proposed training module for enhancing teachers

NHỮNG KẾT QUẢ MỚI CỦA LUẬN ÁN Luận án đã đề xuất mô đun đào tạo tạo nhằm giúp giáo viên tăng cường các phương pháp tạo hứng thú cho sinh viên, góp phần nâng cao hiệu quả của việc dạy tiếng Anh cơ bản tại Trường Đại học Công nghiệp Hà Nội; Luận án đã có những kết quả quan trọng sau: 1. Luận án đã đưa ra các thông tin cá nhân của giáo viên giảng dạy môn tiếng Anh tại Trường Đại học Công nghiệp Hà Nội (HaUI): Độ tuổi, giới tính, nơi sinh, tình trạng hôn nhân, trình độ học vấn và kinh nghiệm năm công tác. 2. Luận án đã tìm ra các phương pháp tạo hứng thú cho sinh viên được giáo viên áp dụng trong quá trình dạy tiếng Anh cơ bản. Các phương pháp được xây dựng dựa trên 10 chiến lược dạy học vĩ mô. Kết quả phân tích của luận án cho thấy sự khác biệt trong nhận thức về tầm quan trọng của các phương pháp tạo hứng thú người học và thực tế áp dụng các phương pháp này của từng giáo viên. Kết quả trung bình thu được về mức độ thực hiện 48 phương pháp là dưới 5.0 đối với tất các các phương pháp. Điều này cho thấy giáo viên không thường xuyên áp dụng các phương pháp này trong các bài giảng của mình. Có 3 phương pháp giáo viên thường áp dụng: khuyến khích sự tự tin của sinh viên (Hệ số Cronbach alpha =0.25), khuyến khích sinh viên tham gia các hoạt động trong giờ học (Hệ số Cronbach alpha =0.54) và phương pháp khơi dậy tinh thần tự học trong mỗi sinh viên (Hệ số Cronbach alpha = 0.51). 3. Luận án cũng đánh giá được trình độ của sinh viên thông qua bài kiểm tra ở các lớp tiếng Anh cơ bản. Có 225 sinh viên trong tổng số 385 sinh viên được điều tra tại trường đại học Công Nghiệp Hà Nội có kết quả thấp, trung bình đạt dưới 70, trong đó kỹ năng nghe đạt 43.5%, kỹ năng đọc đạt 42,3%, kỹ năng nói đạt 45,9% và kỹ năng viết đạt cao nhất 68,8%. 4. Luận án chỉ ra mối quan hệ giữa các phương pháp tạo hứng thú cho sinh viên và kết quả học tập của sinh viên đối với môn tiếng Anh cơ bản: Mối quan hệ giữa các phương pháp tạo hứng thú cho sinh viên và kết quả học tập của sinh viên đối có giá trị p là thấp, Điều này cho thấy việc sử dụng các phương pháp tạo hứng thú cho sinh viên (cụ thể là 48 phương pháp) không có nhiều ảnh hưởng đến kết quả học tập của sinh viên ở trình độ tiếng Anh cơ bản, ngoại trừ 9 phương pháp hay được áp dụng. 5. Luận án đề xuất mô đun đào tạo nhằm giúp giáo viên tăng cường các phương pháp tạo hứng thú cho sinh viên góp phần nâng cao chất lượng giảng dạy tiếng Anh cơ bản; Mô đun gồm 9 phần: tiêu đề, giới thiệu, thời gian thực hiện, mục tiêu khoá học, bố cục, các hoạt động và chiến lược học, kết quả học tập, đánh giá và phản hồi. Mô đun này tập trung vào 3 kỹ năng mà sinh viên gặp khó khăn trong các bài kiểm tra là kỹ năng đọc, nghe, nói. Các hoạt động và chiến lược học đối với mỗi kỹ năng có liên quan chặt chẽ với các phương pháp khơi dậy hứng thú cho người học. KHẢ NĂNG ỨNG DỤNG TRONG THỰC TIỄN VÀ NHỮNG VẪN ĐỀ CẦN TIẾP TỤC NGHIÊN CỨU Khả năng ứng dụng trong thực tiễn: - Giáo viên khoa Ngoại ngữ biết được trình độ tiếng Anh của sinh viên ở khóa học tiếng Anh cơ bản và tầm quan trọng của việc áp dụng các phương pháp tạo hứng thú cho sinh viên trong giờ dạy, từ đó lựa chọn phương pháp giảng dạy phù hợp nhất nhằm nâng cao chất lượng việc dạy tiếng Anh tại Trường. - Các mô đun đào tạo có thể được triển khai đến giáo viên tiếng Anh nhằm giúp giáo viên áp dụng các phương pháp tạo hứng thú cho sinh viên góp phần nâng cao hiệu quả của việc dạy tiếng Anh cơ bản tại Trường Đại học Công nghiệp Hà Nội Những vấn đề cần tiếp tục nghiên cứu: Cần tiến hành một nghiên cứu tương tự về các phương pháp tạo hứng thú cho người học trong khóa học tiếng Anh ở cấp độ khác.

THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines i i PROPOSED TRAINING MODULE FOR ENHANCING TEACHERS‟ MOTIVATIONAL TECHNIQUES AND STUDENTS‟ PERFORMANCE IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY OF INDUSTRY (HaUI) A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy major in English By: BUI THI NGAN June 2014 ii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines ABSTRACT Title Proposed a training module for enhancing teachers’ motivational techniques and students’ performance in Basic English Course in Hanoi University of Industry Author : Bui Thi Ngan Course :Doctor of Philosophy major in English language and Literature. Year : 2014 Adviser : Dr. Maltida H. Dimaano Summary This study aimed to determine the relationship of teachers’ motivational techniques and students’ academic performance in Basic English Course and its implication to language teaching and learning in Hanoi University of Industry in order to come up with a proposed training module for enhancing teachers’ motivational techniques and students’ performance. This study made use of descriptive method of research to determine the relationship of teachers’ motivational techniques and students’ performance in Basic English course and its implication to English Language teaching and learning in Hanoi University of Industry. A descriptive-correlational method will be the most appropriate method for this study because it will attempt to determine how related two or more variables are. Gay, L. R. (1987). iii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines The two research instruments: Survey Questionnaire and Teacher Made- test were utilized in gathering data. The data gathered were subjected to the following statistical treatment to have a meaningful interpretation and analysis of the study: Cronbach alpha, Frequency Count, Mean, Percentage, Ranking, Standard Deviation and T-test. The findings of the study revealed that the teacher respondents were young with ages ranging from 22 to 38 years old; most of them are female and come from Ha Noi; all or 100 percent of them are married with Bachelor’s degree with 1 to 5 years of teaching experience. The three motivational techniques used consistently by Vietnamese teacher are (2) promoting learners. self-confidence, (8) making the learning tasks stimulating, and (9) promoting learner autonomy. The level of test performance of student respondents of Hanoi University of Industry in Basic English Course indicate low performance of students in all test areas. There is not much relationship that exists between the teachers’ motivational techniques and students’ performance in English. The proposed training module consists of learning activities or strategies with corresponding motivational techniques geared toward improving teaching Basic English. iv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines ACKNOWLEDGEMENT This dissertation wouldn’t have been possible had it not been for the support, love, patience, and generosity of many people, who have helped me in their own incredible way to deal with myself while trying to find my voice in what I do. First of all, I would like to acknowledge and express my deep gratitude to my supervisor, Dr. Maltida H. Dimaano, for her greatly enthusiastic guidance, encouragement, and constructive comments in-depth along the way with my project. Without her support, this dissertation would not be able to be completed properly. My appreciation is also spared for quite a number of the professors including in particular Dr. Corazon Cabrera. Dr. Remedios P. Magnaye, Dr Amada G. Banaag, Dr. Maria Luisa A. Valdez, … who have provided me with profound knowledge in the field of the study, and to those lecturers, colleagues and friends who have given great help, advice and criticism on the dissertation for the improvement in significant ways. My sincere thanks go to all the members of the ITC, Thai Nguyen University for their constant assistance while my work was in process I am also indebted to our University Rector - Dr, Tran Duc Quy, who has always given me a lot of encouragement and all the students and my colleagues at Hanoi University of Industry for their help as participants in the gathering of evaluation data and developing the project. Finally, the deep love, encouragement and support from all the members of my family would be highly appreciated and my greatest thanks go to my husband and my two children for giving me life, love, values, and belief that I can accomplish anything I set out to do. All I have ever wanted was to make you proud of me! Thank you. v THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE i TABLE OF CONTENTS v LIST OF TABLES viii LIST OF FIGURES ix CHAPTER I. THE PROBLEM Introduction 1 Statement of the Problem 10 Scope, Delimitation and Limitation of the Study 11 Significance of the Study 12 II. REVIEW OF LITERATURE Conceptual Literature 14 Research Literature 58 Synthesis 70 Theoretical Framework 74 Conceptual Framework 79 Hypothesis 81 Definition of Terms 81 III. RESEARCH METHOD AND PROCEDURE Research Design 84 vi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Research Environment 83 Subjects of the Study 84 Data Gathering Instrument 86 Data Gathering Procedure 86 Statistical Treatment of Data 88 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 91 Developed training module for teachers 135 V. SUMMARY, CONCLUSION AND RECOMMENDATION Summary 190 Findings 191 Conclusions 197 Recommendations 197 BIBLIOGRAPHY 199 APPENDICES A. Questionnaire for Teachers 206 B. Questionnaire for Students 215 C. Validation Letter of Questionnaire for Teachers 222 D. Validation Letter of Questionnaire for Students 223 E. Letter of Request to the Head of HaUI 225 F. Response Letter of the Head of HaUI 226 G. Photograph of HaUI, the study site 227 vii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines H. Documents for validation of questionnaires in Batangas State University 228 I. Documents for Administration of Questionnaires in Hanoi University of Industry (HaUI) 229 J. Documents for response Letter of the Head of HaUI validation of questionnaires 230 CURRICULUM VITAE 231 viii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines LIST OF TABLES Table Page 1. Distribution of respondents of Hanoi University of Industry (HaUI) 86 2. Age Profile of Teacher Respondents 92 3. Gender Profile of Teacher Respondents 92 4. Place of Origin Profile of Teacher Respondents 93 5. Civil Status Profile of Teacher Respondents 95 6. Educational Classification Profile of Teacher Respondents 95 7. Years of Teaching Experience Profile 96 8. List of 48 motivational techniques validated. 98 9. List of 48 motivational techniques, their frequency 104 10.List of 48 motivational techniques, degree of importance 111 11.Performance of student respondents in a teacher-made test 116 12.Student's t-test comparison of the mean % scores 117 13.T-test comparison of the mean scores for frequency 119 14.List of motivational techniques, their macro-strategy grouping, Cronbach alpha values, significant relationship on three areas of Basic English 123 ix THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines LIST OF FIGURES Figure Page 1. Research Paradigm 80 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines 1 1 CHAPTER I THE PROBLEM Introduction English as the number one foreign language in Vietnam is a product of the Doi Moi or Renovation initiated by the Vietnam Communist Party in 1986. As an overall economic plan, Renovation opens its door to the whole world through its policy making English as the only foreign language to be taught in Vietnam. Vietnamese students have to pass an English language test being one of their six national examinations for them to get the certification for Secondary school education. Undergraduates and graduates of tertiary level are required to take English as a subject. Teaching English in various places at all levels expanding educational system in Vietnam is part of the mounting pressures where knowledge and ability to learn and communicate in English is a must and of importance. In Vietnam, there is low standard in teaching English and its use and without major changes and sizable inputs in curricula or course, methodology and materials, English teaching in Vietnam would soon cease to serve the demands being made on it (HongVan,httpPrime- EducationConsultancy12/29/13). Further, In Vietnam, Decision No. 1400/QDTTg approving the 10- year National Plan for “Teaching and Learning Foreign Language in the National Formal Educational System in the Period of 2008-2020” was [...]... performance in Basic English test? 4 Are there significant relationships between teachers motivational techniques and students‟ performance in English? 5 What training module may be proposed to enhance student‟s performance? Scope, Delimitation and Limitation of the Study The study covered the motivational techniques used by teachers in teaching Basic English course The demographic profile of the teachers. .. UNIVERSITY Republic of the Philippines University of Industry in order to come up with a proposed training module for enhancing teachers motivational techniques and students‟ performance in Basic English Course Specifically, it seeks to answer the following questions: 1 What is the demographic profile of the teachers in terms of: 1.1 Age 1.2 Gender 1.3 Place of origin 1.4 Civil status 1.5 Educational... perfecting the ten year foreign language curriculum which focus on English writing, foreign textbooks, preparing necessary condition for exercising the ten-year foreign language (English) program Phase two on the other hand gives focus on introducing the ten year foreign language program throughout the whole general educational program and phase three centers on perfecting the ten-year foreign language program... feeling comfortable with the implementation of the said technique is an important aspect of any teaching techniques since the desired outcome of any motivational technique is for the students to participate in class In motivating students, it is considered essential that teachers must show concerns in taking time to find the techniques that best fit the class thereby allowing teachers to feel comfortable... rather than students Teachers did not give their students opportunities to engage in group or pair works to share information inside the classroom As an administrator of Hanoi University of Industry, I am interested in investigating the relationship of teachers motivational techniques and students‟ English performance Finding out the patterns of the varied techniques utilized by teachers as well as... techniques utilized by teachers as well as knowing the academic performance of students in English Basic Course will serve as basis for developing a training program that will address the concerns relative to the study Statement of the Problem This study determined the relationship of teachers motivational techniques and students‟ academic performance in Basic English Course and its implication to English... willingness of the person to exert high levels of effort for a certain kind of goal to satisfy some individual needs As a process of arousing, directing and maintaining behavior toward a goal, motivation indicates also for a person to have vigor in order for him to produce better output A well- motivated person must have a very clear well - defined goals for him to take actions where he expects attaining... are several perceived teachers characteristics considered important for students‟ motivation to learn A teacher must possess a concern and caring attitude towards students, as well as love and knowledge and utilize them for accomplishing something There is a meaningful effect on students‟ performance and behavior based on their perceptions regarding teacher‟s concern and care for them Students tend... Development Training Program to improve the motivational techniques of teachers in teaching Basic English course 13 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines which will lead to the improvement of the students‟ performance in learning Basic English course Faculty of Foreign Language Results of the study can be useful to the faculty of Foreign... As regard to the quality of classroom teachers, competent teachers provide high quality English teaching but there are some teachers who have difficulty in English oral communication thereby serving as impediment for them to teach English to others Other issues relative to having quality language teaching and learning includes absenteeism and shipping work of teachers as part of their habitual practice . proposed training module for enhancing teachers motivational techniques and students’ performance. This study made use of descriptive method of research to determine the relationship of teachers . Vietnam Republic of the Philippines ABSTRACT Title Proposed a training module for enhancing teachers motivational techniques and students’ performance in Basic English Course in Hanoi University. of the Philippines i i PROPOSED TRAINING MODULE FOR ENHANCING TEACHERS MOTIVATIONAL TECHNIQUES AND STUDENTS‟ PERFORMANCE IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY