INTRODUCTION
Statement of the problem and rationale of the study
In today's interconnected world, the ability to communicate effectively in English is crucial, prompting a significant focus among scholars, educators, and learners on enhancing English teaching and learning quality At Viet Ba High School in Vietnam, there is a concerted effort to improve the effectiveness of speaking lessons, as many students express concerns over their slow progress in speaking skills Despite their enthusiasm for the English language, students often struggle with speaking due to various challenges, including lack of motivation, limited vocabulary, and insufficient engagement during presentations Consequently, students are eager to find solutions to improve their accuracy and fluency in spoken English.
Many teachers, particularly at the Vietnam-Poland high school, feel frustrated by their inability to enhance students' English communication skills Observations reveal that classroom interaction during speaking lessons is often limited, with only a few students participating while others remain silent or distracted This raises a significant challenge for educators: understanding why many English learners do not engage actively in speaking activities.
The saying "You can bring a horse to water, but you can't make him drink" highlights that the effectiveness of education relies heavily on the learners' willingness to engage, as supported by Scharle and Szabo (2000), who state that while teachers can create conducive learning environments, true learning occurs only when students are motivated to participate Therefore, motivation is a critical factor in successfully mastering a foreign language; without it, even the most talented individuals may struggle to achieve long-term goals, regardless of the quality of the curriculum or teaching methods employed.
This study focuses on enhancing the motivation of 11th-grade students in English speaking lessons at Vietnam-Poland High School through the implementation of communicative activities.
This study investigates the motivation levels of 11th grade students in speaking lessons at Vietnam-Poland High School, aiming to identify the causes of their low motivation and passiveness in speaking English By exploring the reasons behind students' reluctance during speaking periods, the research seeks to provide better guidance for enhancing speaking skills at the school Ultimately, the study aspires to assist teachers in discovering effective methods to further motivate students during oral lessons.
Aims and objectives of the study
This research focused on enhancing the motivation of 11th grade students in English speaking lessons at Vietnam-Poland High School through communicative activities It aimed to assess the current motivation levels of students and identify factors that demotivate them during English speaking activities The study sought to develop motivational techniques and evaluate the effectiveness of these communicative activities through action research The objectives were distilled into three key research questions.
1 How motivated are the 11 th grade students in speaking lessons at Vietnam – Poland high school?
2 What are major causes leading to these students’ lack of motivation in learning speaking?
3 How effective are communicative activities in motivating students to learn the speaking skill?
Significance of the study
The research aims to be one of the first studies on student motivation in speaking skills at Viet – Ba High School, contributing significantly to both academic research and English language teaching It assesses the motivation levels of 11th-grade students during English speaking lessons, helping to enhance their awareness of improving their speaking abilities Additionally, the study identifies the challenges faced by students and the shortcomings of teachers in delivering effective speaking lessons, highlighting de-motivating factors in the classroom Furthermore, it offers teachers practical techniques to boost student motivation in speaking activities.
Scope of the study
This study focuses on enhancing the motivation of 11th-grade students at Vietnam-Poland High School, specifically in the context of speaking classes It explores various techniques aimed at improving student engagement and motivation in language learning.
Students' motivation is significantly influenced by various factors, including lesson content, textbooks, materials, teachers, and teaching methods This study specifically examines how teaching methods impact student motivation.
Finally, speaking skill is another matter of the researcher’s concern but not reading, writing and listening.
Method of the study
As mentioned above, this research adopts an action research in an attempt to improve the current situation of teaching speaking in the teacher – researcher’s own class
In so doing, the method including questionnaires and class observation sheets were employed during the process of data collection.
Design of the study
Part I: Introduction provides a general introduction, introducing the background for the research topic and its aims, significance, research questions and the design of the thesis
Part II: Development is the main part of the thesis It consists of three chapters namely Literature Review, Methodology and Results and discussion
Chapter 1: Literature Review mentions to critically examine the theoretical background for the thesis with the focus on the main points: different psychological views on motivation in language learning; Types of motivation in foreign language learning; The importance of motivation in foreign language learning; Factors affecting motivation in foreign language learning; Techniques for improving students’ motivation in speaking lessons; Motivation and English speaking learning; Previous studies of motivation in foreign language learning and speaking skill and communicative activities
Chapter 2: Methodology presents the methodology performed in the study, including the background information of the subjects of the study; the instruments used to collect data, and the procedures of data collection Along with this, the teaching and learning English at Vietnam – Poland high school is described Also, the study – its setting and methodology are displayed in this chapter
Chapter 3: Results and discussion presents analyses and discusses the findings that the researcher found out from the data collected according to the three research questions The chapter also reflects a detailed description of data analysis which is shown based on the survey questionaires and class observation Some explanations, interpretations and discussion of the findings of the study are explored in this In addition, action research procedure was presented in the chapter
Part III: Conclusion is the conclusion of the study, summarizing the findings; providing some implications, the limitation of the research, recommendations how to motivate students in English speaking lessons Some suggestions for further research are also discussed in this chapter.
DEVELOPMENT
This chapter explores theories of motivation specifically in speaking lessons and examines recent research on motivation in foreign language learning, with a focus on speaking skills These insights provide a foundation for investigating students' motivation in English speaking classes and identifying solutions to their challenges.
1.1 What is meant by motivation?
According to Gardner (1985), motivation plays a crucial role in preparing learners for effective communication in a foreign language It encompasses both the effort and desire to achieve language learning goals, highlighting the importance of positive attitudes toward acquiring a new language Essentially, motivation is reflected in the degree to which individuals are willing to exert themselves to learn a language, driven by their intrinsic desire and the satisfaction derived from the learning process.
Rod Ellis defines motivation as the efforts learners invest in acquiring a second language (L2) driven by their needs or desires (1994:715) His research demonstrates that learners' performance is significantly influenced by their intrinsic motivations and personal aspirations in language study.
Malone (1981) highlights the importance of challenge in motivating students, asserting that activities must align with their skill levels Tasks that are either too easy or overly difficult can diminish motivation, while appropriately challenging activities enhance student interest and foster effective learning.
According to Crookes and Schmidt (1991), student engagement in the classroom is heavily influenced by their interest and enjoyment of the materials and activities Active participation and sustained focus are crucial indicators of this engagement, suggesting that the learning process is most effective when students find joy in their tasks and are motivated to work diligently.
While the term motivation is often assumed to be a rather abstract concept, it could
LITERATURE REVIEW
Theoretical background of motivation
1.1 What is meant by motivation?
According to Gardner (1985), motivation is a crucial element that influences learners' readiness to communicate in a foreign language It encompasses the effort and desire needed to reach language learning goals, highlighting the importance of positive attitudes towards acquiring a new language Essentially, motivation reflects the degree to which individuals are willing to exert effort to learn a foreign language, driven by their intrinsic desire and the satisfaction derived from the learning process.
Rod Ellis defines motivation as the effort learners invest in acquiring a second language (L2) driven by their needs or desires (1994:715) His research demonstrates that learners' performance is significantly influenced by their intrinsic motivations and personal goals in language study.
Malone (1981) highlights the importance of challenge in educational activities, asserting that tasks must align with students' skill levels to maintain motivation Activities that are either too easy or overly difficult can diminish students' enthusiasm for learning Conversely, when students engage in appropriately challenging tasks, their interest increases, fostering a more effective learning environment.
According to Crookes and Schmidt (1991), the effectiveness of the learning process is significantly influenced by students' interest and enjoyment in class materials and activities Active participation, demonstrated through sustained concentration and engagement, is essential for meaningful learning Ultimately, students are more likely to succeed when they find joy in their tasks and are committed to putting in the effort.
Motivation can be defined as the degree to which individuals make decisions regarding the goals they want to achieve and the level of effort they are willing to invest in reaching those goals.
Motivation in foreign language learning encompasses the effort, enjoyment, enthusiasm, and consistency that learners invest in their studies, alongside the challenging activities designed by teachers to achieve specific goals To effectively boost learners' motivation, it is essential to consider various aspects and stages of motivation, as well as the factors influencing it.
1.2 Types of motivation in foreign language learning
There are so many kinds of motivation in foreign language learning studied by the researchers but this research only mention to the main ones
Motivation is often categorized into intrinsic and extrinsic types Intrinsic motivation refers to engaging in behavior for its own sake, driven by pleasure and satisfaction, while extrinsic motivation involves performing actions to achieve external rewards or avoid punishment Intrinsically motivated learners participate in activities out of curiosity and personal goals, whereas extrinsically motivated learners focus on rewards or avoiding negative outcomes Essentially, intrinsic motivation stems from internal interests, while extrinsic motivation is influenced by external factors.
1.3 The importance of motivation in foreign language learning
Success in language learning is significantly influenced by the learners' motivation to acquire the target language Numerous studies have examined the impact of motivation on the learning process, revealing that a positive attitude is closely linked to effective mastery of a foreign language.
In 1985, it was highlighted that motivation is a crucial factor influencing students' English learning This perspective asserts that motivation encompasses not only goal orientation but also the combination of effort, a strong desire to achieve language learning goals, and positive attitudes towards the language.
Motivation for learning a second or foreign language is defined as the learner’s orientation with regard to the goal of learning a second language (Crookes & Schmidt,
Finegan (1999: 568) sees the vital role of integrative motivation in L2 learning
“Integrative motivation typically underlines successful acquisition of a wide range of register and a native – like pronunciation”
According to Nunan (1991), motivation plays a crucial role in learners' communication preparation, as it encompasses their effort, desire for achievement, and supportive behaviors towards language learning Essentially, motivation serves as a benchmark that drives learners to excel in acquiring a language, fueled by their aspirations and enjoyment throughout the learning journey.
Motivation plays a crucial role in selecting effective strategies for learning a second or foreign language According to Oxford (1994), students with higher motivation are more likely to employ a variety of learning strategies, leading to greater success in their language acquisition Therefore, understanding and effectively applying these strategies can significantly enhance learners' proficiency in a new language.
Motivation is crucial for both learning and teaching, as highlighted by Lite (2002), who states, "Motivation is the backbone of any classroom." When students are motivated, teachers can excel in their roles, enhancing the overall educational experience.
In summary, the researcher emphasizes that individuals are driven by a desire for achievement and success, making motivation a crucial element in determining learners' outcomes This motivation fosters sustained interest and enthusiasm in second language (L2) learning, encouraging educators to enhance their teaching effectiveness.
1.4 Factors affecting motivation in foreign language learning
Learners' motivation in language acquisition is influenced by several key factors, as highlighted by Lightbown and Spada (1999) Intelligence plays a crucial role, impacting students' ability to memorize sounds, understand word functions, and deduce grammatical rules Personality traits, including extroversion, self-esteem, and talkativeness, also significantly affect motivation Additionally, individual learning preferences shape how learners acquire new knowledge, with personal beliefs about language learning methods further influencing motivation Lastly, age is a critical factor, as children are generally more adept than adults at acquiring and speaking a foreign language.
Motivation plays a crucial role in learning success, making a teacher's ability to inspire students essential for effective teaching Similar to parents, teachers significantly influence student motivation, acting as key figures who enhance the learning experience through mentoring, guidance, support, and establishing boundaries.
1.4.3 The teaching and learning conditions
Overview of speaking
Speaking is a crucial language skill that distinguishes those who are proficient from those who are not According to Pattison (1992), the ability to speak a language is often the primary indicator of language knowledge and learning.
Speaking is a crucial skill that warrants as much attention as literacy, as highlighted by Bygate (1987) In social contexts, individuals who can speak effectively are more likely to assume important roles compared to those who lack this ability Confidence in speaking is essential for learners to successfully navigate basic transactions and build relationships, as it is the primary means through which they are evaluated by others Thus, emphasizing the development of speaking skills is vital for both first and second language learners.
Language serves as a vital tool for social cohesion, professional growth, and business interactions It plays a crucial role in learning, making strong speaking skills in a foreign language essential for learners.
In brief, Bygate’s definition seems to be the most suitable for the researcher’s view point on speaking
2.2 Characteristics of a successful speaking activity
Effective classroom activities that enhance students' verbal expression are crucial in language courses Designing and implementing these speaking activities can be challenging To successfully organize speaking exercises, it is vital to recognize the key traits of an effective speaking activity.
Ur (1996: 120) suggests four characteristics which help to define an effective speaking activity:
1 Learners talk a lot As much as possible of the period of time alloted to the activity is in fact occupied by learner talk This may seem obvious, but often most time is taken up with teacher talk or pauses
2 Participation is even Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed
3 Motivation is high Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective
4 Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
According to Friederike Klippel, an effective speaking lesson is defined by message-oriented communication, where the target language serves as a means of communication It also includes learner-centered activities that prioritize students' feelings, purposes, and ideas Additionally, active learning, cooperation, and empathy are essential, highlighting the importance of students' active participation in the speaking process.
Ur and Klippel highlight key elements of effective speaking activities, emphasizing the importance of maximizing learners' speaking time and ensuring equal opportunities for all participants Motivation plays a vital role in making speaking lessons impactful Therefore, teachers should consider these essential features when creating speaking tasks for their students.
Linguists have identified various stages in teaching spoken language Byrne (1976) outlines four stages: presentation, practice, and production Similarly, Harmer (1983) describes three key stages: introducing new language, practice, and communicative activities Matthews et al (1985) also emphasize three stages in the teaching process, which include presentation, practice, and production.
Teaching spoken language can be effectively structured into three key stages: the presentation stage, the practice stage, and the production stage Each of these stages serves a distinct purpose and incorporates specific activities designed to enhance language acquisition Below is an overview of these essential stages.
The presentation stage is essential for students to understand the usefulness and relevance of a new language item During this phase, students focus on meaning, pronunciation, stress, intonation, and spelling, while also paying attention to grammar They engage in passive learning, practicing through role-plays and discussions based on prior knowledge The teacher acts as an informant, introducing new vocabulary and grammatical structures to facilitate this learning process.
The practice stage aims to provide students with a controlled environment to utilize newly learned language, facilitating better memorization of its structure and a deeper understanding of its meaning (Matthews et al., 1991).
The article emphasizes the importance of building student confidence in language use through structured practice In controlled practice, the teacher directs students on expected language output, while in guided practice, the teacher provides situational prompts and offers corrections, allowing students more freedom to collaborate and express themselves using visual or written cues Ultimately, as Ur (1996) suggests, the goal of these practices is to enhance students' fluency in the new language.
The production stage in language learning encourages students to creatively use new language skills while integrating them with previously acquired knowledge in unpredictable contexts During this phase, the teacher transitions from an instructor to a supportive role, acting as a monitor and consultant, providing guidance only when necessary This approach fosters greater confidence and motivation among students, who engage in independent, pair, or group activities, allowing for more dynamic and interactive learning experiences.
To enhance learners' speaking abilities in a lesson, teachers should implement a structured approach that follows three distinct stages It is crucial for educators to take into account factors such as time constraints, the varying proficiency levels of students, their motivation, and the materials being utilized when designing speaking activities.
Motivation and English speaking learning
Many students mistakenly believe that speaking a language equates to simply knowing it, viewing language learning primarily as mastering conversation skills As noted by Nunan (1991), success in language learning is often measured by conversational ability Consequently, a lack of speaking opportunities in the classroom can lead to demotivation and disinterest among students However, when implemented effectively, engaging speaking activities can enhance motivation and transform the English language classroom into an enjoyable and dynamic environment.
Motivation plays a crucial role in the effectiveness of speaking lessons, as highlighted by Ur (1996: 120) When learners are motivated, they are more inclined to engage in speaking activities, driven by their interest in the topic or their desire to share new insights Additionally, a strong motivation arises when students aim to contribute meaningfully towards achieving specific task objectives.
General speaking, motivation can be seen as one of keys that decides learners’ success or failure in speaking process.
Communicative activities
Communicative activities are essential for fostering interaction among learners, as they promote speaking and listening skills with peers and community members These activities serve meaningful purposes, such as gathering information, overcoming barriers, sharing personal experiences, and exploring cultural understanding.
A variety of communicative activities can be used to develop speaking skills Below are some of the common ones
Role-play is an engaging activity in which students are divided into pairs or groups to act out specific situations and roles This exercise fosters language development and creativity rather than serving as a performance By activating various groups simultaneously, role-plays enhance communication skills and are easy to implement Alongside games and other interactive activities, role-playing is highly recommended for English speaking classes to promote effective learning.
IGA is a highly engaging and effective communicative activity for speaking classes To maximize proficiency, teachers can organize students into pairs or small 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 enhance their speaking skills further.
Interactive Group Activities (IGA) can manifest in three distinct ways: First, one student possesses specific information while the other seeks 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.
Following a content-based lesson, initiating a discussion serves multiple purposes, such as reaching conclusions, exchanging ideas about an event, or solving problems within groups To ensure the discussion remains focused and productive, it is crucial for the teacher to clearly establish the purpose of the discussion beforehand This approach helps keep the conversation relevant and prevents students from engaging in unrelated chatter.
Students can quickly generate ideas on a specific topic within a limited timeframe through effective brainstorming, whether individually or in groups This method fosters a creative environment where learners feel free to express their thoughts without the fear of criticism, encouraging the sharing of innovative ideas.
Storytelling encourages creative thinking in students, allowing them to summarize tales they've heard or craft their own narratives to share with classmates This practice helps them structure their ideas with a clear beginning, middle, and end, while also incorporating essential elements like characters and setting Additionally, students can enhance their communication skills by telling riddles or jokes.
Students can enhance their speaking skills and socialization by conducting interviews on selected topics with various individuals It is beneficial for teachers to provide a rubric to guide students in formulating appropriate questions, while encouraging them to develop their own interview queries After completing the interviews, students can present their findings to the class, fostering a collaborative learning environment Additionally, students may interview one another and introduce their partners to the class, further promoting interpersonal communication and engagement.
Engage your students with a fun and interactive storytelling activity that promotes free speaking and creativity In this whole-class exercise, students sit in a circle as the teacher begins a story, pausing after a few sentences Each student then takes turns continuing the narrative from where the last person left off, contributing four to ten sentences This collaborative approach allows students to introduce new characters, events, and vivid descriptions, enhancing their storytelling skills while fostering teamwork and imagination.
Games serve as effective tools for language learners to practice and reinforce what they've learned in the classroom By enhancing motivation, games shift learners' focus from the language itself to the engaging activities, allowing for unconscious language acquisition similar to how they learned their mother tongue Incorporating games at the beginning of lessons, during production phases, or when learners are fatigued can rejuvenate their attention and reduce stress, ultimately making the learning experience more enjoyable and effective.
Communicative activities enable students to apply their language skills in realistic scenarios These collaborative tasks require students to work together to devise a plan, solve problems, or achieve specific objectives.
Well-structured communicative activities foster an environment where students can confidently experiment and innovate with language By creating a supportive atmosphere that encourages mistakes without fear of embarrassment, we enhance their self-confidence as speakers and boost their motivation to learn.
Previous studies in motivation in foreign language learning and speaking skill
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has established the significance of motivation in foreign language learning and identified effective strategies for enhancing student motivation in the classroom Their findings equip teachers with the tools to motivate learners towards success and inspire further exploration by educational researchers into various facets of language instruction.
Motivation is essential for everyone, especially for learners of second and foreign languages, as it drives their actions and learning goals To enhance their learning experience, it is crucial to provide these learners with opportunities that foster motivation and align with their educational objectives In this context, Sulaiman Hasan H Qashoa (2006) conducted research to explore effective strategies for motivating language learners.
A study on "Motivation among English Learners in Secondary Schools on the Eastern Coast of the UAE" involved 100 students who completed a questionnaire about their English learning motivations and challenges The results indicated that UAE students exhibit a greater focus on instrumental motivation rather than integrative motivation Additionally, difficulties with vocabulary, sentence structures, and spelling were identified as significant de-motivating factors in their English learning experience.
In a study by Peacock (1997) titled "The Effect of Authentic Materials on the Motivation of EFL Learners," two beginner-level EFL classes comprising 31 South Korean students were examined, alternating between authentic and artificial materials The majority of students expressed the necessity of learning English for future academic and professional endeavors Utilizing on-task behavior observations, overall class motivation sheets, and interview questions, the findings revealed that learners found authentic materials significantly less interesting than artificial ones, highlighting the positive impact of authentic materials on EFL learners' motivation Additionally, the results suggested that, for the participating students, interest in the materials was a distinct factor of motivation, separate from attention levels or persistence in learning tasks.
Relating to students’ motivation to study English, Wen – chi Vivian Wu and Pin – hsiang Natalie Wu (2008) Chien – kuo Technology University, Taiwan did research on
Creating an authentic English as a Foreign Language (EFL) learning environment is crucial for enhancing student motivation A study conducted at a Taiwanese technical university utilized quantitative methodology to assess student perceptions of the EFL learning environment, focusing on three key aspects: physical environment, instructional arrangements, and social interaction The findings indicated that students viewed these elements as obstacles to their learning experience Furthermore, the research established a positive correlation between student motivation and the quality of the learning environment, highlighting the importance of an engaging EFL context in fostering motivation to study English.
He Lina, an English major instructor in China, conducted action research titled “How can I help my students’ motivation in speaking?” with a class of 28 students who struggled with speaking despite their ability to read and memorize To enhance their motivation, she implemented three key strategies: providing equal speaking opportunities, diversifying speaking activities, and encouraging students to showcase their skills These techniques fostered an active learning environment, leading to increased participation from students, including those who previously never volunteered Although her findings were based solely on personal observations without formal data collection methods, she successfully motivated some students to engage more in speaking activities.
In a study conducted by Phan Van Hoa and Le Viet Ha (2009) in Quangnam province, Vietnam, researchers examined the English learning motivation of 100 upper secondary school students using a modified survey and interviews The findings indicated that students exhibited positive attitudes and high motivation towards learning English, with a stronger inclination towards instrumental motivation Additionally, the study revealed that students were more affected by subject-related de-motivating factors than by those related to their teachers.
A study by Hoang Duc Doan (2009) examined the motivation for learning English speaking among second-year tourism major students at Sao Do College of Industry Utilizing questionnaires, interviews, and class observations, the research involved 67 randomly selected students and 6 experienced teachers The findings indicated that teaching methods in speaking skills significantly motivated students in English classes However, the study also identified students' aptitude and limited vocabulary as key factors contributing to their lack of motivation.
Despite numerous studies on motivation in foreign language learning, there is a notable lack of research focused on high school students' motivation during English speaking lessons This thesis aims to address this gap by utilizing questionnaires and class observations The findings are intended to contribute valuable insights to the limited but expanding body of research in this area.
METHODOLOGY
Research methodology
Action research is an increasingly important method in language education, defined as the systematic collection and analysis of data aimed at making improvements or solving specific problems (Wallace, 1998; Coles & Quirke, 2001) According to Cohen and Manion (1985), action research is situational, focusing on identifying and addressing issues within a specific context to enhance educational practices The primary goal is to improve the current educational environment, with any external recognition of the research being a secondary benefit Action researchers engage in this process to discover more effective methods of teaching and learning.
Action research bridges the gap between theory and practice, enabling researchers to enhance their professional knowledge and teaching skills (MacNiff, Lomax & Whithead, 1996; Zuber-Skerritt, 1992) This study utilized action research to foster systematic and critical thinking, allowing the researcher to reflect on both expected and unexpected classroom situations Furthermore, as Dr Moira Laidlaw states, action research promotes self-directed learning about one's teaching, ultimately improving classroom actions and reactions for the benefit of learners.
1.2 Key elements of an action research
Action research should be utilized by both researchers and students, as familiarity with this approach enhances students' development into autonomous learners According to Warrican (2006, p.2), the primary objective of action research is to foster sustainable learning capacities, empowering participants to gain greater control over their own educational experiences.
Nunan (1992, p.19), Nunan (1993, pp.41 - 42) and Bailey, Curtis & Nunam (2001, p.137) described the process of action research as a series of steps
Figure 1: Steps in the action research cycle
Step 1: Problem identification The researcher identified the problems that had occurred in the classroom from previous experience
Step 2: Preliminary Investigation The researcher further investigated students’ feelings towards their problems and consulted other classes about their problems
Step 3: Hypothesis The researcher formed the hypothesis that most students had low motivation in speaking skill because they had developed negative attitudes towards speaking skill learning in previous classes and teacher’s normal teaching method
Step 4: Intervention After observing the class and forming the hypothesis, the researcher planned the lessons and identified techniques which may solve the problem defined by the hypothesis
Step 5: Evaluation In this step, the researcher’s observer colleagues and her worked through the stages of: act, observe, reflect and revise to evaluate the outcomes in
Step 6: Dissemination Reporting the results was the focus of this step
Step 7: Follow – up The researcher investigates the alternative methods of motivating students
Although there are seven steps in an action research cycle, because of the limited time of study, the researcher conducted her research within 6 steps: Problem Identification,
Preliminary Investigation, Hypothesis, Intervention, Evaluation and Dissemination
Figure 2: Steps in the action research cycle in the current research
The study was conducted with the participants of 45 students in class 11A1 at Viet
At Viet Ba High School, a study was conducted involving 45 11th-grade students, aged 17, including 22 boys and 23 girls, who possess varying levels of English proficiency Residing primarily in Hoang Mai district and surrounding areas such as Linh Dam, Van Dien, Thanh Tri, and Ngoc Hoi, these students have had limited opportunities to engage with native English speakers Each student has been learning English for eight years, starting from grade 6 The research was observed by two English teachers, each with a decade of teaching experience at the school.
This research utilizes an action research methodology, incorporating questionnaires and class observation sheets for data collection A total of 45 students from an 11th-grade class at Vietnam-Poland High School participated in the study through the distribution of questionnaires.
The questionnaire consisted of two main sections with a total of 15 questions, focusing on assessing students' motivation levels and identifying the factors that demotivate them during speaking lessons.
Questionnaire 2 consisted of 8 questions divided into 4 parts, aimed at evaluating students' attitudes towards speaking skills and their assessments of the teaching methods used after 6 weeks of implementation The survey also assessed the effectiveness of communicative activities in enhancing student motivation and explored their preferences for techniques that could further encourage their speaking skill development.
To make sure that the students understood the questions, the researcher spent about
30 minutes guiding them to answer and explaining difficult terms when she delivered the questionnaires to the students
Class observation serves as a valuable method for data collection in educational research This non-participatory approach allowed the researcher to observe, document, and analyze real-time classroom activities The observations took place during the second semester of the 2009-2010 school year, specifically focusing on the performance of class 11A1.
In a speaking lesson for 11th grade, class observation was conducted over three periods, focusing on student engagement, behavior, and the teacher's instructional methods The observation involved two experienced colleagues, each with a decade of teaching experience, who assessed both student performance and the effectiveness of the teaching strategies employed.
To assess the overall motivation level in the classroom, including factors such as interest, concentration, enjoyment, enthusiasm, and persistence, the researcher utilized an observation sheet adapted from Matthew Peacock (1997) Each item on this observation sheet was rated on a scale from 1 (low) to 5 (high).
The observation sheet, adapted from Matthew Peacock (1997), focuses on the on-task behavior of students in class 11A1, featuring twelve columns and 45 rows for each student Two observers discreetly monitored the classroom, beginning their observations after two minutes of student work Each student was assessed individually in a clockwise manner for five seconds, with a score of "1" indicating on-task behavior and "0" for off-task behavior This process was repeated until all students had been observed and evaluated twelve times.
Data collection procedures
Initially, the gathered data was organized based on the questionnaire questions, with key insights highlighted in the data discussion.
The author conducted three observations of colleagues during speaking sessions in a research class to explore student motivation and its underlying causes The primary aim was to evaluate the teacher's preparation, presentation style, and the dynamics of interaction between the teacher and students Over a period of six weeks, the class was observed six times, with three observations taking place during the preliminary stage and three during the intervention stage.
Unit 9: The Post Office and Unit 10: Nature in Danger in Tieng Anh 11 textbook were taught as usual; three 3 experimental lessons were taught with the use of communicative activities.
Brief description of the three lessons
During the three lessons, the communicative activities were applied for students of 11A1 in order to raise their motivation in speaking periods because the focus was on the students’ interest
Before the three lessons, the researcher informed the students about their lack of active participation in speaking, emphasizing that this could hinder their learning outcomes She highlighted that successful spoken lessons rely on students’ motivation and engagement Her lesson structure consists of five stages: homework checking, pre-speaking, while-speaking, post-speaking, and assigning homework.
In the initial stage, I ensured my students demonstrated their responsibility by completing assigned exercises and preparing for the upcoming lesson, which included vocabulary and background knowledge.
The pre-speaking stage is essential for engaging students' interest in speaking activities and serves as a preparatory phase During this stage, teachers provide valuable language resources, including vocabulary and sentence structures, to equip students before they participate in speaking tasks.
In while - speaking stage , students participated in the speaking tasks
The researcher facilitated the learning process by engaging with students individually, in pairs, or in groups, taking notes, offering assistance, and encouraging shy participants In group settings, each group had a designated leader who coordinated activities and assigned a member to serve as secretary for documenting the group's work for later submission to the teacher The group leader had the flexibility to either complete tasks independently or delegate responsibilities to other group members.
Post speaking stage (or production) happened when the representatives of some
After the activity, each group reported their experiences to the teacher and presented their performances to the class The researcher provided feedback on the students' performances and assigned marks, aiming to enhance student motivation Dynamic students received praise, while passive group members were encouraged to participate more actively in future lessons Additionally, since the lessons focused on speaking, feedback emphasized both fluency and accuracy, with a particular focus on improving fluency.
To enhance students' writing skills, all students were assigned homework to write about the topics covered in class Additionally, they were required to prepare for discussions at home regarding their assessments, feelings, and feedback on classroom activities Their handwriting and perspectives were reviewed and graded in the following lesson.
RESULTS AND DISCUSSION
Level of students’ motivation
Research question 1: How motivated are the 11 th grade students in speaking lessons at Vietnam – Poland high school?
The study utilized survey questionnaire 1 and class observations to assess students' motivation in English speaking classes The results, illustrated in the accompanying charts, focus on questions 1, 2, and 4 from the survey questionnaire, highlighting key insights into student engagement and motivation levels.
The chart indicates a lack of appreciation for speaking skills among students, with only 2.22% considering it extremely important and 11.11% rating it as very important Additionally, 20% acknowledged the significance of speaking in English, while a substantial 66.67% deemed it not important This suggests that students are not prioritizing the development of their English speaking abilities.
According to Chart 1, a significant majority of respondents, 62.22%, expressed no interest in learning speaking lessons, while 22.22% showed some interest Additionally, 13.33% indicated a strong liking for speaking, and only 2.22% found the speaking skill to be extremely interesting Overall, it is evident that there is a general lack of enthusiasm for developing speaking skills among the participants.
According to Chart 1, 48.89% of the 45 students surveyed reported feeling reluctant to speak English in class, with 28.89% indicating they sometimes felt this way Only 3 students expressed readiness to participate when they found the lessons engaging This reluctance primarily stems from a lack of interest in speaking activities, leading to decreased motivation to engage in class discussions.
In a recent survey, 4.44% of students reported never using English during class discussions, while 60% indicated that they rarely engaged in spoken English with their classmates Additionally, 24.44% of learners admitted to occasionally participating in discussions during English lessons A significant majority, 68.89%, stated that they only answered easy questions, and 22.22% of the 45 students surveyed knew the answers but felt too shy to contribute Notably, the lowest percentage, 8.89%, revealed that they never spoke during oral activities, with no students volunteering to share their thoughts.
A recent study revealed that 71.11% of participants, or 32 out of 45 students, acknowledged their ability to speak English when prompted by their teacher In contrast, only 24.44% of the same group, equating to 11 students, utilized English during interactions with their classmates Notably, the percentage of learners engaging in English communication during perceived useful situations and interesting speaking activities was identical, standing at just 2.22%.
Table 1: Students’ time of speaking
A You talk with your friends 24.44
D You are interested in speaking activities 2.22
Class observations were conducted alongside questionnaire 1 to assess students' motivation during lessons on Unit 9: The Post Office and Unit 10: Nature in Danger The two teachers involved used Class Observation sheets to evaluate overall class motivation and students' on-task behavior The observations revealed that while the teacher meticulously prepared and delivered the lessons smoothly, students largely remained passive and disinterested in speaking activities Despite the teacher's clear explanations, many students struggled to grasp the task requirements, leading to a lack of engagement when asked to participate This was reflected in the observers' ratings, indicating a significant disconnect between the teacher's efforts and the students' involvement.
In Class Observation Sheet 2, it was noted that 55.74% and 63.52% of students exhibited on-task behavior during class, indicating that nearly half of the students participated in speaking activities However, the findings suggest that students did not find the speaking lessons engaging.
The findings indicate that students exhibit a low level of motivation in speaking classes, often undervaluing the importance of speaking skills and finding them uninteresting Most students are reluctant to engage in English conversation during class, participating only when prompted by teachers rather than speaking freely This raises the critical question of how educators can effectively enhance students' motivation to improve their speaking skills.
Causes of students’ lack of motivation in English speaking lessons
Research question 2: What are major causes leading to these students’ lack of motivation in learning speaking?
The answer to this question was found out in survey questions 9, 10, 11 The following charts revealed the factors de-motivating students’ speaking learning
A significant 71.74% of students hesitated to speak in class due to a lack of familiarity with verbal communication in English This reluctance was linked to a perceived laziness during lessons Additionally, 23.91% of students attributed their hesitation to monotonous teaching methods Furthermore, 2.17% of students expressed concerns about losing face and noted that their primary learning goal was not centered on effective communication.
A significant factor contributing to students' low motivation in speaking lessons is their limited vocabulary, affecting 93.33% of them Additionally, many students face challenges such as difficulty generating ideas (44.44%) and a lack of self-confidence (48.89%) Time constraints for preparation also pose a problem, impacting 17.78% of students Other issues, including the inability to organize their thoughts in English and a general dislike for speaking, were reported by only four students.
A recent survey revealed that 55.56% of students believe that the availability of games and activities significantly enhances their motivation in speaking classes Following this, the teacher's attitude and the classroom atmosphere were noted as important factors by 17.78% and 15.56% of students, respectively Conversely, only 11.11% of students felt that the difficulty level of tasks impacted their motivation.
In summary, several factors hinder students' motivation to learn speaking skills, primarily including unfamiliarity with speaking, limited vocabulary, dull teaching methods lacking communicative activities, difficulty generating ideas, low self-confidence, and insufficient preparation time To address these challenges, teachers should enhance their instructional approaches to boost student motivation and help them overcome obstacles By incorporating engaging and dynamic teaching techniques, students are more likely to actively participate in lessons, thereby expanding their vocabulary, generating ideas, and building self-confidence in speaking activities.
Action Research procedure
In the study, the researcher used Nunan’s action research model (1992) as it is suitable for her own class in the limited time and the steps are clear to follow
This action research, conducted over six weeks beginning in the first week of the second semester of the 2009–2010 school year, focused on 45 11th grade students from class 11A1 at Vietnam-Poland High School.
Step 1: Problem identification (the first semester)
During the first semester, the researcher noticed a lack of interest and motivation among her students in speaking lessons To address this issue, she aimed to assess the levels of motivation and identify the factors influencing students' learning motivation in these lessons Consequently, she formulated two key research questions: "How motivated are the 11th-grade students in speaking lessons at Vietnam-Poland High School?" and "What are the primary causes contributing to these students' lack of motivation in learning to speak?"
The levels of students’ motivation and affecting factors of students’ motivation in English speaking skill were collected in week 3 order to confirm the problem stated in step
1 and find out the main causes of students’ lack of motivation (the researcher uses questionnaire 1, Appendix 1)
In Unit 9: The Post Office and Unit 10: Nature in Danger, two speaking lessons were conducted without any specific treatment and were evaluated using Observation Sheet 1 and Observation Sheet 2 (Appendix 2) These observations aimed to gauge students' interest, enthusiasm, enjoyment, and excitement during the learning tasks and speaking activities, allowing the researcher to accurately assess students' motivation.
The initial analysis revealed that most students exhibited low motivation in speaking skills, primarily due to unengaging teaching techniques Consequently, the researcher sought solutions to address these issues, leading to the formulation of the following hypothesis.
Communicative activities (Discussions, Role Play, Information Gap, Storytelling, Interviews, Brainstorming etc.,) would effectively improve students’ motivation in English speaking lessons
To enhance students' motivation in speaking skills, it is essential to focus on key strategies such as making the curriculum relevant to learners, incorporating visual aids, varying teaching methods, and actively involving students in lessons These approaches can significantly boost engagement and interest in speaking activities.
Based on the analysis of questionnaire data, observations, and a literature review on motivation and speaking activities, lesson plans were developed that incorporate communicative activities aimed at enhancing student motivation during speaking lessons.
Plan implementation: The researcher designed the speaking lesson plans of three units: Unit 11: Sources of Energy; Unit12: The Asian Games and Unit13: Hobbies
In the speaking lessons, communicative activities were implemented to enhance student motivation and engagement Over a three-week intervention, newly designed lesson plans were utilized with the same group of students Each lesson was monitored using Observation Sheets 1 and 2 to assess students’ interest, enthusiasm, and persistence in learning tasks Following the intervention, a questionnaire was administered to evaluate students’ attitudes towards speaking skills and their perceptions of the effectiveness of communicative activities in boosting motivation and learning techniques.
In this step, the third research question formed was: “ How effective are communicative activities in motivating students to learn the speaking skill?”
3.3 Discussion of the lessons’ effectiveness
The researcher analyzed data from observation sheets of the last three lessons and compared it with data from the first two lessons to evaluate the effectiveness of the suggested solutions in the action plan This comparison served as evidence to demonstrate the impact of the changes implemented by the teacher.
Questionnaire 2 was also analyzed to gather information about students’ attitude towards speaking skill and their assessments of teaching method after 6 weeks of implementation, the effectiveness of communicative activities in improving their motivation, students’ desire of techniques to boost them to learn speaking skill Through students’ responses, the researcher could evaluate the effectiveness of the changes more exactly
3.3.1 Presentation and discussion of survey questionnaire 2 data
Research question 3: How effective are communicative activities in motivating students to learn the speaking skill?
The intervention significantly boosted student motivation, as shown in Chart 4 An impressive 66.67% of students expressed that they found speaking skills extremely interesting, while 26.67% reported being very interested Only 6.67% indicated they were interested, and notably, no students selected the uninterested option.
In a recent study, over half of the students (59.09%) expressed extreme excitement for participating in communicative activities designed by their teacher, including games, role plays, interviews, and discussions Additionally, 27.27% of students reported feeling very excited, while 11.36% showed some excitement during English speaking lessons Only one student (2.27%) indicated a lack of interest Overall, these findings highlight that students are increasingly active, engaged, and enthusiastic about their English speaking classes.
In a recent study on speaking lessons with communicative activities, 31.11% of students found the lessons easy, while 40% reported that their interest significantly contributed to their ease of learning However, 11.11% indicated that a lack of ideas or vocabulary made speaking challenging, and 8.89% faced difficulties in mastering speaking skills Despite these challenges, 75.56% of students expressed confidence in sharing their viewpoints during class discussions, although 24.44% admitted to feeling apprehensive about speaking English in class.
Charts 4 and 5 indicate a significant improvement in students' speaking skills following the implementation of communicative activities in teaching These activities were more engaging than traditional textbook exercises, leading to increased enthusiasm and participation from learners in speaking lessons.
A recent assessment of students' attitudes towards speaking lessons revealed that 57.78% rated the lessons as very good, 31.11% as good, and 8.89% as acceptable, resulting in a satisfaction rate of 97.78% Furthermore, 55% of students found the teacher's techniques extremely interesting, 38% considered them very interesting, and 7% viewed them as interesting, indicating that 100% of students felt the teaching methods had become increasingly meaningful.
A recent evaluation of communicative activities revealed that 91.11% of students believe these activities significantly enhance motivation in speaking lessons Specifically, 24.44% of students rated their effectiveness as fair, while 31.11% found them good, and 35.56% rated them as excellent Conversely, only 8.89% of students felt that communicative activities did not contribute to increasing motivation.
Although there are a variety of communicative activities, the researcher applied seven main ones in teaching namely games, role-play, brainstorming, story-telling, information gap, discussion and interview
Table 2: Students’ comment on teachers’ communicative activities
Number of students Strongly like Like All right Dislike Strongly dislike
CONCLUSION
Major findings
The research has discovered the following things:
Firstly, the students’ level of motivation were improved after the researcher had applied communicative activities in speaking class.100% of students had level of interest in speaking English lessons
Many de-motivating factors impact students' speaking abilities, including a lack of familiarity with speaking, insufficient vocabulary, unengaging teaching methods that lack communicative activities, difficulty in generating ideas, low self-confidence, and inadequate preparation time.
Thirdly, the effectiveness of communicative activities was at expected level 91% of students agreed that communicative activities effectively improve students’ motivation in
In conclusion, the action research findings indicate that implementing communicative activities significantly enhances learner engagement, fostering greater interest and participation among students.
Implications
The study reveals that students exhibit low motivation in English speaking classes, primarily due to limited vocabulary, monotonous teaching methods, and shyness To enhance student motivation in learning to speak English, two key strategies should be implemented: teachers must incorporate motivational techniques to engage students, and textbooks should be improved to make speaking lessons more appealing.
Limitations of the study
Despite the researcher's best efforts, the study faced several limitations, primarily due to the short duration of the experimental lessons, which hindered a robust justification of the new approach's effectiveness Additionally, the small scale of the study, confined to the researcher’s class and the learners' existing knowledge, restricts the generalizability of the findings Given the time constraints, some mistakes and shortcomings were unavoidable The researcher welcomes constructive feedback to enhance the quality of the research.
Suggestions for further researches
Action research involves the researcher reflecting on results to implement necessary changes that enhance the effectiveness of teaching techniques This process requires the identification of problems and critical observation of communicative activities used in the classroom By doing so, the researcher aims to improve lesson effectiveness and hopes to inspire others to explore innovative teaching methods Additionally, the research is anticipated to contribute to enhancing student motivation in grade 10.
At Vietnam – Poland High School, students excel in various skills, including reading, writing, and listening Researchers exploring similar topics may benefit from the following recommendations for their future studies.
Recommendations and suggestions
In the light of these findings, here are some recommendations and suggestions to the teachers of Vietnam – Poland high school
To enhance the motivation in speaking lessons, teachers must not only engage students through dynamic classroom activities but also develop programs that encourage active participation Additionally, understanding and addressing students' needs is crucial, which may involve providing supplementary activities to further satisfy their interests.
To reduce the factors de-motivating students in speaking, it is necessary to design lessons more interesting Communicative activities should be used more often in spoken lessons
Teachers play a crucial role in fostering self-confidence in students by highlighting their speaking abilities By providing immediate praise and encouragement, educators can eliminate fear and reluctance, empowering students to express themselves with bravery.
The course book would benefit from incorporating more engaging and accessible topics Specifically, teachers should dedicate time to adapt lessons by integrating games, visuals, stories, and articles to enhance student interest and understanding.
The teacher should play the active role as a facilitator to encourage students in learning process to sustain long term motivation
Teachers play a crucial role in enhancing student motivation through their attitudes A teacher's sense of humor, friendliness, and attentiveness can significantly engage students throughout the lesson.
The findings of this study aim to inspire further research into the factors influencing motivation Future studies should explore additional aspects that impact motivational levels.
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2 Balkir, N B & Topkaya, E Z Exploring the effects of learner training on motivation Canakkale Onsekiz Mart University Retrieved July 28, 2010, from the World Wide Web http://www.asian-efl-journal.com
3 Brown, H D.(2001) Teaching by principles: an interactive approach to language pedagogy: Longman
5 Crookes, G., & Schmidt, R (1991) Motivation: Reopening the research agenda
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7 Cohen, A D (1998) Strategies in learning and using a second language England:
8 Cook, V (1993), Linguistics and second language acquisition London: Macmillan
9 Dawson, C (1985) Teaching English as a foreign language – A practice guide
10 Dornyei, Z (2001) Teaching and researching motivation Longman
11 Ellis, R & Tomlinson, B (1992) Teaching secondary English Great Britain:
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13 Harmer, J (1995) The practice of English language teaching Great Britain:
14 Klipppel F (1985), Communicative fluency activities for language teaching
15 Largen, D (1985) Principles in language teaching Oxford: Oxford University
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17 Malone, T W (1981) Toward a theory of intrinsically motivating instruction
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24 Richard, J & Rodgers, T.S (1986) Approaches and methods in language teaching
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28 Watcyn – Jones, P (1995) Grammar games and activities for teachers Penguin
An Action Research of improving 11 th grade students’ motivation in English speaking lessons at Vietnam - Poland High School by using communicative activities
My name is Dinh Thuy Linh I am currently doing my MA thesis on “Improving
This study examines the motivation of 11th-grade students in English speaking lessons at Vietnam-Poland High School through the implementation of communicative activities The survey aims to evaluate student motivation levels and enhance the quality of future English teaching and learning experiences.
I would be grateful if you could spend some time completing this questionnaire survey You can be confident that you will not be identified in any discussion of the data
Put a tick ( √ ) in the column of the answer you have chosen or write the answer in the blanks
I STUDENTS’ LEVEL OF MOTIVATION IN ENGLISH SPEAKING
1 How important is the speaking skill to you?
2 How much do you feel interested in learning speaking English?
3 How difficult is speaking skill to you?
A It’s the most difficult B It’s rather difficult
C It’s normal D It isnot difficult
4 Do you feel reluctant to speak English in class?
C No, I speak whenever I am asked to
D No, I speak whenever I am motivated
5 How often do you speak English with your classmates in English lessons?
6 When you are in English speaking period, you………
C volunteer to answer as much as possible
D know the answers but too shy to volunteer
E participate in the speaking class very enthusiastically
A You talk with your friends
D You are interested in speaking activities
8 What do you think about English speaking class?
A Very exciting and interesting B Exciting and interesting
C Rather exciting and interesting D Unexciting and uninteresting
II FACTORS AFFECTING STUDENTS’ MOTIVATION IN SPEAKING
9 (If the answer to question 4 is yes), what makes you reluctant to speak English in class?
A Being afraid of losing face
B Being not accustomed to speaking
C Learning goal is not to communicate
D Boring teaching (no extra speaking activities)
10 What other reasons do you think often prevent you from speaking?
C Not enough time for preparation
D Too much teacher's talking time
E Not self – confident enough Others ……….…
(You can choose more than one options)
11 According to you, which factors has the most influence on students’ interest in class?
A The attitude of teachers B The abundance of games and activities
C The classroom atmosphere D The level of difficulty of tasks
12 What do you think about speaking activities given by your teacher?
13 How often does your teacher apply communicative activities (role – play, discussion, storytelling, information gap etc.,) in teaching?
14 In your opinion, should teacher design extra speaking activities besides activities in the text – book?
15 Do you have any suggestion to make the classroom speaking activities more interesting and effective?
Nghiên cứu này tập trung vào việc cải thiện kỹ năng giao tiếp tiếng Anh cho học sinh lớp 11 tại Trường PTTH Việt Nam – Ba Lan Mục tiêu là nâng cao động cơ học tập thông qua việc áp dụng các hoạt động giao tiếp hiệu quả trong giờ học.
Các em học sinh thân mến,
Tôi là Đinh Thùy Linh, hiện đang thực hiện luận văn thạc sỹ với đề tài “Cải thiện động cơ học trong giờ nói Tiếng Anh của học sinh lớp 11 - Trường PTTH Việt Nam – Ba Lan thông qua việc sử dụng các hoạt động giao tiếp” Mục tiêu của khảo sát này là tìm hiểu động lực học nói của học sinh lớp 11 nhằm nâng cao chất lượng dạy và học trong tương lai.
Các em hãy hoàn thành phiếu điều tra này và yên tâm rằng thông tin cá nhân của các em sẽ được bảo mật trong quá trình phân tích dữ liệu.
Cám ơn sự hợp tác của các em Đánh dấu tích ( √ ) vào câu trả lời em chọn hoặc viết câu trả lời vào chỗ trống cho sẵn
I ĐỘNG LỰC HỌC KỸ NĂNG NÓI CỦA HỌC SINH
1 Kỹ năng nói quan trọng thế nào với em?
A Vô cùng quan trọng B Rất quan trọng
C Quan trọng lắm D Không hề quan trọng
2 Em thích học nói Tiếng Anh như thế nào?
A Vô cùng thích B Rất thích
3 Đối với em, học kỹ năng nói có khó không?
A Đây là kỹ năng khó nhất B Khá khó
C Cũng bình thường D Không phải kỹ năng khó
4 Em có cảm thấy miễn cưỡng khi nói Tiếng Anh trong lớp không?
A Có, khá thường xuyên B Có, thỉnh thoảng
C Không, em nói bất cứ khi nào được hỏi
D Không, em nói bất cứ khi nào thấy có động lực
5 Em nói Tiếng Anh với bạn cùng lớp trong giờ học Tiếng Anh có thường xuyên không?
C Hiếm khi D Không bao giờ
6 Trong tiết học nói Tiếng Anh, em
B chỉ trả lời những câu hỏi dễ
C xung phong trả lời càng nhiều càng tốt
D biết câu trả lời nhưng ngại không xung phong
E tham gia vào tiết học rất hăng hái
7 Em nói Tiếng Anh trong lớp khi
A Em nói với bạn B Giáo viên hỏi em
C Chỉ khi thấy có ích D Em thích các hoạt động
8 Em thấy giờ học nói Tiếng Anh ở lớp mình thế nào?
A Rất hào hứng và thú vị B Hào hứng và thú vị
C Hơi hào hứng và thú vị D Không hào hứng và không thú vị
II NHỮNG YẾU TỐ ẢNH HƯỞNG TƠÍ ĐỘNG CƠ HỌC NÓI
Nếu câu trả lời ở câu 4 là Có, có nhiều lý do khiến em cảm thấy miễn cưỡng khi nói Tiếng Anh trong lớp Một số lý do có thể bao gồm lo ngại về việc phát âm không chính xác, sợ bị chê cười hoặc đánh giá từ bạn bè, thiếu tự tin vào khả năng ngôn ngữ của bản thân, hoặc cảm thấy áp lực khi phải sử dụng Tiếng Anh trong môi trường học tập Những yếu tố này có thể ảnh hưởng đến sự tự tin và khả năng giao tiếp của em trong lớp học.
A Sợ bị mất thể diện
C Mục đích học của em không cần phải giao tiếp
D Phương pháp dạy tẻ nhạt (không có hoạt động thêm ngoài sách giáo khoa)
10 Những lý do nào ngăn cản em nói Tiếng Anh? (Em có thể chọn nhiều đáp án)
B Không có ý tưởng để nói
C Không có đủ thời gian để chuẩn bị
D Thời gian giáo viên nói quá nhiều
E Không đủ tự tin Các lý do khác là:
11 Theo em, yếu tố nào sau đây tác động nhiều nhất đến sự hứng thú của học sinh?
A Thái độ của giáo viên B Nhiều trò chơi và hoạt động
C Không khí của lớp học D Độ khó của các nhiệm vụ
12 Em nghĩ gì về những chủ đề và hoạt động nói mà giáo viên đưa ra?
A Rất thú vị B Thú vị
C Cũng được, nhưng không thú vị lắm D Tẻ nhạt
13 Giáo viên của em có thường xuyên áp dụng các hoạt động dạy nói theo đường hướng giao tiếp không? ( thảo luận, kể chuyện, trao đổi thông tin còn thiếu, v.v )
C Hiếm khi D Không bao giờ
14 Theo em, giáo viên có nên thiết kế thêm các hoạt động nói khác, ngoài những hoạt động trong sách giáo khoa?
A Có, nên luôn luôn B Có, nên thường xuyên
C Có, thỉnh thoảng D Không cần thiết
15 Em có đề xuất gì để làm cho các hoạt động nói trong lớp thú vị và hiệu quả hơn không?
CÁM ƠN SỰ HỢP TÁC CỦA EM!
An Action Research of improving 11 th grade students’ motivation in English speaking lessons at Vietnam - Poland High School by using communicative activities
My name is Dinh Thuy Linh I am currently doing my MA thesis on “Improving
This study evaluates the motivation of 11th-grade students in English speaking lessons at Vietnam-Poland High School through the implementation of communicative activities The primary goal is to assess student engagement and enhance the quality of future teaching and learning experiences.
I would be grateful if you could spend some time completing this questionnaire survey You can be confident that you will not be identified in any discussion of the data
Put a tick ( √ ) in the column of the answer you have chosen or write the answer in the blanks
I STUDENTS’ ATTITUDE TOWARDS SPEAKING SKILL
1 Your level of interest in learning speaking skill
2 How do you feel when taking part in classroom speaking activities?
3 Do you think speaking is an easy or difficult skill?
A Easy B Easy if I feel interested enough
C Difficult D Difficult if I have no idea or lack vocabulary
4 Do you feel self – confident when speaking English?
II STUDENTS’ ATTITUDE TOWARDS & ASSESSMENTS OF THE CHANGES
5 How do you rate recent speaking lessons?
6 What do you think about your teacher’s techniques?
III EFFECTIVENESS OF COMMUNICATIVE ACTIVITIES IN IMPROVING STUDENTS’ MOTIVATION
7 To what extent do you think that communicative activities improved your motivation in speaking skill? Please evaluate the effectiveness of communicative activities in speaking lessons by using one number in the following scale
Poor Quite bad Fair Good Excellent
IV STUDENTS’ DESIRE OF TECHNIQUES TO IMPROVE THEIR MOTIVATION IN SPEAKING LESSONS
8 Which of the below communicative activities do you like most in the speaking class ?
Number of students Strongly like Like All right Dislike Strongly dislike
Nghiên cứu này tập trung vào việc cải thiện động cơ học trong giờ học Tiếng Anh của học sinh lớp 11 tại Trường PTTH Việt Nam – Ba Lan Mục tiêu là nâng cao hiệu quả học tập thông qua việc áp dụng các hoạt động giao tiếp sáng tạo và thú vị Việc sử dụng các phương pháp giao tiếp sẽ giúp học sinh phát triển kỹ năng ngôn ngữ và tăng cường sự hứng thú trong việc học Tiếng Anh.
Các em học sinh thân mến,