THÔNG TIN TÀI LIỆU
SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT PHAN ĐĂNG LƯU SÁNG KIẾN KINH NGHIỆM Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation Môn/Lĩnh vực: Tiếng Anh Người thực hiện: Triệu Thị Nghĩa Tổ: Văn – Ngoại ngữ Điện thoại: 0986.278.778 NĂM HỌC: 2021-2022 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS Page PART 1: INTRODUCTION ………………………………………… 1 Rationale…………………………………………………… Aims of the study……………………………………………… PART 2: CONTENT…………………………………………………… I THEORITICAL BACKGROUND………………………………… An overview of motivation …………………………………… 1.1 What is motivation? ………………………………………… 1.2 Importance of motivation in language learning …………… 2 An overview of creativity……………………………………… 2.1 What is creativity? ………………………………………… 2.2 Role of creativity in language learning……………… …… 3 An overview of assigned tasks………………………………… 3.1 Importance of assigned learning tasks…………………… 3.2 Some things to be taken account when designing tasks…… II PRACTICAL BACKGROUND…………………………………… III THE STUDY……………………………………………………… Methodology…………………………………………………… 1.1 Participants………………………………………………… 1.2 Instrumentation…………………………… ……………… 1.3 Data collection procedures………………………………… Findings of the study…………………………………………… 2.1 Reality of student motivation in the researcher‟s school…… 2.2 Feasibility of motivating students through assigned creativity-fostering tasks…………………………………… TIEU LUAN MOI download : skknchat@gmail.com Solutions……………………………………………………… 3.1 Some important factors related to creativity-fostering tasks 3.1.1 Requirements of tasks………………………………… 3.1.2 Interaction……………………………………………… 3.1.3 Time and Place to tackle assigned tasks and report the results……………………………………… ………… 3.1.4 Assessments………………………………………….… 3.1.5 Procedure……………………………………………… 3.2 Suggested creativity-fostering tasks to motivate students to learn English……………………………………………… 10 3.2.1 Competitions of designing slogans …………………… 10 3.2.2 Projects on speaking tasks…………………….…… 11 3.2.3 Dramatizing the lesson………………………………… 12 3.2.4 Projects on vocabulary………………………………… 13 3.2.5 Extra-curriculum activities…………………………… 14 3.3 Some samples……………………………………………… 15 PART 3: CONCLUSION……………………………………………… 44 Summary of the study………………………………………… 44 Limitation…………………………………………………… 44 Suggestions for further study………………………………… 44 REFERENCES ………………………………………………………… 45 APPENDICES ……….……………………………………………… 46 Appendix Class Observation Checklist……………………… 46 Appendix Pre-treatment Questionnaire …………… ……… 47 Appendix Post-treatment Questionnaire …………………… 53 Appendix Questionnaire Data and on Student Motivation 57 TIEU LUAN MOI download : skknchat@gmail.com PART 1: INTRODUCTION Rationale In the current context of globalization, the English language as an international means of communication is growing in popularity An obvious advantage is that having a good command of English could help transform a person‟s life Not only does it open him to a world full of both professional and personal possibilities, but it also expands his thinking and can prime his confidence Accordingly, the teaching and learning English is increasingly gaining the attention from the government and the public However, in reality, our students‟ English is not very good and neither is their performance in tests and examinations To the best of the author‟s knowledge, motivation has a profound effect on people‟s language learning However, her students‟ driving force for learning English engagement is rather low Many students are not interested in and not invest enough time and effort in learning it Also, their perceived aptitude to learn and ability to use it in the future are not high Meanwhile, many tasks or activities in textbooks are not interesting enough to keep students engaged Therefore, it is vital that teachers of English have more effective methods and more attractive activities to help students increase their motivation in learning the target language Theoretically and practically, there are a wide variety of ways to motivate pupils in language classrooms In the light of some literature of creativity, the author realizes that there is a close relationship between creativity and motivation in language learning and that through stimulating students‟ creativity, their motivation in language learning could be improved It is argued that creativity is a crucial component of childhood development that encourages problem-solving and critical thinking skills, and learning through play It is intrinsic in nature, which directly improves learning by increasing motivation, deepening understanding, and promoting joy That is the reason why the study was carried out, entitled „Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation‟ Aims of the study The study aims at suggesting some kinds of tasks which stimulate students‟ creativity with a view to motivating students to learn English TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation PART 2: CONTENT I THEORITICAL BACKGROUND An overview of motivation 1.1 What is motivation? Motivation is accepted for most fields of learning to be essential to success Without motivation, we will almost certainly fail to make necessary efforts Therefore, it makes sense to try and develop our understanding of it Motivation is defined in different ways by different researchers According to Marion Williams and Richard Burden (1997: 120), motivation is a „state of cognitive arouse‟ which provokes a „decision to act‟ as a result of which there is „sustained intellectual and/or physical effort‟ so that the person can achieve some „previously set goal‟ Sharing the same view, Jeremy Harmer (2001:51) states that „at its most basic level, motivation is some kind of internal drive which pushes someone to things in order to achieve something Additionally, Woolfolk (2001:366) defines motivation as „an internal state that arouses, directs and maintains behaviour‟ Briefly, motivation is something involving the attitudes and affective states that influence the degree of effort that one makes to achieve some certain goal 1.2 Importance of motivation in language learning Learner motivation has become more commonly recognised as perhaps the major determining factor for successful learning in general, whether one is an adult learner taking distance education courses or an upper secondary school student who puts his way through the battery of required courses needed to graduate In terms of language acquisition, it has been found in various studies that motivation is very strongly related to achievement in language learning As William T Littlewood puts it (1984: 53), „in second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres‟ Besides, Tricia Hedge (2000: 23) affirms: „motivation is of crucial importance in the classroom, whether learners arrive with it or whether they acquire it through classroom experiences‟ Regarding this issue, Oxford and Shearin (1996: 122) also argue: „Motivation is important because it directly influences how often students use L2 learning strategies, how much students interact with native speakers, how much input they receive in the target language, how well they on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over Therefore, motivation is crucial for L2 learning, and it is essential to understand what our TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation students‟ motivation is‟ As a result, it is vital that motivation be put emphasis on in the teaching and learning second language An overview of creativity 2.1 What is creativity? Creativity, which can be defined as the ability to bring something original and valuable into the world, is not reserved for a privileged few artists or intellectuals Creativity can occur in almost any field It happens in art, music, mathematics, engineering, science, business and education Anywhere there are problems to be solved or the mind seeks expression, creativity can be found „We all have the potential to be creative This potential can be cultivated by finding the specific means for enhancing creativity in a given individual or group In fact, research on creativity shows it can be fostered in anyone‟ (Neumann, 2007) 2.2 Role of creativity in language learning A good classroom environment always has some elements of creativity which make lessons more interesting and interactive The right mix of creativity along with curriculum helps students to be innovative and also encourages them to learn new things Students can grow up as good communicators in addition to improving their emotional and social skills Creative classrooms can really transform the way students acquire education and how they apply it in their real life In fact, creative expression plays a key role in a student‟s emotional development “Create” is one of the highest taxonomic levels in Bloom‟s taxonomy, which has been used to define taxonomic levels in learning since the 1950s TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation As regards the role of creativity in language learning, Judit Fehér argues on the website www.teachingenglish.org.uk that language use is a creative act We transform thoughts into language that can be heard or seen We are capable of producing sentences and even long texts that we have never heard or seen before By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively She also adds: „My experience also taught me that most people become more motivated, inspired or challenged if they can create something of value‟ An overview of assigned tasks 3.1 Importance of assigned learning tasks Assigned tasks play a vital role in the teaching and learning process Not only they help learners to focus on the essential learning, but they also give teachers opportunities to provide individual feedback for learners and evaluate what is working on their course and what aspects need improvement Moreover, a successfully completed assignment will contribute to the learner‟s growing sense of confidence in himself as a professional in the field in which he is studying 3.2 Some things to be taken account when designing tasks According to Allison Boye, Ph.D., „ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students.‟ Therefore, before assigning any major tasks to students, it is imperative that we first define a few things for ourselves as the instructor - Our goals for the assigned task Creating assignments is a major part of overall course design, and every project we assign should clearly align with our goals for the course in general It is necessary that the connection between the assignment and its purpose be clear to both us and our students to ensure that it is fulfilling the desired goals and does not seem like “busy work” Moreover, we need to articulate the purpose of the assignment Although we know why the assignment is important and what it is meant to accomplish, we cannot assume that our students will intuit that purpose Being transparent with our students and explaining why we are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully TIEU LUAN MOI download : skknchat@gmail.com 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Em đánh giá mức độ hữu ích nội dung học lớp? Rất thấp Thấp Cao Rất cao Em Em đánh giá mức độ cố gắng với việc học tiếng Anh? Rất thấp Thấp Cao Rất cao Em Trung bình em dành thời gian nhà để học Tiếng Anh? Không dành thời gian học Hơn 2-3 tuần Khoảng 1-2 tuần Hơn tuần Em đánh giá mong muốn việc học tiếng Anh mức độ nào? Rất thấp Thấp Cao Rất cao Em Em đánh giá thái độ môn tiếng Anh? Rất không thiện cảm Rất thiện cảm Không thiện cảm Thiện cảm Em không biết Em đánh giá khả học ngoại ngữ em mức độ nào? Rất thấp Thấp Cao Rất cao Em 10 Em đánh giá khả sử dụng tiếng Anh tương lai? Không thể đạt Chắc chắn đạt Em Phần III Nhận thức học sinh trình độ tiếng Anh thân việc thầy cô họ sử dụng nhiệm vụ học ngơn ngữ để khuyến khích sáng tạo học sinh 11 Em có thường đạt điểm cao học tiếng Anh không? Luôn Thường xuyên Hiếm Không bao giờ Thỉnh thoảng 12 Yếu tố yếu tố sau thường làm bạn thể không tốt học tiếng Anh? (Em chọn yếu tố) a Thiếu kiến thức so với yêu cầu tập b Lo lắng căng thẳng c Chủ đề không quen thuộc em d Bài tập tẻ nhạt e Ý kiến khác:……………………………………………………………… 51 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation 13 Em thích loại tập nào, tập khuyến khích sang tạo hay tập khơng địi hỏi sáng tạo? Bài tập khuyến khích sáng tạo Bài tập khơng địi hỏi sáng tạo 14.Các giáo viên dạy tiếng Anh trước em có thường yêu cầu em làm tập khuyến khích sáng tạo khơng? Ln luôn Hiếm Thường xuyên Không Thỉnh thoảng 15 Theo em, giáo viên có nên yêu cầu học sinh làm tập tiếng Anh khuyến khích sáng tạo khơng? Nên Khơng nên Vì sao? ………………………………………………………………………… 52 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation APPENDIX POST-TREATMENT QUESTIONNAIRE This questionnaire is designed for the study: „Fostering creativity in addressing assigned tasks to enhance high school students‟ English learning motivation‟ Your answers are very important for this research All the information provided by you is to use for research purpose only (Only researcher knows your answers, so please answer as frankly and accurately as you can.) Thanks for your cooperation! Please put a tick (√) and fill in the information where necessary Part I Personal Background Information (Please provide some information about you.) - Full name: ……………………………… (If possible) - Where you live? Town Class: …………… Mountainous Village Plain Village - Your average mark in the first term of this school year: ……………… Part II Students Motivation How you rate your interest in learning English? Very low Low High Very high I don‟t know How you rate the relevance of the lesson content to your interest? Very low Low High Very high I don‟t know How you rate your effort in learning English? Very low Low High Very high I don‟t know How much time you spend learning English at home on average? No time About 1-2 hours a week More than to hours a week More than hours a week How you rate your desire to learn English? Very low Low High Very high I don‟t know How you rate your attitude towards the English lessons? Unfavorable at all Very favourable Favorable Unfavourable I don‟t know 53 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation How you rate your aptitude for learning English? Very low Low High Very high I don‟t know How you rate your ability to use English in the future? Impossible to achieve Sure to achieve I don‟t know Part III Student’s attitude towards the assigned creativity-stimulating tasks How you like the teacher’s creativity-stimulating tasks? Like very much Don‟t like at all Like I don‟t know Don‟t like 10 What benefits have you gained from the lessons with assigned creativityfostering tasks? (You can choose or more than option) a My English vocabulary and grammar have improved b My English skills have improved c I am more confident in English lessons d I am more interested in learning English e Other ideas: ………………………………………………………………… 11 What kinds of the teacher’s creativity-fostering tasks you like? (You can choose more than option) a Competitions of designing slogans b Projects on speaking tasks c Dramatizing the lesson d Projects on vocabulary e Extra-curriculum activities 54 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation PHIẾU ĐIỀU TRA NGHIÊN CỨU (Sau áp dụng cách dạy mới) Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu: “Khuyến khích sáng tạo giải nhiệm vụ giao để làm tăng hứng thú học Tiếng Anh cho học sinh THPT” Các câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu Dữ liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác (Chỉ có người nghiên cứu biết câu trả lời em, mong em trả lời theo suy nghĩ mình.) Cảm ơn hợp tác em Hãy đánh dấu (√) vào câu trả lời em lựa chọn điền thông tin vào nơi cần Phần I Thơng tin cá nhận Xin em vui lịng cho biết: - Họ tên em (nếu được):……………………… Em học lớp nào:… - Gia đình em sống đâu? Thị trấn Xã đồng Xã miền núi - Điểm trung bình mơn Tiếng Anh em HK1 lớp 12 bao nhiêu? Phần II Hứng thú học Tiếng Anh học sinh Em đánh giá mức độ hứng thú em việc học tiếng Anh? Rất thấp Thấp Cao Rất cao Em Em đánh giá mức độ hữu ích nội dung học lớp? Rất thấp Thấp Cao Rất cao Em Em đánh giá mức độ cố gắng với việc học tiếng Anh? Rất thấp Thấp Cao Rất cao Em Trung bình em dành thời gian nhà để học Tiếng Anh? Không dành thời gian học Khoảng 1-2 tuần Hơn 2-3 tuần Hơn tuần Em đánh giá mong muốn việc học tiếng Anh mức độ nào? Rất thấp Thấp Cao Rất cao Em Em đánh giá thái độ mơn tiếng Anh? Rất khơng thiện cảm Không thiện cảm Rất thiện cảm Em Thiện cảm 55 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation Em đánh giá khả học ngoại ngữ em mức độ nào? Rất thấp Thấp Cao Rất cao Em Em đánh giá khả sử dụng tiếng Anh tương lai? Không thể đạt Chắc chắn đạt Em Phần III Thái độ học sinh việc giáo viên giao tập khuyến khích sáng tạo Em có thích tập khuyến khích sáng tạo học sinh học Tiếng Anh thời gian qua khơng? Rất thích Khơng thích chút Thích Khơng thích Em khơng biết 10 Em thu lợi ích từ học tiếng Anh có tập giao kích thích sáng tạo vậy? (Em chọn lựa chọn) a Kiến thức từ vựng ngữ pháp em cải thiện b Các kỹ nghe, nói, đọc, viết em tốt c Các kỹ mềm em phát triển d Em tự tin học tiếng Anh e Em thích học tiếng Anh f Ý kiến khác: ……………………………………………………………… 11 Em thích giáo viên giao loại tập khuyến khích sáng tạo nào? (Em chọn lựa chọn) a Thi thiết kế hiệu b Các dự án kỹ nói c Kịch hóa tiết học d Các dự án từ vựng e Các hoạt động ngoại khóa Tiếng Anh f Vận dụng tiếng Anh môn học khác 56 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation APPENDIX QUESTIONNAIRE DATA AND ON STUDENT MOTIVATION Note: Q1: Pre-treatment Questionnaire Data; Q2: Post-treatment Questionnaire Data Questions Very low or low Very high or high Don‟t know Total How you rate your interest in learning English? Q1 52% 46% 2% 100% Q2 30% 69% 1% 100% How you rate the relevance of the lesson content to your interest? Q1 56% 43% 11% 100% Q2 23% 71% 6% 100% How you rate your effort in learning English? Q1 42% 58% 0% 100% Q2 28% 72% 0% 100% Question No About 1-2 Over 2- time hours/week hours/week How much time you spend Q1 10% learning English at home on Q2 6% average? 31% 28% 15% 23% 40% 31% Very low or low Very high or high Don‟t know Total Q1 28% 61% 11% 100% Q2 15% 83% 2% 100% Question How you rate your desire to learn English? More than hours/week 57 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation (SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation(SKKN.moi.NHAT).fostering.creativity.in.addressing.assigned.tasks.to.enhance.high.school.students‟.english.learning.motivation
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