proposed training module for enhancing teacher’s motivational techniques and students’ performance in basic english course in hanoi university of industry (haui)

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 [...]... 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 Language teaching and learning in Hanoi 11 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines University of Industry in order to come up with a proposed training module. .. 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 knowing the academic performance of students in English Basic Course will serve as basis for developing a training program that will address the concerns... respondents in the Academic Year 2013-2014 in Hanoi University of Industry Significance of the Study This study is believed to have profound significance to the Administrators, University Officials in Hanoi University, Faculty of Foreign Language, other Faculty in Hanoi University, Students in Hanoi University and to the present and future researchers Administrators/ University Officials Findings of this... provide basic information to the university officials on the importance of motivational techniques in teaching Basic English course Result of this study can be an opener for the administrators to have plans of providing effective Faculty Development Training Program to improve the motivational techniques of teachers in teaching Basic English course 13 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam... NGUYEN UNIVERSITY Socialist Republic of Vietnam the content of the course BATANGAS STATE UNIVERSITY Republic of the Philippines Among them include: improving various English skills focusing in pronunciation of words and sounds, listening, practicing casual English, reading and combining of all skills together (eteacherenglish.com/courses /basic English) ; improving English language and literacy skills of. .. level in Vietnam, the mandate of English language teaching (ELT) introduced by the Ministry of Education and Training in 2007 include ability of secondary students to use English as a means of communication at certain level of proficiency in the four macro skills and be able to read materials fitted for their levels; master basic English phonetics and grammar and acquire vocabulary in 3 THAI NGUYEN UNIVERSITY. .. (www.5minuteenglish.com /basic_ englishlang.htm) Aside from being an English based controlled language, Basic English course is an international auxiliary language which serves as an aid for teaching English as a second language It is also a certain kind of subset of regular English and a simplified form of English consisting of vocabulary and rules of grammar intended as an international auxiliary language for use in teaching... the Basic English course? 3 What are the levels of students‟ 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... current motivational techniques used in teaching Basic English It is hoped that through this study, they can choose the best training program they have to attend to improve the skills or techniques in teaching Basic English Course Other Faculty in Hanoi University of Industry This study will help them understand the importance of using different motivational techniques in teaching This may encourage... teaching Basic English course The demographic profile of the teachers was used consisting of information like age, gender, place of origin and 12 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines civil status Included also in the profile are the teacher‟s educational qualification and years of teaching experience The academic performance of the . 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. 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. (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