An investigation into how to motivate efl students to develop speaking skills of english at some upper secondary schools in binh duong

NGUYEN TAT THANH UNIVERSITYNGUYENTAT THANH Phạm Văn Cường AN INVESTIGATION INTO HOW TO MOTIVATE EFL STUDENTS TO DEVELOP SPEAKING SKILLS OF ENGLISH AT SOME UPPER SECONDARY SCHOOLS IN BINH

INTRODUCTION

Objectives of the study

In this study, the researcher focuses on two main purposes The first purpose is to investigate difficulties students encounter when learning to speak Then, the researcher recommends somesuggestions to motivate EFL students todevelopspeaking skillsofEnglish at some upper secondaryschools in Binh Duong.

Research questions

This study aims to determine EFL students’ awareness of the importance of conducting research and the challenges of doing research As far as the aims of this research areconcerned, the followingresearch questions are taken into consideration:

1 What are the students’ motivation orientations in learning English speaking skills?

2 What difficulties are EFL students facing at some upper secondary schools in Binh Duong?

Scope of the study

The study was conducted in several high schools in Binh Duong province whereEnglish is taught as a foreign language The participating schools will represent the general education context of Binh Duong provmce 112 students from high schools in Binh Duong province participated in the survey These students were selected as participants forthis study because they had studied English The content ofthis study includes the perceptions of highschool students in Binh Duong aboutthe importance of developing English speaking skills In summary, thestudyfocuses on understandingand developing motivation to learn speaking skills in English for high school students in Binh Duong,with a focus onmethods, strategies, and factors influencing this process.

Significance of the study

The topic provides insights into methods and strategies to enhance motivation to learn English speaking for high school students in Binh Duong This is an important area in foreign language education, especiallyin teachingEnglish as a second language (EFL),where students' motivation plays an important rolein developing speaking skills.

The study results will provide teachers and educational administrators with effective strategies to stimulate students to develop their English-speaking skills This can help improve the quality of English teaching in high schools, helpmg students overcome language barriers and develop confidence in communicating inEnglish.

The study focused on high schools in Binh Duong, therebyproviding solutions that are appropriate to the specific context of this area The findings from the study canbe applied to improve the quality of English education locally, contributing to improving the English proficiency of students in this area This study may openup other research directions related to the development of English skills in particular or other language skills (listening, reading, writing)for EFL students, thereby enriching knowledge in the field of foreignlanguage education.

This research consists of five chapters: (1) Introduction, (2) Literature review, (3)Methodology, (4) Findings and Discussion, and (5) Summary, Conclusions and Recommendation.

Chapter1 introducesthebackgroundof thestudy After that,the study’s objectives are introduced to find out the answers to research questions The scope, significance as well as organizationof the studyare also presented in detail.

Chapter 2 first presents the definition of concepts, and thenconsiders a theoretical and empirical framework of research Previous studies concerning the domain of researchare also reviewed in this chapter.

Chapter 3 describes the methods that were used for conducting the research and the analysis of the data used in this study All the information about the research participants, research instruments, the operational procedures used for collecting data, and data analysis are specifically described.

Chapter4 presents and interprets the results ofthe study based on data gathered from questionnaires.

Chapter 5 provides a summary ofthe research findings, followed by a discussion that compares and contrasts these findings with existing studies The chapterconcludes with theresearcher’s insights on pedagogical implications,acknowledgesthe limitations ofthe study, and offers suggestions forfuture research relatedto the topic.

Chapter 1 provides an overview of the research topic, clearly stating the reasons forchoosingthe problemand the importance ofstudyinghow to promote EFL students to develop English speaking skills This chapter also presents the objectives, research questions, and scope of the study At the same time, Chapter 1 provides the theoretical background related to the development of speaking skills and learning motivation, thereby clarifying thenecessity of this study in the educational context of high schools in Binh Duong.

Summary of the Chapter

Chapter 1 provides an overview of the research topic, clearly stating the reasons forchoosingthe problemand the importance ofstudyinghow to promote EFL students to develop English speaking skills This chapter also presents the objectives, research questions, and scope of the study At the same time, Chapter 1 provides the theoretical background related to the development of speaking skills and learning motivation, thereby clarifying thenecessity of this study in the educational context of high schools in Binh Duong.

LITERATURE REVIEW

Definition of terms

Motivation is described as the process of starting, leading, and maintaining intentional activities Motivation iswhat drives US to act (Peters, 2015).

The word motivation is derived from the Latin words motive (transferred) and motive (movement), so we can understand that motivation is related to the individual's motivation to perform somebehavior.

Accordingto Bakar (2014), “Motivationis a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist inthetask.”

Hadre et al (2007) claimed that “motivation is among the most powerful determinants of students’ success or failure in school In the learning sphere, spurring students’ motivation to engage in academic activities is part of teachers’ teaching leamingstrategyif the teacher wants to see consistent and quality results For a learner to make an effort, there must be amotive.”

Motivation is a process that cannot be observed directly but can be inferred from behaviors such as effort, persistence, and verbalization It encompasses goals that drive direction and action, along with physical or mental activities that steer individuals toward achieving these goals In essence, motivation is the process throughwhichgoal- directed activity is maintained (Pintrich, 1996) Therearetwo types of language learning motivation: instrumental motivation and integrative motivation (Gardner & Lambert,

1972) Learners with instrumental motivation aim to leam a language for practical reasons, such as securing a jobpromotion or gaining universityadmission In contrast, learners with integrative motivation seekto learn the language to better understand and connect with the people who speak it.

Depending on the source or origin of the stimulus, multiple forms of motivation may be formed In accomplishmentmotivation, the mechanismof action is to reach a certain goal Members are driven by a need for security and a sense of belonging to a group Competitors push goals not just to attain a predetermined goal, but also to do it in the best way possible In psychology, there are two forms of motivation based on where thestimulus originates: intrinsic motivation and extrinsic drive. a Extrinsic motivation

Extrinsic motivation is motivation driven by external benefits These might be substance, like money or grades, or intangible, like praise or fame Against intrinsic motivation, which comes from inside an individual, extrinsic motivation is only motivated by external incentives Extrinsic motivation is connected to operant conditioning, which occurs when someone 01' something is trained to behave in a specific manner as aresult of a reward or consequence (Reiss, 2012).

To sumup, extrinsic motivation is theconsequence of external factors rather than internal motivating factors It provides controlled behavior ratherthan volitional activity throughout time, and its motivating quality decreases rather than grows Extrinsic incentives may influence behavior briefly through external restrictions, but they eventually endanger autonomy, commitment, and well-being by impeding basic psychological needs (Reiss, 2012). b Intrinsic motivation

Intrinsic motivation refers to the stimulus thatmotivates the adoption or change of behavior to achieve personal satisfaction Such motivation motivates an individual to perform an activity for internal reasons, such as personal gratification, as opposed to extrinsic motivation due to the prospect of achieving some external reward, such as money In other words, the incentive to participate in behavior or finish a task with intrinsic motivation is to accomplish the activity itself For instance, when someone decides to eat ice cream, their goal is frequently to experience the pleasure of it They are not motivated by external rewards (Fishbach & Woolley 2022).

To summarize, intrinsic motivation is based on addressing essential psychological criteria and promotes passion, resilience, and commitment driven by interest rather than external factors However, the relationship between intrinsic and extrinsic desire is intricate.

2.1.1.3 The importance ofmotivation in teamingEnglish

Motivationserves as the driving force behind the desireto learn English When individuals are motivated, they are more likely to actively engage in the learning process, seek out opportunities for language exposure, and persist in the face of challenges Motivated learners tend to exhibit greater persistence and effort in their language-learning journey They are more likely to overcome obstacles, such as the complexity of grammar or the challenges of pronunciation, because their motivation fuels a determination tosucceed Motivation contributes to the development of a positive attitude towards learning English A positive mindset can enhance the overall learning experience, making it more enjoyable and less stressful This, in turn, fosters a conducive environment forlanguage acquisition (Anjomshoa & Sadighi 2015).

It is undeniable that motivation plays a key role in second or foreign language learning Extensive research confirms that motivation becomes one of the determining factors of secondor foreign language learning success (Bradford, 2007; Dornyei, 1998; Engin, 2009) However, motivation in learning a second or foreign language is not as simpleas we think since motivation is complex and hasa ‘multifaceted nature’ (Dõrnyei,

1998,p 118) Furthermore, motivationis dynamic, whichmeans that there are ups and downs during the process oflanguage learning, as Doniyei (2001) conceptualized in the three phases of his process-oriented motivationalmodel.

The importance of motivation in learning any language, including English, cannot be overstated According to Ditual (2012), learners who have a positive attitude toward English language learning are highly motivated both instrumentally and interactively He also claimedthat external factors do not affect learner motivation.

Engin (2009) discovered that instrumental motivation is based on a pragmatic approach,whereas integrative motivation is based on personal willingness and desire to achievesomething through a study on the types of motivation requhed to learn a foreign language Moiinvazhi (2009) disagreed with the researchers who thoughtinstrumental motivation was important for EFL learning The author concluded thatboth instrumental and integrative motivation are important in English language learning.

According to Al-Otaibi (2004), motivated learners can learn a foreign language more effectively and can bear high costs and make sacrifices to achieve their goals in learningL2 According to Brown(2001),motivation refers totheintensityof one’s inner drive to learn A learner with an integrative orientation is learning L2 for social and cultural purposes The motivation to achieve the goal can be strong or weak.

The definition of speaking skills is a topic of much debate among scholars and experts in the field of language learning One perspective, asdescribed by Burns (2013), is that speaking is a complex and dynamic talent that involves the simultaneous activation of various cognitive, physiological, and socio-cultural processes Thismeans thata speaker's knowledge and skills must be engagedpromptly in real-time in order to be effective Inaddition, Harmer (2001) defines speaking as the ability to talk fluently, which requires not only knowledge oflinguistic features but also the ability to process informationand languagequickly in both book and real-life situations.

Related studies

Dincer & Yesilyurt (2017) with the study: “Motivationto speak English: A self- determination theory perspective” This study investigated the relationship between motivation to speak, autonomous regulation, autonomy support from teachers and classroom engagement of English as a foreign language (EFL) learners, using quantitative and qualitative methods The studyparticipants were EFL learners from a public universityhl Turkey One hundred and forty-two university students answered a questionnaire on the constructs and seven of them participated in the following oral interviews The quantitative findings showed that the students' rate of intrinsic motivation washigher than then-otherorientationsandtheir orientations correlatedwith regulation, autonomy support from teachers, and classroom engagement according to the theory The qualitative findings alsoshow that, although students arepredominantly intrinsically motivated, others say that the teacher appears to be the key factor hl the classroomas a motivationalfacilitator The results are useful forlanguage teachers and educators who want to create a stress-free classroom environment to support the motivation of English language learners to speak voluntarilyand break down language barriersto learning.

According toBusse Vera and Catherine Walter (2013), ‘"Research involving first- year modern foreign language students studying German degree courses at two major

UK universities” It investigates these students' experiences from a motivational perspective To address the time- and context-sensitive character of the dynamic attributes, a longitudinal mixed-methods approach was adopted According to the research, while students' desữe to become proficient in German is growing, their attempts to engage in language study have declmed over the year This change is accompanied by a decline in intrinsic drive and self-efficacy In the context of students' transitions from high school to university, the relationship between changes hl motivation and contextual elements in higher education is examined.

Atef Al-Tamimiet al (2009), with the topic “Motivation and Attitudes Towards Learning English: A Study OfPetroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology” conducted a study to investigate the motivation of students about three motivational constructs: instrumental, integrative, and personal motivation, basedonthe works of Gardner (1985)and Cooper and Fishman

(1977) The purpose of this article is toprovide the findings of a study thatwas done to evaluate the motivations and attitudes of petroleum engineeringstudents about learning English The paper explores learners' views about 1) the use of English in the Yemeni social envữonment, 2) the use of English in the Yemeni educational setting, 3) the English language, and 4) the English-speaking world's literature culture 81 petroleum engineering students from Hadhramout University of Science and Teclmology (ETƯST) were involved in the study.

The study used questionnaires and interviews to collect data As for student motivation, the results show that subjects favor more instrumental reasons to learn English, including pragmatic and academic reasons Personal motives are also major motivators for learners However, when it comes to integrative factors, the findings show that studying English as part of one's culture had the least influence on students' motivationto learn English Data on studentattitudes, on the otherhand, reveal thatthe majority of students have a positive view regarding the social value and educational status of English Furthermore, the results reveal that students have a good attitude toward the English language, and a substantial numberof students are interested in the culture of the English-speaking world, as seenby the sets of English-speaking movies. Finally, some pedagogical implications for capitalizmg on students' motives and attitudes were discussed.

According to the author Mai Thi Lan (2013), with the topic “How to Motivate 10th-grade Students in SpeakingClass at Hoa Lu High School, Ninh Binh”, the author conducted research to investigate the situation of training and learning speaking skills and finding out the types of motivations that motivate students to learn The author uses methods such as questionnaires and informational interviews As a result, the learning dynamics bringmanybenefits to students'learning to speak; they helpstudents progress and tryharderin learning (Lan, 2013).

The aim of a study by Nguyen (2021) was to investigate the difficulties and solutions to improve the speaking skills of HUFI students in English The difficulties included fear of conununication, lack of training enviromnent, poor vocabulary and grammar, and a lack of speaking practice due to the emphasis onlearning grammarand vocabularyin primaryand secondary education.

To identify the factors affecting the ability of English major students at Ba Ria- Vung Tau University (BVU) to masterspeaking skills, a study was conducted by Tram

(2020) with 65 students participating by completing aquestionnaire Theresults showed thatthemajordifficulties facedby these students were related tobothlinguisticandnon- linguistic problems Despite the students' efforts to address these challenges, they have beenunsuccessful The study provides recommendations based on the findings to help improve the students' speaking skills.

In summary, all related studies show that it is very necessary to apply language games to teaching activities Students will have a higher interest in learning, and they willgain more knowledge and skills in group discussions, speakinginfrontof the class, and fostering critical thinking However, the above-related researchhas not covered all the issues of how to motivate students but only talked about how teachers help learners be motivated to learn Furthermore, most of the research did not pay attention to motivationalorientations in developing speaking skills together with obstacles students encounter In this study, therefore, the writer focuses on how motivational orientations affect students to learn to speak English at upper secondary schools as well as the difficulties they encounter.

Theoretical framework

Self-determination theory, developed by Edward L Deciand Richard M Ryan, is the theoretical foundation for classifying types of motivation in learning According to Deci and Ryan (1985), human motivation can be better understood through the distinction between intrinsic and extrinsic types of motivation, as well as the existence of a state of demotivation Intrinsic motivation reflects intrinsic desires and personal satisfaction,whileextrinsic motivation is related to external factors andsocial pressures.

"I don't know, I truly have the impression that I'm wasting my time in learning English

"I'm learning English because it is enjoyable"

"I’m learning English in order to get a job in the future"

“ I'm learning English because I would feel guilty if I did not know it"

"I'm learning English because it satisfies my personal development”

Figure 2.1.Orienting students' motivation to learn English

The above model illustrates the types of motivation in learningEnglish, based on the Self-Determination Theory This theory classifies motivation hito three main groups: motivation motivation, extrinsic motivation, and intrinsic motivation.

Motivation (Irrelevant Motivation): This is a state of lack of motivation when learners feel that learning English does not bring any value or meaning.For example: “I don't know, I truly have the impression that I'm wasting my time in learningEnglish.”

Extrinsic Motivation: This type of motivation comes from externalfactors, when learners take actions because of external rewards or pressure, not because of the enjoyment or intrinsic value of learning Extrinsic motivation is divided into three smaller categories:

-External Regulation: Learners engage in English learning to achieve an external goal, such as finding a future job For example: “I'm learningEnglish to get ajob in the future.” External regulation is not a strong and sustainable driving force Wlien rewards or punishments are removed, motivationto leam can quickly decrease This makes this form of motivation ineffective in maintaining long-term interest and commitment to learning.

-Introjected Regulation: Learners feel pressure from within, such as guilt if they do not learn English For example: “I'm learning English because I would feel guilty if

I didn't know it.” Introjected regulation may be more motivating than external regulation, but it still relies on negative feelings While this format may motivate students in the short term, it does not create satisfaction and joy in learning, which can lead to burnoutor stress if prolonged.

-Identified Regulation: Learners realize the value and importance of learning English for their personal development For example: “I'm learningEnglish because it satisfies my personal development” Identified regulation is closer to intrinsic motivation because students have realized the importance of learning forthen- personal development This creates stronger and more sustainable motivation, helping students maintain commitment to learning even in the absence of external rewards or punishments(Deci & Ryan 1985).

Intrinsic Motivation: This is the strongest type of motivation when learners perform actions because of the enjoyment and intrinsic joy from that activity For example: ''rm learning English because it is enjoyable.” Research has shown that intrinsic motivation is closelyrelated to academic engagement and success According to Deci and Ryan (1985), students with intrinsic motivation tend to learn more deeply, have abroader understanding, and are better able to solve problems.

Both extrinsic motivation and intrinsic motivation play an important role in learningEnglish However, to acliieve the highest learning efficiencyand maintain long term interest, more emphasis should be placed on encouraging and developing intrinsic motivation Teachers need to create appropriate teaching methods and learning enviromnents to help students realize the value and joy of learning English, thereby building and maintaining sustainable learning motivation.

Summary of the Chapter

Chapter 2presents the theoreticalbackground and related research onthe topic of how to motivate EFL students to developtheir English-speaking skills Fứst,thischapter discusses basic concepts such as learning motivation, factors affecting motivation, and the process of developing speaking skills in the context of teachingEnglish as a foreign language Next, the chapter summarizes previous researchrelated to improving students' motivation tolearn to speak, focusingoneffectiveteaching strategiesand psychological and social factors that have positive impacts Finally, Chapter 2 identifies gaps in previous research and emphasizes the importance of research in high schools in Binh Duong,whichselves as a foundation forthe empirical part of the study.

METHODOLOGY

Research Design

This study aims to determine EFL students’ awareness of the importance of conducting research and the challenges of doing research To achieve the aims ofthe research,the following research questionswere addressed as follows:

(l)What are the students’ motivation orientations in learning English speaking skills?

(2)What difficulties are EFL students facing at some upper secondary schools in Binh Duong?

This research study is of descriptive design, employing a quantitative and qualitative approachto data collection and analysis.

This research topic uses quantitative methods to conduct this research by questionnaire This approach is often used by researchers who follow the scientific paradigm(Haq, 2014) This method seeks to quantifydataand generalize results from a sample of a target population (Macdonald et al., 2008) It employs organized data- collecting methods and procedures, with numerical data output Quantitative research also employs objective statistical analysis (Macdonald et al., 2008).

Participants

According to experts, choosingparticipants should be carefullyconsidered The sample size in this study mcludeda total of 150participants The researcher distributed questionnaires to 150 students, but only 112valid responses were obtained This study's participants are EFL students at some upper secondaiy schools in Binli Duong Based on research questions, the researcher designed a questionnaire about motivating EFL students to develop English-speaking skills at some upper secondary schools in Binh Dương.

This studywas conducted with 112 10th-grade students at high schools inBinh Duong province, includingThai Hoa High School, Tran Van On High School, Nguyen Trai High School, Nguyen Dinh Chieu High School, and Nguyen Thi Minh Khai High School The students were selected to represent student groups with different English proficiency levels, to providecomprehensive data forthe study.

Specifically, Thai Hoa High School has 20 students, Tran Van OnHigh School has 25 students,Nguyen Trai High School has 22 students, Nguyen Dinh Chieu High School has 20 students, Nguyen Thi Minh Khai High School has 25 students A total of

112 students participated in the study, each randomly selected from each school to ensure representativeness.The students were all learning English as a Foreign Language (EFL), aged between 15 and 16 years old and came from different socio-economic backgrounds The sample selection aimedto understand the students’ motivation levels and the difficulties they encountered indevelopmg their English speaking skills.

David (2005) claims that in convenience sampling (Fraenkel et al., 2012), the sample units are chosen as they become available According to Mercado (2006), sampling basically includes a process forchoosingapopulationrepresentation fromthe general population based on the objective of the study, the availability of funds, time, and involvement in collecting research data Fraenkel et al (2012) define sampling as the processof choosing peopleto participate in a studyand suggestthat a useful sample is a group of people who areavailable for study.In this study, participantswere selected based on convenient sampling (Fraenkel et al, 2012).

Research instruments

This study used a questionnaire as a research instrument The questionnaire was adapted from the research of Plailek (2021) Hassan (2014), and Nguyen Nga (2021)

Students were asked to answerquestions on a 5-pointLikert scale about frequency (1) Strongly Disagree; (2) Disagree; (3)Neutral or unsure; (4)Agree; (5) Strongly Agree.

The questionnaứe for 150 participants included twenty-nine items divided into four clusters Teachers would tick where they saw fit for them The followmg table describes how the items were classified.

Cluster 1: Finding out intrinsic and extrinsic motivation orientations in learning English speaking skills

Cluster 2: Problems encountered when learning

Data Collection Procedure

After collecting students' answers, including questionnaires The questionnahes basedonGoogle Forms weresent to teachers and students via Zalo andemail And then,data were collectedto check thereliabilityof the questionnaữes.After the pilotingstage with significant reliability, the questioimaữes were revised and then delivered to this study's participants The researcher aggregated and classified the data The collected questionnaires were analyzed quantitatively The researcher started collecting student survey results using an online tool called Google Forms To analyze the data, the researcher converts all the data into percentage frequency and number ofrespondents.These metrics willbe displayed in tables and charts.

This survey lasts about 7-10 minutes for each individual because the question is built in a multiple-choice format that is easyfor everyone to take Before conductingthe survey, the researcher will introduce the purpose and meaning ofthis survey and give instructions on howto do it correctly The staffwill have time to implement it within 7 days After that, theresearcherwill collectthe surveyformand synthesize andcalculate the data.

The researcher begins by choosing a topic and then searches the Internet for materialsrelated to the topic to construct an outline for the study Following a lengthy discussion with the group members, the instructors, and their enthusiastic support and feedback, the researcher eventually decided to use a questionnahe to collect data Students were requested to complete the surveyonce itwascreated with GoogleForms.The researcher spent a week completing the questionnaire, which received 112 replies.After collecting the data, the researcher started analyzing and mvestigating it The questionnaires were sentvia an internet-based instillment (Google Form) to teachers and students who had accepted to become participants in this study In this section, all questionnaires were administered in Vietnamese for the convenience and comfort of teachersand students, as wellas to maximizeunderstanding between theresearcherand theparticipants.

Data analysis

In terms of quantitative data, the researcher put it into a data analysis program, such as Excel Once the data is generated, it can be transformed into various types of charts, including pie charts, barcharts, and tables to better understand the results of the data For instance, numerical and percentage depictions ofthe subjects' responses can be separated based on each question This allows for a more granular analysis of the data, which can reveal important trendsand insights After thechartshave been created, researchers can then analyze the main features of the data This includes identifying outliers, determining correlations between different variables, and identifying any patterns or trends that emerge from the data.

Analyzed forthe data inthisresearch by Microsoft Excel, and Google Fonns This is often an internet application where anyone can create a questionnaire to gather people's ideas or answers It is very convenient because everyone can do and collect answers from anywhere and anytime The question form is sent to others so that the researchercan quickly collect thenumberof answers Aftercollecting students' answers, including questionnaires The researcher aggregated and classified the data The collected questionnaires were analyzed quantitatively The researchercollected student survey results using an online tool called Google Forms To analyze the data, the researcher converted all the data intopercentage frequency and numberof respondents.

Data reliability refers to the extent to whichaparticular data setcan be reproduced with thesame results when measured againunderthe same conditions The questions in the survey were carefully designed and standardized to ensure that all respondents understood the same way The survey was pre-piloted with a small group to check the clarity and understanding of the questions and then adjusted to make it more suitable Data was collected via Google Forms, an online tool, ensuring that all responses were collected consistentlyand were not influenced byexternal factors Microsoft Excel and Google Forms were used to analyze the data, ensuringthatthe analysis procedures were performed accurately and reproducibly(Cohen, Manion & Morrison2017).

Data validity refers to the extent towhicha particular set of data measures what it isintended to measure Research variables are clearly and specifically defined, ensuring that suxvey questions measure the relevant aspects of the research Ensuring that the questionnaire includes all the elements necessary to measure the research objectives This is done by consulting with experts and references Verifying that the questions in the survey seem reasonable and measure the right aspects through consulting with colleagues and pre-test participants Usmg statistical methods to test the correlation between questions in the same survey, ensures that these questions measure the same aspect ofthe research problem (Cohen, Manion & Moirison, 2017).

Summary of the Chapter

Chapter 3 summarizes the research designand basic methodological concepts that underpinthe study This chapter explains indetail the procedures, methods, and actions that the researcher used to accomplish the objectives of the study Next, the chapter describes in detail the research instruments, participants, and the process of collecting and analyzing quantitative data Finally, the methods of evaluating quantitative data are clearly explained, helping to ensure the accuracyand reliability of the researchresults.

FINDINGS AND DISCUSSION

Demographic profiles of the participants

Question 1: What is your gender?

Gender of survey participants

From the chart above, itcanbeseenthat male participantsaccount for 44.8%, and femaleparticipants account for 55.2%.

Question 2 How long haveyou been studying English?

■ Less than seven years ■ Between sevenand ten years

Time spent studying English

From the chart above, it can be seen that some upper secondary schools in Binh Dương have all been studying for between 7 and 10 years, accounting for 53.30% Students who think they have studied for more than 10 years account for 43.3%, while the remaining 3.4% ofstudents think they have studied for less than 7 years Students learn English from elementary school, but in today's era, many students have access to English from an earlyage.

Question 3: Do you think motivating EFL students is crucialfor some upper secondaty schools in Binh Duong to learnspeaking skills?

The importance of motivating EFL students

The pie chart illustrates the importance of motivating EFL (English as a Foreign Language) students It shows that 73% of respondents believe that motivation is essential for EFL students, while 27% do not think it is as crucial This mdicates a significant majority recognizing the role of motivation in enhancing the learning experience and outcomes for EFL students Proper motivation can lead to increased engagement, better retention of vocabulary, and overall improved proficiency in the language.

Question 4: How many hoursaday doyou practice Englishspeaking skills?

The number of hours that participants spend practicing English-speaking

The results show that students practice speaking English for less than 1 hour per day, accounting for 59.8% There are 25%, or 28 students, whopractice for2-3 hours a day, andthe remaining 15.2% of students practicetheir English-speaking skills formore than 3 hours a day The results show that the majority of students are still practicing English and are not forgetting it Students tiy to practice speaking English anytime, anywhere Even for someone whohas studied English fora longtime, regular speaking practice is stillvery important.

Question 5: How do you usually practice speaking English?

Methodology of English speaking practice of students

From the chart, it can be seen that 77.7% of students practice their English speaking skills by themselves, 11.6% of students practicespeaking English in pairs, and the remaining 10.7% of students practice speaking in groups The results show that students all practice speaking English by themselves; besides, there are still students practicing in pairs and groups Classroom English lessons are a good enviromnent for students to practice pronunciation because they have friends and teachers to practice with and correct Students can practice their pronunciation in reading, speaking, listening, and vocabulaiy.

Question 6: What motivates you to learn to speak English? have a good satisfy our be able to geta decent study abroad mark on my parents speak fluently job report and make conversation withnative speakers (love English)

motivations that promote participants in learning speaking English 30

From the chart above, it can be seen that the motivation for students to leani to speak English is theabilityto speak fluently and speak with native speakers, accounting for 20% As for getting a good job, it accounts for 10% Having a good score in the report accounts for 40% Job satisfaction with parents and studying abroad, accounted forthesamerate (16,7%) The results showthat students’ motivation to learn English is also very high, mainly because they know how to motivate themselves to learn This will help studentsapply what they have learned or gathered from other sources In daily conversations, try to apply what new students learn gradually and continuously This will help students rememberthe knowledge easierand longer Students often talk about topics that interest them Conversely, if students start talking about a boringtopic, they will also start to enjoy it, especially when they talk about it from a more positive perspective So, natural learning is created during the learning process.

Question 7: What types of speaking practice doyou find most motivating? subjects native speakers or text friends

Types of speaking practice do most motivating

The bar chart displays the types of speaking practices that students find most motivatmg: Conversation exchangewith native speakers orfriends (36.7%) is the most motivating.Debates oncurrent issues (26.7%) follow,showing significantinterest Oral presentations on academic subjects motivate 20% ofstudents Repeated readings aloud of English text (16.7%) are the leastmotivating among the options This indicates that interactive and communicative activities are preferred for motivation in speaking practice.

Question 8: Which platform doyou usually use to approach speaking English?

Accessibility platform for speaking English

Finding out intrinsic and extrinsic motivation orientations in learning English

Statement Strongly disagree Disagree Unsure Agree Strongly agree

1 I learn English speaking skills because I enjoy the language.

2 I learn English speaking skills because I find learning to be an hiteresting andrewardingactivity.

3 I learn English speaking skills because I like to explore other cultures through this language.

4 I learn English speaking skills because I feel satisfied when I can converse inEnglish.

5 I learned English speaking skills because I love improving my language skills.

6 I learned English speaking skills because I feel proud to be able to communicate in English.

7 I learn English speaking skills because I like participatinginlearning activities related to English.

8 I learn English speaking skills becauseit makesme feel inspired and motivated in life.

As can beseen from the table,Option 1 has 40.1% of students disagree and 44.6% of students agree with this statement, showing that a large proportion ofstudents are really interested in this language This proves that most students have high intrinsic motivation when learning English speaking skills Option 2 has 33% of students disagree, 31.25% ofstudents neutral, and 35.7% ofstudents agree This result shows that students appreciate the value of learning and feel that learning is interesting and rewarding, but there is still a large percentage of students who are neutral Option 3 has 37.5% of students disagree and 46.4% of students agree This shows that cultural exploration throughlanguage is a strongmotivation forstudents Option4 has45.5%of students disagreeand 36.6%of students agree Although a large proportion of students feel satisfied speaking English, there is still a significant number of only neutral students Option 5 has 30.3% of students disagree and 48.2% of students agree. Improving language skills is a strong motivator for most students, with nearly halfof students strongly agreeingwiththisstatement Option6has 41.07% ofstudents disagree and 41.9% of students agree Feeling proud when communicating in English is also an important motivation for students Option 8 has 41.9% of students disagree and 39.2% of students agree This shows that students enjoy participating in learning activities related to English, although a large proportion is still neutral Option 8 has 32.1% of disagree students and 41.9% ofstudents agree LearningEnglish brings excitement and motivationto students' lives.

Statement Strongly disagree Disagree Unsure Agree Strongly agree

9 I learn English speaking skills because it will help me score high on tests.

10 I learn English speaking skills to have a chance to receive a scholarship.

11 I learn English speaking skills to avoid criticism from teachers.

12 I learn English speakmg skills because I want to be recognized by myfriends and family.

13 I leam English speaking skills becauseit will help me geta goodjob inthe future.

14 I leant English speaking skills because I would feel guiltyif I didn't.

15 I learn English speaking skills because I don't want to miss out on good opportunities.

16 I learn English speaking skills because I would feel embarrassed if I didn'tknow how to speak English.

17 I leam English speaking skills because it will helpme communicate better hl social situations.

18 I learn English speaking skills because it will help me participate in hiteresting extracurricular activities.

From the results of the table above, it can be seen that option 1 has 28.5% of studentsdisagreeand 50.89%of studentsagree withtills statement, showing that a large proportion of students are motivated to learnEnglish to achieve good results in exams Option 2 has 35.71% of students disagree and 46.42% agree This shows that students perceive real value and specific rewards from learning English Option 3 had 33.92% disagree students and 42.85% agree students Avoiding criticismwas also an important extrinsic motivator forstudents Option4has43.75% disagree, 21.42% neutral students,and 34.82% students agree The desire to be recognized and appreciated by others is an important motivation, although the percentage of neutral students is still quite high.Option 5 has 40.17% of students disagree and 46.42% agree Many students see the long-term value of learnmg English in their careers Option 6 has 27.67% disagree, 34.82% neutral studentsand 37.5% agree Guilt is a strong extrinsic motivator, although many students are neutral Option 7 has 28.58% disagree, 20.53% neutral students and 50.89% agree This shows that students perceive the importance oflearning English in grasping opportunities Option 8 has 17.87% disagree, 29.46% neutral students and 52.67% agree Feelmg ashamed is also a strong motivator, motivatingstudents to learn English Option 9 has 35.72% disagree, 10.71% neutral students and 53.57% agree. Communication skills in social situations are an important extrinsic motivator Option

10 has 31.25% disagree, 25% neutral students and 43.75% agree students.Extracurricular activities are also an important factor in motivating students to learn English.

Problems encountered when learning English speaking skills

Statement Strongly disagree Disagree Unsure Agi’ee Strongly agree

19 I feel shy because my group members speak English better than me.

20 Sometimes I feel afraid ofusing the wrong words in front of my classmates.

21 I didn't feel like speaking in my class because I couldn’t find the words to express mypoint.

22 The teacher in charge didn’t provide clear instructions for the speaking task.

23 I cannot make complex or compound sentences, and use appropriate grammar structures.

24.1 donot follow mystudyif I don't have examinations

25.1 have a weakness because I don't practice Englishdaily.

26 I have a problem with the pronunciationof some words.

27 I don't have another English speaker to communicate with.

28 I find it difficult to organize my thoughts and ideas when speaking in public.

29 I didn’t feel like engaging in speaking activities (because of topics andactivities were boring)

30 I often use my native language when I can’t express my pomt

Table 4.4 The options below demotivated students in learning English speaking skills

31.1feel embarrassed when receiving a negative evaluation from my in- charge teacheror classmates

The table summarizes the primary reasons why EFL students at some upper secondary schools in Binh Dương discouraged students from developing English- speaking skills In reality, numerous factors, subjective as well as objective, aimed to demotivate students.

According to the survey results, the option 1 agree level is 46.6%, meaning that most students feelembarrassedbecause their group members speak English betterthan them 32.1% of students are unsure and disagree accounting for 21.4% Option 2 students agree 50.9%, unsure opinion accounts for 31.3%, and disagree accounts for17.8% The optionforthe 3 levels of agreement is 44.6%, the unsurelevel is 37.5%,and the remaining disagreement accounts for 22.3% Option 4 shows that students agree48.2%, students choose unsure 32.1%, and the remaining 19.7% of students disagree with the idea that they carmot make complex orcompound sentences anduse appropriate grammatical structures Option 5 Agree accounted for 38.4%, unsure accounted for35.7%, and disagree accounted for 25.9%.

Discussion

The findings ofthis study focus mainly on three issues investigated in the survey, namely(1)The students’ motivation orientationsinlearning English speakingskills, (2) The difficultiesfaced by EFL students atsome upper secondary schoolsin Binh Duong,

(3) The solutions for these difficulties faced byEFL students at some upper secondary schools in Binh Duong.

4.4.1 The students’ motivation orientations in learning English speaking skills

The results obtained regarding thedemographicprofileof theparticipantsrevealed some important insights mto EFL students developing then- English speaking skills in upper secondary schools in Binh Duong From the data, it is clear that the number of female participants is slightly higher than that of male participants, accounting for 55.2%and 44.8% respectively.This gender distribution providesa balanced perspective on the learning experiencesof both male and female students Inaddition, the length of time spent learning English varied significantly among the students The majority, 53.3%, had been learning English for 7 to 10 years, indicating a significant exposure to the language Incontrast, 43.3% had been learning formore than 10 years, highlighting a group with extensive language leanúng experience, while a small proportion, 3.4%, had been learning for less than 7 years This difference shows that students often start learning English early, often from elementaryschool, in line with modern trendsin early language acquisition.

Furthermore, the data highlight theimportance of motivation in language learning.The majority, 73%, considered motivation to be an important factor for EFL students,highlighting its role in increasing engagement, vocabulary retention, and overall proficiency Althoughthe amount of time spentstudying varied, most students practiced speaking English regularly, with 59.8% practicing less than an hour a day, 25% practicing for 2-3 hours, and 15.2% practicing for more than 3 hours This consistent practice was important for language retention and fluency(Hadre et al,.2007).

Compared to the findings of Atef Al-Tamimi et al (2009), this studyprovides new insights into students' motivation because the findings from this study show that from the surveyresults, it can be seen that students are interested in motivating themselves to learn to speak English Although they are first-year students, their motivation partly motivates themto learn speaking skills; most students practice Englishwith friends, in groups, or even alone They usually spend 1 to 3 hours practicingtheir speaking skills They claim that their motivation is to speak more fluently when meeting locals, get a good job, and study abroad The most motivating type of speakingpractice is topractice it witha friend, build a conversation with a foreigner, or give a class presentationon an academic subject Besides, the platforms that students use to learn to speak are mainly social networks such as Facebook, TikTok, and Instagram (75.9%).

4.4.2 The difficulties faced by EFL students at souie upper secoudaty schools ill Binh Duong

Regarding intrinsic motivation, based on the theory of(Reiss, s, 2012) mentioned earlier, itcan be seenfromthe results of this studythatthe analysisof theoptions shows that thelevel of interest andmotivation of students in learning Englishis very high For option 1,44.6% of students agreed and 40.1% of students disagreed with the statement, proving that a large proportion of students are interested in this language This proves that most students have high intrinsic motivation in learning English speaking skills This result shows that students appreciate the value of learning and feel that learning is interesting and rewarding, but there is still a large proportion of students in a neutral state.

Regarding the theoiy researched by (Fishbach &Woolley 2022), the results ofthis studyshow that the majority ofstudents are motivated to learn Englishto achieve good results in exams (50.89% agree) Many students see practical valueand specific rewards from learning English (46.42% agree) Avoiding criticism is also an important motivation (42.85% agree) The desire to be recognized and appreciatedisan important motivation, although the percentage ofneutral students is still quite high (34.82% agree) Many students see the long-term value of learning English in their careers (46.42% agree) Guilt is a strong motivation although many students are neutral (37.5% agree) Students perceive the importance of learning English to seize opportunities (50.89% agree) Feeling embarrassed is also a strong motivator, motivating students to learn English (52.67% agreed) Communication skills m social situations are an important extrinsic motivator (53.57% agreed) Extracurricular activities are also an important factor in motivating studentsto learnEnglish(43.75% agreed).

However, if learnerswant to speak English fluently, they must try then bestto get over their nervousness while communicating in English Because of this, students have also faced a lot of trouble in speaking related to linguistic elements (vocabulary, grammatical structures, and pronunciation), listening comprehension (length of listening, speakers’ speed of speech, different accents, and noisy environments), background knowledge, and psychological elements (inhibition, motivation, and confidence) (Jenkins (2000), Derwing & Munro(2005),Nation(2001), Coxhead (2000), Schmitt &McCarthy (1997), Ellis (1998), Skehan (1998), Block & Cameron (2002).

Based on our surveys, numerous obstacles to learning to speak English demand greater attention, and 54.5% ofrespondents claimed they utilized their home language when they couldn't express themselves Learners find it difficult to arrange then thoughts and ideas while speaking in public, accounting for 57.1%, and they have a problem since they do not practice English regularly, accounting for 53.6% These findings are very consistent with the findings that Tuyen (2021) found in then study.

4.4.3 The solutions for these difficulties faced by EFL students at some upper secondary ’ schools in Binh Duong

Based on the previous study by Tram (2020), this study shows that the table provides insightsintothe factors thatcanmotivate EFL (English as a Foreign Language) students todevelop their speaking skillsin high schools in Binh Duong Themajorityof students(67.8%) agreed thatspending less timepracticing helped improve their English proficiency, although some students were still uncertain about the effectiveness ofthis method Talking about favorite topics was supported by 74.1% of students, indicating that tailoring speaking activities to students’ interests can significantly increase their motivation to learn Setting realistic goals was also highlyrated with 68.8% of students agreeing, indicating that students found itbeneficial to set goals that were appropriate to their abilities Students felt more comfortable speaking English with peers (67.9%) and receiving constructive feedback (63.4%) An open learning envữonment and detailed guidance from teacherswere also important factors, with 64.3% and 66.9% of students agreeing respectively Fun and engaging activities were also highly rated, with 62.2% ofstudents agreeing that they were motivated to participate in more speaking activities whenthey were fun.

The results showed that the solution to the difficulties faced by EFL students at some high schools in Binh Duong includes the use of social media platforms such as Facebook, TikTok and Instagram These are great tools for students tofind people who are passionate about English and study together Joining an English study group will help students have more companions to support and guide each other in the learning process Some fanpages/websites that students can join to improve then foreign language skills include BBC Learning English, Learn English - British Council or IELTS Official.

There are many options available to assist students in becoming more motivated when learning to speak English Students set aside a decent amount of time to practice speaking English every day Students should brainstorm ideas before speaking, which helps organize them logically Learners create then English conversation envnonment.Eventually, they might put themselves in inventive circumstances and come up with answers If problems emerge, students might ask for assistance from their partners or teachers.

Summary of the Chapter

Chapter4 presents and analyzes the results ofthe study based on data collected from the student survey In this chapter, the data are categorized and interpreted to clarify the strategies that have been proposed to promote motivation and develop

English-speaking skills of EFL students in some high schools in Binh Duong The results show that students have positive perceptions of the role of conununication activities in the classroom, encouragement from teachers, and the use of technologyin the learning process Many students feel more confident when practicing speakmg English in informal settings and consider feedback from teachers to be vei-y helpful in improving their skills The chapter also mentions factors such as joining English clubs and connecting with English speakers, showing that these activities have a positive impact on the development of students' speaking skills Difficulties inlearning English speaking skillscan arise from both intrinsic and extrinsic motivation However,extrinsic motivation often leads to lackofpersistence andpsychological pressure, while intrinsic motivation can be hampered by lack of practice and fear of making mistakes To overcomethesedifficulties,it is necessary to combine strategies to help students develop bothintrinsic and extrinsic motivation,as well as provide a positive, stress-freelearning enviromnent Finally, chapter 4 affirms the importance of building a positive and supportive learning enviromnent to enhance students' motivation and conununication skills in learning English.

44

Summary of findings

The students’ motivation orientations in learning English speaking skills

It can be seenthat from the personal informationsection, the author has collected the results, of students of upper secondary schools in Binli Duong, specifically 112 participants Students spend time learning speaking skills, they think that motivation is very important for language learners, besides, students also spend time practicing speaking for different purposes Students also use platforms such as music, movies, and social networking sites to practice English speaking skills.

The survey results show that most students have high intrinsic motivation in learning English speaking skills, with many students expressing enjoyment and intrinsic joy from the activity However, there is also a significant proportion of neutral students, which suggests that there is room for improvement and enhancement of intrinsic motivation for these students The survey results show that extrinsic motivation is important in motivating students to learn English speaking skills Factors such as achieving good grades, receiving scholarships, avoiding criticism, and career opportunities are strong motivators However, there is also a significant proportion of neutral students, which suggests that additional measures are needed to enhance extrinsic motivation.

The difficulties faced by EFL students at some upper secondary schools in Binh Duong

It can be seen that students encountervarious difficulties when learning English speaking skills Feelingsof embarrassment, fearof usingthe wrong words, lackof clear guidance from teachers, and lack of daily practice are common problems In addition, the influence of the mother tongue and the feeling of embarrassment when receiving a negative evaluation are also factors that hinder students' learning process.

The solutions for these difficulties faced by EFL students at some upper secondary ’ schools in Binh Duong

Factors such as appropriate time allocation, choosing topics of interest, setting appropriate goals, receiving constructive feedback, and creating anopen and enjoyable learning environment are important factors in motivating students to develop English- speaking skills.

Implications of the study

Survey results show that students are more motivated when the learning topic is related to their interests Therefore, teachers need to personalize thelearning process by allowing studentsto choosetopics that interest them Encourage studentsto discuss and present on topicsrelated to their interests Setting learning goals that are appropriate to students' abilities helps increase learningmotivation Teachers should guide students to set specific, achievable learning goals that are appropriate to then level Provide the necessary tools and skills for students to set and monitor theirprogress towardlearning goals Feedbackfromteachers plays an importantrole in promoting student motivation Teachers should provide specific, constructive, and highly relevant feedback to help students identify then strengths and weaknesses Encourage students to reflect on and discuss feedback to improve theirunderstanding and skills An open and collaborative learning environment helps students feel more comfortable and motivated to learn English Teachers need to encourage cooperation and interaction between students throughgroup activities and discussions Createanon-judgmentallearning environment where students can experiment andmake mistakes.

This study shows that students' learning motivation can be enhanced through personalizing thelearningprocess, setting clear goals, providing constructive feedback, creating an open learning environment, and organizing interesting learning activities. These findings provide important suggestions for English teachers in improving their teachingmethods and motivating students In general, motivationis an important factor in promoting the learning of the speakingskillsof freshmen The main objectiveof this study was to find out how to motivate EFL students to learn speaking skills at some upper secondary schools in Binh Dương Therefore, the researcher surveyed questions online for surveyparticipants to answer, and then achieve the research goal.

Based on the analysis results from the above questionnane, the researcher has found the answer The researchers have concluded that motivation enhances self discipline and interest in learning to achieve the desne to communicate and speak English fluently.

In addition, learners can immerse themselves in the culture of English-speaking countries by studying abroad or finding a good job It can be said that intrinsic motivation is the internal motivation that motivates learnersto learn English effectively

If there is no motivation, learners will have no passion and nowill to strive or makean effort to learn,so they will not learn well Thus, studentswill not be interestedin English but still expect to be fluent init.

The results have found that the majority of survey participants believe that motivation to learn speaking skills is very important forEFL students to learn speaking skills, the ability to speak fluently and communicate with otherpeople, native language practice, got a good score on the test, and get a good job Besides, students also work veryhard topractice English; they spend less than 1 hour a day practicing, but thattime is too little Students also motivate themselves to learn speaking skills by talking with native speakers, giving English presentations by themselves, practicing in pahs, and speaking by themselves Some of theplatforms they choosetouse include social media, movies, and music However, students face several difficulties in developing their English speaking skills They often struggle with a lack of vocabulary to express then- views and a lack of confidence in themselves Manystudents also suffer froma lack of inspiration and knowledge of correct pronunciation, making it challenging to choose appropriate terms during conversations Additionally, they may feel anxious and concerned about making mistakes and are often unfamiliar with the rapid pronunciation of native speakers This unfamiliarity makes translating sentences or phrases onthe spot difficult Furthermore, students find it challenging to recall comprehensive information and differentiate pronunciation patterns among differentethnic groups.

Intrinsic motivation is motivation that comes from within, from natural love and interest in learning For developing English speaking skills of EFL students at upper secondary high schools in Binh Duong, factors related to intrinsic motivation include:

Students can feel interested in the English language, culture, and music This motivation motivatesthemto practice speaking without externalprompting Thefeeling of satisfaction when being able to communicate in English, participate in English- speaking competitions, or simply understand the content of English movies and songs. Students may find thatspeaking English helps them develop theirconununication skills, and increase their confidence and ability to think in another language Students canbe attracted to interesting learning activities such as group discussions, drama, or language games, which help thempractice their speaking skills in a natural and funway.

Extrinsic motivation is motivation that comes from external factors, such as rewards or pressure from the surrounding environment For developing English speaking skills of EFL students at high schools in Binh Duong, factors related to extrinsic motivation include: Students maybe motivated bythe desire to score high in English exams or receive rewards and recognition from teachers and schools, and also satisfaction from their parents Pressure from family to learn English well to have the opportunity to study abroad, get a good job, oradvance in the future Besides, Students may find that good English speaking skills will open up more career opportunities,including jobs that require international communication or working in multinational companies.

Recommendations

The researcher based on the results of the study and made several recommendations for teachers and students.

Before assigning students assignments, and organizing classroom activities,games, and tests, teachers should pay attention to psychological factors to design activities so that can increase students' confidence in then abilityto successfully carry out such activities If students believe that they cannot successfully cany out the activities and assignments, it may lead to poor academic performance and loss of motivation in students.

The level of difficulty and complexity ofthe activities is necessaiy to stimulate learning but needsto be considered so that its challenge is not exceeded by the students Forexample, when designinga test, the issuer needs to design the test according to the knowledge taught There shouldn't be too many challenging questions If students believe that iftheystudyhard, and learn all that is taught, theywill do well on the test, thenstudents will work hard to studyand get good results.

Regular classroomactivities need to help students achieve a sense of success and need to maintain this positive perception at all tunes For example, when asking students to work in groups todiscuss acertain question inthetextbook, teachers need to consider whether the topic of discussion is suitable for students' abilities, take appropriate measures adjusted to suit the level and circumstances of students, it is not necessary to mechanically stick to everything in the curriculum, which is appropriate to the context inWesterncountries because it is written by Westernauthors Ifthe topic is too foreign to students, the interaction between group members will not be achieved, creating a psychology of sitting and waiting for time, boredom in students, and affecting the atmosphere ofthe students.

Identifying your motivation, learning attitude, and learning teclmique to increase the quality of your learning Adapting the English learning strategy to meet the new criteria Participating activelyin class activities; Using class time to practice talking with peers; and minimizing writmg activities (writing just whatisrequired) Always looking foropportunities to speak withyour pals in Englishand build responsiveness Creating a habit of thinking in English and restricting the transfer of thoughts from Vietnamese to English Working on normal pronunciation and speaking fluently This is one of the aspects that influence learners' confidence.

When researching how to motivate EFL students to develop English-speaking skills at highschools in BinliDuong, it is necessaryto consider and balance both types of motivation Strategies mayinclude integrating fun and interactive learning activities to engage students' intrinsic interests Set clear goals and rewards to promote extrinsic motivation.Createa friendly andsupportivelearningenvironment,helping students feel comfortable and confident when practicing speaking English Encourage family and conununity involvement to increase positive pressure and outside support.

By combining intrinsic and extrinsic motivation factors,teachers and educational administratorscan develop effective strategies to motivate EFLstudentsto improve their English speaking skills.

In general, during the last research period, I hope that the collected data will contribute to completing the thesis better Motivation is an important factor in developing the speaking skills of EFL students at upper secondary schools The researchers have concluded that motivation enhances self-discipline and interest in learning to achieve the desire to communicate and speak English fluently It canbesaid that intrinsic motivation is the internal motivation that motivates learners to learn English effectively If there isno motivation, learners will have no passion and no will to strive or make an effort to learn, so they will not learn well Thus, students will not be interested in English but still expect to be fluent hl it.

Limitations of the research

The following are the study's limitations:

The study was restricted by the participants' availability and the settings under which they conductedthe survey Theresearcher lacks the experience andresearch time to do the research thoroughly The limitation of the study is also limited by the questionnaire because the data is only collected online, the participants were not interviewed in person Participants are EFL students to develop speaking skills ofEnglish at some upper secondary schools in Binh Dương However, the findings may not be completely accurate due to the rash in completing the questiomiaire It did not provide in-depth results on all aspects ofthe work because the participants could not discuss the issue ofhow tomotivate students to learn to speakEnglish.

Suggestions for future studies

The limitations inthis study may put forward some suggestions for further studies.

This investigation focuses on the issue of how to motivate first-year students to learn to speak English at upper secondary schools in BinhDuong further examination can investigate motivational issues regarding students' English-speaking abilities. However, the study was limited in time and experience, so the researchers could only collectdata through panel questionnaires This study evaluates the issuesof motivation for upper secondary school English-speaking students according to the researcher's actual assessment The outcome of the investigation is likely to be influenced by the member's overestimation and predisposition To improvethe productivity and accuracy ofthe upper secondary school's English-speaking test, research surveys should be sent to upper secondary schools in Binh Duong This will aid in further exploration by looking at issues of how to motivate students to speak English from various angles In addition, futureresearch should use other study designs and data collection methods to gain insight into the development of motivation forupper secondary schools English- speaking students Furtherresearch couldfocuson the useofmodern teclmologies such as mobile applications, e-learning software, and social media to motivate students to practice their English speaking skills The effectiveness of these teclinologies in enhancing students' motivation and speaking abilitycould be evaluated Investigate the effectiveness of active teaching methods, such as project-based learning, game-based learning, and cooperative learning methods in improving students' English speaking skills Explore the role of out-of-class activities, such as English clubs, extracurricular activities, and cultural exchanges, in encouraging students to practice and develop English speaking skills.

Last but not least, further studies need to be conducted to investigate the perceptions, perceptions and attitudes of other stakeholders, such as teachers, supervisors, academics and institutions, towards students' English speaking skills development activities, in order to gain more multidimensionalperspectives and more comprehensive and reliable results.

Summary of the Chapter

This chapter begins by summarizing the main findings from the study, emphasizing that classroom communication activities, teacher encouragement, and the use ofteclmology all playimportant roles in promoting EFL students'English-speaking skills in high schools in Binh Duong The findings of the study have important implications for teachers, educational administrators, and educational policymakers, emphasizing theneed to actively apply interactive learning strategies and teclmologyto enhance students' motivation and language skills The chapter also provides specific recommendations for teachers and schools on creatmg supportive learning enviromnents, encouraging participation in extracunicular activities, and connecting with native speakers to provide students with language practice opportunities In addition, the chapter discusses the limitations ofthe study, such as small sample size and geographical limitations, whichmay affect the generalizability ofthe results.

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Hello Participants I am Pham Van Cuong, and I am conducting research entitled

“An investigation into how to motivate EFL students to develop speaking skills of English at some lipper secondary schools in Binh Dương” This survey questionnaire was designed to collect data forthe study on difficulties in learning speaking skills of English at some upper secondary schools in Binh Dương I highly appreciate your assistance in completing this survey The information you have provided is invaluable and willbe solely used for study purposes.

A Male B Female c Prefer not to say

Question 2 How longhave you been studying English?

B Between seven and ten years c More than ten years

Question 3: Do you think motivating EFL students is crucialfor some lipper secondary schools in Binh Dươngto learnspeaking skills?

Question 4: How manyhours a day doyou practice Englishspeaking skills?

Question 5: How do you usuallypractice speakingEnglish?

Question 6: What motivates you to learn to speakEnglish?

A have a goodmark on my report

B satisfy our parents c able to speak fluently and make conversation with native speakers (love English)

Question 7: What types of speaking practice do you find most motivating?

B.Oral presentations on academic subjects c.Conversationexchange with native speakers orfriends

D.Repeated readings aloud of English text

Question 8: Which platform doyou usually use to approachspeaking English?

B Reading books/magazines c Online conununication courses

D Social media (Facebook/Tiktok/ Instagram)

Part 2: Please indicateyourlevel ofagreement or disagreement with each of these following statements by circling the appropriatenumber'below.

Cluster 1: Finding out intrinsic and extrinsic motivation orientations

Pleasetick (S) the response which applies bestto your situation.

Statement Strongly disagree Disagree Unsure Agree Strongly agree

1 I learned English speaking skillsbecause I really enjoy the language.

2 I learn English speaking skills because I find learning to be an interesting and rewarding activity.

3 I learned English speaking skills because I like to explore other cultures through this language.

4 I learn English speaking skills because I feel satisfied when I can converse in

5 I learn English speaking skillsbecauseI love improving my language skills.

6 I learned English speaking skills because I feel proud to be able to communicate in English.

7 I learn English speaking skills because I like participating in learning activities related to

8 I learn English speaking skills because it makes me feel inspired and motivated in life.

Statement Strongly disagree Disagree Unsure Agree Strongly agree

9 I learn English speaking skills because itwill help me score high in tests.

10 I learned English speaking skills tohave a chance to receive a scholarship.

11.1 learn English speaking skills to avoid criticism from teachers.

12.1 learnEnglishspeaking skills because I want to be recognized by myfriends and family.

13 I learned English speaking skills because it will help me get a good job inthe future.

14.1 learnEnglishspeakmg skills because I would feel guilty if I didn't.

15.1 learnEnglish speaking skills because I don't want to miss out on good opportunities.

16 I learn English speaking skills because I would feel embarrassed if I didn't know how to speakEnglish.

17.1 learnEnglishspeakmg skills because it will help me communicate better in social situations.

18.1 learn English speaking skills because it will help me participate in interesting extracurricular activities.

Cluster2: Problems encountered when learning English speaking skills

Please tick Ợ) the response which applies bestto your situation.

Statement Strongly disagree Disagree Unsure Agree Strongly agree

19.1 feel shy because my group members speak English better than me.

20.Sometimes I feel afraid of using the wrong words in front of my classmates.

21.1 didn’t feel like speakmg in my class because I couldn’t find thewords to expressmypoint.

22.The teacher in charge didn’t provide clear instructions for the speaking task.

23.1 carmot make complex or compound sentences, and use appropriate grammar structures.

24.1 do not follow my study if I don't have examinations

25.1 have a weakness because I don't practice English daily.