(LUẬN văn THẠC sĩ) demotivating factors in speaking lessons of the non english major students at hanoi pedagogical university 2 and possible solutions

Rationale of the study

The global prevalence of English is increasing, both for domestic use and international communication According to John, Helen, and Paul (2015), while only five percent of the world's population speaks English as their first language, approximately one billion people—one in seven—learn it as a second language In today's interconnected world, proficiency in English is essential across various professions, including medicine, finance, entertainment, computing, and education Consequently, the ability to communicate effectively in this widely spoken second language is crucial for career success Most individuals pursue English for practical reasons rather than ideological ones, making the development of English speaking skills a top priority for educators and a significant challenge for students today.

Due to the prevalence of written examinations over oral assessments, especially for non-English majors, there has been a significant emphasis on grammar in school curriculums Consequently, students often feel hesitant and anxious about speaking English, despite their proficiency in written communication.

The objective of enhancing students' communicative proficiency in English has not been fully realized at lower educational levels, creating significant obstacles to effective spoken English instruction at universities and colleges.

This study addresses the challenge of helping HPU2 non-English majors develop essential speaking skills It aims to identify the key demotivating factors affecting their speaking lessons and explore potential solutions to enhance their learning experience.

Significance of the study

A study was conducted to address the challenges faced by non-English major students at Hanoi Pedagogical University 2 in developing their English speaking skills Despite these difficulties, there has been a lack of prior research investigating the underlying causes and potential solutions Therefore, this study is essential for understanding and improving English speaking proficiency among these students.

Aims and objectives of the study

This study aims at finding out demotivating factors in speaking lessons of the non-English major students at Hanoi Pedagogical University 2 (HPU2) and providing some possible solutions

Following are the objectives of the study:

 To find out what demotivate non-English majors in learning English speaking skills at HPU2

 To suggest necessary changes that should be made to avoid demotivation of the students in English speaking classes.

Research questions

There are some questions risen in this research:

 What are the demotivations facing non-English majors in learning English speaking skills at HPU2

 What changes should be made to seek to avoid demotivation of the students in English speaking classes.

Scope of the study

This study examines the factors that demotivate students from participating in English speaking lessons, specifically focusing on the speaking skills of 150 non-English major students in their first academic year (2016-2017) at HPU2.

Methods of the study

This study utilizes a mixed-methods approach, incorporating both quantitative and qualitative techniques A survey questionnaire was distributed to students for quantitative data collection, while semi-structured interviews were conducted with both teachers and students to gather qualitative insights.

Design of the study

There are three parts included in this paper, namely, the introduction, the study and the conclusion

Part A is the the introduction presents the ratinale, aims and objectives, significance, research questions, scope and design of the study

Part B is the study which consists of three chapters:

Chapter 1 is the literature review which is an evaluative brief report of information found in the literature related to demotivations in teaching speaking skills

Chapter 2 details the data collection and analysis processes, highlighting the characteristics of the samples and the physical setting It also presents the data analysis methods and the statistical results obtained from the study.

Chapter 3 presents the findings on the demotivating factors encountered by non-English major students at HPU2 in developing their speaking skills, along with satisfactory responses to the research questions posed in this study.

Part C is the conclusion which gives the gist of the study’s important issues and mentions some limitations as well as suggestions for further study.

LITERATURE REVIEW

Notions of speaking and teaching speaking skills

Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information, influenced by context, participants, and speaking purposes (Burns & Joyce, 1997) It encompasses the ability to express oneself effectively in specific contexts, describe actions or situations with precision, and articulate a sequence of ideas fluently (Ladouse, in Nunan, 1991:23).

Speaking skills are essential for effective communication, as they involve using language to convey meaning both verbally and non-verbally According to Baker and Watsrup (2003), these skills serve various communicational purposes, while Chaney (1998) emphasizes the importance of building and sharing meaning in different contexts Ultimately, speaking allows individuals to express their thoughts and feelings, making it a vital component of successful interaction.

According to Nunan (1991), mastering the speaking skill is crucial for learning a second or foreign language, with success being determined by one's ability to engage in conversation effectively.

1.1.2 Theories of teaching speaking skills

Hughes highlights a crucial methodological distinction in teaching speaking skills: it is essential to differentiate between teaching the spoken form of a language and teaching the language through speaking.

The spoken form of language is significantly under-researched compared to writing, which may contribute to learners' reluctance to use the target language orally in class Consequently, teachers often prefer to incorporate stable written forms and genres into their lessons (Hughes 2011).

To effectively learn a foreign language, students must engage in four key activities: exposure, comprehension of meaning, understanding of structure, and practice (Harmer, 1998) A primary responsibility of teachers is to provide ample exposure to the new language, enabling students to utilize it in real-life situations It is essential for foreign language learners to have opportunities that enhance their speaking skills, focusing on communication that conveys meaning efficiently and economically.

Li (2012) emphasizes essential principles for teaching speaking within language pedagogy, highlighting the importance of curriculum selection and effective classroom strategies that educators should prioritize.

The 1 st principle is implementing challenging curriculum, which means the content taught in class should be inspiring enough to caught students’ interest The

The second principle emphasizes the importance of designing content that is easily accessible, while the third principle highlights the need for clear and relevant instruction Additionally, the subsequent principle underscores the value of effective learning strategies introduced by educators Furthermore, the appropriate use of the first language in the classroom is also highly regarded.

The fifth principle emphasizes the importance of teaching vocabulary across various contexts to enhance reading comprehension Additionally, it highlights the need for strong oral models for students to emulate while integrating the four essential skills: reading, listening, writing, and speaking, as outlined in the sixth, seventh, eighth, and ninth principles.

1.1.3 Characteristics of a successful speaking activity

Thornbury (2007, p.70-116) asserts that there are three stages in the process of developing speaking skills:

To enhance language learning, it is essential to raise learners' awareness of the unique features of the target language compared to their mother tongue Classroom activities should be strategically designed to effectively introduce and clarify these distinctive characteristics, fostering a deeper understanding among students.

In language teaching and learning, it is essential to consider students' existing knowledge, as this influences their ability to acquire new language skills Understanding what learners already know allows educators to tailor instruction effectively, maximizing their potential for growth within a specific unit.

Learners enhance their autonomy by actively engaging in language-learning activities, which enables them to utilize their skills effectively in real-time situations without assistance Research shows that increased involvement leads to improved outcomes, highlighting the importance of fostering learner independence in language education Consequently, language-teaching strategies should prioritize activities that boost learners' ability to take charge of their learning process.

At the elementary level, students benefit from a variety of speaking tasks that promote autonomy and engagement in learning Effective oral practice, primarily through student-student interactions, serves as a valuable source of meaningful input and feedback Activities such as conversations, example-based interviews, discussions, enjoyable presentations, role-plays, and home-making videos are designed to foster interest and enhance speaking skills.

Zhengdong Gan (2012) identifies significant obstacles in teaching and learning speaking skills, with the primary issue being students' insufficient vocabulary Research indicates that vocabulary knowledge constitutes 70% of language proficiency Despite spending approximately seven years learning English, including four years in secondary education and three years in high school, many university students fail to acquire the necessary 1,000 common words This lack of vocabulary makes the task of teaching speaking skills particularly challenging for educators.

Zhengdong Gan (2012) highlights the challenge of limited speaking opportunities for students in language-learning classes, primarily due to the large class sizes in educational institutions This environment makes it difficult for teachers to engage every student in speaking activities, ultimately hindering effective language acquisition.

Motivation and demotivation

Researchers have highlighted the significance of language motivation in the context of foreign language teaching and learning According to Dornyei (1998), motivation is defined as a dynamic and evolving state within an individual that activates, guides, and organizes the perceptual and motor processes necessary for transforming initial desires into prioritized actions, which can result in either success or failure.

Intrinsic motivation drives individuals to engage in activities they find enjoyable, allowing them to act freely without the need for external rewards (Deci & Ryan, 1985) This self-determined behavior promotes effective and healthy actions For instance, a person passionate about improving their speaking skills is likely to invest significant time and effort to achieve their goal.

Extrinsically motivated behaviors are driven by external factors, where individuals engage in activities to achieve rewards or evade punishment This type of motivation can be observed in various scenarios, such as working for a paycheck or studying to avoid poor grades.

 Studying because of your parents’ wishes

 Participating in a sport to win awards

 Competing in a contest to win a scholarship

 Learning English because it helps you find jobs easier in the future

According to Deci (1985), certain activities are undertaken not purely for enjoyment but because they are seen as a means to achieve a specific outcome Early studies on intrinsic and extrinsic motivation suggested that these two types of motivation were in opposition, leading to the assumption that behaviors driven by external rewards lacked self-determination.

Demotivation significantly influences the outcomes of activities, particularly in the context of learning English as a foreign language Researchers, including Lens and Decruyenaere (1991), have explored the characteristics of motivation and demotivation among secondary students Kikuchi and Sakai (2009) identified five key demotivating factors affecting high school EFL learners: course content and materials, teacher competence and teaching style, inadequate school facilities, lack of intrinsic motivation, and test scores Understanding these factors is essential for enhancing students' performance in learning English.

Falout, Elwood, and Hood (2009) conducted research on the demotivating factors in English as a Foreign Language (EFL) learning, revealing a connection between past demotivating experiences and current proficiency levels Their findings indicate that learners' proficiency and their capacity to overcome challenges tend to align in a similar pattern.

Factors affecting students’ demotivation in learning speaking skills

1.3.1 Factors related to learning attitudes

In the study "English in Jordan: Attitudes and Prestige," Al-Saidat (2009, pp 155-167) explores the perspectives of Jordanian university students regarding English as a foreign language, highlighting prevalent opinions among college students.

 Students are interested in learning English (intrinsic motivation) but they do not expect much about their speaking competence

English is viewed as an essential tool for future success among young learners, yet their native language plays a more critical role in their overall development Additionally, English is not seen as a vital necessity for integration among these students.

English is highly regarded as the global language for key areas like science, technology, and communication, leading to a consistent respect for individuals proficient in the language.

Research indicates that college students in Asian countries, such as Vietnam, have diverse beliefs regarding the role of English in their lives As a result, students are motivated to learn English for various reasons A positive mindset can significantly enhance the speed and ease of knowledge acquisition, while a negative attitude—such as viewing speaking as merely a mandatory school subject—can hinder their chances of becoming successful learners.

1.3.2 Factors related to teacher’s competence and performances

Gorham and Christophel are prominent researchers in the study of demotivation within instructional communication Their 1992 research focused on identifying the factors perceived as demotivating by college students in introductory communication courses The results revealed that a significant 79% of the responses were attributed to teacher-related factors.

In order to figure out reliable results of what are the major demotives among students in learning a new language communicatively, Christophel and Gorham

In 1995, a questionnaire was distributed to a different group of college students, revealing consistent results with previous findings Subsequent research by Gorham and Millette in 1997 indicated a disparity in attribution of student demotivation; teachers often linked it to performance-related issues, while students cited teachers' behaviors, particularly ineffective presentation skills, as the primary cause of their demotivation.

Hoang Duc Doan (2011) highlights that teachers' reliance on their first language, Vietnamese, during lessons can negatively impact students' motivation to use the target language, English, in class.

Teachers significantly influence student motivation in language-learning classes, highlighting the importance of exploring both the consequences and potential solutions to this issue.

Afrough, Rahimi, and Zarafshan (2013) highlight that inadequate technological resources in classrooms significantly diminish students' motivation to engage in foreign language learning Their research indicates that students of all ages are less inclined to learn in subpar conditions, with a direct correlation between the quality of the learning environment and the level of student motivation.

The lack of diverse and appropriate teaching resources, such as wall charts, flash cards, audio-visual aids, and well-equipped language laboratories, significantly hampers the teaching and learning of English in schools When the educational tools used in classrooms do not align with the intended learning context, students may feel unmotivated and perceive their efforts as futile, ultimately hindering their progress.

According to Meshkat and Hassani (2012), insufficient school facilities can diminish students' motivation to achieve their academic goals Students are generally more engaged in lessons that incorporate visual aids, such as posters and videos Conversely, without modern technological support, they are likely to feel bored and disengaged from the learning process.

1.3.4 Factors related to teaching materials

According to Al-Seghyer (2014), the choice of English textbooks in educational institutions significantly influences students' learning outcomes Textbooks that fail to incorporate communicative situations or real-life communication functions hinder effective spoken English acquisition Consequently, students may become disinterested in speaking lessons, leading to a decline in motivation.

Al-Seghyer highlights the lack of diverse and suitable teaching resources, which significantly hampers educators' ability to engage students effectively The absence of adequate materials leads to diminished student attention and motivation, ultimately resulting in ineffective teaching practices Consequently, the quality of teaching resources is crucial, as their inadequacy can act as a major demotivator for students.

1.3.5 Factors related to classroom climate

Chaudhry Zahid Javid, Muhammad Umar Farooq, Malik Ajmal Gulzar

A study conducted in 2012 on Saudi English-major undergraduates and English teachers highlighted the importance of an interactive classroom climate for effective English Language Teaching (ELT) in Saudi Arabia The research found that fostering interaction and collaboration among students significantly influences their motivation levels, as their willingness to engage in class activities and practice with peers can either enhance or hinder their learning experience.

Aydin (2012) highlights that poor classroom conditions and a negative school climate significantly contribute to demotivation in the English as a Foreign Language (EFL) teaching process In environments where students are reluctant to engage, a culture of silence develops, leading to a collective habit of avoiding participation and answering questions.

1.3.6 Factors related to speaking practice opportunities

METHODOLOGY

Context of the study

2.1.1 An overview of the research site

HPU2, situated in a mountainous area of Vinh Phuc province, faces significant challenges in providing effective English education The lack of communication opportunities with foreigners and the scarcity of English centers focused on communicative skills for non-English majors hinder language acquisition Additionally, large class sizes, ranging from 40 to 60 students, severely restrict individual practice, making the teaching of English, especially speaking skills, particularly difficult.

The study focuses on 150 first-year non-English majors at HPU2, representing various faculties and disciplines Prior to enrolling in their English class, these students must complete a placement test to confirm their English proficiency Having completed their first semester of English instruction, they have undergone a general English course that emphasizes speaking skills As a result, these students are expected to effectively handle simple information and begin to communicate in familiar contexts.

In a study involving 150 students, 92% (138) were female and 8% (12) were male, reflecting the higher enrollment of female students at HPU2 Most participants were eighteen years old and had studied English for seven or more years prior to university.

Three experienced teachers, each with over two years of teaching English to non-English majors, were invited to address questions about student demotivation and propose effective solutions.

Research method

This research employs a mixed-methods approach, integrating both qualitative and quantitative methods to enhance the overall findings As noted by Madey (1982), the intrinsic qualities of each method complement one another, strengthening the research outcomes Gay, Mills, and Airasian (2006) highlight that qualitative methods clarify "what" is being studied, while quantitative methods elucidate "how" it occurs Additionally, Creswell and Clark (2007) assert that combining these research designs yields more comprehensive insights into the issues at hand In this study, a quantitative method is utilized through a questionnaire survey distributed to students, followed by semi-structured interviews with both teachers and students, representing the qualitative aspect of the research.

This method focuses on objective measurements and the statistical analysis of data collected through various means such as polls and surveys According to Gay, Mills, and Airasian (2006), there are five key approaches to this method: descriptive research, which provides insights into the current status of a research subject; correlation research, which identifies relationships between multiple variables; causal-comparative research, which examines differences among individuals; experimental research, the most effective for establishing cause-and-effect relationships; and single-subject research, which explores behavioral changes in individuals resulting from specific treatments.

Quantitative research primarily employs data collection methods such as tests and surveys, utilizing large and random samples This approach typically starts with a clearly defined research question or hypothesis derived from the literature review.

This study employs a quantitative approach to effectively address the research questions and objectives, focusing on identifying the factors that demotivate non-English majors at HPU2 in their speaking skills and exploring strategies to overcome these challenges.

The qualitative research method aims to thoroughly understand the concerns of students and teachers, identifying effective solutions to address these issues By focusing on the quality of the subject matter rather than assumptions, this approach allows for deeper insights The number of participants is intentionally limited to align with the researcher's objectives.

This study utilizes semi-structured interviews with teachers and students to identify key demotivating factors hindering students' progress in English speaking skills, as well as to explore potential solutions for improvement.

2.2.3 Research instruments 2.2.3.1 Data collection instruments from students (i) Questionnaire with students

The developed questionnaire, inspired by the work of Afrough, Rahimi, and Zarafshan (2013), aims to explore the demotivating factors faced by non-English majors in foreign language learning It focuses on identifying key issues such as students' attitudes toward English, teacher-related factors, facility-related issues, classroom climate, teaching materials, and opportunities for practice Additionally, the questionnaire seeks to gather insights on strategies to reduce demotivation levels among these students To ensure clarity and prevent misunderstandings, the questionnaires are distributed in Vietnamese.

Following the collection of data on student demotivation in learning spoken English, the researcher conducted in-depth interviews to identify the necessary changes students believe could enhance their speaking skills.

Ten students participated in a semi-structured interview aimed at gaining deeper insights into their thoughts on the subject Conducted in Vietnamese to enhance understanding, the interview allowed for more detailed explanations of their questionnaire responses Before starting, the researcher provided a thorough overview of the interview process, encouraging students to express their attitudes openly All responses were carefully noted and recorded for analysis.

2.2.3.2 Data collection from the teachers (i) semi-structured interview

Three teachers participated in a semi-structured interview to share their perspectives on the issue, providing detailed insights The data collected during these interviews were documented and recorded for further analysis.

Data analysis

Data serving the research coming mostly from the questionnaire sent out to

150 non-English majors and the semi- structured interview with both teachers and students The former will provide quantitative data, meanwhile the latter illustrates qualitative one

Following the collection of the questionnaire responses, the researcher meticulously reviews the answers and organizes them into relevant categories for future analysis The data gathered from the questionnaire is then analyzed using SPSS Version 20, a powerful tool for statistical analysis in social sciences.

Teachers and students' responses are documented, transcribed, and translated into English The researcher then analyzes both quantitative and qualitative data to understand the challenges faced by students and teachers in learning and teaching English, ultimately describing the findings and drawing conclusions.

FINDINGS AND DISCUSSION

Quantitative results

The following tables will give the basic demographic information about 150 non-English majors involving in this study

Frequency Percent Valid Percent Cumulative

Table 3.2: Demographic Information: Years of studying English

3.1.2 Demotivating factors in speaking lessons of non-English majors at HPU2

3.1.2.1 Factors related to negative attitudes toward language learning and speaking

Many students exhibit negative attitudes towards learning English, primarily due to inadequate vocabulary, which hinders their desire to practice speaking in class Data reveals that 60% of students lack confidence in expressing themselves due to difficulty in finding the right words Despite this, a significant majority (81.3%) recognize the importance of English for their future careers and show a spontaneous inclination to learn the language However, only a small percentage of participants (13.3%) actively engage in improving their skills.

%) attach their learning of English to the obligation they have at school

Figure 1: Factors related to negative attitudes toward language learning and speaking

3.1.2.2 Factors related to teachers’ competence and performances

The chart highlights a significant issue in education, revealing that 70.7% of students find their teachers' teaching methods unappealing, leading to a mismatch between teaching styles and learning preferences Additionally, 38.7% of students feel their English learning is hindered by a lack of encouragement to use the target language in class, while 10% attribute their challenges to teachers not utilizing speaking practices from textbooks Moreover, 6% of students cite poor pronunciation skills of their teachers as a barrier, and only 2% believe that the absence of English usage in class affects their learning.

Figure 2: Factors related to teachers’ competence and performances

A significant 70.7% of students believe that the limited use of visual aids, such as videos and DVDs, is a major barrier to their spoken English language learning in class Additionally, 27.3% feel that the lack of Internet resources in the classroom demotivates them from actively engaging in their speaking lessons Furthermore, 17.3% and 16% of students cite the minimal use of computers and the arrangement of tables and chairs, respectively, as factors contributing to their reluctance to learn English at school.

Figure 3: Factors related to facilities

3.1.2.4 Factors related to teaching materials

A significant 52% of participants believe that the speaking topics used in class are outdated, challenging, and unfamiliar Despite this, an overwhelming 84% still find these topics and exercises to be beneficial for their learning.

Figure 4: Factors related to teaching materials

3.1.2.5 Factors related to classroom climate

A significant challenge for HPU2 non-English major students is the anxiety stemming from the fear of being ridiculed for their mistakes, with 73.3% feeling demotivated by the possibility of laughter from classmates or unprofessional reactions from teachers Additionally, 47.3% of students tend to conform to their peers, resulting in silence in classes where others are also inactive Furthermore, 24.7% express a lack of involvement in speaking activities due to insufficient class time.

Figure 5: Factors related to classroom climate

3.1.2.6 Factors related to speaking practice opportunities

The study highlights that HPU2, situated in a mountainous region of Vinh Phuc province, offers limited opportunities for English language learning Notably, 80% of respondents indicated that students have minimal chances to communicate in English outside the classroom Interestingly, 69.3% of participants believe that being in a large-sized class does not hinder their ability to practice English communication effectively.

Figure 6: Factors related to speaking practice opportunities

In addressing the demotivating factors affecting speaking lessons for non-English majors at HPU2, several recommended and tested solutions have been identified, with the findings illustrated in the figure below.

A significant majority of students (86.7%) believe that increased homework, such as conversations, role-plays, and group presentations, along with performance assessments, can enhance their speaking skills Recognizing the importance of practice, the author conducted research titled “Making Videos on Facebook as a Tool of Self-Learning and Peer-Learning Speaking Skills for Non-English Major Students.” The study's findings clearly indicate a substantial improvement in students’ oral performance through this innovative approach.

A significant majority of students, 83.3%, express a preference for increased use of language games in the classroom, while 68.7% desire a diverse range of teaching techniques from their instructors Additionally, 60.7% support the enhanced incorporation of visual aids and online resources Almost half of the participants, 44.7%, believe that receiving marks or bonuses for their participation in speaking activities would boost their interest in learning Furthermore, 40.7% feel that public praise from teachers would enhance their self-confidence and engagement during lessons.

A significant 26% of students acknowledge that their teachers may occasionally become angry and interrupt them, while only a small fraction (2.7%) express a need for additional activities like English speaking clubs and quizzes Aside from these options, the participants did not provide any further suggestions.

Qualitative results

3.2.1 Semi-structured interviews with students 3.2.1.1 Factors related to negative attitudes toward language learning and speaking

When being asked about your attitude toward English and learning speaking English, the students share mostly the same point of view They say:

Recognizing the significance of English for my education and future career, I understand that proficiency in the language can enhance my job prospects I focus on improving my spoken English, not just because it is a mandatory school subject, but because I believe it will be beneficial in real-life situations However, I struggle with communicative learning as I often find it challenging to express myself due to my limited vocabulary, which sometimes prevents me from responding to my teacher's questions.

While I don't particularly enjoy learning English, I recognize its importance for my future job prospects During high school, I wasn't serious about mastering the language, and the lack of speaking lessons left me unprepared As a result, I now feel hesitant and unsure when it comes to speaking English.

English plays a crucial role in my career advancement, and I am committed to improving my language skills However, I struggle with a limited vocabulary, which often hinders my ability to express my thoughts My teacher reassures me that making mistakes is part of the learning process and encourages me to speak more Despite this support, I sometimes find it challenging to articulate my ideas.

3.2.1.2 Factors related to teachers’ competence and performances

The main schools of thought shared by the student participants when they are asked about their teachers’ competence and performance are as follow:

My teacher has excellent pronunciation and speaks English fluently, creating a natural learning environment She encourages our participation in speaking activities, which enhances our language skills I believe incorporating more games into our lessons would be beneficial, as they are effective tools for effortless learning.

Teachers' pronunciation and speaking exercises are not the primary source of anxiety in language learning; rather, the challenge lies in accommodating diverse learning styles within a large classroom While some students may respond positively to a specific teaching method, others often remain disengaged, highlighting the need for a more tailored approach to meet the varied preferences of all learners.

In a typical class where multiple skills are taught, time for speaking practice is often limited As a result, teachers may prioritize covering the curriculum over ensuring that every student has the opportunity to speak Initially, teachers may engage some students in discussions, but ultimately, fewer students end up sharing their thoughts and ideas during speaking lessons.

Students’ different perspectives upon facilities are mainly like what the following interviewees say

Learning English can often feel tedious when confined to textbooks filled with unfamiliar words Incorporating short videos that showcase real-life language use can make lessons more engaging While having internet access in class is beneficial, it's not essential; teachers can still deliver effective lessons by preparing materials in advance.

In today's university learning environment, the absence of Internet access in classrooms is a significant drawback The Internet offers valuable support by providing entertainment during stressful moments and suggestions for challenging questions Additionally, lively videos available online can demonstrate the practical and effective application of the knowledge we acquire Without Internet connectivity, we miss out on these essential resources that enhance our educational experience.

While I don't require Internet access during class, I believe that rearranging the tables and chairs would greatly enhance our learning experience Currently, it's challenging to navigate the classroom and collaborate with peers seated at different tables I've observed modern English classes featuring single desks and circular seating arrangements, which facilitate engaging and meaningful discussions Our university should consider investing in these innovative table designs to improve student interaction and participation.

3.2.1.4 Factors related to teaching materials

Most student participants highly value the discussion topics in their textbook, while others find certain topics to be quite challenging.

“I like the textbook we have and what our teacher brings to class, so there is no problem with teaching materials.”

I find some discussion topics in class, like "Inventions" and "Currency," quite challenging due to my limited knowledge and vocabulary This difficulty affects my ability to engage fully, as I struggle to concentrate on subjects I do not enjoy I believe it would be beneficial if my teacher selected easier questions or introduced more practical and relatable topics for discussion.

The current textbook used in our class is excellent, featuring vibrant images and relatable subjects While some may argue that these topics are outdated, they remain valuable and beneficial for our learning experience.

3.2.1.5 Factors related to classroom climate

How classroom climate affects the students’ learning may vary a little bit from student to student, but the impact can easily be seen through the following answers:

I often hesitate to speak up in class because my classmates remain silent, and I prefer not to stand out When faced with challenging questions, I occasionally have ideas, but I choose to keep them to myself, waiting for the teacher to reveal the answers to gauge my correctness I believe there's no reason to risk embarrassment by voicing what might be perceived as a silly response.

Learning from our mistakes is essential, and I embrace this by actively participating in class discussions Unlike many of my classmates who tend to remain silent, I confidently raise my hand and share my thoughts whenever my teacher poses a question.

Many students, including myself, experience shyness that hinders our willingness to share opinions in class I often find myself waiting for my teacher to call on me before I contribute in English, a habit that has formed over time This highlights the importance of creating speaking practice opportunities to encourage more active participation.

Interestingly, besides some common shared thoughts about speaking practice opportunities, the researcher also gets quite contrasting answers

Discussion

3.3.1 Students’ negative attitude toward language learning and speaking

Participants unanimously agree that students recognize the essential role of English in their development, emphasizing the importance of mastering both spoken and written forms of the language This understanding fosters a strong desire among students to enroll in English courses, driven by a sense of necessity rather than obligation.

Research indicates that a significant barrier to student participation in speaking activities is a lack of vocabulary Both students and teachers have expressed that insufficient vocabulary hinders learners from effectively communicating their ideas in class This struggle often leads students to disengage, as they find it challenging to articulate even simple thoughts due to difficulty in finding the right words.

Teachers' competence does not negatively impact students, as only a small percentage of participants rate their teachers' pronunciation poorly This discrepancy can be attributed to variations in students' learning styles.

Concerns about teaching methods are prevalent among both learners and lecturers, highlighting the need for varied instructional techniques to engage students and accommodate diverse learning preferences Unengaging teaching styles have been identified as a significant demotivating factor for English learners at HPU2 Educators often believe that certain topics benefit from visual aids, while others may necessitate audio resources or encourage student movement to enhance engagement and understanding.

Facility is a quite controversial issue to discuss There is huge difference among both teachers’ answers and students’ answers

Some students believe that the Internet is unnecessary for effective speaking lessons and that computers are not needed in the classroom, emphasizing the importance of thorough preparation by teachers for engaging lectures Conversely, some educators share this viewpoint, while others argue that the Internet plays a crucial role in enhancing students' learning experiences and that its absence can hinder their studies.

To enhance the effectiveness of English lessons, it is essential to reconsider the arrangement of tables and chairs Traditional fixed seating can hinder engaging activities that encourage student participation and movement By incorporating flexible seating options, educators can create a dynamic learning environment that fosters creativity and interaction among students This simple change in classroom setup can significantly improve the quality of educational experiences.

Current teaching materials are generally effective; however, nearly half of the learners feel that the class topics are outdated, challenging, and unfamiliar Despite this, approximately 75% of students find these subjects practical and valuable for their learning This suggests that lower-level students lack sufficient exposure to the language, leading to mixed perceptions regarding the relevance and difficulty of the topics covered.

Based on data gathered from semi-structured interviews with teachers and learners, it is evident that the textbooks and materials utilized in class effectively meet the needs of students and the teaching objectives of educators In conclusion, teaching materials do not appear to be a significant source of demotivation for non-English major students at HPU2.

In English classrooms, mistakes are a natural part of the learning process, yet non-English major students often fear making errors due to concerns about negative feedback from peers and teachers This fear of looking foolish leads many students to avoid speaking up in class, ultimately hindering their learning experience and participation.

Students learning a foreign language often feel under constant evaluation from both teachers and peers, whether this perception is real or imagined Many students also emulate their classmates' behavior of disregarding the teacher's questions, leading to fewer opportunities to practice the target language This lack of engagement may contribute to their limited progress in speaking skills.

3.3.6 Insufficient opportunities for speaking practice

Students at HPU2, a university situated in a mountainous region, face challenges in enhancing their speaking competence due to a lack of optimal practice environments outside the classroom Additionally, large class sizes and limited speaking time hinder equal opportunities for students to showcase their English skills, resulting in fewer chances for receiving constructive feedback from teachers and peers.

In short, being in short of opportunities for speaking practice obviously presents great challenge to students who wish to make progress in learning English- speaking skills

Summary of the study

Demonstrating proficiency in a foreign language, particularly English, reflects dedication and hard work, qualities that employers highly value As a result, the importance of communicative English language learning has gained significant attention from educators and individuals aware of the evolving dynamics of international cooperation, integration, and globalization This study focuses on improving the teaching and learning of English speaking skills at HPU2 by identifying the factors that demotivate non-English major students during speaking activities in English classes.

Research has identified several key demotivating factors affecting non-English majors' speaking skills, including unengaging teaching methods, limited vocabulary, inadequate teaching resources, unfamiliar topics, and insufficient practice opportunities Understanding these factors highlights important implications for educators, who must consider the differences between teaching and learning styles, class size, classroom arrangement, and the integration of technology to enhance the learning experience.

This article discusses the demotivating factors affecting speaking lessons for non-English major students at Hanoi Pedagogical University 2 and presents suggested solutions to address these issues Additionally, it highlights the study's limitations and offers recommendations for future research.

Suggested solutions

In addressing the identified demotivating factors, the researcher proposes several solutions derived primarily from survey data collected from students and semi-structured interviews with both students and teachers, alongside insights gained from her extensive teaching and observational experience.

2.1 Students’ positive attitudes toward speaking

To enhance student participation, it's essential to begin lessons with topics that resonate with their interests and concerns This approach creates a comfortable environment for students, encouraging them to engage more actively in discussions.

Many non-English majors mistakenly view English as just a mandatory school subject However, as students recognize the importance of English, they tend to become more dedicated to mastering the language.

The questionnaire results reveal that a significant issue contributing to demotivation among non-English major students at HPU2 is their limited vocabulary By teaching essential and topic-specific vocabulary prior to speaking activities, students can overcome the fear of insufficient word choice and effectively express their ideas.

While students appreciate their teachers' methods, they often find them unsatisfactory Large classrooms necessitate diverse teaching strategies to accommodate various learning styles For auditory learners, incorporating English songs can be effective; visual learners benefit from videos and cards; kinesthetic learners thrive with games; and tactile learners engage best through role-play activities.

Incorporating innovative teaching methods is essential for the success of educational solutions Equally important is the need for teachers to consider students' readiness to embrace these new pedagogical approaches.

Teaching facilities significantly influence both teachers and students, with all interview participants agreeing that the arrangement of tables and chairs affects students' willingness to engage in speaking activities However, the questionnaire yielded fewer similar responses The teacher-researcher suggests that tables designed for movement and discussion can enhance student participation and promote their academic progress.

The integration of information technology, particularly computers and the Internet, is essential in modern education By incorporating digital learning tools like computers and handheld devices, technology enhances both teaching and learning experiences, broadening course offerings and access to diverse learning materials Consequently, equipping classrooms with technological devices such as computers and projectors significantly improves educational outcomes.

Textbooks play a crucial role in shaping the learning experience, as students often absorb information based on how it is presented The educational philosophy embedded in these textbooks significantly impacts classroom dynamics and the overall learning process Consequently, instructional materials often take center stage in education, heavily influencing classroom activities Life Elementary, a primary source of teaching materials, has garnered positive feedback from both educators and students alike.

Pre-prepared supplementary resources play a crucial role in enhancing classroom engagement By incorporating diverse and interesting materials, educators can expand their options for ideas and activities, ultimately enriching the learning experience.

Enhancing intrinsic motivation in students can be achieved by fostering a communicative classroom environment When teachers effectively motivate certain students to participate and respond in English, it encourages their peers to engage in speaking activities as well This ripple effect can significantly boost overall class participation and enthusiasm for learning.

Learners highly value praise, as it boosts their self-esteem and confidence in using English Lecturers should foster a positive environment by avoiding negative reactions to incorrect answers, recognizing that even mistakes reflect a student's courage to participate This approach encourages improvement and reinforces a growth mindset among students.

Teachers of large classes encounter significant challenges when facilitating speaking activities To enhance students' speaking practice, it's essential for school administrators to consider reducing class sizes However, teachers who have successfully navigated these obstacles often find that encouraging students to engage in English conversations outside the classroom fosters a habit of using the language in daily life This can be achieved through assignments that involve topic-oriented discussions, presentations, and plays Additionally, filming these activities for peer and teacher feedback not only boosts students' confidence but also aids in their improvement Research indicates that this approach is effective and merits implementation.

Organizing team-based activities can enhance learners' interest in speaking English, as individuals often feel more comfortable expressing themselves in smaller groups Additionally, creating extra opportunities for practice, such as speaking clubs, quizzes, or trips that facilitate interaction with foreigners, can significantly address the lack of speaking practice among students.

Limitations of the study

While this study highlights significant implications for English language teaching and learning, it also presents several limitations that may impact the generalizability of its findings.

Due to time constraints and limited human resources, this research was unable to include a larger sample of student participants Additionally, the initial plan to involve more teachers was hindered by their heavy workloads at HPU2, resulting in a narrower range of opinions than anticipated.

One limitation of the study is the reliance on quantitative data gathered from a questionnaire survey administered to students Non-English major students often struggle to maintain focus while responding to questions that do not pertain to their fields of study Consequently, their answers may not accurately reflect their true opinions or perceptions of the situation.

The third limitation is the fact that not all the solutions suggested have been tested.

Suggestions for further study

This study utilized questionnaire surveys and semi-structured interviews to gather insights from both teachers and learners Additionally, incorporating other research methods such as case studies and observations could enhance the findings.

To enhance the reliability and generalizability of research findings, future studies should aim to involve a larger research population, addressing the challenges previously faced by researchers in this area.

Further research should explore how lower educational levels can enhance students' vocabulary and identify strategies to address the challenges posed by limited vocabulary in speaking lessons.

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PHIẾU ĐIỀU TRA CÁC YÊU TỐ GÂY MẤT HỨNG THÚ TRONG GIỜ HỌC NÓI Ở

TRƯỜNG ĐHSPHN 2 VÀ HƯỚNG KHẮC PHỤC

Phiếu điều tra này nhằm thu thập ý kiến của sinh viên không chuyên Anh tại trường ĐHSPHN 2 về những yếu tố làm giảm hứng thú trong giờ học nói và đề xuất hướng khắc phục Ý kiến của các em sẽ được sử dụng cho nghiên cứu này, và mọi mục đích sử dụng khác sẽ cần sự đồng ý của các em.

Các em hãy chọn đáp án bằng cách đánh dấu “” vào MỘT ô tương ứng với câu trả lời trong phần (*) thông tin cá nhân Đối với các câu hỏi I và II, các em có thể chọn NHIỀU hơn một đáp án.

Số năm học tiếng Anh:

I Theo em những tác nhân nào gây mất hứng thú cho các em trong việc học nói?

Yếu tố 1: Thái độ tiêu cực đối với việc học và nói ngôn ngữ ứng của giáo viên

Yếu tố 2: Các yếu tố liên quan đến giáo viên nói tiếng Anh trong lớp học -5

Yếu tố 3: Các yếu tố lien quan đến thiết bị giảng dạy quan như video và đĩa DVD

Yếu tố 4: Tài liệu giảng dạy

Không khí lớp học không thuận lợi có thể ảnh hưởng đến khả năng giao tiếp của học sinh, khi họ lo sợ bị chê cười và gặp phải những phản ứng không thích hợp từ giáo viên Bên cạnh đó, việc sĩ số lớp học đông cũng làm giảm cơ hội thực hành nói, khiến học sinh khó khăn trong việc cải thiện kỹ năng giao tiếp của mình.

II Theo em giáo viên phải làm gì để các em hăng say tham gia vào các hoạt động nói ? ho điểm hoặc cộng điểm nếu em tham gia thường xuyên học nói để em tham gia nói tự nhiên hơn ng anh, đố vui để học, vân vân ác bài tập nói về nhà (hội thoại, đóng kịch, truyết trình nhóm, vân vân), có kiểm tra và chấm điểm rõ) _ _ _ _ _

SURVEY QUESTIONNAIRE DEMOTIVATING FACTORS IN SPEAKING LESSONS AT HPU2

This survey aims to collect data on the demotivating factors affecting speaking lessons at HPU2, along with potential solutions The information gathered will be utilized solely for research purposes, and any other use will require your consent.

Please tick the box corresponding to your choice For questions in I and II, you may tick MORE THAN ONE box

I What are demotivating factors in your speaking lesson?

Factor 1: Factors related to attitude toward language learning and speaking

Learning English is often seen as a mandatory school requirement rather than a personal interest, which can hinder motivation Many students lack confidence in speaking due to limited vocabulary, making it challenging to engage effectively in conversations Consequently, if not approached with genuine interest and effort, English may not prove beneficial for future opportunities.

Factor 2: Factors related to teachers

Many teachers struggle with poor pronunciation, which can hinder effective communication in the classroom Additionally, unengaging teaching methods fail to capture students' interest and participation A lack of encouragement for students to speak English during lessons further diminishes their speaking skills Moreover, when teachers rarely use English or limit their speaking practice, it creates an environment that discourages language acquisition Lastly, the insufficient use of speaking exercises from textbooks limits opportunities for students to practice and improve their English proficiency.

Factor 3: Factors related to facilities

No or little use of visual aids such as videos and DVDS

No or little use of computers

No or little use of the internet upportive to speaking activities

Factor 4: Factors related to teaching materials

Old topics and texts used in the lessons Difficult and unfamiliar topics used in lessons Useless speaking exercises in the textbook

Factor 5: Factors related to unfavorable classroom climate

Classmates’ not speaking English in classroom Not doing speaking activities because of short class time Feeling anxious while speaking because of classmates' laughter and teacher's inappropriate reactions

Factor 6: Factors related to opportunities for speaking practice

Little chance of communicating in English inside the class due to large- sized class

Little chance to communicate in English outside the class

II What can your teachers do to raise your interest in speaking lessons? games quizzes, etc (conversations, role-play, group presentation, etc), check and give marks

APPENDIX C PROMPT INTERVIEW QUESTIONS FOR STUDENTS

1 What do you consider demotivating factors, which prevent you from successfully learning speaking English?

2 What suggestions can you give and changes to you want to have to eliminate these demotivating factors?

APPENDIX D PROMPT INTERVIEW QUESTIONS FOR TEACHERS

1 What do you consider demotivating factors, which prevent your students from successfully learning speaking English?

2 What suggestions can you give or changes to you want to have to eliminate these demotivating factors?

APPENDIX D RESULTS FROM THE STUDENTS’ SERVEY QUESTIONNAIRES

Table 1: Students’ negative attitude toward language learning and speaking

Learning English because it is a compulsory subject at school not because of your interest

Not being confident in learning speaking due to the lack of vocabulary

English will not be useful for you in the future

Table 2: Factors related to teachers

Not encouraging students to speak English in classroom

Teacher's not speaking English in classroom or doing so little

Teachers' not using speaking practices of textbooks

Table 3: Factors related to teaching facilities

No or little use of visual aids such as videos and DVDS

No or little use of computers

No or little use of the internet

The arrangement of tables and chairs is not supportive to speaking activities

Table 4: Factors related to teaching materials

Old topics and texts used in the lessons

Difficult and unfamiliar topics used in lessons

Useless speaking exercises in the textbook

Table 5: Unfavorable classroom climate Classmates not speaking English in classroom

Not doing speaking activities because of short class time

Feeling anxious while speaking because of classmates laughter and teacher's inappropriate reactions

Table 6: Insufficient opportunities for speaking practice Little chance of communicating in English inside the class due to large- sized class

Little chance to communicate in English outside the class

Do not angry with you and do not interrupt you

Give marks or add marks if you participate in the speaking activities regularly

Praise you to the class

Increase the use of visual aids

Increase the use of language games

Increase the use of information technology

Organize extra activities regularly such as: English speaking clubs, quizzes, etc

Give homework (conversations, role-play, group presentation, etc), check and give marks

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