(LUẬN VĂN THẠC SĨ) Co relationship between teacher related factors and student''''s motivation in the context of Lomonoxop school, Hanoi

INTRODUCTION

Rational

In an ideal scenario, learners possess an innate curiosity that fuels their desire to explore and enjoy the learning process, making it a source of intrinsic pleasure However, the reality often falls short of this ideal.

“One who teaches students must understand what motivates his/her students” (Andrews, Houston, & Bryant, 1981)

During my Master's studies, I developed a strong interest in the psychological aspects of language acquisition, particularly in relation to second language learning As an English teacher in Vietnamese secondary schools, I face the challenge of motivating demotivated students I believe that various factors, including teachers, parents, friends, and the learning environment, influence student motivation, with teachers playing a crucial role With five years of teaching experience, I strive to foster a love for learning among my students My approach has involved continuous experimentation and adaptation based on feedback from colleagues and students Their insights have highlighted the importance of effective classroom management, appropriate language use, and suitable teaching methodologies By being receptive to student opinions on learning English and my lessons, I have seen some success in motivating them, which has ultimately shaped my dissertation topic.

Method of the study

In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks

To explore the relationship between teacher factors and student motivation, a questionnaire was developed and administered Additionally, informal discussions were held between the teacher and students to gather insights on how these factors influence their English learning experience.

Scope and objectives of the study

This study examines the relationship between teacher factors and student motivation, aiming to enhance teaching practices at Lomonoxop School and better address student needs The paper concludes with pedagogical implications for effective teaching and acknowledges the study's limitations.

The research questions

The study was intended to answer the following questions:

What are teacher –related factors that motivate the young learners in Lomonoxop private school, Ha Noi to learn English?

1 What are teacher’s personal factors that motivate the young learners in Lomonoxop private school, Ha Noi?

2 What are teacher’s classroom management factors that motivate the young learners in Lomonoxop private school, Ha Noi?

In order to achieve the aims and objectives of the study, I employed a questionnaire survey to collect relevant data, which was analyzed statistically and interpretatively.

Design of the study

The study is divided into 3 main parts

This research article is structured into three main parts The introduction outlines the rationale, study methods, objectives, and research questions Part two consists of three chapters: Chapter 1 reviews the theoretical framework relevant to the research, Chapter 2 details the study's context and data collection methods, and Chapter 3 analyzes the collected data to address the research questions The final part presents the conclusion, summarizing the findings and discussions, offering implications for teaching, and suggesting avenues for further research.

LITERATURE REVIEW

Definition of terminology

Motivation is a fundamental aspect of human behavior, influencing actions driven by internal needs In fields like economics and law, motivation is understood as the internal forces that propel individuals to act, originating from recognized needs However, not all needs translate into motivation; only those deemed achievable in specific situations can inspire action Thus, motivation remains an intrinsic element of human nature, closely linked to our perceived needs.

Motivation is fundamentally tied to the fulfillment of needs and desires, both internal and external According to Webster’s dictionary, to motivate means to instill a motive or desire that drives a person to act The Oxford Advanced Learner’s Dictionary describes motivation as the reason behind someone’s actions or their desire to do something In essence, all conscious actions can be understood through the lens of motivation, which is categorized into two main types: intrinsic and extrinsic For instance, a student who learns English for the sake of future career success is intrinsically motivated, while those who study merely to pass a final exam are considered extrinsically motivated.

Gardner's (1985) perspective on motivation, rooted in his socio-educational model, seeks to answer the fundamental question of why organisms behave in certain ways He identifies four key aspects that shape this understanding of motivation.

3 A desire to attain the goal

4 Favorable attitude toward the activity in question

Motivation then refers to the combination of desire and effort made to achieve a goal

It is considered in the relationship between the individual’s rationale for any activity with range of behaviors and degree of effort made to achieve the goals

Motivation is closely linked to other emotional factors like self-confidence, anxiety, and perceived competence, all of which can negatively impact achievement In section 2.2 of this chapter, we will explore the critical role of motivation in the process of learning foreign languages.

Motivation is traditionally viewed as a complex construct influenced by various positive factors These motivational elements act as incentives that energize and drive ongoing actions.

While motivation has been extensively studied, the concept of demotivation remains underexplored, particularly in second and foreign language learning Demotivation refers to specific external factors that diminish a learner's motivation, as defined by Dürnyei (2001) It serves as the negative counterpart to motivation, with demotives acting as the adverse equivalents of motives A demotivated learner is one who has lost interest, which can stem from various sources such as an ineffective teacher or an unengaging textbook However, it’s important to note that not all reluctant learners are necessarily demotivated.

In 2001, it was identified that three factors should not be classified as demotives Firstly, distractions like watching television instead of completing homework are not demotives since they offer a more appealing alternative rather than diminishing motivation Secondly, a gradual loss of interest is not considered a demotive, as it does not stem from a specific incident that reduces motivation in a single event Lastly, when learners recognize the inconvenience or high costs associated with their goals—such as late classes or time-consuming study—this is also not demotivation, as it reflects internal deliberation rather than external pressures However, if an external influence convinces the learner that the costs are too high, this could then be classified as a demotivating factor.

The role of motivation in foreign language learning

In 1960, cognitive psychologist Jerome Bruner challenged educators to identify the "optimum conditions" for effective learning, leading to significant advancements in education and psychology Subsequent research revealed that these optimal conditions cannot exist without considering the learner's affective factors, particularly motivation (Gardner and Lambert, 1972; Dürnyei, 1994).

Meaningful engagement in language learning occurs when learners feel their needs are addressed, making motivation a key factor in achieving success in acquiring a second or foreign language According to Oxford and Shearin (1994), this connection between motivation and effective language learning is crucial.

Motivation is a crucial factor in achieving success in learning a second or foreign language, significantly influencing the level of personal engagement and active participation in the language acquisition process.

Spolky (1997) proposes a comprehensive model of language learning that encompasses four critical factors: Kp (current knowledge and skills), A (various components of ability such as physiological, biological, intellectual, and cognitive skills), M (affective factors including personality, attitude, motivation, and anxiety), and O (opportunities for language learning) The equation K = Kp + A + M + O highlights that the absence of any single factor hinders learning, while an increase in any one element enhances the overall learning experience Notably, motivation stands out as a dynamic factor with social and personal dimensions, offering significant potential for improving achievement, unlike the more static factors Kp and A.

Language learning stands out from other forms of education due to its inherently social nature, as it intertwines with personal identity By acquiring a new language, individuals engage with and embrace a rich tapestry of knowledge, culture, and values This process of assimilation not only facilitates understanding but also fosters personal transformation According to Williams and Burden (1996:115), the journey of language learning is as much about self-discovery as it is about mastering a new means of communication.

Learning a foreign language transcends the mere acquisition of skills, rules, or grammar; it fundamentally transforms one's self-image and fosters the adoption of new social and cultural behaviors This profound change significantly influences the social dynamics of the learner, highlighting the holistic nature of language acquisition.

Learning a second language, such as English, is essentially about becoming a more socially adept individual, a process that can be lengthy and challenging To succeed in this endeavor, language learners must maintain strong motivation throughout their journey This is particularly evident in contexts like Vietnam, where many students struggle to communicate effectively in basic situations despite years of English instruction in school.

Motivation plays a crucial role in guiding students in selecting effective strategies for learning a second or foreign language Research indicates that employing specific learning strategies significantly enhances language success, as the intentional and personalized application of these techniques correlates with improved language proficiency (Oxford, 1994) These strategies serve as essential tools for fostering active, self-directed engagement, which is vital for developing communicative competence in a new language.

“More motivated students tend to use more strategies than less motivated students, hence, they tend to be more successful.”

Researchers focus on strategies to enhance learning by fostering effective and independent learners Key methods include teaching learning techniques, boosting confidence and motivation, improving self-esteem, and creating a conducive learning environment These studies consider individual differences and the theory of multiple intelligences, emphasizing that when learners recognize and utilize their potential, their interest in learning activities increases significantly.

Student’s perception of motivating/ demotivating factors

The study of student motivation reveals that for many school pupils, the school environment primarily serves as a social arena rather than a place for academic engagement Students often attend school out of obligation rather than a desire to excel in their studies, showing greater interest in social issues like love, personal image, and social standing This perspective highlights the importance of social factors in understanding student motivation, as demonstrated by a significant empirical research project led by McInerney and colleagues, which included over 2,800 participants from five cultural groups Through a detailed questionnaire and various statistical analyses, the researchers identified ten key motivational factors, with the four most influential being the student's parents, teachers, peer group, and school environment.

Educational psychologists have identified a strong connection between family characteristics and school achievement, with motivation serving as a key mediator in this relationship (Gottfried et al., 1994; Eccles et al.).

(1998) summarize, four parenting factors have been traditionally identified as significantly shaping student motivation:

• developmentally appropriate timing of achievement demands/ pressure

• high confidence in one’s children’s abilities

The motivational influence of the teachers is manifold, ranging from the effects of their personality and competence to their active socializing practices Indeed, Clark and Trafford

In 1995, research revealed that both teachers and students consider the teacher-student relationship to be the most crucial factor influencing students' attitudes towards learning a second or foreign language As group leaders, teachers play a significant role in shaping the dynamics of the classroom, which subsequently impacts student motivation.

A study by Clement et al (1994) revealed that perceived group cohesiveness significantly enhances learners' overall motivation and correlates strongly with various language proficiency measures This finding underscores the impact of group dynamics on learners' motivation.

• Hotho-jackson (1995), who examined the role of the group context in the learners’tendency to give up their language s studies

• Dửrnyei (1997), who analyzed the motivational basis of cooperative learning and Julkunen (1989), who obtained empirical confirmation about the superiority of cooperative language learning over competitive or individualistic goal structures

Dürnyei and Kormos (2000) found that learners' willingness to participate in communicative tasks in second or foreign language learning is positively influenced by the social status of the speakers and the quality of their relationships with interlocutors.

Recent research has identified an important psychological and environmental layer that exists between individual learners and the overall school environment Maher and Midgley (1991) emphasize that variations in school climate, management structures, teacher efficacy, and evaluation practices significantly impact the motivation of both teachers and students Pintrich and Schunk (1996) note that while many psychologists have traditionally focused on individual motivational factors, there is a growing recognition of the need to analyze motivation at the school level This shift from an individual to a sociocultural perspective highlights the relevance of psychological concepts of motivation within the broader context of school dynamics.

1.3.2 Demotivating factors 1.3.2.1 Demotivating factors identified by Dửrnyei

Dürnyei (originally 1998b, based on 2001) conducted a pivotal study on demotivation, aiming to identify various demotivating factors in language learning This research was significantly influenced by the findings of Chambers (1993) and Oxford (1998), who highlighted the crucial role of communication and collaboration with students regarding motivational issues Unlike previous studies by Chambers, Oxford, and Ushioda (1996a), which surveyed a broad range of students about their learning experiences, Dürnyei's study specifically targeted learners identified as demotivated, providing deeper insights into the factors affecting their motivation in an MA course on 'Demotivation in Second Language Learning.'

A qualitative study conducted in 2001 involved 50 secondary school pupils from various Budapest schools, who were learning English or German as a foreign language and were identified as demotivated by teachers or peers Data were collected through structured interviews lasting between 10 to 30 minutes, allowing participants to answer core questions while also expressing their thoughts freely The analysis of recorded interviews occurred in three steps: first, salient demotivating topics were identified and common themes established; second, the most significant demotivating factors for each student were determined; and finally, primary factors were categorized and tabulated, focusing solely on the most impactful demotivators mentioned by the students.

Demotivation in learning English as a foreign language stems from several primary factors The most significant source is the teacher, whose personality, commitment, and teaching methods can negatively impact students' interest Issues such as favoritism, lack of attendance during adverse weather, and a dismissive attitude towards the importance of lessons contribute to this demotivation Additionally, reduced self-confidence often arises from experiences of failure, exacerbated by the teacher’s grading practices Inadequate school facilities, such as large class sizes and frequent teacher changes, further hinder learning Negative attitudes towards the language, particularly regarding its complexity, and the compulsory nature of language study also play a role Lastly, interference from another foreign language being studied can lead to confusion and a perceived threat to mastering that language, adding to the overall demotivating experience.

A negative attitude towards second language learning emerged as a significant demotivating factor, with aspects of American culture, like McDonald's and films, being perceived as unattractive by some students Additionally, the attitudes of group members contributed to this demotivation; one student expressed feelings of embarrassment, fearing ridicule from peers due to their limited English proficiency.

The course book emerged as a significant source of demotivation, often labeled as "the worst course book in the world" (Dửrnyei 2001:153) However, the teacher was identified as the primary demotivating factor, accounting for 40% of all influences When considering the related issue of reduced self-confidence, the impact of the teacher becomes even more pronounced, as these two aspects collectively represent over half of the demotivating factors Additionally, inadequate school facilities and a negative attitude towards learning a second or foreign language were also notable contributors, each exceeding 10% in their impact.

1.3.2.2 Demotivating factors identified by Oxford

In a qualitative study by Oxford (1998, as quoted in Dürnyei 2001) on demotivation, approximately 250 high school and university students reflected on their experiences with teachers over five years through essay prompts The analysis revealed four key themes affecting student motivation: first, the personal relationship between teachers and students, highlighting issues such as perceived lack of care and hypercritical attitudes; second, the teacher's attitude towards the course material, characterized by a lack of enthusiasm and poor management; third, conflicts in teaching styles, including disagreements on structure and class seriousness; and fourth, the nature of classroom activities, which often involved irrelevant content and repetitive tasks.

Teachers as motivating/ demotivating factors

The teacher's role in shaping student motivation is complex, as they serve as key figures who influence the learning process through mentoring, guidance, and support Research has often focused on identifying unique traits of successful teachers, but these "trait approaches" have proven inconclusive, suggesting that motivational effectiveness stems from a combination of various factors Nonetheless, it is widely acknowledged that teachers are powerful motivational socializers, embodying group conscience, symbolizing unity, and serving as role models within the classroom.

“emotional amplifier of the group whose appeals and example are critical for mobilizing the group” (Jesuino,1996:115) Simply speaking, to lead means to direct and energize, that is, to motivate

A useful way of organizing the multiple influences teachers have on motivation is by separating four interrelated dimensions:

1 The personal characteristics of teachers such as level of motivation, commitment, warmth, empathy, trustworthiness, competence, teacher expectations, etc., determining the rapport between teachers and students and largely responsible for affiliative motive, which refers to student’s need to do well in school in order to please the teacher or other superordinate figures (Ausubel et al., 1978) Dửrnyei (1992) said that teacher expectation factor has been shown to affect student’s rate of progress, functioning to some extent as a self-fulfilling prophecy, with students living up or down to their teacher’s expectation Moreover, he also emphasized the importance of teacher enthusiasm to learner enthusiasm in learning Csikszentmihalyi (1997) points out that the influential teachers- those who are remembered and who make a real difference in their student’s development are not the ones who have most status and power, and they may not even be the most intelligent or knowledgeable instructors a student has Instead they are usually the ones who love what they are doing, who show by their dedication and their passion that there is nothing else on earth they would rather be doing Effective teachers are not necessarily the ones who are successful in the business of transferring cognitive information Instead, the positive impact of good teachers is due to the strength of their commitment towards the subject matter which becomes

“infectious”, that is, instills in students similar willingness to pursue knowledge

2 Teacher immediacy, which is one aspect of teacher’s classroom behavior that has been found by instructional communication researchers to have a considerable effect on student motivation Teacher immediacy behaviors accounted for 34% of the overall motivators listed (Gorham & Christophel, 1992) Immediacy refers to the perceived physical and psychological closeness between people, and cumulative results from several studies indicate that teacher’sverbal and nonverbal immediacy behaviors that reduce the distance between teacher and students (e.g addressing students by name, using humor, moving around in class, including personal topics and examples) may impact levels of learning by modifying classroom motivation

3 Active motivational socializing behavior, accounted for 44% of the overall motivators (Gorham & Christophel, 1992), by which teachers can exert a direct and systematic motivational influence by means of actively socializing the learners’motivation through appropriate

• modeling (setting an example both in terms of effort expenditure and orientations of interest in the subject)

Effective task presentations are essential for engaging students by clearly outlining the purpose and relevance of the upcoming activity By highlighting its practical value and potential interest, educators can spark curiosity and motivation Additionally, providing strategies that may aid in completing the task further enhances student involvement, ultimately fostering a deeper connection to the subject matter.

• feedback/reward system (which communicates a clear message about their priorities, value preferences and attributional belief)

Through these channels, teachers communicate their beliefs, expectations and attitudes, thereby pressing their adopt similar belief, attitudes, expectations and associated behaviors

4 Classroom management: Teachers are in almost total control of the running of the classroom, including setting and enforcing rules, establishing procedures and organizing grouping activities These in turn greatly influence the student’s motivation and therefore, the teacher’s classroom management practices constitute a fourth central motivational domain It requires little justification that smoothly running and efficient classroom procedures enhance the learners’ general well being and sense of achievement and thus promote student motivation It was found over 60 years ago in Lewin et al.’s (1939) classic study on leadership styles that a lack of order generates a great deal of stress and undermines student achievement Two aspects of the managerial role are particular important:

Teachers play a crucial role in establishing and upholding group norms within the classroom Their authority as leaders means they must actively enforce these rules; otherwise, students may perceive them as unimportant When norms are not consistently maintained, it can lead to a breakdown in discipline and respect, causing students to disregard the established guidelines.

The type of authority a teacher holds significantly impacts student motivation; simply providing order is not enough Teachers who support student autonomy by sharing responsibilities, offering choices, and involving students in decision-making processes foster greater self-determination and intrinsic motivation Research by Deci et al (1991) highlights that such an approach enhances students' engagement and motivation in learning.

Characteristics of young learners

1.5.1 Twelve year old young learners For the successful teaching of

To effectively teach English in secondary schools, it is vital for educators to comprehend the unique characteristics of young learners, as this understanding significantly influences lesson planning and student engagement The term "young learner" encompasses a broad age range, from three to eighteen years old, highlighting the diversity in learning needs and responses among students.

In the study, the focus is on learners of age 12 Therefore, I would like to point out some characteristics of this age

 They are happy when they can play

 They love to share their experiences, they love when people pay attention to them and their talking

 They are able to talk about what they are doing

 They can think, argue, discuss and they are able to interact with both children and adults They are able to concentrate for certain time

 They understand situations and through situations – they use several senses

 They are able to use language skills not even realizing them

 They do not realize what is fact and what is fiction sometimes

Learning brings joy and fulfillment, and individuals often feel the need to share their newfound knowledge with others This sharing not only reinforces their understanding but also allows them to take pride in their accomplishments, creating a sense of confidence and a desire to showcase their learning journey.

 Often they “teach” each other

 They love to be praised for what they have done and learnt, this is very important fact to keep their motivation

 Young children are already very good at interpreting meaning without necessarily understanding the individual words already have great skill in using limited language creatively

 Frequently learn indirectly rather than directly

 Take great pleasure in creating fun in what they do

 “Above all take great delight in talking” (Halliwell, 1992, p 3)

1.5.2 Young learners in Lomonoxop school

My observations align with Halliwell's insights regarding twelve-year-old learners at Lomonoxop School, but I would like to highlight additional characteristics based on my experiences as a teacher and feedback from my colleagues.

First of all, young learners in Lomonoxop school were born in the year of the Tiger,

In 1998, many teachers observed that students were increasingly naughty and their moral standards were declining These students, often from affluent families, brought expensive gadgets like mobile phones and CD players to school, distracting them from their studies Instead of focusing on lessons, they tended to socialize with friends and exhibited a lack of motivation, particularly in English, where they were generally poor performers and showed little interest in completing homework or revising.

Summary

This chapter explores the concepts of motivation and demotivation in the context of foreign language learning, highlighting their significance It also examines students' perceptions of motivating and demotivating factors Furthermore, it provides a detailed analysis of the characteristics of young learners, with a specific focus on those attending Lomonoxop school.

THE STUDY

The context

Social conditions can determine learning to a large extent According to de Lopez

In 1994, it was identified that language learning is influenced by two levels of social environment The first level, the macro social environment, encompasses the broader society where the learner resides, shaping common social values, language opportunities, and tendencies, often beyond individual control The second level, the individual social environment, pertains to the specific conditions established by learning groups and significant others, such as teachers, peers, and parents This dual framework will be examined to define the context of the study.

In Vietnam, English holds a dominant status as a foreign language, driven by international integration and government policies promoting its use The implementation of compulsory English lessons in secondary and tertiary education has led to significant advancements, including curriculum updates, innovative teaching methods, and the integration of technology to enhance lesson engagement for students.

At Lomonoxop Private School, English is a compulsory subject for students in secondary and high school, alongside a general textbook curriculum In addition, students engage in an advanced program designed by their teachers that covers all four macro skills in the afternoons However, it has been noted that students are not fully engaged in the learning process and display a greater enthusiasm for lessons from certain teachers over others This raises questions about the role of teachers and the specific factors that motivate students to learn more effectively in the classroom Identifying these teacher-related factors is essential for enhancing student engagement at Lomonoxop Private School.

The informants

This study involves a sample of informants consisting of sixth-grade students, primarily aged 12, mostly from Ha Noi, with a few from other provinces The majority have learned English in Vietnamese primary schools, with limited exposure to English-speaking countries such as England, Australia, and America On average, these students have 3-4 years of English study experience; however, as noted in section 2.5, they tend to be unruly and exhibit a lack of motivation towards learning, resulting in a low proficiency in the English language.

The informants have completed two semesters of English as a school requirement and are preparing for their second term test With a strong emphasis on discipline in the school, class attendance has been consistently high, and students are generally committed to their learning.

The researcher is a teacher teaching in 2 per 7 classes

This study employed a quantitative data collection method to utilize analytical paradigms in applied linguistics (Nunan, 1992) Data were gathered through a questionnaire and analyzed using statistical techniques The data collection procedure was systematically structured to ensure reliable results.

- Formal chats with students were carried from the beginning of the second semester

- A questionnaire was given at the end of the second semester to collect student’s ideas

Questionnaire items were created based on literature regarding teacher-related motivating and demotivating factors, the qualities of an effective teacher identified by Breach (2004), and insights gained from informal discussions with students These items encompass two key sub-themes.

The questionnaire required 35 to 40 minutes of class time and was translated into Vietnamese to ensure clear understanding among the participants The researcher provided detailed explanations of the items and encouraged respondents to answer honestly.

The collected questionnaires were analyzed, with responses summarized in percentage tables and charts To facilitate analysis, the first and last two points of the standard 5-point scale for each attitudinal question were combined, a method that is both acceptable and commonly employed in research (Do Huy Thinh, 1996; Kobayashi, 2002).

This chapter outlines the study's setting and discusses the selected research methods along with their rationale It concludes with a concise overview of the survey questionnaire utilized in the research.

The survey questionnaire

Questionnaire items were created based on literature regarding teacher-related motivating and demotivating factors, the qualities of an effective teacher identified by Breach (2004), and insights gained from informal discussions with students These items encompass two key sub-themes.

The questionnaire required 35 to 40 minutes of class time and was translated into Vietnamese to ensure clear understanding among the participants The researcher provided detailed explanations of each item and encouraged respondents to answer honestly.

The collected questionnaires were analyzed by tallying responses, which were then presented in percentage tables and charts To streamline the analysis of attitudinal questions, the first and last two points of the usual five-point scale were combined, a method that is widely accepted and does not compromise the study's results (Do Huy Thinh, 1996; Kobayashi, 2002).

Summary

This chapter outlines the study's setting and discusses the chosen research methods, along with the rationale behind their selection It concludes with a concise overview of the survey questionnaire utilized in the research.

DATA ANALYSIS AND DISCUSSION

Personal characteristics of teachers

Personal characteristics of teachers are measured with the three components of level of motivation and commitment, competence and teacher expectation and empathy

3.1.1 Level of motivation and commitment

A teacher's motivation and commitment are reflected in their meticulous lesson preparation, enthusiasm for teaching, genuine affection for students, comprehensive explanations of language concepts, readiness to address student inquiries, and prompt feedback on assignments and tests.

A significant 86% of respondents indicated that they feel motivated to learn when teachers prepare lessons thoughtfully, incorporating visual aids, handouts, games, or electronic materials, while only 14% expressed indifference This highlights the crucial role that a teacher's dedication to lesson preparation plays in enhancing student motivation and engagement in the learning process.

Teacher enthusiasm and genuine care for students significantly enhance student motivation to learn A survey of 140 students revealed that 82% (105 students) prefer learning from enthusiastic teachers who demonstrate a passion for teaching and show no signs of fatigue Conversely, 12% (17 students) reported that teacher enthusiasm does not impact their motivation, while 6% (8 students) expressed no opinion on the matter Overall, it is evident that most students feel more motivated when teachers exhibit love for both their subject and their students.

A significant finding regarding motivation and commitment is the importance of thorough explanations of language concepts by teachers An impressive 86% of students expressed strong agreement or agreement with the preference for teachers who provide detailed explanations of language matters In contrast, only 7% maintained a neutral stance, while another 7% disagreed.

The level of motivation and commitment among teachers is reflected in their willingness to address student inquiries and their efficiency in grading and returning assignments A significant 95% of respondents expressed strong agreement or agreement regarding teachers' readiness to answer questions, while 87% felt similarly about the promptness of grading and returning student work Additionally, 13% maintained a neutral stance on teachers' willingness to engage with students, and 7% were neutral regarding the speed of grading and feedback.

You like to learn with teachers who

1 always prepare lessons carefully with pictures, handouts, games…

3 never show tiredness with lessons and students

4 explain thoroughly unclear matters to you

5 are willing to answer your questions during learning process

6 always mark and return quickly student’s work after colleting

Table1: Distribution of teacher’s level of motivation and commitment on student’s motivation

Over 80% of students at Lomonoxop private schools exhibit a positive attitude towards learning when taught by motivated and dedicated teachers This indicates that young learners thrive in an environment with committed educators who take their teaching responsibilities seriously.

Questions 7 to 10 explored the impact of teacher competence and expectations on student motivation in learning English Teacher competence encompasses proficiency in the English language, a broad understanding of general knowledge, and the ability to effectively convey information to students.

Chart 1 How students like to learn with teacher's competence

The chart indicates that teachers who excel in English and possess knowledge in various subjects significantly motivate students, with 99% of respondents expressing strong agreement Furthermore, 93% of students prefer learning from teachers who communicate in clear and easily understandable English, highlighting the limited exposure to the language among sixth graders This clarity enhances their motivation to learn Additionally, 89% of students believe that teachers who simplify complex language concepts increase their motivation to learn effectively.

According to Dürnyei in "Teaching and Researching Motivation," teacher expectations significantly influence student motivation, which in turn affects their academic performance The tenth question aimed to investigate the relationship between teacher expectations and student motivation.

A Teacher’s clear and understandable Engish

B Teacher’s good knowledge of English and other fields

C Teacher’s ability to make complicated matters more simple

Motivation to learn is influenced by two key factors: teachers' understanding of their students' levels and their ability to create appropriate materials and learning methods Notably, 86% of students prefer learning from teachers who excel in both areas, highlighting the importance of effective teaching strategies in enhancing student engagement and motivation.

Research indicates that a teacher's competence significantly influences student motivation to learn Key factors include the clarity of the teacher's English, their expertise in the subject matter, and their ability to effectively communicate knowledge while considering students' comprehension levels.

Teacher empathy in the study is assessed through questions 11, 12, and 13, which focus on the teacher's care, sympathy, and encouragement during student difficulties, their patience with student mistakes, and their ongoing support throughout the learning process.

Chart 2 How students like to learn with teacher's empathy

The chart reveals that 86% of students are motivated to learn when teachers demonstrate care, empathy, and encouragement to help them overcome challenges Furthermore, it indicates that 89% of respondents appreciate teachers who remain patient and composed in response to students' mistakes.

A Teacher’s care, sympathy and encouragement when students have difficulties

B Teacher’s patience with student’s mistakes

C Teacher’s continual encouragement during the learning process more motivated to learn Moreover, teachers who keep encouraging students to improve their result motivate students most 94% of the students strongly agreed or agreed The data suggests that young learners in Lomonoxop school like to receive encouragement from their teachers and they are highly motivated to learn with teachers who are empathetic with them.

Classroom management factors

Effective classroom management is influenced by various factors, including teacher behavior, teaching methods, and established classroom rules This study explores these three dimensions to understand their impact on classroom dynamics.

Questions 14 to 19 aimed to assess how teacher behaviors influence student motivation Key aspects examined included board organization, attention to marking, student rapport, dress code, classroom attitudes, and respect for student ideas Specifically, question 14 sought student opinions on the clarity of board organization by teachers Results revealed that 55% of students felt motivated by well-organized boards, while 21% remained neutral, and 24% disagreed This indicates that just over half of the students value clear board organization as a motivating factor, although nearly half do not find it significant.

A survey revealed that 51% of students either strongly agreed or agreed that teachers are careful in marking and correcting their work, while 21% remained neutral, and 28% disagreed or strongly disagreed This indicates a general lack of concern among students regarding the importance of carefulness in the correction of their exercises.

The data reveals that 64% of students feel motivated to learn when teachers establish a positive rapport while maintaining strictness and earning respect in the classroom Meanwhile, 28% of students are uncertain about their motivation levels, and 8% either strongly disagreed or disagreed with this sentiment This indicates a significant proportion of students exhibit neutral attitudes towards the impact of teacher-student relationships on their motivation.

The way teachers dress significantly influences student motivation to learn, with 72% of students expressing agreement that well-dressed teachers enhance their learning experience Only 20% remained indifferent, while 8% disagreed, indicating a clear preference for teachers who present themselves appropriately This data suggests that students are more engaged and motivated when their educators maintain a professional appearance.

Fair treatment by teachers is crucial for student satisfaction, with 81% of students preferring educators who treat everyone equally, while only 19% disagree This indicates a strong aversion to favoritism in the classroom, although some students still appreciate when teachers show preference for certain individuals.

The final inquiry regarding teacher behavior focuses on the importance of respecting students' ideas This question aimed to assess the impact of teacher respect on student motivation to learn Remarkably, it garnered unanimous support, with 100% of students expressing strong agreement or agreement This indicates that all students appreciate being respected and treated as mature individuals.

Students like to learn with teachers who

14 organize the board clearly and understandably

15 are always careful in marking and correcting your exercises

16 are close to students but strict during lessons

Table 2: Distribution of teacher behavior on student’s motivation

In conclusion, there is a significant disparity in students' attitudes towards various aspects of teacher behavior Surprisingly, 72% of students feel motivated to learn when teachers dress appropriately, while 55% are inspired by well-organized lessons, and 51% appreciate careful marking and correction of their work This data may not imply that lesson organization and correction are less important than teacher attire; rather, it could indicate that students may not yet recognize the value of these factors in their learning process.

The Teaching Method encompasses a variety of classroom activities and is evaluated through questions 20 to 35, which are divided into sub-themes such as lesson organization, instructional strategies, knowledge delivery, lesson diversity, English usage, assessments, student feedback, and workload Questions 20 to 23 focus on gathering student perspectives regarding teachers who adopt a learner-centered approach, emphasizing student engagement, creativity, and active participation in organized activities Additionally, question 24 addresses the thorough teaching of grammar by educators.

You like to learn with teachers who

20 act as instructors and make students actively carry out the activities

21 give students chances to discuss the language items taught

22 organize activities individually, in pairs or in groups…

23 encourage students to find their own 61% 17% 22% 100% mistakes in learning

24 teach grammar thoroughly to students 82% 11% 7% 100%

Table 3: Distribution of teaching method on student’s motivation

A recent study reveals that 81% of students prefer learning when teachers take on an instructional role while facilitating active participation Motivation levels drop to 55% when students are given opportunities to discuss language concepts, and 74% when they work individually or collaboratively Interestingly, 61% of students feel motivated when allowed to identify their own learning mistakes Overall, most students favor a learner-centered approach that encourages their active involvement, although a notable portion remains unmotivated by this method Despite claims from educationists that the learner-centered approach is superior, the findings indicate it may not resonate positively with all students.

Students with low English proficiency often struggle to engage in activities independently A survey revealed that while most students prefer teachers who guide them during class, an impressive 82% also appreciate thorough grammar instruction.

A recent survey revealed that 75% of students feel that clear instructions from teachers significantly enhance their motivation to learn, while 9% remained neutral and 16% expressed disagreement with this view.

The teaching methods employed by educators significantly influence students' motivation to learn, with research indicating that 85% of students are more engaged when teachers incorporate humor, such as jokes and funny stories, into their lessons This highlights that a joyful and relaxed classroom environment enhances motivation among young learners at Lomonoxop School Additionally, students appreciate a diverse approach to lesson organization, further contributing to their overall learning experience.

Students like to learn with teachers who

27 combine teaching with organizing fun games

28 combine consolidation exercises with more difficult ones

29 teaches not only from the text book but also from materials out of the text book

Table 4 : Distribution of teacher’s diversity on student’s motivation

The data indicates that students are most motivated when teachers incorporate fun games into their teaching, with 92% expressing strong agreement or agreement Following this, 77% of students feel motivated when teachers blend consolidation exercises with more challenging tasks, although 23% either disagreed or were uncertain about this approach Additionally, 73% of students prefer lessons that include materials beyond the textbook Overall, the findings suggest that varying lessons with engaging activities and diverse resources significantly enhances student motivation.

The amount of English spoken in class significantly influences student motivation to learn A survey revealed that 63% of students feel motivated when teachers predominantly use English during lessons, while 37% expressed disagreement with this approach.

It is clear that although the students are in grade six only, the majority of them like their teacher to use a lot of English in class

Major findings and discussions

This study sets out to find out:

1 What personal characteristics of teachers motivate young learners

2 What classroom management factors motivate young learners to learn

The research conducted at Lomonoxop Private School in Ha Noi reveals a significant correlation between teacher-related factors and student motivation to learn Teachers are pivotal in either motivating or demotivating students, with key influencing factors including their personal traits such as motivation level, commitment, competence, expectations, and empathy Additionally, classroom management aspects like behavior, teaching methods, and classroom rules also play a crucial role Notably, the study highlights that each personal characteristic and classroom management factor exerts varying degrees of influence on students' motivation to learn.

3.3.1 On personal characteristics of teachers

Personal characteristics of teachers, such as motivation, commitment, competence, and empathy, significantly influence at least 82% of informants While previous studies highlight the importance of teacher commitment in motivating students, students at Lomonoxop Private School find teacher competence to be the most motivating factor They view their teachers as role models, suggesting that students prefer personal examples over strict rules and regulations.

The following table shows degrees of influence that personal characteristics of teachers have on student’s motivation

Personal characteristics of teachers The order of influence on student’s motivation

1 Teachers who are good at English and knowledgeable in other fields

2 Teachers who explain thoroughly language matters 2nd

3 Teachers who keep encouraging students to improve their result

4 Teachers who always mark and return quickly student’s work after colleting

5 Teachers who speak English clearly and understandably 5th

6 Teachers who are patient with students and not angry with student’s mistakes in learning

7 Teachers who are able to make complicated matters become simple

8 Teachers who are willing to answer student’s questions during learning process

9 Teachers who always prepare lessons carefully with pictures, handouts, games…,

10 Teachers who never show tiredness with lessons and with students

11 Teachers who always take care of, sympathize and encourage students whenever they meet difficulties

12 Teachers who know the levels of students to set up suitable materials and learning methods for students

13 Teachers who always teach enthusiastically 12 th

Table 8: Degrees of influence that personal characteristics of teachers have on student’s motivation

The 28 questions concerned with classroom management factors were designed to collect student’s ideas on motivation to learn The results reveal that classroom management factors explored have a positive effect on studen’st motivation For all the questions, the data shows that more than half of the students are motivated to learn However, the result varies according to each question In the three themes categorized as teacher behavior, teaching than other factors in the same category For example, for teacher behavior in class, teachers who respect student’s ideas receive 100% of agreement, while teachers who are always careful in marking and correcting student’s exercises motivate only 51% of the students Moreover, it is also one of the findings of the study that not any factor in the classroom rules group receive high favor of students as in other groups (63% highest) This shows that many young learners in Lomonoxop private school do not like their teacher to apply rules to them They like their teachers to let them behave in their own way They do not like it when teachers openly disapprove their behaviors Furthermore, pupils in Lomonoxop private school appear to value emotional and personal encouragement higher than impersonal strictness of rules They prefer praises to criticism, encouragement to punishment

Degrees of influence that classroom management factors have on student’s motivation are shown in the following table

Classroom management factors The degrees of influence on student’s motivation

1 Teachers who always respect student’s ideas 1st 2.Teachers who combine teaching with organizing fun games

3 Teachers who treat every student fairly 3 rd

4 Teachers who act as instructors and let students actively carry out the activities

5 Teachers who test the knowledge taught in the material but not unknown knowledge

6.Teachers who teachers who convey knowledge in a fun ways such as telling jokes, funny stories…

7 Teachers who gives you an award for your active participation in the activities such as giving candies, applause or a mark bonus…

8 Teachers who teach grammar thoroughly to students 8 th

9 Teachers who teach not only in the text book but also in supplementary materials

Teachers who treats every student fairly

10 Teachers who teaches not only in the text book but also in supplementary materials

11 Teachers who always give clear instructions for each activities

12 Teachers who organize activities individually, in or in groups…

13 Teachers who combine consolidation exercises with more difficult ones

14 Teachers who dress appropriately and beautifully to class

15 Teachers who create a rapport with students but are strict to them in lessons

16 Teachers who speak the majority of English in class

Teachers who never allow students to be late for class

17.Teachers who encourage students to find their own mistakes

18 Teachers who explain student’s mistakes thoroughly 18 th

19 Teachers who punish students when they do not obey class rules

Teachers who do not allow students to cheat in exams

20 Teachers who keep encouraging students to improve their result

Teachers who give you chances to discuss language items taught

21 Teachers who ask students to do homework before 21 st class

22 Teachers who are always careful in marking and correcting your exercises

Teachers who tests students frequently

Teachers who require students to pay attention to lessons and not to talk about private things during lessons

Table 9: Degrees of influence that classroom management factors have on student’s motivation.

CONCLUSIONS

Summary

Motivation is crucial for sustaining language learning and success, influenced by the perceived benefits and enjoyment of the process A study conducted at Lomonoxop Private School in Hanoi examined the connection between teacher-related factors and student motivation Data collected through questionnaires revealed that personal characteristics of teachers, particularly their competence, significantly impact young learners' motivation Additionally, effective classroom management, characterized by respecting students' ideas, fosters eagerness to learn While over 80% of students reported being motivated by teachers' personal traits, classroom management factors showed varied influence, with only about 50% agreement on aspects like board organization and test frequency Conversely, more than 80% of students found lessons engaging when teachers treated them as adults, maintained fairness, and employed effective teaching methods.

Young learners at Lomonoxop Private School exhibit strong motivation when guided by competent teachers To foster this enthusiasm, educators should not only excel in English but also possess knowledge in various fields, using clear and simple language Encouragement and praise are vital, as students respond positively to recognition of their efforts Additionally, teachers who dedicate time and effort to their students create a supportive learning environment Promptly marking and returning assignments, along with demonstrating patience when students make mistakes, is essential Educators should simplify complex concepts and be available to answer questions throughout the learning process Careful lesson planning that incorporates visuals, handouts, and games is crucial, and teachers should maintain a positive demeanor By showing empathy and support during challenging times and teaching with enthusiasm, teachers can significantly enhance the learning experience for their students.

To enhance motivation among young learners at Lomonoxop School, teachers must focus on student behaviors, adopt effective teaching methods, and establish clear classroom rules.

Teachers should serve as role models for their students, treating them with respect and as equals, which fosters a positive learning environment Establishing rapport is essential for effective teaching, as students thrive when they feel valued and heard Additionally, maintaining a professional appearance can enhance the teacher-student relationship and contribute to a respectful classroom atmosphere.

Effective teaching methods should prioritize grammar instruction while placing learners at the center of the educational experience By combining various teaching strategies, educators can enhance engagement and understanding Encouraging young learners to actively participate in individual, pair, or group activities fosters collaboration and deeper learning Additionally, incorporating games into lessons is essential, as young learners thrive in playful environments that make learning enjoyable.

Classroom rules are essential for creating an effective learning environment, even if some students may dislike strictness It is crucial for teachers and students to collaborate in establishing these rules, as this fosters a sense of ownership and respect among students When students participate in the rule-making process, they are more likely to agree with and adhere to the guidelines, ultimately enhancing their self-confidence and reinforcing their commitment to learning both in class and at home.

Young learners at Lomonoxop Private School exhibit common traits found in children of their age group Teachers should leverage these characteristics to enhance student motivation and engagement in the learning process.

This study effectively lays the groundwork for future research on foreign language learning motivation, particularly by providing valuable insights into the motivating factors for teachers A key benefit for the researcher has been the enhanced understanding of young learners at Lomonoxop School, which has inspired her to improve both her personal attributes and classroom management skills Furthermore, this experience presents an opportunity to collaborate with colleagues at Lomonoxop Private School, encouraging all teachers to strive for continuous improvement for the benefit of their students.

Despite its careful design, this study has notable limitations Firstly, the identification of motivating factors is based on subjective personal views Secondly, incorporating multiple data collection methods beyond the questionnaire could enhance the diversity of the data obtained Lastly, the study does not adequately address the factors contributing to student demotivation.

This study serves as an exploratory example of various topics related to motivation research, highlighting the need for further investigation into motivating factors associated with physical conditions and program structures To obtain reliable findings, larger sample sizes and robust statistical methods should be employed Additionally, a deeper examination of the differences in motivating factors between genders is essential, particularly in understanding whether males and females find certain factors motivating for different reasons.

Further investigations are also needed to measure the effect of teacher motivating factors on student motivation change on the basis of their performance in progress and achievement

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24 Ngeow, K,Y.(1998) Motivation and Transfer in Language Learning ERIC Digest

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Learning- The Case of Vietnamese Students The journal Of Asia TENGLISH AS A FOREIGN LANGUAGE Vol 4, No.1, pp 79-105

1 Questionnaire (English and Vietnamese version) I

This questionnaire aims to explore the connection between teacher-related factors and student motivation to learn Your responses will be used exclusively for research purposes, and your personal information will remain confidential.

Please put a tick into the column that shows your appropriate answer

Disagree Neutral Agree Strongly agree

1 You like to learn with teachers who always prepare lessons carefully with pictures, handouts, games…

2 You like to learn with teachers who always teach enthusiastically

3 You like to learn with teachers who never show tiredness with lessons and with students

4 You like to learn with teachers who explain thoroughly language matters to you

5 You like to learn with teachers who are willing to answer your questions during learning process

6 You like to learn with teachers who always mark and return quickly students’ work after colleting

7 You like to learn with teachers who speak English clearly

8 You like to learn with teachers who are not only good at English but also knowledgeable in other fields

9 You like to learn with teachers who are able to make complicated matters more simple

10 You like to learn with teachers who know the English level of students to set up suitable materials learning methods for them

11 You like to learn with teachers who always take care of, sympathize and encourage you whenever you meet difficulties

12 You like to learn with teachers who are patient with students and not angry with your mistakes in learning

13 You like to learn with teachers who keep encouraging you to learn to gain better results

14 You like to learn with teachers who organize the board clearly and understandably

15 You like to learn with teachers who are always careful in marking and correcting your exercises

16 You like to learn with teachers who create good rapport with students but arestrict to them in lessons

17 You like to learn with teachers who dress appropriately and beautifully to class

18 You like to learn with teachers who treats every student fairly

19 You like to learn with teachers who always respect your ideas

20 You like to learn with teachers who act as instructors and you actively carry out the activities

21 You like to learn with teachers who give you chances to discuss the language items taught

22 You like to learn with teachers who organize activities individually, in or in groups…

23 You like to learn with teachers who encourage you to find your own mistakes

24 You like to learn with teachers who teach grammar thoroughly to you

25 You like to learn with teachers who always give clear instructions for each activities

26 You like to learn with teachers who convey knowledge in a fun way

27 You like to learn with teachers who combine teaching with organizing fun games

28 You like to learn with teachers who combine consolidation exercises with more difficult ones

29 You like to learn with teachers who teaches not only in the text book but also in supplementary materials

30 You like to learn with teachers who speak the majority of English in class

31 You like to learn with teachers who tests you frequently

32 You like to learn with teachers who test the knowledge taught in the material but not unknown knowledge

33 You like to learn with teachers who explain your mistakes thoroughly

34 You like to learn with teachers who gives you an award for your active participation in the activities such as giving candies, applause or mark bonus…

35 You like to learn with teachers who give you chances to replace bad marks with better ones

36 You like to learn with teachers who do not assign much homework at home

37 You like to learn with teachers who require students to pay attention to lessons and not to talk about private things during lessons

38.You like to learn with teachers who never allow students to be late for class

39 You like to learn with teachers who punish students when students do not obey class rules

40 You like to learn with teachers who ask students to do homework before class

41 You like to learn with teachers who do not allow students to cheat in exams

Thank you very much! Good luck to you in the coming exam

Bảng hỏi này nhằm nghiên cứu mối quan hệ giữa các yếu tố liên quan đến giáo viên và động lực học tập của học sinh Kết quả từ khảo sát sẽ chỉ phục vụ cho mục đích nghiên cứu và đảm bảo bảo mật danh tính của các em.

Mời em đánh dấu vào ô em lựa chọn

1 Em thích học với những cô giáo luôn chuẩn bị bài kĩ càng chẳng hạn như kết hợp tranh ảnh minh hoạ, handout, trò chơi, phần thưởng hoặc bài giảng ở phòng máy…

2 Em thích học khi cô luôn tỏ ra say sưa giảng bài

3 Em thích học khi cô không tỏ ra mệt mỏi với bài giảng và với học sinh

4 Em thích học với cô giáo Tiếng Anh giảng thấu đáo những vấn đề chưa thật rõ ràng

5 Em thích học với những cô giáo Tiếng Anh luôn sẵn lòng giải đáp thắc mắc của em trong quá trình học tập

6 Em thích khi cô giáo Tiếng Anh luôn chấm bài và trả bài nhanh sau khi cô kiểm tra hoặc thu bài của em

7 Em thích học với cô giáo nói tiếng Anh rõ ràng, dễ hiểu

8 Cô giáo Tiếng Anh của em không chỉ có kiến thức chắc chắn về Tiếng Anh mà còn ở nhiều lĩnh vực khác, điều đó làm cho em thích học cô

9 Em thích học với những cô giáo có khả năng làm cho những vấn đề ngôn ngữ phức tạp trở nên đơn giản và dễ hiểu

Limitations of the study

This study effectively lays the groundwork for future research on foreign language learning motivation, particularly by providing valuable insights into the motivating factors for teachers The researcher gained a deeper understanding of young learners at Lomonoxop School, which has significantly enhanced her teaching abilities, both personally and in classroom management Furthermore, this experience presents an opportunity for collaboration among colleagues at Lomonoxop Private School, encouraging all teachers to improve for the benefit of their students.

Despite its careful design, this study has notable limitations The themes of motivating factors were derived from personal perspectives, introducing a degree of subjectivity Additionally, incorporating various data collection methods beyond the questionnaire could yield more diverse insights Lastly, the study lacks a comprehensive analysis of factors contributing to student demotivation.

Suggestions for further study

This study serves as an exploratory example highlighting various topics in motivation research Notably, it points out the lack of investigation into motivating factors related to physical conditions and program structures To achieve reliable findings, future research should utilize larger samples and robust statistical methods Additionally, a deeper examination of the differences in motivating factors between genders is essential, particularly in understanding the distinct reasons male and female learners find certain factors motivating.