LUẬN VĂN TIẾNG ANH: Một cuộc điều tra về tác động của động lực bên ngoài vào quá trình học tiếng Anh của học sinh tại một số trường trung học ở Huế

Table of contents Chapter 1: INTRODUCTION 1 1.1 . Rationale: 1 1.2. Aim of research: 4 1.3. Significance of study: 4 1.4. Scope of study: 4 Chapter 2: LITERATURE REVIEW 6 2.1. Definition of motivation 6 2.2. What is the motivated learners? 7 2.3 . Classification of motivation: 7 2.4. Definition of extrinsic motivation 8 2.5. The role of motivation in the process of learning English of high school students 8 2.6. The role of extrinsic motivation in the process of learning English of students 9 2.6.1.Teachers ‘ characteristics, methodology 9 2. 6.2. Cooperative Communicative activities 12 2.6. 3. Feedback 15 2.6.4. Test 16 2.6.5 . Learning environment: 17 2.6.6 Teaching aids 18 2.7. The effects of extrinsic motivation on the process of learning English of students at high schools 20 2.7.1. The positive effects of extrinsic motivation on high school students’ English learning process 20 2.7.2 . The negative effects of extrinsic motivation on students’ English learning process 21 2.8 .Methods for motivating students 23 2.8.1. Create a stimulating, supportive class atmosphere 23 2. 8.1.1. Organize various, interesting activities 23 2.8.1.2. Use flexible, diverse teaching aids 25 2.8.2. Teachers renovate teaching method, teaching style and create good relationship with students 26 2.8.3. Adapt the curriculum appropriately for students’ abilities , preferences, styles 27 2.8.4. Give constructive, positive feedback 28 2.8. 5 . Help weak students improve their marks 29 Chapter 3. METHODOLOGY 30 3.1. Subjects of study 30 3.2. Scope of study 30 3.3 Data collection 30 3.3.1. Questionnaire 30 3.3.2 Interview 31 3.3.3. Observation 31 3.4. Data analysis 31 CHAPTER 4. FINDING AND DISCUSSION 32 4.1. Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 32 4.1.1. Students ‘ reasons for learning English 32 4.1.2. Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 34 4.1.2.1. Students’ and teachers’ perception of role of organized activities in English classes 35 4.1.2.1.1. The frequency of using kinds of activities in English classes 35 4.1.2.1.2. Students’ attitudes towards activities organized in English classes 39 4.1.2.1.3. Characteristics of organized activities in English classes 41 4.1.2.1.4. Students’ and teachers’ difficulties in organizing and conducting communicativecooperative activities 45 4.1.2.1.5. Teachers’ difficulties in organizing communicative activities, 47 4.1.2.1.6. The role of activities in English classes in motivating high school students 48 4.1.2.2. Students and teachers perception of role of feedback and rewards in the process of learning English of high school students. 49 4.1.2.3. Students and teachers’ perception of the role of English tests in the process of learning Englsih of high school students 54 4.1.2.3.1. Types of tests and their level of difficulty 54 4.1.2.3.2.The importance of English tests towards students 56 4.1.2.4. The role of homework in fostering learning motivation for high school student 57 4.1.2.5. The role of teacher in motivating students 58 4.1.2.6. The role of teaching aids and learning environment in the process of learning English of high school students 62 4.1.2.7. The role of curriculum in the process of learning English of high school students 64 4.2. The effects of extrinsic motivation on the process of learning English of students at high schools 66 4.2.1. The positive effects of extrinsic motivation on high school students’ English learning process 66 4.2.2. The negative effects of extrinsic motivation on students’ English learning process 73 4.3. Students’ and teachers’ perception of ways of motivating students to learn English 77 Chapter 5: CONCLUSION AND IMPLICATIONS 84 5.1. Summary 84 5.2. Implication 85 5.2.1. Teachers 85 5.2.2. Students 87 5.2.3. Facilities and teaching and learning equipment 87 5.3. Limitations 88 5.4. Suggestions for further study 88 REFRENCES 90 APPENDICES 95 List of figures Figure 4.1: The frequency of using the activities in English classes 35 Figure 4.2 : The frequency of using types of activities in English classes 36 Figure 4.3 : Students’ attitude towards activities organized in English classes 39 Figure 4.4 : Students’ the most wanted activity in English classes 39 Figure 4.5: Characteristics of motivated activities 42 Figure 4.6 : Characteristics of unmotivated activities 42 Figure 4.7 : Students’ involvement in activities in English classes 44 Figure 4.8: Students’ difficulties in carrying out cooperative activities 45 Figure 4.9: Students’ difficulties in conducting communicative activities 46 Figure 4.10 : The role of activities in English classes in motivating high school students 48 Figure 4.11: The frequency of giving feedback to students 49 Figure 4.12: Types of feedback for students’ correct answers 50 Figure 4.13 : Teachers’ ways of giving feedback for students’ incorrect answers 53 Figure 4.14: Types of English tests at high schools in Hue 54 Figure 4.15: The level of difficulty of tests at high schools 55 Figure 4.16: The importance of English tests towards students 56 Figure 4.17 : Students’ perception of the level of necessity for doing homework 57 Figure 4.18 : The importance of external factors towards high school students’ success in learning English 58 Figure 4.19 : Students’ perception of the extent of influence of external factor on their English learning process 59 Figure 4.20 : English teachers’ characteristics that motivate students most 61 Figure 4.21: The frequency of using teaching aids in English classes 63 Figure 4.22 :Content(s) in the curriculum that teachers focus on teaching most 64 Figure 4. 23: Students’ awareness of the influences of positive feedback on them 68 Figure 4.24 : Teachers’ awareness of the effects of positive feedback on students’ success in learning English 69 Figure 4.25: The positive effects of extrinsic motivation on students’ English learning process 72 Figure 4.26: Effects of low results of tests on students 74 Figure 4.27: Impact of negative feedback on the process of learning English of high school students 75 Figure 4.28: Essential changes that make students be more interested in learning English 78 Figure 4.29: Ways of creating a stimulating, supportive class atmosphere 79 Figure 4.30: Teachers’ ways for drive students to do homework 80 Figure 4.31 : Teachers’ ways of helping students who get low marks in English tests. 81 List of tables Table 4.1: Students’ reasons for learning English 33 Table 4.2 : Teachers’ difficulties in organizing communicative activities 47 Table 4.3:Teachers’ ways of giving feedback for students’ correct answers 51 Table 4.4: Ways of giving feedback for students’ incorrect answers 52 Table 4.5: Negative effects of extrinsic motivation on high school students’ English learning process. 76

AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Table of contents CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… List of figures CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… List of tables Table 4.1: Students’ reasons for learning English Error: Reference source not found Table 4.2 : Teachers’ difficulties in organizing communicative activities.Error: Reference source not found Table 4.3:Teachers’ ways of giving feedback for students’ correct answers Error: Reference source not found Table 4.4: Ways of giving feedback for students’ incorrect answers .Error: Reference source not found Table 4.5: Negative effects of extrinsic motivation on high school students’ English learning process .Error: Reference source not found CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… ABTRACT The research “An investigation into the impact of extrinsic motivation on the process of learning English of students at some high schools in Hue” is performed with an eye to providing high school teachers and students with a deep, comprehensible view of the role as well as the positive and negative effects of extrinsic motivation on the process of learning English of high school students To fulfill the above purposes, the research paper consists of five chapters Chapter provides background information, rationale , the aim of the research and then states three research questions In the chapter 2, the relevant theories and documents of the previous researchers on this filed are selected carefully and cited appropriately for the content and scope of this study Next, in the chapter 3, the data for this research are gathered from the questionnaires, interviews and observation sheets Questionnaire is distributed to 100 students and 15 teachers The results taken from questionnaire are clarified and reinforced through in-depth interviews with teachers and students and observation sheets The study is continually developed in the chapter The first section focuses on analyzing the information and discussing involving the role of extrinsic motivation in the process of learning English of high school students The aim of second section is to get an overall view of the positive and negative effects of extrinsic motivation on the process of learning English of high school students In the final section, the research provides best ways of motivating students to learn English by synthesizing and analyzing students and teachers’ ideas of this matter Finally, standing firmly on these reliable foundations, the research draws out conclusion of the role and the impact of extrinsic motivation, effective suggestions for motivating students to learn English Besides, implications for teachers, students are presented with a view to fostering students’ learning motivation and enhance the efficiency of English teaching and learning CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Chapter 1: INTRODUCTION š&› In this chapter, the researcher will provide the rationale of the research in detail and specifically Also, the objectives, scope, significance of the study will be clarified and three research questions will be put forward 1.1 Rationale: It is obvious that thanks to a growth in globalization and integration, English has enhanced its popularity as an international language all over the world generally and in Vietnam particularly Therefore, learning English is the key to open the insight into the world For this reason, in Vietnam, nowadays, it comes as no surprise that learning English arouse young people ‘s interests, especially high school and university students, for a variety of reasons such as passing the entrance exam at University, getting wellpaid jobs, studying abroad, so on In particular, for high school students, English is a compulsory subject in the curriculum at schools Specially, the current national curriculum is divided into three majors which is quite equivalent to the majors of the University entrance exams , which is helpful for students in choosing the majors, subjects that they like to prepare University entrance exam and English subject maintains its presence among chart- topping choices Additionally, in the recent years, the text books for high school students have a lot of remarkable changes The text books in general, and the English text books in particular are classified into the standard text book and advanced text book, which partly meets the demands of boosting English skill of the students who want to major in English in the future CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… However, it was observed in reality that many students still can’t find out motivation for learning English especially extrinsic motivation “Extrinsic motivation refers to motivation that comes from outside an individual The motivating factors are external, or outside, rewards such as money or grades These rewards provide satisfaction and pleasure that the task itself may not provide ( Bainbridge , 2014) for the following reasons For one thing, apart from the considerable changes of text books, teacher ‘s teaching method and still has not changed considerably yet Although the new text books focus on teaching and practicing the four English skills including listening, speaking, reading, writing for students, most English teachers still only concentrate on mainly teaching vocabulary and grammar For this reason, most students are considered as parrots because they only know to learn by heart vocabulary and rigid grammar rules This is the cause of the fact that more and more high school students tend to feel bored and sleepy in English classes because most of them can’t almost find out any motivation for learning English In addition, the content and format of tests and exams aren’t compatible with the curriculum As mentioned above, the curriculum revolves around four skills of English , whereas the content of test only concentrate on principally vocabulary, grammar, a little bit writing skills for the entrance exam at University in 2014 Because of this, to meet the requirements of the tests of the high school graduation and entrance exams, English teachers to force to teach totally differently from the content of text books According to Minh Nhat (2010) – a prestigious journalist of Phu Nu Ho Chi Minh City Magazine, an English teacher named Ho Dang Hong Chau at Ta Quang Buu high school , in Ho Chi Minh city said “It is paradox that the curriculum requires teachers to teach four skills : reading, listening, writing, and speaking , whilst fifty multiple-choice questions in the English tests mainly focus on writing skill and grammar There are also some sentences including communication situations, but the students only choose the correct answers ( A, B, C or D) and don’t ask students to listen or speak” Sharing the same point, a student at Tran Khai Nguyen, Ho Chi Minh city expressed his view “The teachers focus CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… on teaching grammar, vocabulary so much , so after having finished the tests , we forgot immediately In final place, many schools still have not fully equipped teaching and learning English with necessary facilities yet Many schools have few or no teaching aids such as projectors, televisions, so on In addition to this, teachers tend not to pay attention to use pictures, songs, video clip for illustrating their lesson, making them become livelier, more attractive, but they only tend to focus on providing essential knowledge for students theoretically, rigidly, which bring tediousness for students in English classes Besides, the researcher realized that extrinsic motivation plays a paramount important part for high school students The reason is that high school students are in the late-adolescence, so they have a burning desire to prove themselves and want to receive the recognition and praise from other people According to Nakkula& Toshalis (2006, cited in Anderman , 2009 ), “In contrast to children, adolescents become more aware of their surrounding and able to direct their own thinking, learning and problem solving.” Hence, they consider the study as a compulsory and necessary thing to get high marks in tests, pass the University entrance exam, receive the admiration and respect from friends, the love of teachers and meet their parents’ expectation From this, it can be said that the motivation, especially extrinsic motivation plays a crucial role in students’ English learning success Last but not least, although until now, there have been a number of studies involving “ Learner Motivation” such as “ Factor influencing learners’ intrinsic motivation in the process of learning” (Doan Ngoc Ai Phuong, 2010), “ An investigation of the relationship between motivational strategies & Ss' success in learning English at upper-secondary schools in Hue" (Ho Thi Ngoc Han, 2002) , so on ,in my hometown, there has not study which provides updated information as well as investigates and analyzes learner ‘s extrinsic motivation deeply yet For the above reasons, I decided to choose the topic “An investigation into the impact of extrinsic motivation on process of learning English of students at some high schools in Hue” to investigate CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… 1.2 Aim of research: The research was conducted with the aim of investigating the perception of teachers and students of the role as well as the impact of extrinsic motivation on teaching and learning English process at high schools at Hue From this, the research make an attempt to raise awareness of teachers of the importance of extrinsic motivation towards students’ success in learning English and find suggestions for motivating students in English classes Therefore, I have chosen the topic “An investigation into the impact of extrinsic motivation on process of learning English of students at some high schools in Hue” In order to fulfill the purpose mentioned above I hereby make an enormous effort to seek the answers for the following questions What is teachers’ and students’ perception of the role of extrinsic motivation in the process of learning English of high school students? What is teachers’ and students’ perception of positive effects as well as negative effects of extrinsic motivation on the process of learning English of students at high schools? How are students extrinsically motivated at English classes? 1.3 Significance of study: It is hoped that through this research, I will get deeper insight into about the reality of teaching and learning English at some high schools in Hue The wonderful thing is that , Iam thirsty for gaining better knowledge of extrinsic motivation as well as their impact on English teaching and learning process with a view to applying them to teaching reality reasonably and efficiently My further desire is that this study ‘s outcome will make small contribution towards boosting the efficiency the English teaching and learning, which will be helpful for me as well as counterparts in teaching job in the future 1.4 Scope of study: Extrinsic motivation in second language learning achievement has been a heated issue attracting attention of researchers However, unlike other researches, this study only focuses on exploiting and analyzing the impacts of extrinsic motivation on the process of learning English of students at high schools in Hue Due to time limit, to implement the CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… study , one hundred students at Hai Ba Trung and Nguyen Hue high school and 15 teachers were chosen randomly in order to fill out questionnaire Then, seven out of students and three of 15 teachers were invited to interview for in-depth and valuable information CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Chapter 2: LITERATURE REVIEW š&› It can be said that extrinsic motivation isn’t a new topic Moreover, it is increasingly concerned and investigated by ample experts Nevertheless, the researcher is still thirsty for exploiting deeply the impact of extrinsic motivation on the process of learning English of students at high schools with the aim of enhancing the quality of teaching and learning English in high school To fulfill the purpose above, in this part, the researcher will focus on gathering useful, reliable experts’ and researchers ‘ information, opinions, involving this topic from a variety of sources such as books, webs, magazines with the aim of providing the foundations as well as valuable data for my study 2.1 Definition of motivation Since the emergence of conception of motivation, it has grabbed special attention of a lot of researchers, experts on this field The major reason is that motivation plays an indispensable part in English learning success Until now, there have been some various theories of motivation Geen( 1982) confirmed that motivation refers to the initiation, direction, intensity and persistence of human behavior Apparently, motivation is the desire, determination and willingness to something According to Little Wood (1984) “ Motivation is the crucial force which determine if a learner motivation centres on the task at all, how much energy he devotes to it, how long he preserves” However, there are opposing views of theories of motivation Dornyei (2001) confirmed “ There are over 20 internationally recognized theories of motivation with many opposing point of views” Kong (2009) has contrasting opinion of concept of motivation He believed that motivation is something like the engine and steering wheel of automobile that can moves students from boredom to interest This means that motivation is inner power that pushes students forward, encourages them to study harder Cook (1996) stated the conception of motivation for teachers “The meaning of motivation for the CAO NGUYỄN ANH THƯ teacher is probably the interest that ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… 18 Nội dung sau chương trình học Tiếng Anh quý thầy cô tập trung dạy cho học sinh? ( Qúy/thầy lựa chọn nhiều đáp án) Đọc Ngữ pháp Nói Nghe Viết Tất nội dung Xin vui lịng giải thích giải thích định q/thầy ……………………………………………………………………………………… …………………………………………………… 19 Qúy thầy/cơ thường làm để tạo khơng khí lớp học hào hứng, khuyến khích? ( Có thể lựa chọn nhiều đáp án) Tổ chức nhiều hoạt động khác Sử dụng tranh ảnh nhiều màu, hát, video vui nhộn, sinh động Cho phản hồi mang tính xây dựng phần thưởng cho người chiến thắng trò chơi Ý kiến khác………………………………………… 20 Qúy thầy/ có điểm mạnh phong cách dạy học Tiếng Anh? ( Có thể lựa chọn nhiều đáp án) Lời hướng dẫn, giải thích mạch lạc, dễ hiểu Giọng nói Tiếng Anh rõ ràng, dễ nghe Tốc độ nói Tiếng Anh vừa phải Những câu hỏi thú vị, độc đáo Phong cách giảng dạy tự tin Ý kiến khác…………………………………… 21 Theo quý thầy/ cô, phương pháp giảng daỵ phong cách giảng dạy có tầm quan trọng việc tăng cường động học tập cho học sinh ? Rất quan trọng Quan trọng Khá quan trọng Không quan trọng chút Khơng có ý kiến Xin vui lịng giải thích lựa chọn q thầy CAO NGUYỄN ANH THƯ 124 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… ……………………………………………………………………………………… ……………………………………………………………………… 22 Mức độ thường xuyên quý thầy cô sử dụng dụng cụ hỗ trợ giảng dạy sau ( Xin vui lòng đánh số 1: Luôn luôn, 2: Thường xuyên, 3: Thường thường , 4:Thỉnh thoảng, 5: It khi, 6: Không bao giờ) Hình ảnh ( tranh, biểu đồ,…) Âm ( hát, video, hội thoại hàng ngày,…) Máy chiếu Giấy , sách giáo khoa, bảng, loại viết 23 Những động ngoại ảnh hưởng đến thành công học sinh việc học Tiếng Anh? Chương trình học Phản hồi phần thưởng giáo viên Tính cách phương pháp dạy học giáo viên Bài kiểm tra Bạn bè Bố mẹ Ý kiến khác ……………………………………………………………………… 24 Theo ý kiến quý thầy/cô, ảnh hưởng tích cực động ngoại lên việc học Tiếng Anh học sinh gì? ( Có thể lựa chọn nhiều đáp án) Kích thích tham gia học sinh học Tiếng Anh Khiến học sinh thích học Tiếng Anh Giúp học sinh nhận thành công họ việc học Tiếng Anh thông qua điểm cao phần thưởng Ý kiến khác………………………………………… Explain your choice ……………………………………………………………………………………… …………………………………………………………… 25 Theo ý kiến quý thầy/cô , ảnh hưởng tiêu cực động ngoại lên việc học Tiếng Anh học sinh? ( Có thể lựa chọn nhiều đáp án) Học tốt điểm cao, phần thưởng, kì thi Học tốt để làm bố mẹ hài lòng Học tập chăm để thể khả thân với bạn bè Không nhận lợi ích việc học Khơng tự nhận thành cơng họ việc học tiếng anh Dễ dàng thất vọng bị điểm thấp, lời châm chọc bạn bè, trích người khác CAO NGUYỄN ANH THƯ 125 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Sở thích học tiếng Anh khơng bền vững chịu tác động nhân tố bên ngồi Ý kiến khác………………………………………………… Xin vui lịng giải thích lựa chọn quý thầy/cô ……………………………………………………………………………………… …………………………………………………………… Xin chân thành cảm ơn hợp tác quý thầy/cô CAO NGUYỄN ANH THƯ 126 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Apendix Interview question For students For students (come from classes learning the advanced English text book) Why did you choose English as a main subject? Have you encountered any difficulty in studying English? Tell me what are your difficulties and how have you overcome them? In your view, external factors affect your success in learning English? Which external factor affects your success in learning English? For student (come from classes learning the standard text book) What is your aim of learning English? According to you, is English really an interesting subject? Why or Why not? If not, what necessary changes will make English more interesting and lively? Interview questions For teacher According to you, what is “ extrinsic motivation”? In your opinion, how important is extrinsic motivation towards students’ success in learning English ? According to you, how external incentives impact on students’ learning English? How you motivate students in English learning class? Câu hỏi vấn Đối với học sinh ( học sách Tiếng Anh nâng cao) CAO NGUYỄN ANH THƯ 127 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Tại bạn chọn mơn Tiếng Anh mơn học bạn? Bạn có gặp khó khăn việc học Tiếng Anh khơng? Hãy nói cho tơi biết khó khăn mà bạn gặp phải học Tiếng Anh làm để bạn khắc phục chúng Theo bạn, nhân tố bên ngồi có ảnh hưởng đến thành công học tập bạn không? Những nhân tố bên ngồi đóng góp vào thành công việc học Tiếng Anh bạn? Đối với học sinh ( học sách Tiếng Anh bản) Mục đích bạn học Tiếng Anh gì? Theo bạn, Tiếng Anh có phải mơn học thú vị không? Tại sao? Nếu môn Tiếng Anh không thú vị, theo ý kiến bạn, thay đổi làm môn Tiếng Anh trở nên thú vị hơn, sinh động hơn? Câu hỏi vấn dành cho giáo viên Tiếng Anh Theo quý/thầy cô, động ngoại gì? Theo q thầy/cơ , động ngoại ảnh hưởng đến việc học Tiếng Anh học sinh? Theo quý thầy/cô, động ngoại ảnh hưởng đến việc học Tiếng Anh học sinh? Qúy thầy/cô làm để thúc đẩy học sinh học Tiếng Anh? Appendix Observation sheet 1 General information: Name of high school: Hai Ba Trung high school Grade:11 CAO NGUYỄN ANH THƯ 128 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… The number of students: 46 Teacher in charge:Ms XL Type of lesson:Listening Time allotted:45’ Observation content Strong points -Preparation + Teaching aid Weak points - colorful pictures - joyful songs - no projector -interesting, motivated -Warm- up activities - increase cultural knowledge -Presentation -Practice -Production - Teacher used various techniques for teaching vocabulary - Teacher gave various activities - The exercises are comprehensible + Teachers asked students to a speaking activity + Teacher monitored students’ activity and gave advice to them -Classroom management groupwork, pairwork, individual -Learner participation and quality of interaction - Most students took part in the lesson enthusiastically - Class atmosphere is active, happy -Use of English -correct grammar - clear English voice -Aim achieved - Teachers’ feeback is so general, so students cannot find out their mistakes - help students practice listening skill CAO NGUYỄN ANH THƯ 129 -some pronunciation mistakes: ending sounds ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… -Inter-personal skill + Manner + Interest -friendly - cheerful - confident CAO NGUYỄN ANH THƯ 130 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… Observation sheet General information: Name of high school: Nguyen Hue high school Grade:11 The number of students: 46 Teacher in charge:Ms N Type of lesson:Reading Time allotted:45’ Observation content Strong points Weak points -Preparation - well-designed powerpoint + Teaching aid - lovely and lively sóng -interesting, challenging and -Warm- up activities -Presentation motivated - Teacher used various, flexible body language to elicit the meaning of new words (miming) - Teacher gave diverse activities -Practice -Teacher diversified positive feedback such as “Good job”, “ Excellent”, “ Well-done”, so on + Teachers asked students to a speaking activity -Production + Teacher monitored students’ activity and gave advice to them + Teacher asked students to the -Classroom peers-correction activity effectively groupwork, pairwork, management individual CAO NGUYỄN ANH THƯ 131 ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… -Learner participation and quality of interaction - Most of students participated in the lesson enthusiastically - Class atmosphere is active, happy -correct grammar -Use of English -Aim achieved - clear, lovely English voice - moderate talking speed - help students practice reading -Inter-personal skill comprehension skill -friendly + Manner - cheerful + Interest - confident CAO NGUYỄN ANH THƯ 132 ACADEMIC YEAR 2010 - 2014 ... .Error: Reference source not found CAO NGUYỄN ANH THƯ ACADEMIC YEAR 2010 - 2014 AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…… ABTRACT The research “An investigation into the impact... equivalent to the majors of the University entrance exams , which is helpful for students in choosing the majors, subjects that they like to prepare University entrance exam and English subject maintains... skills of English , whereas the content of test only concentrate on principally vocabulary, grammar, a little bit writing skills for the entrance exam at University in 2014 Because of this, to meet