factors afecting students motivation in learning english speaking skills at a secondary school in quang ninh

NGUYEN THI HOANG TRANG FACTORS AFECTING STUDENTS’ MOTIVATION IN LEARNING ENGLISH SPEAKING SKILLS AT A SECONDARY SCHOOL IN QUANG NINHEnglish language teaching methodology Code: 8140111 MA

NGUYEN THI HOANG TRANG

FACTORS AFECTING STUDENTS’ MOTIVATION IN LEARNING ENGLISH SPEAKING SKILLS AT A

SECONDARY SCHOOL IN QUANG NINH

MASTER THESIS

THAI NGUYEN - 2023

NGUYEN THI HOANG TRANG

FACTORS AFECTING STUDENTS’ MOTIVATION IN LEARNING ENGLISH SPEAKING SKILLS AT A

SECONDARY SCHOOL IN QUANG NINH

English language teaching methodology Code: 8140111

MASTER THESIS

Supervisor: 1 Nguyen Thi Hong Minh, Ph.D 2 Nguyen Thi Huong, Ph.D

THAI NGUYEN - 2023

STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgements in the thesis

This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution

Thai Nguyen, June 2023

Nguyễn Thị Hoàng Trang

ACKNOWLEDGEMENT

To everyone who helped and supported the completion of this study, I would want to express my appreciation First and foremost, I would like to express my gratitude and appreciation to my supervisor, PhD Nguyen Thi Huong for her support in completing my thesis All of my drafts were read by Mrs Huong, who also carefully listened to my views She also offered some crucial comments that considerably influenced the final adjustments The thesis would not have been completed without her assistance I am also appreciative of my supervisor, PhD Nguyen Thi Hong Minh, for helping me complete my thesis Additionally I am grateful to my parents, my entire family, and my friends for their support in getting me through the study They offered me the energizing strength I needed to handle the pressure of working long study days Due to their helpful criticizes and suggestions, I am also appreciative of my friends and co-workers Last but not least, I would want to express my deepest gratitude to all the eager students at Ha Trung Secondary School who provided important information for the study The success of this investigation was made possible by their outstanding cooperation

ABSTRACT

Speaking skill is of great importance to English language learners As is known, motivation plays an important role in the development of speaking skills Motivation, in turn, is also affected by other variables This study aims a) To identify the factors affecting the motivation and demotivation to learning English speaking skills of students at Ha Trung secondary school, b) To evaluate the impact of motivation and demotivation factors on grade 9th students’ English- speaking skills Data collection method included a questionnaire distributed to the participant of this study which included 80 participants from Ha Trung Secondary School From this research, it is concluded that the variables that have the most influence on learners’ motivation are attitudes towards English language teachers, classroom environment and parents, and attitudes towards English language, where these variables have a positive effect on learners’ motivation The following problems could demotivate English language learners, according to statistics: The lack of confidence, feeling nervous and fearful of making errors, the environment, and teaching methods

TABLE OF CONTENTS

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1 Rationale of the study

1.2 Aims and Objectives of the study

1.3 Scope of the study

1.4 Research question

1.5 The significance of this study

1.6 Structure of the study

CHAPTER TWO: LITERATURE REVIEW

2.1 Theoretical background

2.1.1 Definition of speaking skills…………

2.1.2 Definition of motivation………

2.1.3 Motivation in learning English 2.1.4 Motivation in learning speaking English…

2.1.5 Types of motivation in foreign language learning

2.1.7.2 Factors affecting students' demotivation in learning speaking skills

2.1.7.2.1 Factors related to learning attitudes ……….…… …

2.1.7.2.2 Factors related to teacher's competence and performances……

2.1.7.2.3 Factors related to facilities……… ……

2.1.7.2.4 Factors related to teaching materials ……….……

2.1.7.2.5 Factors affecting opportunity to practice speaking………

2.2 Previous studies

CHAPTER THREE: RESEARCH METHODOLOGY ……….…

3.1 Research design……… …… ………

3.2 Participants of the study……… ……… ………

3.3 Data collection instruments……… …………

3.3.1 Questionnaire ……… ………… ….……… …

3.3.2 Semi-structured Interview……….………… ………

3.4 Data collection procedures……… …………

3.5 Data analysis……… ………

3.6 Reliability and validity……… ………

CHAPTER FOUR: FINDINGS AND DISCUSSIONS………

4.1 Findings ……… ………

4.1.1 Findings for questionnaires……… ………

4.1.2 Interview ……… ………

4.1.2.1 Factors from Parents……… ………

4.1.2.2 Factors from Teacher……… ………

4.1.2.3 Factors from Method of teaching……… ……….………

4.1.2.4 Factors from Students attitude……….…… …… ……… ……

4.1.2.5 Factors from Facility……… ……… ……… ………

4.2 Discussion……… ………

4.2.1 Factors motivate the students’ learning speaking skills

4.2.2 Factors demotivate the students’ learning speaking skills

CHAPTER FIVE: CONCLUSION………

5.1 Conclusion……… ………

5.1.1 Factors motivate the students’ learning speaking skills

5.1.2 Factors demotivate the students’ learning speaking skills

5.2.1 Recommendations for students……… …… …

5.2.2 Recommendations for teachers……….…

5.2.3 Recommendations for the learning environment………

5.2.4 Recommendations for parents……… ……

CHAPTER ONE: INTRODUCTION

In this chapter, the researcher provides general information about the context of the study, how the study’s ideas are formed It also introduces the information about the study’s aims and its significance, objectives, the reasons for the formation of the research questions and the layout of the thesis

1.1 Rationale of the study

With the movement toward globalization, English has become an essential language of communication in Vietnam Many English-speaking foreigners have started visiting and investing in Vietnam from other nations Vietnamese nationals are now learning English in order to converse effectively with their overseas colleagues Furthermore, the Vietnamese government instantly realized the value of English, and English is now a required subject in all primary, secondary, high schools and universities throughout the country Each person has varying levels of need for English in the current world, but it is crucial for communicating and obtaining information Vietnamese students, however, face a variety of chances and obstacles as they adjust to a "growing" globalized Vietnamese society, and the cultivation of English sources is the key to advancing their educational opportunities Being able to speak and communicate in English will help us have the opportunity to find jobs easily, build cross-continental relationships, thereby gain more understanding of culture, beliefs, politics, and lifestyles

Learning English requires four skills: listening, speaking, reading and writing skills Grammar, vocabulary, and sentence structure are the core topics of English language instruction in secondary and high schools Because learning and teaching English are mostly centered on testing, with the tests focusing primarily on grammar, conversational English is typically not taught in a teaching approach The primary goal of the elementary with high school curriculum in many schools is to get students ready for their entrance exams to move on to the next level As a result, teachers only impart the information that is absolutely necessary for students to pass the exams;

regrettably, they do not place any emphasis on improving students' speaking abilities One of the reasons of learners' losing motivation to learn is because English is only a topic they study at school and does not affect their daily life The value of being able to speak English fluently is something that many students struggle to understand

Speaking skills will integrate important skills such as listening comprehension, pronunciation, grammar, structure, and sentence formation Speaking skills for Vietnamese students still seem to be very difficult because it requires many factors, which leads to laziness, no interest in learning In reality, neither the teaching strategies nor the learning environment in the classroom give students the chance to meet their communication demands As a result, Vietnamese students struggle to communicate clearly and fluently in English since they need to gain the necessary experience with the language outside of certain settings and occasions like presentations and events hosted by foreign firms Vietnamese people hardly ever speak English unless it is absolutely required Because of this, despite studying English since primary school, many Vietnamese students still struggle with speaking it Despite English speaking practice classes being included in the school curriculum, most EFL learners in Asia, where English is not an official language, lack the chance to speak the language Most EFL students are generally reluctant to use their English in public This discouraging information forces us to reconsider what contributes to those Asian learners' troubles speaking English and what we may do to help

Speaking is seen to be the most important and still most challenging of the four language abilities to learn The proficiency of learners' speaking abilities, according to Fitriani et al (2015) and Leong et al (2017), accounts for the success of learning a foreign language People who acquire a language are referred to be speakers of that language, according to Ur (1996) However, many students struggle to verbally communicate their ideas In general, when speaking a foreign language, language learners frequently encounter a lot of difficulties The process of

communicating is challenging and complex Speakers convey information to the audience through communication Depending on the circumstance and individual interests of the students, they employ the language in a variety of flexible ways There are various factors that stop students from becoming more proficient speakers Additionally, Fitriani et al (2015) noted that "English speaking demands the speaker to utilize the authentic language, where it indicates that students need to use the language in any situations or while communicating with other students in an academic environment”

Ur (1996) stated that: “English speaking seems intuitively to be the most important skill compared to the others” The EFL learning setting has acknowledged language for communication as a crucial ability on a worldwide scale, as noted by Graddol (2006) "The use of English as a tool for international communication has obviously been continuing for several decades" For instance, Luoma (2004) emphasized that "The importance of spoken performance of a language is becoming more prominent because the ability to speak a language reflects a person’s personality, self-image, knowledge of the world, ability to reason, skill to express thoughts in real time" Al-Abri (2008) expressed that "the Ministry of Education in Oman advocated developing the young learners’ English communication skills for critical thinking and science technology" The importance of learning to speak English was underlined as an essential skill for both academic and professional works Speaking English is a problem for the majority of EFL students despite its crucial functions in learners' development These typical issues, according to Ur's study from 1996, include inhibition and the inability to speak

The process by which learners procure a language has affected by various elements Among these different factors, motivation is regarded to have a key influence In fact, one of the major factors that affect the speed and effectiveness of language learning is motivation Particularly for English language learners, motivation is a key factor in encouraging them to improve their English proficiency

It is generally recognized that students who are more motivated will study a second or foreign language more successfully A person should talk (in any language) on a regular basis in order to function in society, which is another irrefutable fact Therefore, learners who are highly motivated to speak English accurately and fluently will find it simple to accomplish their life's objectives Ely (1986) and Gardner (2000) said: “Those students with higher motivation are more successful and efficient in their learning” Christiana (2009) stated that: “Motivation is an essential factor that plays a major role in achieving many fundamental goals in students’ academic life” McDonough (1983) showed “In learning language, the most significant factor influencing the students’ success or failure is students’ motivation” In accord with Oxford and Shearin (1994): “In second language learning, motivation is extremely important and it is certainly crucial to understand what the students’ motivations are” The researcher has been teaching English to students in grade 9 for 2 years at Ha Trung secondary school and the author is aware that not every student is proficient in speaking English They lack interest in participating in any activities or studying English in class, and they are also quite passive Therefore, the researcher has decided to conduct the research entitled: “Factors affecting students’ motivation in learning English speaking skills at a secondary school in Quang Ninh” to figure out the factors that affect their motivation in learning English and determine which factors influence them most Besides, based on the analysis of the research, the author would like to determine the difficulties that students encounter during the learning process

1.2 Aims and Objectives

The aim of the study is to specify factors affecting grade 9th students’ motivation in learning English speaking skills at Ha Trung secondary school in Ha Long city, Quang Ninh province

To achieve the above aim, some specific objectives are set as follows:

- To identify the factors affecting the motivation to learning English speaking skills of students at Ha Trung secondary school

- To identify the factors affecting the demotivation to learning English speaking skills of students at Ha Trung secondary school

1.3 Scope of the study

It is obvious that students' English language competency is greatly impacted by motivation However, this study only offers a restricted perspective on a certain topic- students' speaking abilities - and is confined to 80 students in grade 9 at Ha Trung secondary school, Ha Long city, Quang Ninh province This research is carried out in the second semester in 2022- 2023 school year at Ha Trung secondary school

1.4 Research questions

Building on the aim and objectives described in the previous section, the present study examined the following questions:

1 What factors motivate the students’ learning speaking skills? 2 What factors demotivate the students’ learning speaking skills?

1.5 The significance of this study

Through the challenges that students have faced, this research can help teachers implement innovative teaching strategies This study also helps English teachers at Ha Trung secondary school to maintain student motivation not only during class activities but also in extracurricular activities related to English By identifying the factors that impact students' motivation, educators can tailor their teaching methods to meet the unique needs of individual learners, thus improving their overall learning experience Additionally, this information can help teachers develop effective teaching activities to support and encourage language learning among students

Students who are aware of the aspects that affect their motivation for speaking will be better able to educate themselves to become more motivated to study, particularly when it comes to improving their English language skills The author believes this research will serve as a reference for other people who will conduct research related to students’ English learning motivation

1.6 Structure of the study

The research divides into five chapters as followings:

Chapter 1: Introduction discusses reason why the topic of thesis is chosen, objectives,

the scope of the research, research questions and the significance of the thesis

Chapter 2: Literature review presents a summary on theoretical background of

Factors affecting students’ motivation in learning English speaking skills

Chapter 3: Research methodology shows the research methodology for data

collecting and analysis is described

Chapter 4: Findings and discussions show the statistic results from questionnaire In

order to achieve goals and provide clarification for the issues in Chapter 1.4, findings are evaluated

Chapter 5: Conclusion summaries main findings and recommends appropriate

learning methods for the teachers to evoke more motivation of students This chapter also outlines the restrictions and research implications

Finally, references and appendices are also listed sufficiently at the end of the

research

CHAPTER TWO: LITERATURE REVIEW

The objective of this study is to identify the factors affecting the motivation and demotivation to learning English speaking skills of students at Ha Trung secondary school It provided the researcher context knowledge in which the study is conducted In this chapter, theoretical background of the study which was conducted before is discussed to find the similarity in knowledge to the study

2.1 Theoretical Background 2.1.1 Definition of speaking skills

There are several definitions of Speaking skills, the aim of which is to assist people in better understanding what Speaking talents are Tarigan (1990:3-4) described speaking as a language ability established in childhood, which is created by listening skills, and it is learnt at that time It was inextricably linked to listening The speaker, the listener, the message, and the feedback are all components of communication Speaking and pronunciation are strongly intertwined because they assist students in learning the sounds Speaking skills in an EFL lesson refer to students' capacity to communicate in English Iqbal (2012) explained “speaking as the oral way of communication, which is more demanding and sophisticated than the other three language skills (Listening, Reading, and Writing)” He highlighted that speaking involves combining words to create meaningful messages rather than just producing sounds of the words Nunan (1995) defined speaking ability as the ability to pronounce words orally, to connect with others through spoken language, and to achieve a variety of communicative goals

“Producing, receiving, and processing information are all steps in the interactive process of meaning construction that is speaking speech” Brown (1994); Burns & 13 Joyce (1997) claimed We create language when we talk, and that text should have a purpose The form and meaning of speaking are determined by the environment in which it occurs, which includes the speakers themselves and the

speaking goals It frequently evolves, is open-ended, and spontaneous Speaking is not always spontaneous, though This definition of speaking skill emphasizes three key factors First, by productive skill, we mean the capacity of a person to actively generate language by coordinating the vocal cords, larynx, pharynx, lips, tongue, and so on Second, to communicate meaning means to impart thoughts and experiences through verbal communication with the intent of giving the listener and others the speaker's intended meaning Third, the implementation of speaking may be directly heard or seen and scientifically assessed in the speaking process by evaluating the accuracy and efficacy In order to speak, students must possess linguistic competence, which includes knowledge of grammar, pronunciation, and other particular language features, as well as knowledge of the proper contexts in which to use those features of language (sociolinguistic competence)

Speaking is a big challenge to most students at Ha Trung Secondary School, for a variety of reasons, including the fact that they did not practice speaking and the fact that they do not feel competent in English speaking classes, they do not spend a lot of time practicing The truth is that a number of L2 students struggle because they understand how difficult it is to speak a foreign language The major explanation is that speech has many different purposes Having a smooth speaking voice requires more than just comprehending the specifics of the language but also the capacity for accurate communication of information (Harmer, 2001)

As a result, one of the must-improved skills that students studying English is speaking Speaking is also known as oral communication, and it is one of the skills that students of English develop This has become a subject that teachers ought to cover Because of this, it can be difficult for teachers to help their learners understand English successfully, especially when speaking it in and outside of the classroom According to Wallace (1978:98), learners' oral practice (speaking) takes on greater significance when they are required to pay attention to what they are saying As a

result, the students can better understand the need for communication skills and idea expression

2.1.2 Definition of motivation

Numerous researchers have defined motivation in various ways The term "motivation" is frequently used not just in the field of education but also in other study areas In whatever we undertake, motivation is essential It is a tremendous tool for us to achieve our best work Moreover, motivation is crucial for the teaching and learning processes Teaching and learning are made more accessible and more fascinating by motivation It is immensely useful when teachers and learners support one another in the teaching and learning process Different definitions of motivation have been provided by various psychological professionals "Motivation is the processes that excite, guide, and maintain behavior," claimed Santrock This indicates that encouraging and demonstrating to learners how to achieve something is motivation and continue your activities without stopping Motivated students will be eager to reach their goals It is comparable to Schunk's theory that student motivation is the act of carrying out and maintaining activities depending on their goals Motivation is crucial to the process of teaching and learning Those who are more motivated will succeed in their educational endeavors more than students who are less motivated As stated by Harmer, learners' internal drive to encourage themselves to engage in activities is what motivates them In order to learn how to accomplish anything, it was presumed that motivation was necessary It is a process that guides pupils into activities in order to achieve goals In an educational context, motivation is what drives us to study English, develop our English-language skills, or teach it (McDonough & Steven, 2007) This basic explanation identified “four elements: the motivation behind our desire to learn, the reasons we need or want to learn, the type of individual we are, the English assignment, and our perception of what it requires of us” (McDonough & Steven, 2007) Researchers and teachers agree that motivation affects the speed and effectiveness of L2 learning Additionally, motivation acts as

the primary motivator for continuing the drawn-out, challenging, and tough learning process once the initial vital boost to begin learning L2 has passed McDonough & Steven (2007) claimed “Without motivation, even people with the greatest specialized abilities are unable to achieve their long-term objectives, create effective educational programs, or create lesson plans that guarantee students' English competence” According to Oxford and Shearin (1996): “Students who are fully engaged in the learning process need incentive to succeed” Gardner & Lambert (1972) defined that “Language learning motivation has two types integrative motivation and instrumental motivation” For strictly logical reasons, such as gaining a job promotion or going into college, instrumental learners are individuals who are motivated to study a language Students who have an integrative motivation, on the other hand, want to learn a language so they can communicate and engage with those who speak it more effectively Moreover, Motivation, according to Gardner (1985:10), “Is a crucial factor in determining how well-prepared students are for communication” Motivation is "the most significant single element promoting continued progress in oral proficiency," according to Lennon (1993:41) Speaking is described "as an activity requiring the integration of many subsystems to make speaking a second or foreign language a formidable task for language learners" by Murcia (2001:103) Shaw and McDonough (2003:133) defined "Speaking as not the oral production of written language, but involves learners in the mastery of a wide range of sub-skills, which added together, constitute an overall competence in the spoken language."

2.1.3 Motivation in learning English

One of the most important emotional components of learning a second language is motivation The success and rate of learning a second or foreign language is affected by a number of important factors, according to both teachers and researchers, is motivation In fact, numerous investigators have developed motivational theories that are closely related to the language acquisition process

Likewise, different efforts have been done to ascertain the motivation for L2 acquisition Each theory, however, defines motivation differently According to Dornyei (2001): “Motivation is the effort that students put in to study a foreign language” Motivation is one of the factors that determine the rate and success of language learning Norris-Holt (2001) defines motivation as " the learner's attitude with relation to the purpose of acquiring a second language." In this context, motivation is best understood as the relationship between attitude and motivation, both of which have an impact on learning and acquisition "It is difficult to evaluate motivation in second language acquisition" according to Lightbown and Spada (1999) The two elements that may be used to explain this are the students' communicative requirements and their attitudes toward the community of speakers of second languages In addition, motivation was described as "a crucial element or ingredient in the learning process" by Parsons, Hinson, and Brown (2001) In order to do something, learning and motivation are equally important

Students can acquire new information and abilities via studying, and motivation can encourage or incentivize them to continue their education In his socio-educational model, Gardner (1983) hypothesized that three components— effort, desire, and effect—were thought to make up motivation The term "effort" describes how much time and motivation a student devotes to learning a foreign language While the desire relates to how intensely the student wants to become proficient in the language, the effect motivates the student's emotional reactions that are linked to language learning Without proper motivation, even those with exceptional talent find it difficult to attain long-term goal, and even the best curriculum and teachers cannot ensure student success on their own Meanwhile, a high level of motivation can make up for significant gaps in one's language proficiency and learning environment

2.1.4 Motivation in learning speaking skills

"When students are motivated to learn, they try harder to understand the materials and thereby learn more deeply, resulting in better ability to transfer what

they have learned to new situations," (Mayer, 2003, p 459, quoted in Liu, 2010) remarked when discussing the role of motivation Students can sometimes succeed when they are really motivated and enthusiastic about improving their speaking abilities One of the communication skills is speaking, in which the speaker imparts information while also receiving it from the listener The other three abilities are frequently seen by most people as less challenging than speaking a language This was mentioned by Chaney, according to Ramin Rahimy (2012: 8): “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of context.” Speaking enables one to exchange thoughts and information with people in a variety of settings and situations The success of a student in learning a second language, particularly in speaking courses, depends heavily on motivation Students who have greater motivation are more likely to talk clearly and even more rapidly than those who are less motivated In a certain learning setting, less motivated students are more likely to get distracted and generate discipline problems Students that are more extremely motivated, on the other hand, will actively participate in an activity or assignment and pay more attention to it

2.1.5 Types of motivation in foreign language learning

2.1.5.1 Intrinsic motivation

When you go back to the word's origins, "intrinsic" means "innate" or "within"; therefore, intrinsic motivation comes from within the person According to Harmer (2001:51), the term "intrinsic motivation" refers to motivation that "which comes from within the individual in which a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better" For instance, someone may be motivated by their love of learning or their desire to feel better about themselves The teacher does not need to "manipulate" the students in any way so as to inspire them to learn because it is said that the incentive or stimulus for learning comes from within the student The student is naturally motivated to produce effective learning outcomes Intrinsic motivation is independent of any kind of external benefit because it is goal-related One explanation says that

the purpose is the desire to understand more about any circumstance out of one's own curiosity Given that one is actively participating in the inspiring process, it follows that intrinsic motivators have a long-term impact and consistency Anything that comes from one's own motivation is more likely to be remembered than anything else As a result, intrinsic motivation is a very efficient tool for the learning process

In actuality, every student has an individual motivation for wanting to learn to speak Another definition offered by Brown (2004: 140) is that speaking is a producing skill that can be directly and objectively observed, but that observation is invariably influenced by the test-capacity taker's to listen accurately and effectively, which inevitably undermines the validity and reliability of an oral production test according to Kayi (2011: 161) stated that: " Speaking is the process of creating and exchanging meaning via the use of verbal and non-verbal symbols in a range of contexts" "speaking is rehearsal opportunities–chances to practice real-life speaking in the safety of the classroom", said Harmer (2009) Based on the description given above, speaking is a regular classroom activity To impart the message, the teacher should always practice speaking According to Harmer (2003) “Speaking is the ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language ‘on the spot’"

Numerous research imply that intrinsic motivation may contribute more to learners' performance in L2 speaking Dincer and Yesilyurt (2017) carried out a study focusing on the students' motivation to speak English as a foreign language The findings demonstrate that ratings expressing intrinsic motivation—including personal pleasure and satisfaction the most Similar to this, Wilona, Ngadiman, and Palupi (2010) found that the majority of participants were intrinsically driven to learn English in their study on the relationship between intrinsic motivation and speaking proficiency Villaverde and Lucas (2016) also discovered that students were more intrinsically motivated to learn how to speak using a variety of Internet-mediated assignments

2.1.5.2 Extrinsic motivation

Extrinsic motivation is prompted by outside circumstances, such as the desire to perform well on a test, and it is the result of this An extrinsic motivation, in accordance with John W Santrock in (Rahmawati 2012) "is desire to accomplish something encouraged for wanting to obtain an external award or avoid punishment external" In agreement with Marsh extrinsic motivation is “Experienced by students when they receive a reward, or avoid punishment, or in some other way unconnected with the task earn approval for particular behavior.” According to the above assertion, extrinsic motivation is said to be influenced by variables outside of the students themselves It may come from parents, friends, teachers, the environment, etc

- Teacher: A teacher, usually known as a school teacher, is someone who imparts education to students A teacher is a person who plays a crucial part in the socialization of students and the development of their motivation via teaching and learning activities Teaching is more than just providing knowledge to learners; it's also about inspiring and supporting them as they learn The success of the teaching and learning process is the teacher's duty Therefore, it is the teacher’s responsibility to inspire students to work hard in class The teacher imposes strict requirements, tests, and competitions, along with rewards and consequences for success and failure - Parents: Parents are supposed to inspire their kids to set and attain high standards for academic aims Jeremy Harmer expressed that “if the parents are very much against the culture of the language this will probably affect his or her motivation in a negative way If they are very much in favor of the language this might have the opposite effect” According to this claim, parents can significantly influence in inspiring their kids They need to be required to help their kids develop motivation They need to be encouraged to help their kids gain motivation

- The environment: When teaching and learning activities are carried out in a decent, clean, and healthy environment, both the teacher and the students will be more

satisfied than when the same activities are carried out in a bad environment Students' motivation is also influenced by their environment If the classroom atmosphere is excited, the students will be more interested

Because learning through extrinsic motivation only results in short-term memory, which may be useful for the purpose of passing a test, it is obvious that extrinsic motivation does not result in permanent improvements, but does not lead to a good and enduring long term learning impact It is crucial to point out that the behavioral changes people experience is the product of extrinsic rewards rather than fundamental desires, and they are just temporary

Both intrinsic and extrinsic motivation are effective; the distinction resides in the effectiveness level The duration that something is taught determines whether intrinsic or extrinsic motivation is more successful, and for intrinsic motivation, this time span is significantly longer The extrinsic drive can be beneficial for learning; however, it is debatable to what extent extrinsic motivation contributes to the intended long-term effects on education

2.1.5.3 Integrative motivation

Gardner and Lambert (1972, Cited in Brown, 2007, p.170) discovered that on competency assessments, learners who were motivated by integrative objectives outperformed those motivated by instrumental goals Due to motivation, the learner's orientation and the goal of learning a second language were linked "Integrative motivation typically underlies successful acquisition of a wide range of registers and a native like pronunciation," according to Norris-Holt (2001), who used Finegan (1999, p 568) in his theory In South Korea, for example, where opportunities to speak English and connect with native speakers outside of the classroom are scarce, Faulkner (2009) noted that integrative motivation is inapplicable

Integrative motivation encourages students to acquire a second language in order to become increasingly knowledgeable about the community using that

language, including its ethnic, cultural, and linguistic traditions (Gardner, 2010) The main factor in learning a second language is motivation Aside that, some would argue that this is important for students who are supposed to study a second language to achieve, the acquisition of a L2 may not be necessary for them because their first language had influenced their social and mental life, making it superfluous As described by Masgoret and Gardner (2003), learners who are intrinsically motivated are willing to learn from people of different linguistic backgrounds and have positive attitudes throughout the learning process Additionally, students that are integratively motivated are more likely to persist with their studies, especially if they are dealing with difficulties or challenging assignments

L2 learners who are instrumentally motivated want to learn the language for simply instrumental gains and practical requirements They study a second language to increase their chances of landing a better job, earning more money, or getting into college Gardner and Lambert (1992) stated that "instrumental motivation is a source to fulfil social and economic needs by learning a second language" It alludes to the learners' motivation to acquire the language for practical or academic reasons Obtaining a better job is one example This viewpoint describes language learning as a way of achieving instrumental goals Harmer (1983) believed that “here the student believes that mastery of the target language will be instrumental in getting him a better job or position the language is an instrument to be used by such a student” Integrative motivation was found to be more significant than instrumental motivation in the Lambert and Gardner original study, conducted by Canadian researchers The contrary, however, has been seen in more recent studies of English learning in many nations According to Ur (2012), "This is probably because of the changing role of English worldwide discussed earlier, and the fact that learners today need English for a variety of instrumental purpose rather than joining a particular English-speaking community”

2.1.6 Factors affecting students’ motivation in learning English speaking

The factors that affect motivation have been explored and looked at by certain researchers The bulk of these perspectives agree that the most common elements were the method of teaching, physical, learners, and teachers factors (Gardner and Lamber, 1959; Brown, H Douglas, 2001)

Parental factors: Numerous studies have examined how parents might affect their children's academic capacity and motivation when learning English According to Cheung and Pomerantz (2021, p.39), "The kids’ parent-related motivation would clarify the positive after effects of parental involvement" Bulter (2014) showed that: "are usually the child’s first and most long-lasting teachers At the beginning they teach their child very simple things such as first words, colors, shapes, rhymes etc The parents’ attitude toward the learning is the one that the children undergo first even if the parents might be not aware of it.”

Student attitudes: According to Harmer (1983), student attitudes about language had the biggest impact on extrinsic motivation His surroundings, as well as his earlier academic experiences, may have an affect on how he feels about the target culture or the individuals who speak it

Physical conditions: they can positively or negatively affect a student's motivation, according to Harmer (1983), and they had a substantial impact on learning For instance, if a classroom has poor lighting, is overcrowded with students, or requires students to read from a tiny board, the student may lose motivation or passion for studying

Method of teaching: According to Harmer (1983), the way students are taught must have some effect on their motivation On the other hand, students will find it motivating if they are interested in the instructional approach Students' motivation is probably going to be lost or slowly diminished when they lose interest in the teacher's method

The teachers: According to Harmer (1983): “Teachers have the greatest influence on students' motivation and demotivation, and they significantly contribute to this demotivation” Dennis Girard (1970; cited in Harmer, 1983) said “A teacher should have the following qualities to motivate students on an intrinsic motivation”: - The instructor needs to spice up the lessons

- The teacher must understand and handle the needs and aspirations of the students while still being fair, treating all of students equally

- The instructor should serve as an excellent role model for students in utilizing the target language

2.1.7 Demotivation

2.1.7.1 Definition of demotivation

Demotivation is defined as certain external factors that lower or weaken the motivational support for an intentional behavior or ongoing activity (Dornyei, 2005 p.143) There has not been much study on demotivation, a relatively recent problem that negatively affects students' learning of second languages (Gardner and Tremblay, 1994) Demotivation is the belief that students in schools are progressively becoming less motivated to study English If students are unable to maintain their motivation, it is simple for them to become demotivated, and the proportion of demotivated learners is really rising As a result, although motivation helps to promote English learning, demotivation has the opposite effect As the opposite of motivation, demotivation can be viewed as a negative Demotives, on the other hand, can be thought of as the negative equivalents of motivations Additionally, a demotivated learner is one who has lost interest for a variety of reasons Various factors of demotivation might lead to a lack of interest For instance, a teacher who is unprepared or a textbook that lacks interest might demotivate students Undoubtedly, Ghadirzadeh, 2012 stated that "undertaking a demotivation research will be of crucial significance as many teachers find their students in their

everyday classrooms to be demotivated in different educational contexts" Motivation is unquestionably a major problem while learning a second language since it enables students to put out a consistent effort to become fluent Demotivating influences may be divided into two categories: internal factors (lower self-confidence, group members' attitudes), and external causes (book related issues, teachers, personalities) Internal variables are student-related and have negative outcomes, but external sources of demotivation include teachers, literature, and learning settings (Jomairi, 2011) Demotivation can be caused by both internal and external variables, including learning settings, instructor factors, parental factors, and societal features Demotivational factors include "lengthy passages", "poor school facilities" and "expectation that grammatically perfect English will be used in the classroom" (Meshkat and Meskani, 2012) Because students are not forced to use English in their future studies, the long and challenging process of acquiring a language exhausts them

2.1.7.2 Factors affecting students' demotivation in learning speaking skills 2.1.7.2.1 Factors related to learning attitudes

Students have an inner willingness to study English, but they have low expectations for their speaking abilities Although they view English as an essential tool that will help them succeed in the future, their first language is more important for their growth They hold English in high regard and describe it as a worldwide language for important sectors like communication, technology, and science People with proficient English are, therefore, always respected On the other, a negative attitude such as studying speaking because it is a required subject in school may harm your prospects of being good learners

2.1.7.2.2 Factors related to teacher's competence and performances

79% of all the responses were caused by variables connected to the teachers, based on Gorham and Millette's study (1997) According to their findings, instructors

are more likely to blame students' demotivation on issues connected to their performance, but students blamed teachers' acts, such as poor presentational skills According to Hoang Duc Doan (2011), the teachers' use of their native tongue, Vietnamese, during lessons demotivates students from attempting to speak the target language English in class The above research makes it obvious that teachers have a significant impact on how motivated or unmotivated students are in a language-learning class, and that it is important to look into the effects

2.1.7.2.3 Factors related to facilities

All students, regardless of age, find learning in poor conditions to be very uninteresting, and the worse the conditions are, the less engaged the students are The teaching and learning of English in schools suffers from a lack of readily available, sufficient variety, reasonable, and helpful teaching materials, such as flashcards, audio and visual aids, language software, and internet learning tools (Shehdeh, 2010) Meshkat and Hassani (2012) stated that "Inadequate school facilities seem to scale down students' motivation in fully achieve their goal of studying in class" Students are always excited in classes that include visual aids such as posters or videos In contrast, students often show signs of boredom and are less engaged in classes when there are no technology aids (modern facilities)

2.1.7.2.4 Factors related to teaching materials

As claimed by Al-Seghyer (2014) "the type of English textbooks used at educational institutions decides much of what the students can learn" If textbooks are constructed in such a way that students have limited exposure to communicative circumstances or communication functions in real-life scenarios, it is impossible for students to acquire spoken English efficiently When students see the unsatisfactory results, they may lose interest in speaking lessons, which demotivates them To put it into perspective, one of the demotivators has been thought to be educational materials

2.1.7.2.5 Factors affecting opportunity to practice speaking

There is some debate over the impact of class size and how frequently students are given the chance to speak in class on students' demotivation and, as a result, on their learning In small groups, where they have more opportunity to practice their oral communication skills, students are shown to be more willing to speak out; in contrast, in big classes, they often exhibit great reluctance to do so Soureshjani and Riahipour (2012) asserted that "teachers in small classes pay greater attention to individual pupil and pupils' chance of being involved in the lessons is maximized."

2.2 Previous studies

In various studies, researchers have identified a wide range of variables influencing students' motivation to learn English Numerous studies have been done to determine how much a teacher, a student's attitude, the environment, and a teacher's technique of instruction might affect a student's motivation to learn English as a foreign language

First, Thi Bao Dung Dang, Van Lanh Le, Tuong Vy Ha (2021): “Factors affecting motivation of English- majored students towards learning English at a university in the Mekong Delta, Vietnam” Investigating factors influencing freshmen at Tay Do University's motivation to learn English is the goal of this study These research participants were given questionnaires, which had a number of statements relating to the identified criteria, together with information interviews This study used both quantitative and qualitative methods The study also discovered that parents, a good teacher, and the learning environment all had an effect on students' motivation

Ahmad Anwari (2019) with “Factors contributing to students’ motivation toward English language learning” This study aimed to know the factors that have an impact on the ambition to study the English language In addition, the study used a quantitative technique, and the instrument used to gather the data was a

questionnaire SPSS was used to analyze the data and determine the percentage of the results The main conclusions were as follows: first, learning English helped them meet foreigners, second, learning English helped them with their career, third, learning English helped them travel abroad, and final, learning English can be important for them because it helped them advance in my studies

In 2020, the study: “Factors affecting Non-English Majored Students’ Motivation in Learning EFL at Tertiary Level” was conducted by Nguyen Chau Long, Le Van Tuyen The study aimed to determine the level of motivation non-English majors have for studying non-English as well as the variables that influence that motivation at Da Lat University (DLU) The questionnaire and semi-structured interviews with 150 participants, all DLU students non-majoring in English, provided quantitative and qualitative data They will cover student-related variables, parent-related elements, and teacher performance factors

Next, the research “Factors affecting the motivation of secondary school students to learn the English language” was carried out by Bc Lenka Svobodová (2015) with the goal of finding the most important factors that affect the motivation of upper secondary school students to learn the language In this study, a quantitative research method was utilized One hundred and twenty students who were the first and the fourth grade of the upper-secondary Hotel School in Poděbrady in the Czech Republic In his conclusion, the author said that “The most important factors that influence the motivation to learn the English language belonged to instrumental motivation, integrative motivation and teacher influence”

In 2019, the researcher Era Dahlan conducted a study to find out “The students’ learning strategy and motivation in developing their speaking ability at six semester of English Department (IAIN Parepare)” With a descriptive qualitative study approach, the researcher applied at the sixth semester of the English faculty (IAIN Parepare) in order to understand more about the students' learning strategies and motivation in increasing their speaking abilities After evaluating the data from

the questionnaire, the researcher discovered that students in both the high and low categories had a great desire to improve their speaking The students in the high category, however, use a wider variety of strategies than those in the low types While students in lower categories mostly utilized social strategy, those in higher categories primarily applied cognitive and metacognitive strategies

The research of Hasan Mahdi Musa is “The Effect of Motivation in Improving Students’ Speaking Skill Performance in Secondary School (Motivation, Speaking, Performance)” in 2018, tried to demonstrate the impact of motivation on students' speaking skill performance in the fifth grade at Alwahda Al-wataniya Secondary School for Girls, in General Directorate of Education in Baghdad 1 st Al-Rasafa In his analysis, the students' survey indicated that motivation has a significant impact on students' abilities to speak English through oral expressions, motivate their teachers to communicate, encourage one another and have a strong interest in utilizing the language According to the survey results, effective teaching practices include developing strong relationships with students, utilizing a variety of teaching techniques, and providing many opportunities for practice All of these outstanding achievements support students in stimulating, enhancing, and improving their speaking skills

Next, the study “Thai Students’ Motivation on English Speaking Skill”, was carried out by Pateemoh Madiyoh in 2019 with the goal of finding Thai university students who are enrolled at University of Riau and who are fluent in English Descriptive qualitative research was used in the study Due to their ongoing fear of speaking English in class, Thai students have little motivation to practice their language skills They do not join English speaking classes; instead, they practice speaking the language on their own and frequently with their friends However, they do not try speaking in front of a group of people; they are still shy and lack confidence because they do not practice frequently, which results in low motivation

The previous research about students’ motivation was conducted by Fira Fira Rosiana (2017) The study entitled “An Analysis of factors influencing students’ motivation in learning English: A descriptive study at third-year students of English department FKIP University of Mararam in Academic year 2016/2017” She made attempts to find out what was motivating Mataram University third-year students' desire for learning English in the academic year 2016–2017 This study used a mixed method that combined a qualitative and quantitative approach The findings indicated a strong relationship between students' motivation and academic achievement It might be claimed that the students' motivation had a minor impact on how well they learnt

These studies' parallels to my thesis focused on need analysis and the study methodology The method of data collection and the research topic are further distinctions While my thesis includes questionnaires and interviews, earlier research used observation The participants in my study are lower secondary school students, whereas the subjects in the prior study were either high school students or members of the English department The research topics also differ; whereas the prior study concentrated on requirements analysis for the development of an English-speaking syllabus, my thesis focuses on students' motivation to speak English Moreover, no research has been done on lower secondary school students in Quang Ninh province As a result, all his study's findings are unique

CHAPTER THREE: RESEARCH METHODOLOGY

The study explored some definition which assisted greatly in choosing research methodology In this chapter, the research design, contexts including institution and participants, instruments used to collect data as well as its procedure and data analysis with its framework demonstration

3.1 Research design

The thesis aims to identify the factor affecting the students' motivation in learning speaking English skills at Ha Trung secondary school In this study, the author employed mixed method The research technique is one of the elements of a study that must be included Broadly speaking, research methodology may be defined as a generic approach to data gathering and analysis that is used to address issues related to a study topic To get the best research findings, the correct procedure must be used in a study

Research, whether qualitative or quantitative, has its limitations As a result, there is an inclination for researchers to utilize mixed methods, which is the phrase for the combination of quantitative and qualitative research This is how McMillan and Schumacher put in (2010): “The use of mixed method research design, which combine quantitative and qualitative methods is becoming increasingly popular because the use of both approaches together can provide a more complete investigation”

A triangulation model is data that has been gathered simultaneously using qualitative and quantitative methods This model is used to address the shortcomings of each strategy so that it may be used by gathering and evaluating data comprehensively Using the Convergence Model in this study, “Data were concurrently gathered both quantitatively and qualitatively, and the data acquired were both examined separately using each methodology” as mentioned by Creswell and Plano Clark (2007) The two outcomes of data processing are compared after the

results are obtained, and the researcher analyzes the study's conclusions and the method based on the comparison's findings

3.2 Participants of the study

A questionnaire was designed for data collection to fulfil the study's objectives The survey would be answered by the participants, comprising 80 students in grade 9 who are from 13 to 14 years old Most of them come from different areas in Ha Long city Their basic English proficiency was attained in elementary schools They have also studied English for at least three years at Ha Trung secondary school Since I started teaching English to grade 9 students, I have observed that these particular learners are quite inactive in class and lack the will to engage in any activities or English- learning projects It is assumed that the ineffective learning environment, educational strategies, teachers, students, etc is to contribute to the lack of motivation for students to study In addition, they have low English proficiency, which results in their hesitance and inactive engagement in English lessons Teachers sent the Google Forms file to the students through the link Students had about 7 days to complete the questionnaire and teacher randomly selected 30 students for interview 15 phrases are included in the survey for students to rate their agreement with each of the following statements: strongly disagree, disagree, neither agree nor disagree, agree, strongly agree, which correspond to the numbers from 1 to 5 Students also included information on their gender, grade, and English GPA For the interview part, students responded to 8 questions on what motivates them to study English and what discourages them from doing so Students had 15 minutes to respond in Vietnamese to this section

3.3 Data collection instruments 3.3.1 Questionnaire

A questionnaire consists of a list of written questions or statements that were sent to respondents and provided to them on a piece of paper or other form so that they might complete it on their own without assistance from other parties Qualitative

research permitted the use of tools other than humans, such as questionnaires, even if a researcher simultaneously served as an instrument and a data collector Nevertheless, these tools were only used to support the researcher's position as the principal instrument The goal of the questionnaire used in this study was to a certain if students in Ha Trung secondary school were motivated to learn speaking English A questionnaire, as per Melville and Goddard (1996, p.48) stated that: “A decent questionnaire has to have clear and comprehensible questions, and contain mainly closed questions with a four-point scale to avoid middle-of-theroad responses and relevant questions in relation to the research Moreover, it ought to furnish respondents with specific guidelines and poses just those questions that are appropriate to the examination” The questionnaire also included clear instructions for respondents and only included questions that are relevant to the study Additionally, it had to guarantee that the researcher received all of the basic information necessary, including responsed to the study questions One of the most significant ways for gathering qualitative data was the questionnaire The more in-depth explanations were offered based on interviews

3.3.2 Semi-structured Interview

A semi-structured interview follows a set of questions or topics The context and characteristics of the interviewee may affect the order and manner of asking question The list of questions helps to define the data that must be gathered while maintaining the flexibility required to talk about recently found issues It also makes it simple for the author to organize and evaluate the data In addition, it helps the author easily systematize and analyze the information obtained Adams (2015, p.494) believed: “In mixed methods research, SSIs can be useful as an adjunct to supplement and add depth to other approaches.” Interviewers should make a good first impression during the interview They should appear appropriately dressed Students should arrive soon, check the agendum, and leave time for unexpected travel and navigational issues Before conducting an interview, the interviewer must prepare

the interview guide's agenda, a basic outline of the subjects to cover, and a list of questions to ask After the questionnaire's results are known in this study, a list of questions will be suggested

Semi-structured interviewing techniques are used since it allows more open and flexible execution of the interview process and give the interviewers to identify the problems easily The interviewees were also asked about what can be the influencial factors on their motivation and demotivation when speaking English A number of questions were asked during the interview process to elicit each respondent's motivations in speaking English According to the circumstances and requirements at the time of the interview, each question in the interview may have a different way of wording The students were delivered six to eight questions during the interview process

3.4 Data collection procedures

The researcher distributed the questionnaire in February 2023 during extra English lessons Each student completed the questionnaire Before completing the questionnaire, students got an explanation of the study's goals and the significance of the results for the teaching and learning of the English language Afterwards, the participants were instructed on how to complete the questionnaire and asked to carefully read the statements They were free to utilize the online dictionary or ask the researcher questions on understanding as they always available and willing to explain anything The students would need about 20 minutes to complete the questionnaire

A week after the findings from the questionnaire were collected, a timetable for the interview guide, an outline of the targeted topics, and the questions were revealed The author picked 30 students to get involved in the interviews in-person The length of each interview was 15 minutes Vietnamese is the language of the interview; after translation, the answers was transferred into English

The researcher took the following actions to gather information from participants: - At the start of the data gathering process, the researcher conducted a survey questionnaire Forms for survey questionnaires were utilized

- 30 respondents were selected to take part in the interview after the data from the survey questionnaire had been thoroughly examined The analysis of the questionnaire was used to determine the interview questions

3.5 Data analysis

The research procedure has reached its conclusion at this point The data collected via interviews and questionnaires was then organized, streamlined, and stripped of irrelevant information before being presented in a clear and well-written research report In other words, data analysis was the procedure used to reduce the complexity of data so that it is simpler to read and understand A sequential explanatory technique was applied in this investigation According to Creswell (2013): “The second step of the explanatory approach is the collecting and analysis of qualitative data, which is built on the foundation of the first stage's quantitative findings”

3.6 Reliability and Validity

It is necessary to verify and authenticate the veracity of research data that has been collected during data gathering Consequently, it is possible to understand the research's findings The importance of study data, in Nasution's opinion, is what the researcher views in relation to the reality that actually exists in everyday life If the data are inconsistent, the findings will not be consistent or valid Tashakkori and Teddlie (2003) defined validation in mixed methods as the capacity of the researcher to derive meaningful and correct inferences from the data This definition precisely describes the notion of "inferential quality," which refers to the researcher's precision in reaching an inductive conclusion from the study Based on Creswell, the mixed method's validity is demonstrated when the researcher determines that a data set comprised of many data sets provides better outcomes compared to the original data

set According to the above interpretation, it is possible to come to the conclusion that the validation procedure in this study was done unintentionally when the data highlighted potential validity risks that appeared during data collecting and data processing "Triangulation validity" can be used to describe this Validity in embedded design refers to the second qualitative stage's ability to effectively anticipate the usual group comparison To verify the accuracy of the informant data in this study, the author conducts interviews The researcher's first method involves giving out questionnaires to get information from the informants Then, to ascertain the accuracy of the data, the researcher interviewed

CHAPTER FOUR: FINDINGS AND DISCUSSIONS

The results of the investigation are presented in this chapter The data for this thesis were gathered from the start to the end of the study through a questionnaire and interviews with grade 9th students in the second semester at Ha Trung Secondary School The two primary goals of this study are to: (1) To identify the factors affecting the motivation and demotivation to learning English speaking skills of students at Ha Trung secondary school, (2) To evaluate the impact of motivation and demotivation factors on grade 9th students’ English- speaking skills Questions and interviews with students served as the source of the data gathered

4.1 Findings

4.1.1 Questionnaires

4.1.1.1 Statement 1: “If the teaching method the teacher chooses, is interesting, it motivates me to learn.”

Statement 1: “If the teaching method the teacher chooses, is interesting, it motivates me to learn.”

Neither agree nor disagree Disagree Strongly disagree