(LUẬN VĂN THẠC SĨ) Three ways to motivate the students at Banking Academy Bacninh branch in English speaking activities

Background to the study

With the rise of globalization, English has become increasingly prevalent in international contexts, making English communication skills essential Speaking, in particular, is crucial for direct interaction, yet it is often regarded as the most challenging skill to master among the four key areas of English language learning.

To enhance students' interest in learning English speaking skills, teachers must employ creative strategies that foster motivation, especially when students view speaking as merely a means to pass oral exams rather than a valuable skill for their immediate needs.

To enhance student motivation in English speaking activities, teachers can implement a variety of effective strategies Insights from Bligh (1971), Sass (1989), and Ames and Ames (1991) provide valuable approaches that can be applied in the classroom These strategies focus on engaging students actively and fostering a supportive learning environment, ultimately improving their speaking skills and confidence.

To enhance student learning, it is essential to capitalize on their existing needs and help them set achievable goals Providing clear explanations and fostering a comfortable atmosphere encourages engagement Varying teaching activities and methods, along with making learning visual, can significantly increase students' self-confidence Promoting cooperative learning and ensuring that students actively participate in speaking activities are crucial Additionally, responding to students' work and rewarding their successes further motivates them in their educational journey.

To enhance student motivation in English speaking activities, teachers must be equipped with effective strategies This action research aims to investigate the challenges students face during speaking tasks and identify the most beneficial techniques tailored to the researcher’s specific teaching environment.

English speaking teaching and learning at Banking Academy-Bacninh Branch

The Banking Academy-Bacninh Branch is a vocational institution specializing in Banking and Accounting education In the first term of their first year, students engage in an English language program that utilizes the New Headway Elementary textbook (Liz & John Soars, 2000) over 120 sessions, each lasting 45 minutes With 12 parallel classes, the curriculum is synchronized, ensuring all instructors cover the same materials at a consistent pace, despite the diverse skill levels present in each class.

During five years of teaching at the Banking Academy-Bacninh Branch, the researcher observed a significant lack of motivation among students, evident through frequent absences and minimal participation in class activities Many students either engaged in side conversations, remained silent, or even dozed off during lessons An investigation revealed that this low motivation stemmed from a lack of achievable personal goals, monotonous class activities, and an uncomfortable atmosphere that discouraged speaking due to fears of making mistakes and being ridiculed by peers.

Recognizing the significance of English speaking and the role of motivation in the learning process, this action research was conducted at the Banking Academy-Bacninh Branch The study focused on three key strategies to enhance student motivation in English speaking: setting achievable goals, diversifying speaking activities, and implementing a rewards system for successful participation The objective was to effectively engage students in English speaking activities and improve their overall speaking skills.

Aims of the study

This research aimed to enhance student motivation in English speaking activities at the Banking Academy-Bacninh Branch by implementing three key strategies: assisting students in setting achievable goals, diversifying speaking activities, and utilizing rewards to recognize success The study's specific objectives focus on fostering engagement and improving speaking skills among students.

- Finding out the causes of the students’ low motivation in English speaking activities in order to have proper intervention to motivate them

This article explores the impact of a teacher's intervention on student motivation in English speaking activities It focuses on three key strategies: assisting students in setting achievable goals, incorporating diverse speaking activities, and implementing a reward system for successful participation The aim is to determine whether these changes effectively enhance student engagement and motivation in learning English.

Research questions

With the above objectives, the research questions are:

1 What are the causes of the students’ low motivation in English speaking activities?

The teacher's intervention, which includes assisting students in setting achievable goals, diversifying speaking activities, and implementing a rewards system for success, can significantly enhance student motivation in English speaking tasks This approach not only fosters a supportive learning environment but also encourages active participation and boosts confidence among students By tailoring activities to individual needs and recognizing achievements, the intervention can lead to improved engagement and a greater willingness to practice English speaking skills.

Significance of the study

This study aims to identify the primary factors contributing to low motivation among students in speaking activities at the Banking Academy-Bacninh Branch By conducting this action research, the researcher will assess the effectiveness of three key strategies: helping students set achievable goals, varying speaking activities, and implementing rewards for success The findings are expected to provide teachers with valuable guidance to enhance student motivation in learning English speaking skills Ultimately, the study will demonstrate the significant benefits of these combined strategies in fostering greater interest and engagement in speaking activities among students.

Scope of the study

The study was carried out among students at the Banking Academy-Bacninh Branch, focusing specifically on the K43B class during the first term Due to time constraints, the researcher concentrated on three instructional changes implemented while teaching this class, which serves as a representative sample for all classes at the institution.

Research method

This study utilizes an action research methodology, incorporating two key instruments: observations and questionnaires The analysis of the collected data forms the basis for all comments, remarks, recommendations, and conclusions drawn from the research.

Action research is the optimal approach for this study, which focuses on enhancing student motivation in speaking activities within a specific context By utilizing a combination of various instruments, this research aims to gather reliable data and facilitate an in-depth exploration of the challenges faced by students.

Outline of the thesis

The study consists of three parts: the introduction, the development and the conclusion

The "Introduction" section provides essential background information for the study, outlines its aims, formulates key research questions, highlights its significance, defines the scope, describes the research methods employed, and presents an overview of the thesis structure.

The second part, “Development” comprises 3 chapters:

Chapter 1, the Literature Review, provides a comprehensive theoretical framework for the study, focusing on the dynamics of speaking learning and teaching within language classrooms It explores the role of motivation and various motivational strategies employed in speaking classes, while also highlighting previous research relevant to this field.

Chapter 2, METHODOLOGY, outlines the definitions of action research and the various data collection instruments used in the study It also includes comprehensive details about the research procedures and the participants involved in the research.

Chapter 3 focuses on data analysis and discussions, examining data gathered during the preliminary investigation to develop the study's hypothesis An intervention plan is created and executed, followed by the collection and analysis of data from the intervention phase to assess its effectiveness.

The last part, “Conclusion”, reviews the study, gives out pedagogical implications, presents the limitations of the study and gives suggestions for further study in the same field

LITERATURE REVIEW

Speaking

According to Bygate (1987), effective speaking encompasses not just the correct pronunciation and rhythm, but also the strategic selection of words and their inflections to accurately convey meaning.

Speaking is a productive skill that encompasses two primary types of conversation: dialogue and monologue Monologue involves delivering an uninterrupted oral presentation, while dialogue entails interaction with one or more speakers for transactional and informational purposes.

Speaking and writing are distinct productive language skills, differing in their processing and reciprocity conditions Spoken language is influenced by time constraints, which pose challenges related to planning, memory, and production under pressure Additionally, speaking is a reciprocal activity, significantly impacting the decision-making processes involved.

In social contexts, individuals who possess speaking skills are more likely to assume social roles compared to those who do not Speaking is crucial in language learning, as it is one of the four essential skills—listening, reading, speaking, and writing—and serves as a key indicator of language proficiency According to Pattison (1992), when people refer to knowing or learning a language, they primarily mean their ability to speak it.

Speaking skills are equally, if not more, important than writing skills, as they are essential for learners to confidently engage in basic transactions.

1.1.3 Accuracy or fluency in the teaching of speaking

Accuracy in language teaching emphasizes the proper use of vocabulary, grammar, and pronunciation During controlled and guided activities, teachers prioritize accuracy and provide feedback to highlight its importance Continuous correction is often suitable in these contexts In freer activities, the goal shifts to encouraging students to use the language correctly while effectively communicating.

Fluency refers to the ability to maintain a spontaneous conversation, allowing students to effectively communicate their message using their available resources, even if they make grammatical errors During fluency activities, it is generally best not to correct students, as this can hinder their confidence Instead, providing positive feedback on their communication strategies after the activity is essential for enhancing their fluency skills.

Byrne (1988) distinguishes three following phases to develop learners’ oral ability: the presentation phase, the practice phase and the production phase

During the presentation phase, teachers play a pivotal role as the primary source of information, guiding the learning process Students primarily engage by observing and listening, passively absorbing the material presented Typically, their involvement is limited to practicing through role-play, dramatizing dialogues, or discussing key takeaways from prose based on prior responses at the conclusion of this phase.

During the practice phase of language learning, students engage in extensive speaking activities, focusing on controlled and guided exercises to enhance their vocabulary, grammar, and speaking fluency Learners actively respond to the teacher's questions and collaborate with peers to generate new ideas related to the topic According to Ur (1996), to effectively boost learners' speaking fluency, teachers should ensure that students are fully attentive, that the target language is clearly articulated and repeated, that learners grasp the meaning of new materials, and that they establish a short-term memory of the content for future reference.

In the final phase of learning to speak English, known as the production phase, learners are encouraged to communicate freely without relying heavily on their teacher This stage includes various activities such as individual, pair, and group work, with a particular emphasis on pair and group interactions These collaborative efforts not only allow all learners to engage in conversations but also boost their confidence and motivation, ultimately leading to more efficient use of time in the learning process.

To enhance speaking skills effectively, it is essential to follow a structured approach comprising three key phases However, various factors such as time constraints, learner diversity, and the materials utilized may hinder the successful implementation of this process.

A variety of activities can be used to develop speaking skills Below are some of the common ones

Role-play is a collaborative activity in which students are divided into pairs or groups to act out specific situations and roles, focusing on language and creativity rather than performance According to Dangerfield (1987), effective role-play involves nine essential steps: providing language input, establishing context, assigning roles, clarifying objectives, familiarizing participants with their roles, demonstrating the activity, conducting the role-play to achieve the aim, reporting back on the experience, and following up with discussions.

Role-plays are simple to plan and easy to play and, along with games and other communicative activities, are recommended to be used in the English speaking classes

IGA is an engaging and effective communicative activity for speaking classes To enhance proficiency, teachers can organize students into pairs or groups, where one student takes on the role of the asker and the other as the answerer After a few minutes of discussion, students can switch roles to maximize their speaking practice.

Interactive Group Activities (IGA) can be categorized into three distinct formats: First, one student possesses specific information while the other seeks to uncover it through questioning Second, one student shares their knowledge directly with another Lastly, both students hold unique pieces of information and engage in a mutual exchange.

Underhill (1987) highlights various techniques for Interactive Group Activities (IGA), including peer or group interviews where students exchange questions and answers to learn about one another Another method involves peer or group description, where one student describes a picture or design, allowing another to recreate it solely from the verbal description Additionally, game-like activities (Harmer, 1998) such as describing and drawing, guessing games, identifying differences, and collaborative storytelling can enhance engagement and learning outcomes.

According to Byrne (1988), problem-solving has been used to group together a wide range of activities that require students to find “solutions” to problems of different kinds

Many of these problems involve processes that we commonly use in real life as follows:

- We frequently hypothesize links between two things (events, actions, people, etc.)

- We detect differences (real or imaginary)

- We grade things according to criteria (subjective or objective)

Motivation

Numerous studies have explored the theory of motivation, with each author offering unique perspectives based on different viewpoints Generally, motivation is defined as an abstract concept representing an individual's willingness to exert effort to achieve specific goals For language learners, these goals may include mastering a language, achieving communicative competence, or developing basic communication skills In the fields of linguistics, sociolinguistics, and second language acquisition, various models of language learner motivation have been proposed.

Ausubel (1998) identified six needs constructing motivation: (1) the need for exploration,

(2) the need for manipulation, (3) the need for activity, (4) the need for stimulation, (5) the need for knowledge, (6) the need for ego enhancement

Motivation in second language learning is a complex phenomenon influenced by learners' communicative needs and their attitudes towards the second language community (Lightbrown & Spada, 1999) When learners recognize the necessity of using the second language in various social contexts or to achieve professional goals, they are more likely to value its communicative potential and strive for proficiency Additionally, positive attitudes towards the speakers of the language foster a desire for increased interaction with them.

Malone (1981) emphasizes that motivation is influenced by the challenge level of tasks assigned by teachers He argues that activities must align with the varying needs of students; tasks that are either too easy or excessively difficult can diminish motivation Conversely, when students encounter appropriately challenging activities, their interest increases, fostering more effective learning outcomes.

Gardner and Lambert (1972) proposed that the motivation to learn a second language stems from positive attitudes towards the L2 community, coupled with a desire to connect and identify with its esteemed members.

According to Crookes and Schmidt (1991), motivation is characterized by students' interest and enthusiasm for classroom materials and activities, as well as their persistence in learning, which is reflected in their concentration and enjoyment levels Effective learning occurs when students find enjoyment in their tasks and are willing to exert effort.

This thesis adopts Crookes and Schmidt's definition of motivation for two key reasons Firstly, it highlights the crucial role of students in the language teaching and learning process, suggesting that when students engage with activities and remain committed to their learning tasks, they achieve better outcomes Secondly, this definition aligns with the research project's focus on examining students’ interest, satisfaction, and concentration in various classroom activities Therefore, motivation is defined as the interest and enthusiasm for classroom activities, attention levels, effort and persistence in learning tasks, and the challenges presented by teachers This definition will inform the design of a questionnaire survey aimed at assessing students’ learning motivation in the study.

1.2.2 Types of motivation in foreign language learning

According to theorists, there are some distinctions of types of motivation in foreign language learning: integrative and instrumental motivation; intrinsic and extrinsic motivation; global, situational and task motivation

Research has traditionally categorized motivation in language learning into two main types: instrumental and integrative Instrumental motivation involves learners' desire to acquire a language for practical reasons, such as employment, travel, or exams, as defined by Gardner and Lambert (1972) Conversely, integrative motivation reflects the aspiration to learn a language in order to successfully assimilate into the target language community.

Wajnryb (1992) emphasizes the significance of instrumental and integrative motivations in language learning Instrumental motivation involves learning a language to achieve practical goals, such as securing employment, reading foreign texts, passing exams, or earning promotions In contrast, integrative motivation is driven by the desire to understand and communicate with the speakers of that language, fostering deeper connections with the culture.

Ellis (1994) and Gardner and Lambert (1972) emphasize the importance of differentiating between instrumental and integrative motivation Understanding students' motivations enables teachers to develop effective strategies to foster and maintain learning motivation in their classrooms.

Researchers categorize motivation into two primary types: intrinsic and extrinsic motivation, which are closely linked to students' psychology and emotions Intrinsically motivated students engage in activities for their inherent enjoyment, the learning opportunities they offer, and the sense of accomplishment they bring (Lepper, 1988; Ur, 1996) Conversely, extrinsically motivated students participate to achieve external rewards or avoid punishments, such as receiving good grades or gaining approval from teachers.

Brown (1994) identifies three types of motivation in language learning: global, situational, and task motivation Global motivation refers to a learner's overall attitude towards learning a foreign language, while situational motivation relates to the specific context in which learning occurs, such as the classroom environment In contrast, task motivation focuses on how a learner engages with a particular task at hand.

In exploring various types of motivation in language learning, it is essential for educators at the Banking Academy-Bacninh Branch to focus on diverse student goals Language teachers should implement effective strategies that not only enhance students' learning experiences but also prepare them for successful careers post-graduation, rather than solely aiming for exam success.

1.2.3 The importance of motivation in foreign language learning

Research indicates that motivation plays a crucial role in second language learning, with studies showing a strong correlation between positive attitudes and successful outcomes (Gardner, 1985) This highlights the importance of fostering motivation in learners to enhance their language acquisition process.

“a key consideration in determining the preparedness of learners to communicate” (Gardner, 1985: 10)

According to Oxford and Shearin (1994), motivation is a crucial factor influencing success in learning a second or foreign language, as it significantly affects the level of personal engagement and active participation in the language acquisition process.

Caroll (1962) pointed out: "the more motivation a learner has, the more time he or she will spend learning an aspect of a second language"

Labonde (1982) highlighted the significance of motivation and attitudes in influencing learners' proficiency levels, building on the research by Garner and Lambert (1972) He noted that the impact of motivation is distinct from aptitude, suggesting that the most successful learners possess both innate talent and a strong motivation to learn.

Dornyei (2001) believes that motivation needs to be generated, maintained actively, protected and retrospectively evaluated

Strategies for motivating students in speaking activities

To effectively motivate learners in English speaking activities, researchers have identified several practical strategies from notable literature Key motivational techniques adapted from the works of Bligh (1971), Sass (1989), Ames and Ames (1991), Harris (1991), Dornyei (2001), Jones and Jones (1995), and Oxford and Shearin (1994) can enhance engagement and foster a positive learning environment.

* Capitalize on students’ existing needs

Students excel in speaking when classroom incentives align with their personal motivations for taking the course Key needs that students may bring include the desire to learn speaking for specific tasks, seek new experiences, enhance their skills, overcome challenges, achieve competence, succeed academically, and engage with peers Meeting these needs offers intrinsic rewards that promote sustained learning more effectively than traditional grading systems Therefore, teachers should create in-class activities that cater to these diverse motivations.

* Help students set achievable goals for themselves

Individual goal setting is a highly effective strategy for empowering students to take control of their learning and feel a sense of mastery over the material, particularly in language learning Given that the ultimate goal of communicating with foreign speakers may seem distant and somewhat unrealistic for many learners, establishing achievable goals serves as a significant motivational tool As noted by Oxford and Shearin, the importance of goal setting in enhancing foreign language learning motivation is substantial, yet it is surprising how little emphasis is placed on this practice in language classrooms.

According to Locke and Latham's (1990) theory on goal setting, Pintric and Schunk (1996) present four key principles that can effectively be applied in classroom environments.

- Goals should be clear and specific

- Goals should be challenging and difficult, but not outside the range of students’ capabilities

- Both proximal and distal goals should be set

- Teachers should provide feedback that increases students’ self-efficacy for obtaining the goal

Recent research indicates that many students struggle with assignments and participation due to a lack of understanding regarding the purpose and importance of their tasks To enhance student engagement, teachers should dedicate more time to explaining the relevance of the topics and activities they cover This approach not only clarifies expectations but also allows teachers' enthusiasm to resonate with students, fostering greater interest Additionally, providing clear guidelines on what is expected for each activity is crucial, as students who are unsure about their tasks are less likely to succeed.

In order to get learners more involved in class, especially in a foreign language speaking activities, a favorable classroom atmosphere is considered indispensable As Dornyei

Students frequently experience embarrassment in language classes due to the pressure of speaking correctly in front of peers, especially when their vocabulary is limited To alleviate this issue, it is essential for teachers to create an environment where mistakes are accepted as part of the learning process Instead of directly correcting errors, teachers should model the correct usage in a gentle manner For example, if a student says, "I go to the cinema yesterday," the teacher can respond with, "You went to the cinema yesterday," providing the correct sentence without making the student feel uncomfortable.

According to Domyei (2001), a safe and supportive classroom environment encourages students to take risks, as they feel secure knowing they won't face embarrassment or criticism for their mistakes.

* Vary teaching activities and methods

Incorporating a diverse range of speaking activities, such as role plays, debates, brainstorming sessions, and audiovisual presentations, can significantly enhance student engagement and motivation in the classroom By breaking away from monotonous routines and utilizing methods like pair work and group discussions, educators can foster a more dynamic learning environment that revitalizes students' interest in their studies.

Memory has long been linked to visual imagery, a concept recognized even before the rise of video technology In the Middle Ages, individuals memorizing the Bible would mentally connect passages to specific objects within cathedrals, using images of columns or statues as cues to recall extensive text Similarly, incorporating visuals such as drawings, diagrams, pictures, and charts in educational activities can enhance learning Research indicates that these images significantly boost student motivation, making them a valuable tool in the learning process.

Self-confidence plays a crucial role in learners' performance, particularly in the language classroom, where the environment can be intimidating To foster and enhance students' confidence and self-esteem, educators must implement strategies that create a supportive atmosphere, enabling learners to thrive despite the inherent challenges of language acquisition.

Language teachers should enhance learners' self-confidence by fostering positive self-perceptions of language competence This can be achieved by regularly providing successful experiences, focusing on what learners can accomplish, and allowing them to contribute meaningfully Additionally, creating classroom environments that encourage students to showcase their strengths and offer assistance can further boost their confidence (Dornyei, 2001).

Cooperative learning enhances communication, reduces student anxiety, boosts self-esteem, and fosters a positive classroom environment By engaging in cooperative group work, students learn from each other and their teacher in a supportive setting, leading to increased language proficiency This approach provides more comprehensible input through peer interactions, improves listening skills as students respond to one another, allows for longer conversational exchanges compared to whole-class instruction, and encourages a focus on meaning over accuracy (Kessler, 1992).

* Make students active participants in speaking activities

Active student involvement in learning, particularly in speaking activities, is crucial for motivation Engaging students in pair or group discussions, decision-making, and hands-on activities fosters a sense of participation When students are physically involved—whether through speaking, creating, or solving problems—they enhance their learning experience Conversely, passivity can diminish motivation and curiosity, highlighting the importance of active engagement in the educational process.

Providing timely and constructive feedback on students' speaking skills is essential for their improvement Teachers should highlight specific strengths in students' presentations, such as clarity and relevance, while also offering guidance on areas for enhancement For instance, acknowledging a student's effective presentation by noting how their insights on pollution aligned with class discussions can reinforce positive performance and motivate further development.

Teachers can enhance students' intrinsic motivation by utilizing extrinsic rewards, which can effectively correct unwanted behavior and responses Recognizing accomplishments through rewards fosters positive feelings and encourages continued effort, as both adults and children are likely to repeat rewarded behaviors Tailoring rewards to students’ levels and aligning them with their long-term goals, such as providing a book for English learners rather than edible treats, increases their value Importantly, extrinsic motivators can lead to intrinsic motivation over time To maximize impact, teachers should ensure that rewards are given publicly and promptly following successes.

Previous studies

So far, many researchers in the world namely, Gardner (1985), Crookes and Schmidt

Research by Dornyei (1991, 2001) and others has explored the concept of motivation in foreign language learning, examining its effects and the techniques language teachers can use to enhance classroom performance Their insights have significantly contributed to understanding how to motivate learners for improved achievement, leading to further research on various aspects of language instruction, including strategies to engage students in mastering the four language skills.

In his 1997 study, "The Effect of Authentic Materials on the Motivation of EFL Learners," Peacock investigated the impact of authentic materials on the motivation of 31 beginner South Korean learners Utilizing observation sheets focused on on-task and overall class motivation, along with interview questions, the research confirmed that authentic materials significantly enhance the motivation of English as a Foreign Language (EFL) learners.

In her 2007 action research project, Xiaoying Wang examined a listening course for second-year English majors at a Chinese university She found that students exhibited a significant increase in motivation for listening practice, attributed to a three-part plan implemented by the teacher, which included assisting students in setting specific goals However, the study's conclusions were limited by the reliance on qualitative data collection methods, raising questions about the robustness of the findings.

In her 2003 action research, Ha Thi Lan examined the impact of communicative activities, specifically pair and group work, on students' motivation to speak in Vietnam The study involved 30 students from Thaibinh School and utilized a combination of questionnaires and classroom observations for data collection The results indicated that students exhibited passivity in speaking due to a deficiency of communicative activities in the classroom.

A study conducted by Hoang Thi Ngan in 2006 aimed to explore ways to motivate students to speak at Gia Loc Senior Secondary School, involving 186 Grade 11 students and 8 English teachers Utilizing questionnaires and interviews for data collection, the findings revealed that most students were highly interested in diverse teaching techniques and communicative activities employed by their teachers Students favored teaching methods that fostered a friendly, enjoyable, and cooperative environment, which provided them with ample opportunities to practice speaking the language.

The studies discussed share two key characteristics: they investigate the impact of motivation on both teaching and learning, and they utilize comparable data collection methods, specifically questionnaires and observations Consequently, the researcher plans to employ these same instruments—questionnaires and observations—to gather data for her own study.

This chapter explores the definitions and significance of speaking, emphasizing the balance between accuracy and fluency in teaching It outlines various phases for teaching speaking, highlights common speaking activities, and addresses challenges encountered in these activities Additionally, it discusses theories and types of motivation relevant to foreign language learning, underlining the critical role of motivation in enhancing speaking skills Strategies to motivate students during speaking activities are also presented, aiming to improve the effectiveness of teaching and learning Finally, the chapter reviews previous studies on motivation in English speaking to inform the researcher's methodology and ensure reliable data collection.

METHODOLOGY 2.1 An action research

Questionnaires

Questionnaires are valuable tools for gathering learners' opinions and ideas through targeted questions, with responses recorded for later reflection and analysis (Wallace, 2001) In this study, two questionnaires were developed to facilitate the quantification and analysis of participant responses.

Questionnaire 1 contains 4 questions designed to gather information about the students’ reasons for learning English speaking, their attitudes towards learning English speaking, their frequency of unwillingness to speak English in class and the factors leading to their low motivation in English speaking

Questionnaire 2 contains 4 questions designed to gather information about the students’ attitude towards and assessment of the changes in teaching speaking after the six weeks of action plan implementation

To ensure student comprehension of the questions, the researcher dedicated approximately 30 minutes to guiding them through the answers and clarifying challenging terms while distributing the questionnaires.

Observations

Observation Sheet 1, adapted from Peacock (1997), assesses overall class motivation by evaluating key components such as learners' interest, concentration, enjoyment, enthusiasm, and persistence with learning tasks Each component is rated on a scale from 1 (low) to 5 (high), providing a comprehensive measure of student engagement and motivation in the classroom.

The Observation Sheets 2, adapted from Peacock (1997), were utilized to assess the on-task behavior of students in class K43B, which consists of 32 students Two unobtrusive observers began their observations after the students had been engaged in work for two minutes Each student was observed consecutively in a clockwise manner for five seconds, with a score of "1" indicating that the student was on-task.

"0" if the observed student was off-task Then the observers passed on the next students They continued until all students had been observed and assessed 12 times

Over a period of nine weeks, the class was observed a total of nine times, with three observations during the preliminary stage and six during the intervention stage The initial three lessons focused on traditional speaking instruction, while the subsequent six lessons incorporated three key changes: assisting students in setting achievable goals, diversifying speaking activities, and implementing a reward system for successful outcomes Data was collected separately for each observed unit.

DATA ANALYSIS AND DISCUSSIONS

Data collected from preliminary investigation stage

The research aimed to uncover the reasons behind students' low motivation in English speaking activities by examining their motivations for learning the language Findings revealed that only 2 students expressed a genuine interest in English speaking, while 8 sought to improve their communication skills Additionally, 15 students recognized the importance of English speaking for their future careers, and 30 admitted to learning it solely because it is a mandatory requirement in their school curriculum One student also mentioned a desire to study abroad after graduation Overall, it appears that the primary motivation for students to learn English speaking is its compulsory nature within the school syllabus.

Chart 1: Students' reasons for learning English speaking

A English speaking is necessary for their future job

B English speaking is compulsory at their school

C They are interested in English speaking skill

D They want to be able to communicate in English

The survey results from Question 2 indicate that students have a varied attitude towards the importance of English speaking Notably, 56.3% of the students (18 individuals) are not fully aware of its significance, while 12.5% (4 students) expressed indifference towards its importance Additionally, 15.7% (5 students) believe that English speaking holds no importance at all, and 28.1% (9 students) consider it to be of little importance Conversely, only 43.7% (14 students) perceive English speaking as rather important.

A study involving 12 students revealed that only 6.2% (2 students) recognized the significance of English speaking activities This indicates that a lack of awareness regarding the importance of English speaking contributes to low motivation among students in engaging with these activities.

Chart 2: Students' attitude towards learning English speaking

Very important Rather important Little important Not important at all Don’t mind

A significant majority of students, over 81%, demonstrated a reluctance to speak English in class due to inadequate awareness of its importance Specifically, 43.8% of students always felt unwilling to participate, while 28.1% usually felt this way, and 9.4% sometimes felt hesitant In contrast, only 12.5% spoke when prompted, and a mere 6.2% actively sought opportunities to engage in English conversation These statistics highlight a concerning trend of high unwillingness among students to communicate in English.

Chart 3: Students' frequency of unwillingness to speak English in class

D Speak whenever they are told to

E Always seek for chances to speak in class

A study investigating factors contributing to low student motivation in English speaking revealed that 26 students felt their lack of communication goals hindered their motivation Additionally, 24 students identified monotonous speaking activities as a deterrent Fear of making mistakes and being laughed at by peers, as well as an unpleasant classroom atmosphere, were also significant concerns, each noted by 19 students Other factors mentioned were minimal, with only 5 students citing fear of criticism from teachers and 2 expressing a lack of interest in English speaking Notably, there were no mentions of the teacher's enthusiasm or poor classroom conditions affecting motivation.

Chart 4: Factors leading to the students' low motivation in English speaking activities

To enhance students' motivation in English speaking activities, teachers should help them establish specific, achievable goals, offer engaging speaking tasks, and utilize rewards to foster an exciting environment that boosts their confidence in speaking.

The findings from Questionnaire 1 highlighted key insights into students' motivation for learning English speaking Primarily, it was observed that many students engage in English speaking because it is a mandatory component of the school curriculum Additionally, over half of the students lacked awareness of the personal significance of English speaking, leading to a high level of reluctance in participating Contributing factors included a lack of communicative goals, monotonous speaking activities, fear of making mistakes and being ridiculed by peers, and an unrelaxed classroom environment These insights are crucial for the researcher to formulate hypotheses and plan subsequent interventions effectively.

3.1.2 Data collected from observation sheets 3.1.2.1 Data collected from Observation sheet 1

In the initial phase, Observation Sheet 1 assessed overall class motivation during speaking lessons 4, 5, and 6, featuring 8 items rated on a scale from 1 to 5 The maximum daily score achieved was 40, while the average score per item was 3, resulting in a standard score of 24 Detailed data can be found in Chart 5 and Appendix 7.

Chart 5: Overall class motivation phase 1

The chart indicates a general lack of motivation among the class However, there was a notable increase in overall motivation during Lesson 5, reaching a score of 20, before experiencing a decline in Lesson 6.

(19) All the scores of the three lessons are under the standard score (24) Remarkably, the score of Lesson 4 is only 18

The observation data presented in Chart 2 revealed that students exhibited limited participation during speaking lessons, leading to a noticeable lack of motivation in the activities.

3.1.2.2 Data collected from Observation sheet 2

Observation sheet 2 was utilized to measure students' on-task and off-task behaviors, with each of the 32 students being observed 12 times per lesson This resulted in a maximum possible on-task time of 384 observations (100%) The findings from the first phase of this observation were illustrated in Chart 6 and detailed in Appendix 8.

The data from Observation Sheet 2 reveals that student engagement during speaking lessons was notably low, with on-task behavior recorded at only 43.5% in Lesson 4, while off-task behavior accounted for 56.5% A slight improvement was observed in Lesson 5, where students’ on-task time increased to an average of 45.8% However, this positive trend did not continue in Lesson 6, as on-task behavior decreased again to 43.8%, with off-task behavior remaining high at 56.2%.

Chart 6: Students' times on-task/off-task behavior phase 1

Students' times on-task Student times off-task

The observation sheet reveals that students exhibited minimal engagement in speaking activities, demonstrating inconsistent participation and indicating a low level of motivation in these tasks.

The initial data from questionnaires and observation sheets indicated that students exhibited low motivation in English speaking activities Key factors contributing to this lack of motivation included a lack of awareness regarding the importance of English speaking, absence of personal goals in learning the speaking skill, monotonous classroom activities, low self-confidence among students, and an unpleasant classroom atmosphere Based on these identified issues, the researcher hypothesized that students' motivation could be enhanced by having teachers assist them in setting specific, achievable goals, diversifying speaking activities, and offering rewards for their successes.

Intervention

3.2.1 The aims of the intervention

The intervention aimed to test the hypothesis regarding the effectiveness of three strategies in enhancing students' motivation during English speaking activities.

After analyzing data from the preliminary investigation and considering the motivational strategies and teaching context, the researcher implemented a 6-week intervention during which students completed speaking lessons 4, 5, and 6 from the New Headway Elementary Textbook This intervention included three key components: assisting students in setting achievable goals, diversifying speaking activities, and rewarding their successes.

Helping the students set achievable goals

Before implementing changes in her speaking instruction, the researcher typically began her classes by introducing herself and familiarizing herself with her students for about fifteen minutes, followed by immediate textbook teaching Recognizing the significance of establishing a clear purpose and goals for her students, she resolved to assist them in identifying their needs and expectations, highlighting the value of speaking activities.

At the start of the intervention, she dedicated time to impart explicit knowledge about speaking skills to her students She emphasized that effective oral expression requires not only correct pronunciation and mastery of rhythm and intonation but also the appropriate selection of words and inflections arranged in the right order to accurately convey meaning.

In her 1965 study, Mackey emphasized the critical importance of speaking among the four language skills, advocating for dedicated time and effort to improve this challenging skill She highlighted that learners do not need to achieve perfect accuracy and fluency simultaneously, encouraging them to prioritize practice over perfection Mackey introduced the three phases of speaking instruction—presentation, practice, and production—outlining specific activities for each phase Additionally, she addressed common challenges faced during speaking activities, providing strategies to help learners navigate these obstacles effectively.

After assessing their speaking skills, the teacher encouraged students to identify their needs, strengths, and weaknesses, and to establish realistic, achievable goals for their speaking activities She emphasized that while easily attainable goals might lead to demotivation, unrealistic goals could result in disappointment For instance, advanced students could aim for both accuracy and fluency, whereas less proficient students might focus on speaking with minor errors in vocabulary, structure, or pronunciation The teacher advised students to set specific goals for each activity and adjust them based on their progress To support this process, she dedicated time in each lesson to guide students in setting their achievable goals.

Prior to implementing the second change in her teaching approach, the researcher primarily relied on basic textbook activities such as pair or group discussions, role-plays, and information gaps This method appeared focused on merely completing the textbook exercises However, the repetitive nature of these activities led to student boredom and disengagement, with some students opting not to participate at all.

To create a relaxed and motivating speaking environment for her students, she incorporated a variety of engaging activities beyond role-play and information-gap exercises These included problem-solving tasks and picture card games such as Kim’s Game, What Is My Line, Twenty Questions, Patter Matching, Describe and Draw, Spot the Differences, Completing a Map, Giving Directions, and The Lost Twin She sourced these activities from various language teaching materials and tailored them to suit her students' needs To facilitate effective participation, she provided clear instructions, particularly for challenging or new tasks Her approach involved presenting relevant information on grammar and vocabulary, guiding students through the activities, and encouraging participation by moving around the classroom to offer support Finally, she invited selected pairs or groups to present in front of the class, fostering a feedback-rich environment by encouraging peers to share their observations before providing her own insights on the students' performances.

To foster a relaxed classroom atmosphere that encourages student participation and builds confidence, the researcher implemented immediate rewards for successful activities She provided small, non-material incentives like pens, pencils, and English resources, which were introduced alongside the activity The most successful pair or group, determined by the teacher, referees, or the class based on participation and performance criteria, would receive these rewards This approach aimed to instill a healthy sense of competition among students, contributing to a more enjoyable learning environment and boosting their self-confidence.

(For more details, see Appendix 5 and 6).

Data collected from the intervention stage

The speaking lessons from Units 7 to 12 were evaluated using Observation Sheets 1 and 2 to measure classroom motivation and student participation with the implementation of three strategies Additionally, students' feedback on these changes was gathered through Questionnaire 2.

3.3.1 Data collected from Observation sheets

* Data collected from Observation sheet 1

Observation sheet 1 looks at overall class motivation The data can be seen in Chart 7 and Appendix 7

Standard Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12

Chart 7: Overall class motivation phase 2

The overall class motivation score averaged 31 across six units, with individual scores of 27 in Lesson 7, 28 in Lesson 8, 30 in Lesson 9, 32 in Lesson 10, 33 in Lesson 11, and peaking at 36 in Lesson 12 Each of these scores exceeded the standard benchmark of 24 and demonstrated a steady increase, culminating in Lesson 12, which approached the maximum score of 40 This trend highlights a high level of motivation within the class.

The findings indicate that students were deeply engaged and enjoyed the lessons, particularly the speaking activities, which captured their attention and maintained high levels of concentration Furthermore, the effectiveness of the teacher's organization of these speaking tasks played a crucial role in facilitating this engagement.

From the data collected above, it can be concluded that the students were much more involved and motivated after the teacher implemented the three changes

* Data collected from Observation sheet 2

Observation sheet 2 focuses on the student on-task and off-task individually The data can be seen in Chart 8 and Appendix 8

Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12

Chart 8: Students' times on-task/off-task behavior phase 2

Students' times on-task Student times off-task

The data from Observation Sheet 2 reveals a significant increase in student engagement during learning tasks Specifically, on-task behavior rose from 60.4% in Lesson 7 to an impressive 86.5% in Lesson 12, with consistent improvements noted across all lessons: 63.3% in Lesson 8, 68.2% in Lesson 9, 70.6% in Lesson 10, and 79.7% in Lesson 11.

The data collected show that the implementing of the three changes were really effective when the students participate more in the lessons, they were working harder and more actively

To validate the findings from the observation sheet, the researcher administered Questionnaire 2 to the students Item 1 aimed to gather students' perspectives on the teacher's assistance in setting achievable goals, while Item 2 focused on their opinions regarding the variety of speaking activities employed by the teacher Item 3 sought to understand students' views on the use of rewards in these speaking activities Finally, Item 4 aimed to assess students' overall attitudes toward the teaching methods used in the last six speaking lessons.

The data from the first item were illustrated in Chart 9

Chart 9: Students' opinions about the teacher's helping them set their own achievable goals

A made their study more purposeful

The chart indicates that a significant majority of students, with 30 reporting increased purposefulness and 25 noting enhanced confidence, found the teacher's assistance in establishing achievable goals to be beneficial Conversely, only a small number expressed negative opinions regarding this support.

Chart 10 illustrates the data from item 2, revealing that 31 students found the teacher's use of diverse speaking activities engaging, while 22 students noted that these activities fostered a pleasant classroom atmosphere However, it is important to acknowledge that 12 students felt the variety of activities was complicated, and 16 students found them difficult to follow.

Chart 10: Students' opinions about the teacher's use of various speaking activities

D made it difficult for them to follow

Chart 11 presents data indicating that most students in the study responded positively to the use of rewards Specifically, 29 students noted that the teacher's implementation of rewards motivated them to exert greater effort in speaking lessons and contributed to a more relaxed classroom atmosphere.

A majority of students reported increased confidence in speaking English, with 26 responses highlighting this improvement However, 7 students expressed concerns that the use of rewards fostered unhealthy competition, which may negatively impact the learning experience.

Chart 11: Students' opinions about the teacher's use of rewards for success

B encouraged them to make more effort

D created intense competition among them

The data from item 4 were illustrated in Chart 12

Chart 12: Students' attitude towards the teaching in the intervention stage

Not sure Agree Strongly agree

Item 4 In general, I like the teaching in the last six speaking lessons

A Strongly disagree B Disagree C Not sure D Agree E Strongly agree

In the intervention stage, which included six speaking lessons from units 7 to 12, 84.5% of students (27 students) expressed a positive attitude towards the teaching methods, indicating agreement with the lessons Conversely, only 9.3% of the students reported a negative response, while 6.2% remained uncertain about their feelings towards the teaching approach.

The findings from Questionnaire 2 indicate that students greatly valued the teacher's three modifications in speaking lessons 7 through 12 These changes included assisting students in setting achievable goals, diversifying speaking activities, and implementing rewards for success Additionally, students appreciated the effective integration of these strategies in the teaching approach.

Evaluation

The researcher conducted an evaluation of action research by analyzing data from two stages: before and after the intervention This assessment aimed to measure the changes in students' motivation resulting from the implemented intervention.

* Comparison of the overall class motivation in two phases

Chart 13: Overall class motivation before and after the intervention

Chart 13 presents the information of the overall classroom motivation for the students from Observation sheet 1 As can be seen from the chart, the mean score for all classroom motivation at the preliminary investigation stage is 19, at the intervention stage is 31 while the standard score is 24 (3 is the average mark  8 items = 24) The data collected show that the scores of overall class motivation increased considerably Comparing with the data collected in the first phase (preliminary investigation stage), there was a big difference in the students’ motivation in the second phase (intervention stage) The preliminary results show that the students’ motivation was low, but there was a remarkable increase in their motivation during the experimental period It indicated that three changes in speaking lessons in the researcher’s were effective in the researcher’s class

* Comparison of the percentage of the students’ on-task behavior in two phases

Chart 14: Students' times on-task/off-task behavior before and after the intervention

Students' times on-task Student times off-task

Chart 14 summarizes information about the students’ on-task behavior in two phases from Observation Sheet 2 The results indicate that at preliminary investigation stage the students were on task 44.4% of the time and at the post stage they were on task 71.5% of the time This shows that before the implementation of the three changes, the students were not much engaged in the speaking activities but after the implementation of the three changes, the students were on task more often For example, in Lessons 4, 5 and 6, the percentage of the students on task was correspondingly 43.5%, 45.8% and 34.1% while it was 60.4% in Lesson 7; 63.3% in Lessons 8; 68.2% in Lesson 9; 70.6% in Lesson 10; 79.7% in Lesson 11 and up to 86.5% in Lesson 12 Therefore, it can be concluded that the three changes were effectively used in English speaking lessons in the researcher’s class

Analysis of the data from Questionnaire 1 revealed that students exhibited low motivation due to a lack of focus on English communication goals, monotonous and unengaging speaking activities, a lack of confidence, and an unpleasant classroom atmosphere.

The data from Questionnaire 2 indicates that implementing three key strategies—setting achievable goals, varying speaking activities, and utilizing rewards—significantly enhanced students' interest and engagement in speaking activities These strategies not only fostered self-confidence and concentration but also encouraged active participation, creating an exciting atmosphere where students were motivated to excel and earn rewards Furthermore, students expressed high appreciation for these changes in teaching methods during lesson 7, highlighting their effectiveness in improving the overall learning experience.

The integration of three innovative changes in English speaking lessons has proven to be effective in the researcher’s classroom, as evidenced by positive feedback from students aged 8 to 12.

This study investigates how three strategies—setting achievable goals, varying speaking activities, and using rewards—can enhance student motivation in English speaking tasks The preliminary investigation established a baseline for student motivation and identified key issues, such as a lack of communication goals, monotonous activities, low confidence, and an unpleasant classroom atmosphere, through questionnaires and observations Based on these findings, the hypothesis emerged that implementing targeted interventions could improve motivation Following the intervention, data collected again through observations and questionnaires showed a significant increase in student motivation The evaluation of both stages indicates that the proposed strategies can effectively motivate students to engage in speaking activities more successfully.

Research shows that employing three effective teaching methods—helping students establish achievable goals, diversifying speaking activities, and implementing reward systems for success—significantly motivates students to engage in speaking These strategies not only enhance student motivation but also foster a more dynamic learning environment.

Combining various teaching methods encourages students to speak English more willingly and engage actively in speaking activities When teachers help students set achievable goals, it fosters a purposeful learning environment and motivates them to put in more effort A diverse range of speaking activities not only piques students' interest but also creates an exciting classroom atmosphere, making learning enjoyable and reducing boredom These fun activities help alleviate anxiety and shyness, boosting students' confidence in their speaking abilities Additionally, incorporating rewards stimulates students' enthusiasm and encourages them to strive harder, as they aspire to be recognized for their efforts.

A comparison of data from the initial and post stages reveals a significant increase in the number of students eager to participate in the speaking lessons that incorporated three specific changes This demonstrates that the revised speaking lessons are more engaging and enjoyable, with these changes serving as a powerful motivator to encourage student participation in speaking activities.

The study demonstrates that integrating three specific changes significantly boosts students' motivation during speaking lessons The positive outcomes observed confirm that this combination effectively enhances engagement in speaking activities.

Although the intervention has gained many achievements, the implementation of the three strategies creates some difficulties itself

The researcher invested significant time in lesson preparation, focusing on helping students set their goals and selecting appropriate activities She organized these activities effectively, determining the time allocation for each Additionally, she prepared various materials in advance to enhance lesson effectiveness It was crucial for her to consider suitable rewards while minimizing intense competition among students to encourage participation in speaking activities.

One of the challenges teachers face is the varying lengths of activities, with some lasting around 20 minutes and others only 5 minutes This discrepancy can lead to students feeling disappointed with shorter activities or bored during longer ones To address this issue, teachers must select suitable activities that align with both student engagement and class time constraints.

Moreover, some types of the activities are really new to the students The teacher had to find ways to give clear instructions and guide them to work effectively

Successful teaching and learning require flexibility from educators, as sticking rigidly to pre-planned syllabi may hinder the process Unexpected events can arise during instruction, necessitating the ability to adapt and respond to changing circumstances for optimal educational outcomes.

One significant challenge of implementing language games in large classrooms, typically consisting of 30-40 students, is the difficulty teachers face in managing speaking activities effectively Engaging all students can be overwhelming, and the heightened noise levels generated by their enthusiasm during communicative activities can disrupt nearby classes in session.

Review of the study

The action research spanned nine weeks, beginning with the identification of low motivation in speaking lessons during the initial three weeks In the subsequent three weeks, a preliminary investigation was conducted to confirm the issue and analyze its causes, utilizing a questionnaire and two observation sheets as data collection tools.

The hypothesis suggests that teachers can enhance student motivation by implementing a targeted intervention that includes three key strategies: assisting students in setting achievable goals, diversifying speaking activities, and utilizing rewards to recognize their successes.

A strategic plan was developed and executed to enhance student motivation, with data collected both before and after the intervention to assess its effectiveness The evaluation revealed that the intervention successfully boosted student motivation, making them more purposeful, engaged, and focused during speaking lessons Additionally, the implemented changes fostered a joyful learning environment, allowing students to enjoy the learning process and develop a greater appreciation for speaking lessons This approach also contributed to increased self-confidence in English speaking among students.

Pedagogical implications

Effective speaking lessons can be enhanced by three key strategies: assisting students in setting achievable goals, incorporating a variety of speaking activities, and implementing rewards for their successes To maximize the benefits of these approaches, it is essential to consider certain recommendations.

Helping students set their achievable goals

Teachers play a crucial role in helping students establish achievable goals throughout a course, particularly during speaking lessons To effectively guide students, educators should provide clear insights into the nature and significance of speaking, addressing aspects such as accuracy, fluency, and common challenges By equipping students with strategies to enhance their speaking skills, teachers can assist them in setting specific, short-term goals for the course, individual lessons, and activities This targeted approach fosters confidence and motivation in students, ultimately leading to improved speaking outcomes.

To enhance the teaching process, speaking activities in the classroom must be diverse yet appropriately tailored to students' abilities Monotonous activities can lead to student disinterest and boredom, while an overload of varied tasks may overwhelm them Therefore, teachers should carefully select and adjust activities to match their students' skill levels, ensuring they are neither too simple nor too complex, to maintain engagement and promote effective learning.

Incorporating pictures, cards, and images into speaking activities is essential for engaging learners effectively Proper preparation is crucial, and it's important for teachers to review any visuals created by students Since not all necessary images are included in textbooks, sourcing appropriate visuals can be challenging and time-consuming Therefore, utilizing images from the Internet is recommended to enhance the learning experience.

Effective time management is crucial for speaking activities in lessons, ensuring that each stage is appropriately planned It's important to monitor student engagement, as overly long activities can lead to boredom and distraction, while overly short ones may not provide a sense of accomplishment Ideally, each activity should last no more than 15 minutes In larger classes, incorporating games for pairs and small groups can enhance participation, allowing all students to practice the language effectively.

Effective speaking activities require clear and straightforward instructions to avoid overwhelming learners While it's important to maintain some rules to manage noise levels from enthusiastic students, these guidelines should not be overly complex or rigid, as this can create tension in the classroom.

Teachers are encouraged to utilize small, non-material rewards related to the English language, culture, or England to enhance students' integrative motivation Examples include English storybooks, images of notable English figures, or famous landscapes If material rewards are not feasible, teachers can opt for flexible grading as a form of recognition It is important to introduce rewards at the start of activities and provide them immediately upon completion Additionally, teachers should ensure fairness in awarding rewards to prevent unhealthy competition among students, fostering a positive learning environment.

This action research is conducted within the researcher's own classroom, and the recommendations provided may not be fully exhaustive Contributions to this study aimed at enhancing discussion and ultimately benefiting students at the Banking Academy-Bacninh Branch would be greatly valued.

Students’ reasons for learning English speaking

A English speaking is necessary for their future job

B English speaking is compulsory at their school

C They are interested in English speaking skill

D They want to be able to communicate in English

The results from Question 2 indicate that students' attitudes towards learning English speaking are mixed, with over half (56.3%, 18 students) not fully recognizing its significance A small percentage (12.5%, 4 students) expressed indifference towards the importance of English speaking, while 15.7% (5 students) deemed it unimportant Additionally, 28.1% (9 students) considered it only slightly important Conversely, only 43.7% (14 students) acknowledged English speaking as rather important, highlighting a need for increased awareness of its value in their education.

A majority of students (12 out of 20) do not recognize the significance of English speaking activities, with only 6.2% (2 students) considering it very important This lack of awareness leads to low motivation levels among students in engaging with English speaking tasks.

Students’ attitude towards learning English speaking

Very important Rather important Little important Not important at all Don’t mind

A significant majority of students, specifically 81.3% (26 students), demonstrated a reluctance to speak English in class due to a lack of awareness regarding its importance Among them, 43.8% (14 students) always felt unwilling, 28.1% (9 students) usually felt this way, and 9.4% (3 students) sometimes felt reluctant to participate In contrast, only 12.5% (4 students) spoke when prompted, while a mere 6.2% (2 students) actively sought opportunities to engage in conversation These statistics highlight a high frequency of unwillingness among students to speak English in class, as detailed in the responses to Question 3.

Chart 3: Students' frequency of unwillingness to speak English in class

D Speak whenever they are told to

E Always seek for chances to speak in class

A study aimed at identifying factors contributing to students' low motivation in speaking English revealed several key issues Firstly, 26 students indicated that their primary motivation was lacking, as the learning goal was not centered on communication in English Additionally, 24 students cited monotonous speaking activities as a deterrent Other significant factors included a fear of making mistakes and being laughed at by peers, both mentioned by 19 students, along with an unpleasant classroom atmosphere Fewer students reported concerns about criticism from teachers, a lack of interest in English speaking, or the teacher's enthusiasm, with no other factors noted.

Chart 4: Factors leading to the students' low motivation in English speaking activities

To enhance students' motivation in English speaking activities, teachers should assist them in setting specific, achievable goals, offer engaging speaking tasks, and implement rewards to foster a stimulating environment This approach not only boosts students' confidence but also encourages active participation in speaking exercises.

The findings from Questionnaire 1 highlighted key insights into students' motivation for learning English speaking Primarily, many students engaged in English speaking as it is a mandatory component of their school curriculum Additionally, over half of the students lacked awareness of the significance of English speaking in their personal development, leading to a high level of reluctance towards speaking the language Contributing factors included a lack of communication-focused learning goals, monotonous classroom speaking activities, fear of making mistakes and being ridiculed by peers, and an unrelaxed classroom atmosphere These insights are crucial for shaping the researcher's hypotheses and guiding future interventions.

3.1.2 Data collected from observation sheets 3.1.2.1 Data collected from Observation sheet 1

In the initial phase, Observation Sheet 1 assessed overall class motivation during speaking lessons 4, 5, and 6, featuring 8 items rated on a scale from 1 to 5 The maximum possible daily score was 40, while the average score for each item was 3, resulting in a standard score of 24 Detailed data is illustrated in Chart 5 and Appendix 7.

Chart 5: Overall class motivation phase 1

The chart indicates a lack of overall motivation within the class However, there was a notable increase in motivation during Lesson 5, which reached a score of 20, followed by a decline in Lesson 6.

(19) All the scores of the three lessons are under the standard score (24) Remarkably, the score of Lesson 4 is only 18

Analysis of the observation sheets presented in Chart 2 revealed that students exhibited limited participation in speaking lesson activities, leading to a noticeable lack of motivation.

3.1.2.2 Data collected from Observation sheet 2

Observation sheet 2 quantified the on-task and off-task behaviors of 32 students, with each student being assessed 12 times per lesson, resulting in a maximum possible on-task time of 384 (100%) The findings from this observation method were illustrated in Chart 6 and detailed in Appendix 8.

The data from Observation Sheet 2 reveals that student engagement during speaking lessons was generally low, with on-task behavior fluctuating across lessons In Lesson 4, students were on-task only 43.5% of the time, while off-task behavior comprised 56.5% A slight improvement was noted in Lesson 5, where the on-task percentage rose to 45.8% However, this increase was not sustained, as Lesson 6 saw a decrease in on-task behavior to 43.8%, with off-task behavior at 56.2%.

Chart 6: Students' times on-task/off-task behavior phase 1

Students' times on-task Student times off-task

The observation sheet reveals that students exhibited minimal involvement in speaking activities, demonstrating inconsistent participation and low motivation overall.

The initial data from the questionnaire and observation sheets indicated that students exhibited low motivation in English speaking activities Key factors contributing to this lack of motivation included a lack of awareness regarding the importance of English speaking, absence of personal goals in developing speaking skills, monotonous classroom activities, low self-confidence among students, and an unpleasant classroom atmosphere Based on these findings, the researcher hypothesized that students' motivation could be enhanced by having teachers assist them in setting specific, achievable goals, diversifying speaking activities, and providing rewards for successful efforts.

3.2.1 The aims of the intervention

The intervention was designed to evaluate the hypothesis regarding the effectiveness of three strategies in enhancing students' motivation during English speaking activities.

Based on the analysis of data from the preliminary investigation and considering motivational strategies within the researcher’s teaching context, an intervention plan was developed for the second phase This six-week intervention coincided with the completion of speaking lessons 4, 5, and 6 in the New Headway Elementary Textbook It comprised three key components: assisting students in setting achievable goals, diversifying speaking activities, and rewarding their successes.

Helping the students set achievable goals

Prior to implementing her first change in teaching speaking, the researcher typically began each class with a textbook introduction after a brief fifteen-minute session of getting to know her students Recognizing the significance of providing students with a clear purpose and goal, she resolved to assist her students in identifying their own needs and expectations while highlighting the value of speaking activities.

At the start of the intervention, she dedicated time to impart explicit knowledge about oral expression to her students She emphasized that effective speaking encompasses not only correct pronunciation and intonation patterns but also the careful selection of words and inflections arranged appropriately to convey accurate meaning.

Overall class motivation phase 1

The chart indicates a general lack of motivation among the class However, there was a notable increase in overall motivation during Lesson 5, reaching a score of 20, followed by a decline in Lesson 6.

(19) All the scores of the three lessons are under the standard score (24) Remarkably, the score of Lesson 4 is only 18

The analysis of data from observation sheets, illustrated in Chart 2, revealed that students exhibited limited participation in speaking lesson activities, leading to a noticeable lack of motivation.

3.1.2.2 Data collected from Observation sheet 2

Observation sheet 2 was utilized to measure students' on-task and off-task behaviors, with each of the 32 students being observed 12 times per lesson, resulting in a maximum possible on-task time of 384 observations (100%) The findings from this observation method are illustrated in Chart 6 and detailed in Appendix 8.

The data collected from Observation Sheet 2 reveals that student engagement in speaking lessons was generally low, with on-task behavior fluctuating across lessons In Lesson 4, students were on-task only 43.5% of the time, while off-task behavior accounted for 56.5% A slight improvement was noted in Lesson 5, where the on-task percentage increased to 45.8% However, in Lesson 6, on-task behavior decreased again to 43.8%, with off-task behavior rising to 56.2%.

Students' times on-task/off-task behavior phase 1

Students' times on-task Student times off-task

The observation results reveal that students showed minimal engagement in speaking activities, participating inconsistently and demonstrating low motivation overall.

The initial data from the questionnaire and observation sheets indicated that students exhibited low motivation in English speaking activities Key factors contributing to this lack of motivation included a lack of awareness regarding the importance of English speaking, absence of personal goals for improving speaking skills, monotonous classroom activities, low self-confidence, and an unpleasant classroom atmosphere Based on these identified issues, the researcher hypothesized that students' motivation could be enhanced by having teachers assist them in setting specific, achievable goals, diversifying speaking activities, and providing rewards for their successes.

3.2.1 The aims of the intervention

The intervention aimed to test the hypothesis regarding the effectiveness of three strategies in enhancing students' motivation during English speaking activities The primary question addressed was whether these strategies could significantly boost student engagement and enthusiasm in speaking tasks.

Following a thorough analysis of the preliminary investigation data, the researcher designed a six-week intervention plan tailored to the motivational strategies and specific teaching context During this phase, students engaged in speaking lessons 4, 5, and 6 from the New Headway Elementary Textbook The intervention focused on three key components: assisting students in establishing achievable goals, diversifying speaking activities, and recognizing and rewarding their successes.

Helping the students set achievable goals

Prior to implementing the initial change in her speaking instruction, the researcher typically began her classes by introducing herself and familiarizing herself with her students for about fifteen minutes, followed by immediate textbook lessons Recognizing the significance of establishing a clear purpose and goals for her students, she aimed to assist them in identifying their own needs and expectations, while also highlighting the value of engaging in speaking activities.

At the start of the intervention, she focused on imparting explicit knowledge about oral expression to her students She emphasized that effective speaking encompasses not just correct pronunciation and intonation patterns, but also the careful selection of words and inflections arranged in the proper order to accurately convey meaning.

In her 1965 study, Mackey highlighted the critical importance of speaking among the four language skills, advocating for dedicated time and effort to improve this skill She addressed the balance between accuracy and fluency, reassuring learners that they do not need to achieve both simultaneously, especially since speaking can be challenging Mackey encouraged students to practice speaking as much as possible, even if it meant sacrificing precision in vocabulary, grammar, or pronunciation She outlined the phases of speaking instruction—presentation, practice, and production—detailing the objectives for each stage Additionally, she provided insights into common challenges in speaking activities, helping learners navigate potential obstacles in their language development.

After providing students with foundational knowledge of speaking, the instructor facilitated an exploration of their individual needs, expectations, strengths, and weaknesses, encouraging them to establish realistic and achievable goals She emphasized that while easily attainable goals might lead to demotivation, overly ambitious goals could result in disappointment For instance, proficient students might aim for both accuracy and fluency, whereas those with less experience could focus on simpler objectives, such as speaking with minor vocabulary or pronunciation errors The students were encouraged to set specific goals for each activity, adjusting them as they progressed To support this process, the instructor dedicated time in every lesson to guide students in defining their achievable goals.

Prior to implementing the second change in her teaching approach, the researcher primarily relied on straightforward textbook activities, such as pair or group discussions, role-plays, and information-gap exercises This method focused mainly on completing the textbook tasks, leading to student boredom due to the repetitive nature of the activities, which in turn resulted in a lack of participation from some students.

To create a relaxed and motivating speaking environment for her students, she incorporated a diverse range of activities beyond traditional role-play and information-gap exercises These included problem-solving tasks and picture card games like Kim's Game, What Is My Line, and Spot the Differences, all tailored from various language teaching resources To facilitate successful participation, she provided clear instructions, especially for challenging activities Her approach involved presenting relevant information on grammar and vocabulary, modeling the activities, and encouraging student participation while offering support Afterward, she invited pairs or groups to present in front of the class, fostering a feedback-rich environment by encouraging peer evaluations followed by her own constructive feedback.

To foster a relaxed classroom atmosphere that encourages student participation and builds confidence, the researcher implemented a system of immediate rewards for successful activities She provided small, non-material rewards such as pens, pencils, notebooks, and English learning resources When introducing activities, she informed students about the rewards for the most successful pairs or groups, which could be determined by the teacher, a panel of referees, or the entire class based on criteria like participation and performance This approach aimed to create friendly competition among students, enhancing their learning experience while contributing to a more relaxed environment and boosting their self-confidence.

(For more details, see Appendix 5 and 6)

3.3 Data collected from the intervention stage

The speaking lessons from Units 7 to 12 were evaluated using Observation Sheets 1 and 2 to measure classroom motivation and student participation while implementing three specific strategies Additionally, student feedback on these strategies was gathered through Questionnaire 2.

3.3.1 Data collected from Observation sheets

* Data collected from Observation sheet 1

Observation sheet 1 looks at overall class motivation The data can be seen in Chart 7 and Appendix 7

Standard Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12

Overall class motivation phase 2

The overall class motivation averaged 31 across six units, with scores progressively increasing from 27 in Lesson 7 to 36 in Lesson 12, which is close to the maximum score of 40 Each lesson's score exceeded the standard benchmark of 24, demonstrating a significant rise in motivation throughout the course This trend highlights the high level of motivation within the class.

The findings indicate that students were highly engaged and enjoyed the lessons, particularly the speaking activities, which captured their attention and concentration Additionally, the teacher's effective organization of these speaking tasks significantly contributed to the students' positive experience and involvement.

From the data collected above, it can be concluded that the students were much more involved and motivated after the teacher implemented the three changes

* Data collected from Observation sheet 2

Observation sheet 2 focuses on the student on-task and off-task individually The data can be seen in Chart 8 and Appendix 8

Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12

Students’ times on-task/ off-task behavior phase 2

Students' times on-task Student times off-task

The data from Observation Sheet 2 indicates a significant increase in student engagement during learning tasks, with on-task behavior rising from 60.4% in Lesson 7 to 86.5% in Lesson 12 Specifically, the percentages of students on task were 63.3% in Lesson 8, 68.2% in Lesson 9, 70.6% in Lesson 10, and 79.7% in Lesson 11, demonstrating a clear trend of improvement in student focus over time.

The data collected show that the implementing of the three changes were really effective when the students participate more in the lessons, they were working harder and more actively

To validate the findings from the observation sheet, the researcher administered Questionnaire 2 to the students The questionnaire included four key items: Item 1 gathered students' opinions on the teacher's effectiveness in helping them set achievable goals, Item 2 focused on their views regarding the teacher's implementation of diverse speaking activities, Item 3 assessed their opinions on the use of rewards during these activities, and Item 4 evaluated their overall attitudes towards the teaching experienced in the last six speaking lessons.

The data from the first item were illustrated in Chart 9

Students’ opinions about the teachers’ helping

A made their study more purposeful

The chart indicates that a majority of students benefited from the teacher's assistance in establishing achievable goals, with 30 students reporting increased purposefulness and 25 students feeling more confident Conversely, only a small number expressed negative opinions regarding this support.

Chart 10 illustrates the data from item 2, revealing that 31 students felt the teacher's use of diverse speaking activities sparked their interest, while 22 students noted that these activities fostered a pleasant classroom atmosphere However, it's important to acknowledge that 12 students found the variety of activities complicated, and 16 students reported difficulty in following them.

Students’ opinions about the teachers’ use of various speaking activities

D made it difficult for them to follow

Chart 11 illustrates that most students in the study responded positively to the use of rewards by their teacher Specifically, 29 students noted that these rewards motivated them to exert more effort in their speaking lessons and contributed to a relaxed classroom atmosphere.

A majority of students, 26 in total, reported that the program enhanced their confidence in speaking English, while 22 students noted improved communication skills However, 7 students expressed concerns that the implementation of rewards fostered unhealthy competition, which could negatively impact the learning environment.

Chart 11: Students' opinions about the teacher's use of rewards for success

B encouraged them to make more effort

D created intense competition among them

The data from item 4 were illustrated in Chart 12

Chart 12: Students' attitude towards the teaching in the intervention stage

Not sure Agree Strongly agree

Item 4 In general, I like the teaching in the last six speaking lessons

A Strongly disagree B Disagree C Not sure D Agree E Strongly agree

In the intervention stage, which encompassed the six speaking lessons of units 7 to 12, a survey revealed that 84.5% of students (27 students) appreciated the teaching methods employed, as indicated by their "Agree" and "Strongly agree" responses Conversely, only 9.3% expressed dissatisfaction with the teaching approach, reflected in their "Strongly disagree" and "Disagree" responses, while 6.2% of students remained uncertain about their preferences regarding the teacher's methods.

The data gathered from Questionnaire 2 indicates that students highly valued the teacher's three modifications in teaching speaking during lessons 7 through 12 These changes included assisting students in setting achievable goals, incorporating diverse speaking activities, and implementing rewards for success Additionally, students appreciated how the teacher effectively integrated all three strategies into the lessons.

The researcher conducted an evaluation of the action research by analyzing data from two stages: before and after the intervention This assessment aimed to measure the changes in students' motivation resulting from the implementation of the intervention.

* Comparison of the overall class motivation in two phases

Chart 13: Overall class motivation before and after the intervention

Chart 13 illustrates the overall classroom motivation of students based on Observation Sheet 1 The mean score for classroom motivation was 19 during the preliminary investigation stage and rose to 31 at the intervention stage, surpassing the standard score of 24 This data indicates a significant increase in overall class motivation, with a noticeable difference between the preliminary and intervention stages Initially, students exhibited low motivation, but the experimental period demonstrated a remarkable improvement These findings suggest that the three changes implemented in the speaking lessons were effective in enhancing student motivation in the researcher’s class.

* Comparison of the percentage of the students’ on-task behavior in two phases

Chart 14: Students' times on-task/off-task behavior before and after the intervention

Students' times on-task Student times off-task

Chart 14 presents data on students' on-task behavior during two phases as recorded in Observation Sheet 2 Initially, during the preliminary investigation, students were on task only 44.4% of the time, but this increased to 71.5% post-implementation of three changes This improvement indicates that prior to these changes, student engagement in speaking activities was low For instance, the on-task percentages in Lessons 4, 5, and 6 were 43.5%, 45.8%, and 34.1%, respectively, while subsequent lessons saw significant increases: 60.4% in Lesson 7, 63.3% in Lesson 8, 68.2% in Lesson 9, 70.6% in Lesson 10, 79.7% in Lesson 11, and reaching 86.5% in Lesson 12 Consequently, the findings suggest that the three implemented changes effectively enhanced student engagement in English speaking lessons.

The analysis of data from Questionnaire 1 revealed that students exhibited low motivation due to several factors: their primary learning goal was not focused on effective communication in English, the speaking activities lacked variety and engagement, students felt unconfident, and the overall classroom atmosphere was uninviting.

The data from Questionnaire 2 indicates that implementing three key strategies—setting achievable goals for students, varying speaking activities, and using rewards for success—significantly enhanced student engagement in speaking activities These approaches fostered greater interest, purposefulness, self-confidence, concentration, and eagerness to participate Additionally, they created an exciting atmosphere that motivated students to strive for success and earn rewards The feedback from students highlighted their appreciation for these changes in teaching methods during lesson 7, emphasizing the positive impact on their speaking skills.

The integration of three key changes in English speaking lessons has proven to be effective in the researcher’s classroom, as evidenced by positive feedback from students aged 8 to 12.

This study investigates how three strategies—helping students set achievable goals, varying speaking activities, and using rewards for success—can enhance motivation in English speaking activities The preliminary investigation established a baseline for students' motivation and identified key factors contributing to their low engagement, such as a lack of communication goals, monotonous activities, low confidence, and an unpleasant classroom atmosphere Based on these findings, the hypothesis was formed that implementing targeted interventions could improve motivation levels Following the intervention, data collected through observations and questionnaires showed a significant increase in student motivation The results highlight the effectiveness of these teaching strategies in fostering a more engaging and motivating environment for students to improve their speaking skills.

Research indicates that employing three effective teaching strategies—setting achievable goals for students, diversifying speaking activities, and implementing rewards for success—significantly enhances student motivation to engage in speaking These methods foster a supportive learning environment that encourages active participation and boosts confidence in language skills.

Combining diverse teaching methods encourages students to actively engage in English speaking activities, fostering a willingness to participate in class When teachers help set achievable goals, students become more focused and motivated in their learning efforts A variety of speaking activities not only sparks interest but also creates an enjoyable classroom atmosphere, reducing boredom and enhancing the pleasure of speaking English This approach helps alleviate anxiety and shyness, boosting students' confidence as speakers Additionally, implementing a rewards system motivates students to be more active and dedicated, as they strive to win and earn recognition for their efforts.

A comparison of data from the initial and post stages reveals a significant increase in the number of students eager to participate in speaking lessons after implementing three key changes This indicates that the revised speaking lessons are more engaging and enjoyable, with the changes serving as a catalyst for inspiring students to actively participate in speaking activities.

The study's findings indicate that integrating three specific changes significantly boosts students' motivation in speaking lessons The positive outcomes observed confirm that this combination effectively enhances engagement in speaking activities.

Although the intervention has gained many achievements, the implementation of the three strategies creates some difficulties itself

Students’ attitude towards the teaching in the intervention stage

Not sure Agree Strongly agree

Item 4 In general, I like the teaching in the last six speaking lessons

A Strongly disagree B Disagree C Not sure D Agree E Strongly agree

In the intervention stage of the study, which encompassed six speaking lessons from units 7 to 12, 84.5% of students expressed a positive attitude towards the teaching methods, indicating their agreement through "Agree" and "Strongly agree" responses Conversely, only 9.3% of students reported a negative sentiment, reflected in "Strongly disagree" and "Disagree" responses, while 6.2% remained uncertain about their feelings towards the teaching approach.

The data from Questionnaire 2 reveals that students valued the teacher's three changes in speaking lessons 7 through 12, which included helping students set achievable goals, varying speaking activities, and implementing rewards for success Additionally, students appreciated the effective integration of these changes in the teaching approach.

The researcher conducted an evaluation of action research by analyzing data from two stages—before and after the intervention—to assess the impact on students' motivation This study aimed to measure changes in motivation levels following the implementation of the intervention.

* Comparison of the overall class motivation in two phases

Overall class motivation before and after the intervention

Chart 13 illustrates the overall classroom motivation of students based on Observation Sheet 1, revealing a mean score of 19 during the preliminary investigation stage, which rose to 31 at the intervention stage, surpassing the standard score of 24 This data indicates a significant increase in overall class motivation, highlighting a stark contrast between the low motivation observed in the preliminary phase and the remarkable improvement during the intervention The findings suggest that the three changes implemented in the speaking lessons were effective in enhancing student motivation throughout the experimental period.

* Comparison of the percentage of the students’ on-task behavior in two phases

Chart 14: Students' times on-task/off-task behavior before and after the intervention

Students' times on-task Student times off-task

Chart 14 presents data on students' on-task behavior during two phases, revealing that engagement increased from 44.4% during the preliminary investigation to 71.5% post-implementation of three changes Initially, students showed limited participation in speaking activities, but after the changes, their on-task behavior improved significantly Specifically, the on-task percentages for Lessons 4 through 6 were 43.5%, 45.8%, and 34.1%, respectively, while subsequent lessons showed marked improvement: 60.4% in Lesson 7, 63.3% in Lesson 8, 68.2% in Lesson 9, 70.6% in Lesson 10, 79.7% in Lesson 11, and reaching 86.5% in Lesson 12 This data indicates that the implemented changes were effective in enhancing student engagement during English speaking lessons.

The analysis of data from Questionnaire 1 revealed that students exhibited low motivation due to their lack of focus on communicating in English, the monotony and boredom of speaking activities, their lack of confidence, and an unpleasant classroom atmosphere.

Data from Questionnaire 2 indicates that implementing three strategies—setting achievable goals, varying speaking activities, and using rewards—significantly enhanced student engagement in speaking activities These strategies fostered greater interest, purposefulness, self-confidence, concentration, and eagerness to participate among students The competitive atmosphere created by the potential for rewards motivated students to actively engage in speaking, as they aspired to succeed Feedback revealed that students greatly valued these three teaching modifications during lesson 7, highlighting their effectiveness in improving speaking skills.

The integration of three innovative changes in English speaking lessons significantly enhanced the effectiveness of the teaching approach in the researcher’s classroom.

This study investigates how three strategies—helping students set achievable goals, varying speaking activities, and using rewards—can enhance motivation in English speaking activities The preliminary investigation established a baseline of student motivation and identified key issues, such as a lack of communication goals, monotonous activities, low confidence, and an unpleasant classroom atmosphere Based on these findings, the hypothesis was formed that implementing the three strategies could improve motivation levels Following the intervention, data collected through observations and questionnaires indicated a significant increase in student motivation The results highlight the effectiveness of these teaching methods in fostering successful and engaging English speaking experiences for students.

Research indicates that employing three effective teaching strategies—assisting students in setting achievable goals, diversifying speaking activities, and implementing reward systems for success—significantly enhances student motivation to speak.

Combining various teaching methods encourages students to actively engage in speaking English during class When teachers help set achievable goals, students become more focused and motivated in their learning efforts A diverse range of speaking activities enhances student interest and fosters an enjoyable classroom atmosphere, reducing boredom and promoting a love for speaking English These engaging activities also help lower anxiety and shyness, boosting students' confidence as speakers Additionally, the use of rewards motivates students to participate more actively and strive harder, as they are eager to win and earn recognition for their efforts.

A comparison of data from the initial and post stages reveals a significant increase in the number of students eager to participate in speaking lessons after implementing a combination of three changes This indicates that the speaking lessons have become more engaging and enjoyable, with the changes serving as a catalyst to inspire students to speak more actively.

The study demonstrates that integrating three specific changes significantly boosts students' motivation during speaking lessons The positive outcomes observed confirm that this combination effectively enhances engagement in speaking activities.

Although the intervention has gained many achievements, the implementation of the three strategies creates some difficulties itself

The researcher invested significant time in lesson preparation, focusing on how to assist students in goal-setting and selecting appropriate activities She needed to effectively organize these activities and allocate the right amount of time for each Additionally, preparing ample materials in advance was crucial for enhancing lesson effectiveness Furthermore, she considered suitable rewards to motivate students while ensuring that competition did not become overly intense, promoting a supportive environment for speaking practice.

Teachers face challenges with the duration of classroom activities, as some last around 20 minutes while others only take about 5 minutes This discrepancy can lead to student disappointment with overly short activities or boredom with those that are too lengthy Consequently, educators must select and tailor activities to ensure they are suitable for both the students and the allotted class time.

Moreover, some types of the activities are really new to the students The teacher had to find ways to give clear instructions and guide them to work effectively

Effective teaching and learning require flexibility, as sticking rigidly to a pre-planned syllabus may hinder success Teachers must be prepared to adapt to unexpected situations that arise during the implementation stage to enhance the educational experience.

One significant challenge of implementing language games in large classrooms, typically consisting of 30-40 students, is the difficulty teachers face in managing speaking activities and ensuring full student participation Additionally, the high levels of excitement and enthusiasm during these communicative activities often lead to excessive noise, which can disrupt nearby classes in session.

The action research spanned nine weeks, initiated by the identification of low motivation in speaking lessons during the first three weeks To confirm this issue and investigate its causes, a preliminary investigation was conducted over the following three weeks, utilizing a questionnaire and two observation sheets as data collection tools.