is not my favorite L2 language 0% 4% 13.3% 0% 17.3% towards English b English is not very important for my future career, so it is unworthy wasting so much time on learning it
6 Teaching and learning materials a The oral tasks, all of which are taken from the course book, are often so difficult and are not suitable with our ability
1.3% 7.3% 0.6% 0.6% 10% b Most of the speaking topics are not of our interest
4% 31.3% 20% 4.7% 60% c The speaking tasks do not help us much for our future job
Table 1: Students‟ opinions on factors demotivating them to participate in
This research highlights that factors beyond the teacher significantly impact students' performance in English speaking lessons The teacher's influence on students' willingness to participate is substantial, with 70.6% of students reporting that the teacher's fast speaking pace demotivates them While nearly half of the students feel greatly affected, 26.7% claim minimal impact, and only a small percentage indicate a strong or slight influence on their desire to engage Although the teacher's voice contributes to students' demotivation, only 3% believe that the teacher's overall language competence is insufficient for addressing challenging grammar and vocabulary Additionally, the clarity of the teacher's explanations and the ease of seeking help are crucial, with 66% and 65% of students acknowledging these issues, respectively, although most do not feel they are significantly affected by them.
In addition, the statistics reveal the demotivation originating from different aspects of teacher’s personality, but not seriously
When examining classroom dynamics, two key factors emerge: classroom facilities and class size However, these elements are not viewed as significant issues, as only 30% of students express reluctance due to large class sizes, and 26.6% feel impacted by inadequate facilities Notably, a majority of students report that these factors do not seriously affect their learning experience.
Students' self-confidence significantly impacts their motivation in English classes, with 70.6% of participants feeling embarrassed due to their low English proficiency Among them, 41.3% report being greatly affected While poor language skills are recognized as a major demotivating factor, only 16.6% of students express concern about their speaking test scores affecting their willingness to participate Most students, however, believe their demotivation is closely linked to their goals of achieving good grades and meeting university requirements for English speaking.
This research reveals that students' language competence is the primary factor contributing to their demotivation, with a significant 71.3% attributing their lack of motivation to poor speaking skills.
Many participants struggle to articulate their thoughts in English, with 68% indicating that difficulties in understanding speakers hinder their participation in speaking classes This suggests that students' backgrounds significantly impact their motivation to engage in English conversation.
The author examines students' attitudes toward English, noting that while all respondents recognize the importance of English proficiency for their future careers, 17.3% express a preference for learning other foreign languages Additionally, 13.3% of the 150 students report feeling significantly affected by this preference.
Research identifies teaching and learning materials as a significant source of demotivation among students While only 10% struggle with oral tasks and 20% feel the assignments lack relevance to their future careers, a notable 60% express dissatisfaction with the topics due to a lack of personal interest Despite these concerns, most students acknowledge that these factors have minimal impact on their overall motivation.
In conclusion, students' motivation to participate in English speaking lessons is affected by multiple factors, with demotivating influences differing across individuals and proficiency levels.
In accordance with the demotivating factors, some probable solutions to them are suggested in the following table:
Students’ recommendations on what teachers should do to encourage them to participate in English speaking lessons
To effectively reduce student demotivation, teachers should focus on several key strategies A significant 76.6% of students suggest encouraging them to listen to English songs and watch films for enhanced speaking skills Additionally, 68% believe that selecting topics and tasks relevant to their abilities and interests is crucial Controlling the speed of speech is important for 62% of students, while 61.3% advocate for organizing games and activities that promote speaking through play Clear explanations and instructions are essential, as indicated by 53.3% of respondents, and 54.6% recommend encouraging more reading to boost background knowledge Offering help, providing both praise and criticism, and integrating modern technology are also valuable, with 23.3%, 41.3%, and 20.7% of students highlighting their importance, respectively Lastly, 16.7% of students would like to see more pair and group work, while only 6.7% feel that stricter measures for lazy students are necessary.
Table 2: Students‟ recommendations on what teachers should do to encourage them to participate in English speaking lessons
A significant 76.6% of students express a desire for teachers to incorporate music and films into their lessons to enhance speaking and listening skills, as these activities not only provide relaxation but also foster cultural awareness and natural communication in English Additionally, 68% of students seek tasks that align with their proficiency levels and interests, while 62% of the surveyed 150 students believe that teachers should moderate their speech pace to facilitate better understanding.
Data analysis of teachers’ responses
Teacher’s perception of the importance of learning to speak English to students:
Do you think English speaking is important to students? 100% 0%
Table 3: Teacher‟s perception of the importance of learning to speak English to students
All 14 teachers agree on the significance of English speaking skills for their students, highlighting the awareness among university educators regarding the importance of effective communication in English.
Teacher’s perception of students’ purposes of learning to speak English
2 Why is this skill important to your students?
C To fulfill the requirements of the University
D To get good job in the future
E To be admired and respected by friends and teachers
Chart 4: Teacher‟s perception of students‟ purposes of learning to speak English
The chart presents teachers' perspectives on students' motivations for learning to speak English A small percentage of teachers believe students aim to communicate with foreigners (0.06%), gain admiration from peers and teachers (1.4%), or meet university requirements (2.1%) In contrast, half of the teachers (50%) indicate that students prioritize English proficiency for securing good job opportunities post-graduation Notably, 64.3% of teachers (9 out of 14) assert that students are primarily motivated by the desire to achieve high marks in speaking tests This suggests a commonality in motivations between teachers and students, highlighting the presence of extrinsic motivation in students' learning processes.
Teachers’ perception of students’ attitude to speaking English in class
Chart 5: Teachers‟ perception of students‟ attitude to speaking English in class
The chart illustrates the contrasting perspectives of teachers regarding students' enthusiasm for learning English speaking Notably, 70% of teachers feel that their students lack motivation to engage in speaking activities, while only 30% believe that students enjoy participating in these lessons This indicates a significant alignment between teachers' perceptions and students' attitudes Furthermore, some educators express skepticism about the appeal of speaking lessons to their students, highlighting a potential disconnect in the learning experience.
Many young individuals seem disinterested in expressing themselves, often failing to articulate even a simple sentence When prompted to share thoughts about their hometowns, a significant number expressed a desire to communicate in Vietnamese.
“To be honest, I fail to push them to speak English when they do not like to
In fact, many of them can produce correct and meaningful sentences, but they like writing rather than speaking.”
When referring to students’ awareness of speaking skill, some expresse that:
Students recognize the significance of speaking skills in learning English and their future careers, demonstrating a strong desire to improve in this area However, various factors appear to hinder their eagerness to develop these speaking abilities.
However, some teachers of the University argue that their students are fond of speaking English Some confirm that:
Many of my students enjoy speaking English, as evidenced by their enthusiastic responses when I ask them to introduce themselves at the start of the course A common question I pose is, "Do you like speaking English?" and most reply with a resounding "Yes." Additionally, our conversations during break times help me gain a deeper understanding of their language skills and preferences.
Teachers’ perception of students’ demotivation to participate in English speaking lessons:
1 The teacher a Teacher often interrupts students when they make mistakes, which makes them unconfident
0% 0% 0% 0% 0% b Teacher does not allow the listeners to ask questions after each presentation
0% 0% 0% 0% 0% c Teacher does not go around working with students frequently, so it is not convenient for them to ask for help when they have difficulties
0% 0% 0% 0% 0% d Teacher does not often give clear enough explanation and instruction before each task, so students frequently do not know what to do
0% 0% 0% 0% 0% e Teacher speaks fast, so students have difficulty understanding
0% 0% 0% 0% 0% f Teacher’s language competence is not good enough to give clear explanation for some difficult questions from students
0% 0% 0% 0% 0% g Teacher is so yielding that he/she can not maintain discipline in class
0% 0% 0% 0% 0% h Teacher and students’ relationship is not good
0% 0% 0% 0% 0% i Teacher is not enthusiastic enough 0% 0% 0% 0% 0% j Teacher criticizes students when they say anything wrong
2 Classroom a The class is not equipped with necessary facilities such as computers and projector
7.1% 7.1% 0% 0% 14.3% b The class is so 14.3% 14.3% 7.1% 0% 35.7% large, so teacher can not pay equal attention to all students
3 Students’ self- confidence a Students often feel embarrassed when making mistakes
7.1% 7.1% 35.7% 21.4% 71.4% b Students seldom get good grades for speaking test
4 Students’ language competence a When students listen to their classmates’ presentation, they don’t understand because of their bad listening ability
0% 14.3% 21.4% 7.1% 42.9% b Students’ ability of speaking English is not good
5 Students’ attitudes towards English a English is not their favorite L2
7.1% 0% 0% 0% 7.1% b English is not very important for students’ future career, so it is unworthy wasting so much time on learning it
6 Teaching and learning materials a The oral tasks are often so difficult and are not suitable with students’ ability
0% 14.3% 14.3% 0% 21.4% b Most of the speaking topics are not of students’ interest
0% 7.1% 14.3% 0% 28.6% c The speaking tasks do not help students much for their future job
Table 4: Teachers‟ perception of students‟ demotivation to participate in English speaking lessons
Teachers share similar views with students regarding the factors contributing to demotivation in learning English The primary concern, identified by 85.7% of teachers, is students' inadequate knowledge of the language Additionally, 71.3% of teachers recognize that students feel embarrassed, fearing they will lose face if they make mistakes Many interviewed teachers noted that this anxiety prevents students from engaging in discussions with peers or instructors, as they worry about being ridiculed for errors in vocabulary or pronunciation.
Many students often feel uncomfortable in their learning environment, primarily due to shyness This apprehension is frequently linked to concerns about grammar and vocabulary usage Despite my encouragement to focus less on grammatical accuracy, such as tenses and word order, many still struggle to move past these barriers.
Classroom and teaching and learning materials are regarded as two other sources of demotivation, but the percentage of teachers choosing them is not high
Only 14.3% of teachers believe that outdated classroom equipment diminishes students' motivation, while 35.7% attribute students' disinterest to the large size of English classes However, the consensus among educators is that classroom-related issues do not significantly impact student engagement.
Many students experience a sense of losing control in large classes of 50 or more In these environments, teachers struggle to engage with students seated at the back, making it challenging for individuals to receive the attention they need.
In a study on teaching and learning materials, 21.4% of respondents indicated that challenging tasks negatively impact students, while 28.6% noted that undesirable speaking topics also have a detrimental effect Conversely, only 14.2% of participants believe that speaking tasks and topics are advantageous for students' career prospects.
Only 7.1% of teachers view students' attitudes towards English as a demotivating factor All of these teachers agree that educators themselves are not a source of demotivation When questioned about the potential for teachers to demotivate students, one teacher affirmed this perspective.
The English teachers at Viet-Hung Industrial University possess the necessary competence and qualifications, having graduated from reputable universities and gained valuable teaching experience Their teaching methods and knowledge are effective, ensuring a high-quality learning environment Additionally, the teachers maintain positive relationships with students, with no reported complaints regarding their professionalism or character.
Teachers’ suggestions on how to reduce students’ demotivation
The questionnaires for teachers differ from those for students in that they include an open-ended question requesting teachers' recommendations for reducing students' demotivation in speaking lessons Teachers have proposed several suggestions aimed at enhancing student engagement and motivation during these lessons.
To engage students effectively, it is essential to design captivating warming-up activities that relate to the upcoming topics, capturing their attention and interest Additionally, being attuned to students' anxiety and stress during speaking lessons allows educators to implement suitable strategies that help alleviate these feelings, fostering a more supportive learning environment.
21.3% c Be patient and serve as friend rather than superior when listening to students in order to create a good relationship with students and raise their self-confidence
Findings and recommendations
This study investigates the demotivating factors that inhibit students' participation and willingness to engage in English speaking lessons at Viet-Hung Industrial University It seeks to identify these barriers and propose effective solutions to mitigate their impact The research is guided by three key questions aimed at uncovering the underlying issues affecting student motivation in language learning.
Research question 1: What is students‟ attitude toward learning to speak English in class?
The study reveals that both teachers and students share a common perspective on the significance of speaking skills in English language learning They recognize that most students understand the importance of these skills and agree on the motivations for acquiring them However, while nearly all students express feelings of demotivation during English speaking lessons, slightly more than half of the teachers perceive their students as lacking motivation to engage in these activities.
Research question 2: What factors demotivate students at Viet-Hung Industrial University to participate in English speaking lessons?
In contrast to previous studies, this research reveals a consensus among both teachers and students that students' language competence, particularly their inadequate speaking skills, is the primary factor contributing to demotivation.
According to a student questionnaire, teachers significantly contribute to student demotivation, with the speed of their speech being a major factor that hinders comprehension While students express dissatisfaction with teaching methods, they generally acknowledge their teachers' competence in English, indicating that this is not a primary source of demotivation In contrast, teachers' responses contradict students' perceptions, as they do not recognize themselves as a source of demotivation for their students.
A significant factor contributing to student demotivation is their lack of self-confidence in speaking Many educators and students agree that the fear of ridicule from peers and teachers often leads to hesitation in verbal expression.
One significant factor contributing to student demotivation is the teaching and learning materials used in the classroom Research shows that students often react negatively to undesirable speaking topics, with a considerable percentage expressing demotivation when engaged with subjects they dislike.
Two additional sources of demotivation in the classroom stem from students' attitudes towards English; however, both teachers and students do not perceive these factors as significant issues.
Research question 3: What should be done to help the students overcome these problems and desire to be parts of the English speaking lessons?
As to solutions, there are some similarities in the responses from teachers and students, but there appear some considerable differences
Both groups of participants agree that teachers should select topics that resonate with students and tailor them to match their abilities They also believe that a strict teaching style may not enhance student performance Additionally, both groups emphasize the importance of choosing and adapting oral topics to engage students' interests effectively.
Despite the notable differences between students and teachers, it is striking that almost all students show enthusiasm for entertainment activities like games, music, and films, yet teachers do not view these as tools to motivate students The predominant solution suggested by many teachers is to foster a friendly relationship with students to enhance their confidence in speaking English.
From what have been found in the research, some recommendations are suggested in order that students are more willing to get involved in English speaking lessons
Teachers' teaching methods play a crucial role in student engagement and learning outcomes Research indicates a significant disparity between teachers' perceptions of their instructional techniques and students' feedback, with many students expressing a desire for changes While teachers believe they provide clear task explanations, students often feel they require more clarity This disconnect may stem from teachers' limited understanding of their students' abilities To enhance engagement and prevent boredom, it is essential for teachers to diversify their instructional strategies, adapting them to the unique characteristics of each lesson and the varied skill levels of their students.
To enhance student engagement in English learning, teachers should embody certain characteristics that foster a positive classroom environment A teacher's enthusiasm plays a crucial role in motivating students, as many express that a lack of teacher participation in discussions makes it difficult to seek help By actively engaging in students' activities, teachers can cultivate intrinsic motivation, particularly among those who are primarily extrinsically motivated This involvement not only makes learning more enjoyable for students but also provides immediate gratification for teachers Additionally, teachers should observe students during activities to offer constructive feedback and assess the effectiveness of various materials and methods, allowing for necessary adjustments in future lessons.
While students at Viet-Hung Industrial University generally agree that their teachers possess good English skills, many struggle to understand due to the fast pace of speech This often leads to difficulties in grasping the material and meeting expectations Therefore, it is recommended that teachers slow down their speaking pace to enhance comprehension and ensure students can effectively engage with the content.
One crucial recommendation for educators is to enhance students' self-confidence, as it plays a vital role in the learning process High self-confidence is closely linked to reduced anxiety, which can otherwise make language learners feel nervous and fearful, ultimately affecting their oral performance.
High self-confidence in language learning often correlates with better performance Therefore, it is essential for teachers to alleviate students' anxiety and foster confidence, encouraging more active communication in the classroom.
The effectiveness of student learning is significantly influenced by the delivery of instructions Many students express reluctance to engage with tasks due to a lack of understanding of the requirements Therefore, it is crucial for teachers to ensure that students comprehend specific task types and activities Instructions should be clear, simple, and logical, and providing models can enhance understanding.
Summary of the study
The study seeks to investigate the factors that cause demotivation among the students at Viet-Hung Industrial University in participating English speaking lessons
To achieve the study's objectives, a brief literature review on speaking skills and demotivation is presented as the theoretical foundation The subsequent chapter outlines the research question, participants, instruments, data collection methods, analysis, and research context Finally, the concluding chapter focuses on data analysis and offers recommendations.
Both teachers and students recognize the importance of speaking English for various purposes, primarily to achieve good marks Despite understanding the value of English speaking skills, several factors hinder active participation in lessons Research identifies six main sources of demotivation: students' English proficiency, self-confidence, teacher-related aspects (including teaching methods, personality, and competence), teaching materials, students' attitudes towards English, and the classroom environment Notably, students' speaking ability emerges as the most significant demotivator, followed by teacher-related issues Interestingly, there is a discrepancy between how teachers and students perceive the teacher's role as a demotivator.
The study presents strategies to enhance student engagement in English speaking lessons, emphasizing the integration of music, films, and games as popular methods among students In contrast, many teachers advocate for approaches that focus on boosting students' self-confidence during class activities.
Limitations of the study
Despite the author's diligent research efforts, certain subjective and objective factors have led to unavoidable errors in the work She welcomes feedback and suggestions from readers to enhance the quality of the paper.
Demotivation in second language (L2) research remains an emerging field, with numerous aspects requiring further exploration While this study focuses on specific issues, it also highlights the need for a broader examination of demotivation related to English speaking The findings aim to inspire additional research into students' experiences of demotivation, paving the way for a deeper understanding of this phenomenon.
Firstly, other researchers can achieve studies with the same content and issue on other skills, namely, reading, writing and listening
Additional research is needed to determine if age serves as a source of demotivation Furthermore, it is important to explore whether this demotivating factor evolves over time or remains consistent.
Another suggestion is that researchers can investigate the factors demotivating students to participate in ESP English speaking lessons
Bailey, K M & Savage, L (1994) New ways in teaching speaking Virginia,
Teacher of English to speakers of other languages, Inc
Bailey, K M (2005) Practical English language teaching: Speaking New York,
McGraw-Hill Brown, G Yule, G (1983) Teaching the Spoken Language Cambridge University Press
In the realm of education, Bygate (1987) emphasizes the significance of speaking skills, while Cohen (2007) explores effective research methods in educational settings Dalton (1951) highlights the correlation between classroom atmosphere and the quality of learning, suggesting that a positive environment enhances student engagement Additionally, Deci and Ryan (1985) discuss the role of intrinsic motivation and self-determination in human behavior, underscoring the importance of fostering internal drives for successful learning experiences.
Demi, C (2011) English Teachers‟ Roles in Boosting English Learners‟ Motivation 2nd
International Conference on New Trends in Education and Their Implications Antalya-Turkey
Dửrnyei, Z (2001) Teaching and Researching Motivation Harlow: Longman Gorham, J and Christophel, D M (1992) Students' Perceptions of Teacher Behaviors As Motivating and Demotivating Factors in College Classes
Hamer, J (2001) The Practice of English Language Teaching Longman Hui Yan (2009) Student and Teacher De-motivation in SLA Asian Social Science,
Vol 5, No 1 Kamal Heidari Soureshjani, K H and Riahipour, P (2012) Demotivating Factors on English Speaking Skill: A Study of EFL Language Learners and Teachers‟ Attitudes World Applied Sciences Journal 17 (3): 327-339
Luoma, S (2003) Assessing speaking Cambridge, Cambridge University Press
McCathy, M (1998) Spoken Language and Applied Linguistics Cambridge:
Cambridge University Press Miles, M B & Huberman, A M (1994) - Qualitative Data Analysis: An Expanded
Sourcebook (2nd Edition) – SAGE Publication
Muhonen, J (2004) Second language de-motivation: Factors that discourage pupils from learning the English language A Pro Graduation Thesis in English,
Department of Languages Murad, T M (2000) The Effect of Task-Based Language Teaching on Developing
Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English MA in English Linguistics, the University of Haif
Park, H & Lee, A R L2 learners‟ Anxiety, Self-confidence and Oral Performance
Kunsan National University & Concordia University
Richards, J C & Bohlke, B (2011) Creating Effective Language Lessons
Cambridge: Cambridge University Press Wright, T (2005) Classroom Management in Language Education New York:
This survey aims to identify the factors contributing to the lack of motivation among students at Viet – Hung University to speak English Your participation in this questionnaire is greatly valued, and please rest assured that all collected data will be used solely for research purposes, ensuring your anonymity Thank you for your assistance.
Question 1 Please circle your choice
Is learning to speak English important to you?
Question 2 Please circle your choice (You can choose more than one answer)
If yes Why is this skill important to you?
C To fulfill the requirements of the University
D To get good job in the future
E To be admired and respected by friends and teachers
Question 3 Please circle your choice
Do you like learning to speak English?
Question 4 Please circle your choice
Which of the following factors demotivate you in English speaking lessons?
The teacher frequently interrupts presentations for minor mistakes, which disrupts the flow of our work Additionally, they do not allow questions after each presentation, making it difficult to clarify doubts The teacher remains seated, making it inconvenient for us to seek assistance Often, the instructions provided are unclear, leaving us unsure of our tasks Furthermore, the teacher speaks rapidly, hindering our understanding, and their language skills are inadequate Their inability to maintain discipline leads to a yielding classroom environment, while a lack of friendliness negatively impacts the teacher-student relationship The teacher seems preoccupied with their own work, showing little concern for our progress, and often criticizes us for errors, which affects our confidence.
2 Classroom a The class is not equipped with necessary facilities such as computers and projector b The class is so large, so teacher can not pay equal attention to all students
3 Students‟ self-confidence a We often feel embarrassed when speaking because my pronunciation is not good and maybe my classmates do not understand me b We seldom get good grades for speaking test
4 Students‟ language competence a When we listen to my classmates’ presentation, we don’t understand because our listening is not very good b Our ability of speaking English is not good
5 Students‟ attitudes towards English a English is not my favorite L2 language b English is not very important for my future career, so it is unworthy wasting so much time on learning it
6 Teaching and learning materials a The oral tasks, all of which are taken from the course book, are often so difficult and are not suitable with our ability b Most of the speaking topics are not of our interest c The speaking tasks do not help us much for our future job
Question 5: Please tick in the column you choose
To what degree do these factors demotivate you in speaking English in class?
1 The teacher a We are often interrupted by the teacher when presenting if we makes mistakes, even the minor ones b Teacher does not allow the listeners to ask questions after each presentation c Teacher is usually at his/her seat, so it is not convenient for us to ask for help from him/her d Teacher does not often give clear enough explanation and instruction before each task, so we frequently do not know what to do e Teacher sometimes speaks very fast, so we can not understand him/her much f Teacher’s language competence is not good enough, so sometimes he/she can not help students with difficult grammatical items or new vocabulary g Teacher is so yielding that he/she can not maintain discipline in class h Teacher is not friendly, so teacher and students’ relationship is not good i Teacher does not care whether we work or not because he/she is often busy to do his/her own work j Teacher often criticizes us when we say something wrong
2 Classroom a The class is not equipped with necessary facilities such as computers and projector b The class is so large, so teacher can not pay equal attention to all students
3 Students’ self- confidence a We often feel embarrassed when speaking because my pronunciation is not good and maybe my classmates do not understand me b We seldom get good grades for speaking test
4 Students’ language competence a When we listen to my classmates’ presentation, we don’t understand because our listening is not very good b Our ability of speaking English is not good because we didn’t practice much at High School
5 Students’ attitudes towards a English is not my favorite L2 language I would like to learn other languages (such as Japanese, Chinese…)
English b English is not very important for my future career, so it is unworthy wasting so much time on learning it
6 Teaching and learning materials a The oral tasks, all of which are taken from the course book, are often so difficult and are not suitable with our ability b Most of the speaking topics are not of our interest c The speaking tasks do not help us much for our future job
Question 6: Please circle your choice
To effectively reduce student demotivation, teachers should provide clear explanations and instructions for tasks, offer assistance by engaging with students, and control their speech pace for better comprehension It's essential to balance praise with constructive criticism, incorporate modern technology like computers and projectors, and facilitate more pair and group work Selecting topics and tasks that align with students' abilities and interests is crucial, as is enforcing discipline among less motivated students Additionally, organizing games and activities can enhance speaking skills through play, while encouraging students to listen to English songs and watch films can enrich their language input Finally, promoting reading can significantly improve students' background knowledge.
Appendix 2 Survey questionnaire in Vietnamese
Phiếu điều tra này nhằm mục đích khám phá những yếu tố ảnh hưởng đến sự hứng thú của sinh viên Trường Đại học Công nghiệp Việt-Hung trong việc tham gia các buổi học tiếng Anh Chân thành cảm ơn các bạn đã đồng ý tham gia khảo sát Chúng tôi cam kết bảo mật mọi thông tin cá nhân của các bạn.
Phần thông tin cá nhân:
- Số năm học Tiếng Anh: ………
Câu hỏi 1: Khoanh tròn câu trả lời:
Bạn có nghĩ rằng nói Tiếng Anh quan trọng với mình không?
Câu hỏi 2: Khoanh tròn câu trả lời:
Nếu có, tại sao kỹ năng này lại quan trọng với bạn?
B Để giao tiếp với người nước ngoài
C Để hoàn thành yêu cầu của nhà trường đặt ra
D Để tìm được một công việc tốt trong tương lai
E Để được thầy cô và bạn bè ngưỡng mộ
Câu hỏi 3: Khoanh tròn câu trả lời:
Bạn có thích học nói Tiếng Anh không?
Câu hỏi 4: Khoanh tròn câu trả lời:
Nếu không, trong những nhân tố sau nhân tố nào làm bạn giảm đi hứng thú nói Tiếng Anh ở lớp?