VIỆC SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP TIẾNG ANH CHO MỤC ĐÍCH XÃ HỘI CỦA SINH VIÊN NĂM NHẤT THUỘC HỆ ĐẠI TRÀ KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITIES OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE USE OF MOTIVATIONAL STRATEGIES IN SOCIAL ENGLISH CLASS OF FIRST YEAR MAINSTREAM STUDENTS AT FELTE, HULIS, VNU Supervisor: Vũ Tường Vi, M.A Student: Lưu Ngọc Lan Year of enrolment: QH2009 Ha Noi, May 2013 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP VIỆC SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP TIẾNG ANH CHO MỤC ĐÍCH XÃ HỘI CỦA SINH VIÊN NĂM NHẤT THUỘC HỆ ĐẠI TRÀ KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Th.S Vũ Tường Vi Sinh viên:Lưu Ngọc Lan Khoá: QH2009 HÀ NỘI - NĂM 2013 ACCEPTANCE I hereby state that I: Lưu Ngọc Lan, QH2009 F1 E1, being a candidate for the degree of Bachelor of Arts ( TEFL) accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature April 14th 2013 i ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude and love to my supervisor, Ms Vũ Tường Vi, MA for her guidance, comments, and especially her sympathy throughout the whole research process I am indebted to Ms Trần Đức Phương Anh for her helpful suggestions during this study I am also grateful to Ms Phạm Thị Hạnh whose lectures and guidance have contributed to my understanding of the research methodology and led to the completion of this thesis Especially, I wish to express my appreciation to the participants including the teachers and first- year mainstream students who spent their time helping me to collect valuable data for the research paper Last but not least, I would also like to take this opportunity to send my love to my best friends and my family who have been encouraging and supporting me wholeheartedly ii ABSTRACT Motivational strategies are important to apply in foreign language classes as well as the fact that new approach of teaching English in FELTE, HULIS, VNU has raised new challenge for both teachers and first-year students have become a great drive for the researcher to conduct this research The study aims at investigating into the most frequently and the most effective strategies used in social English class of first-year mainstream students in FELTE, HULIS, VNU, as perceived by both the students and the teachers In order to achieve these aims, teachers and 223 students from classes were involved in completing the questionnaires Besides, observations and interviews were employed to triangulate the data from various aspects and hence ensure the validity as well as reliability of the research Based on the data collected, Elicitation of self or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation and Inconsistent group/pair work are considered the most frequently motivational strategies Additionally, according to the teachers, Team competition, Establishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective techniques On the other hands, from the students’ perception, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/ pair work are the most effective motivational strategies Based on these findings, implications were made for teachers and classroom teaching Among many, three motivational strategies, namely Elicitation of self or peer correction, Establishing relevance and Effective praise were highly evaluated by both the students and the teachers As a result, these four strategies might be recommended as the most outstanding strategies for the teachers to apply in their class iii TABLE OF CONTENTS ĐẠI HỌC QUỐC GIA HÀ NỘI i TRƯỜNG ĐẠI HỌC NGOẠI NGỮ i KHOA SƯ PHẠM TIẾNG ANH i KHOÁ LUẬN TỐT NGHIỆP .i VIỆC SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP TIẾNG ANH CHO MỤC ĐÍCH XÃ HỘI CỦA SINH VIÊN NĂM NHẤT THUỘC HỆ ĐẠI TRÀ KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI i Giáo viên hướng dẫn: Th.S Vũ Tường Vi .i Sinh viên:Lưu Ngọc Lan ii Khoá: QH2009 ii HÀ NỘI - NĂM 2013 ii ACCEPTANCE i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv vi LIST OF TABLES vii LIST OF FIGURES viii LIST OF ABBREVIATIONS ix PART I: INTRODUCTION .1 PART II: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW 1.Definition of terms and related terminologies 1.1.Motivation 1.1.1.Definition of motivation 1.1.2.Motivational theories and constructs 1.1.2.1.Goal orientation theory iv 1.1.2.2.Self- determination theory (SDT) 1.1.3.Motivation in second language learning (L2) 1.1.4.The importance of motivation in English Language Teaching (ELT) 1.1.5.Motivational strategies frameworks 1.1.6.Framework of motivational strategies in this study 10 2.The context of teaching social English to first-year mainstream students at FELTE, HULIS, VNU 12 2.1.The context 12 2.2.Communicative Language Teaching approach 12 3.Related studies .13 CHAPTER 2: METHODOLOGY 16 CHAPTER 3: FINDINGS AND DISCUSSION 26 Research question 1: What motivational strategies are most frequently used by teachers at FELTE, HULIS, VNU in social English lessons of first-year mainstream students, from the perception of both the students and the teachers? 26 Research question 2: What motivational strategies are most effective for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the teachers? 29 Research questions 3: What motivational strategies are most effective for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the students? 38 PART III: CONCLUSION .43 Summary of the findings 43 Pedagogical implications of the study .44 Limitations of the study .45 Recommendation for further research .45 REFERENCES 46 APPENDICES 50 Appendix Motivational variables and their description 50 v Appendix 2: Observation checklist 53 Appendix 8: Teacher T2’s interview transcript 67 Appendix 9: Teacher T3’s interview transcript .70 Appendix 10: Teacher T4’s interview transcript 71 Appendix 11: Teacher T5’s interview transcript 73 Appendix 12: Teacher T6’s interview transcript 74 Appendix 13: Teacher T7’s interview transcript 75 Appendix 14: Teacher T8’s interview transcript 77 Appendix 15: Teacher T9’s interview transcript 79 Appendix 16: Student S1’s interview transcript .80 Appendix 17: Student S2’s interview transcript .81 Appendix 18: Student S3’s interview transcript .82 Appendix 19: Student S4’s interview transcript .83 Appendix 20: Student S5’s interview transcript .84 Appendix 21: Student S6’s interview transcript .85 Appendix 22: Student S7’s interview transcript .86 Appendix 23: Student S8’s interview transcript .87 Appendix 24: Student S9’s interview transcript .87 vi LIST OF TABLES TABLE PAGE Table 1: Observational variables measuring learner’s motivated behavior 19 Table 2: Procedures for Observation Scheme Development 19 Table 3: Procedures for Questionnaire Development 21 Table 4: Procedures for Interview Development 23 Table 5: Data collection procedure 23 vii There is a difficulty is time management The integrated lesson is a little bit overloaded Appendix 14: Teacher T8’s interview transcript R: Researcher T8: Teacher T8 R: Do you think it is important for teachers to apply motivational strategies in teaching in social English class and why? T8: I think in every subject, every class, teachers should have strategies to motivate students I always have to engage them in the lesson so I always need strategies to motivate them The fact is the students just can concentrate in short time, It means they can concentrate in about 15 or 20 minutes and after that they can feel bored and they will not cooperate with the teachers anymore So teacher should always notice to engage them in the class R: Where did you learn about motivational strategies? I remember learning motivational strategies in ELT course when I was a student Moreover, I could learn even more after I started to teach at school in the discussions about teaching skills among teachers In addition, I also read some books on this field R: I can see from the questionnaires that these motivational strategies are the most frequently used ones of yours, so why you choose those strategies to use often in your classes? First, about “Having an informal (often humorous) chat in English with students on matter unrelated to the lesson” T8: The class will be very boring if the teachers are too serious and lack of humour Social English can make us think of something really fun, and daily life Therefore we should make the atmosphere more fun, not serious, for example, chatting with the students, ask about last week, this weekends etc And we can make the relationship between students and teachers closer R: Stating the lesson objectives clearly at the beginning of the lesson T8: Not every student can see the logic of the lessons with the whole course of the semester, or each activity with the whole lessons So we have to talk to them and remind 77 them so that after they know the purpose of the lesson, they will focus more on the lessons R: What’s about “ Letting students work in inconsistent pairs/groups.” T8: As you can see, I ask them to talk with the friend sit in the table behind them Because you know, they just talk to the friend next to them all the times , which can make them bored and lazy And even, when the teacher asks them to talk with the partner next to them, they will not talk but just give their friends the notes and ask them to read So it’s better to ask them talk with the friends sitting in other tables or other sides R: I can see from the questionnaires that in your opinion, these motivational strategies are the most effective How you think these strategies would help to motivate student to learn in class? First, let’s talk about “Having an informal (often humorous) chat in English with students on matter unrelated to the lesson” T8: This activity can be used in the beginning of the lesson or the activity to warm up or to help student to relax, to break in about or minutes Without this activity to help them break between activities., they can feel stressed \ R: And about: “Letting students work in inconsistent pairs/groups.” T8: yes, if we let them talk with different partners they will tend to talk more R: What’s about “Using activities which raise competition among groups” T8: I can design some activities that can have the winner Everyone wants to be the winner so that kind of activity is very fun and effective R: In the social English classes, where the students have to learn integrated skills, you think it is more difficult to motivate the students than in individual- skilled classes? Why? T8: Yes I think it’s more difficult because in integrated lessons, we have to switch from this activity to another many times Many students are not used to learning this kind of lesson Many students say they not like to learn integrated lesson So when the students not like, it’s even harder to motivate them Moreover, in this program, we have to follow the theme There are weeks that the themes are very familiar and interesting to the students, so the lesson in that weeks can be very fun and exciting But with the themes are more abstract to the students, the lesson can be bored and the 78 students are not eager to speak In addition, with integrated lessons, teachers and students both feel in a rush The teachers have to be in a rush and think of ways to link many activities Students are in a rush to and they are not taught in a systematic way The old way might help the students focus better Appendix 15: Teacher T9’s interview transcript R: Researcher T9: Teacher T9 R: Do you think it is important for teachers to apply motivational strategies in teaching in social English class and why? T9: Yes, because social English has the main purpose of encouraging students to communicate in social situation So teachers have to motivate them to speak, read, write or listen about social situation in order to make progress R: Where did you learn about motivational strategies? T9: I had done a thesis about motivational strategies when I was a student so I had done a research about this topic R: I can see from the questionnaires that these motivational strategies are the most frequently used ones of yours, so why you choose those strategies to use often in your classes? Firstly, about “During the presentation of an activity, arousing students’ curiosity or attention (e.g by asking students to guess or by pointing out fun, challenging or important aspects of the activity)” T8: In activities, teachers can try to point out some fun aspects so that the students can have some fun and they think that this activity have something special And they will like it I can see from the questionnaires that in your opinion, these motivational strategies are the most effective How you think these strategies would help to motivate student to learn in class? First, about “Creating opportunities for students to express personal meanings (e.g experiences, feelings, opinions)” 79 T9: You know, the students are still very young and they have the need of expressing themselves, and when talking about themselves, they can be appreciated by the teachers and friends, they feel very excited Therefore, they can talk more and react more in class R: And about “Providing activities connecting with students’ interests, values, creativity and fantasy” T9: Every student has different personality and when they can can talk about interests, values or creativity, they will forget that they are learning They can not imagine that they can learn from something very simple, very familiar Normally, when thinking about studying and grades, most students are afraid and stressed These activities can help them to forget about learning process and have more freedom R: What is about “Using activities which raise competition among individuals” ? T9: They want to express themselves so competition can make them try even more R: And “Using activities which raise competition among groups.” T9: You know, one person wants to be winner So people in a group will want even times more Therefore, they will make even more efforts The power of group is always very effective R: In the social English classes, where the students have to learn integrated skills, you think it is more difficult to motivate the students than in individual- skilled classes? Why? T9: No I don’t think so In the individual skill class, for example reading or writing, students just read and write Now, for after reading, we can have some discussion for the students or the task for them to present to the whole class It’s even easier to motivate the students in integrated class Appendix 16: Student S1’s interview transcript R: Researcher S1: Student R: Which motivational strategies you think is the most effective? Why? 80 S1: I think they are: Letting students work in inconsistent pairs/groups, Creating opportunities for students to express personal meanings, Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance In my opinion, these strategies can compensate for what we lack, for example: working in group skill, the confidence to express ourselves, and it can help improve the weaknesses of us in pronunciation R: What you think about the role of teachers in motivating you to learn more often? S1: Teachers have a very important role in motivating students because teachers are the ones who connect the students together in in-class activities, create the learning atmosphere in class and elicit new ideas R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S1: No I haven’t However, I did find any difficulty in this subject R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S1: I think it’s necessary because in social English class, the students should interact much to each other therefore, they need much help from the teachers to create friendly atmosphere in the class, which can make the students be more creative Appendix 17: Student S2’s interview transcript R: Researcher S2: Student R: Which motivational strategies you think are the most effective? S2: I think the most effective strategies are Providing models and/or assistance (e.g brainstorming ideas, reminding previously learned knowledge) to help students complete activities successfully, Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance and Effective praise R: Can you explain why you choose these strategies as the most effective ones? S2: Yes, With the models, I think that by reading models I can see the standard to the exercises in the best way And about Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance, I think that the teachers are the ones who have a lot of experience; therefore, the comments from the teachers might be better and more 81 reliable than the comments from friends However, receiving comments from teachers all the time can make the students too depend on lecturers In addition, when comments for friends, the students can also improve self-study skills and critical thinking And about the Effective praise, I think that when receiving praise from the teachers, the students feel very excited Moreover, they can feel proud and more confident And then next time, they will try harder to receive more praise from the teachers That can help them improve a lot R: What you think about the role of teachers in motivating you to learn more often? S2: I think teachers are the ones who deliver knowledge for students, therefore, the fact that whether the teachers can motivate their students or not R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S2: I haven’t I have much difficulties in distinguishing the differences of writing in social English and Academic English R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S2: Yes Because for the students, especially the students from the other places coming to study in Hanoi, besides learning, they have to many other things Therefore, sometimes the studying result may be not as expected And sometimes, we can have stress from studying as well The motivation we can receive from teachers from these tough moments are so precious Appendix 18: Student S3’s interview transcript R: Researcher S3: Student R: Which motivational strategies you think are the most effective? Why? S3: I think the most effective one is Connecting what has to be learned to students’ everyday lives Because, I can see what is familiar to the everyday’s lives, related to the hot news in the society always draw the attention of the students Additionally, instead of using theory in books, using skills, knowledge in reality is much more useful 82 R: What you think about the role of teachers in motivating you to learn more often? S3: I think the role of the teacher in motivating students to learn is very important They are the ones who guide direct, lead students in the lessons R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S3: No, I haven’t My difficulty is about speaking skill I think I cannot speak fluently and pronounce correctly so I am not confident to speak R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S3: Yes, of course If the teachers can always motivate us in the lessons, we can feel the the lessons are not stressful anymore and we will be more eager to look forward to the lessons, instead of thinking that the studying is obligatory work for us Appendix 19: Student S4’s interview transcript R: Researcher S4: Student R: Which motivational strategies you think are the most effective? Why? S4: In my opinion, most effective ones are Connecting what has to be learned to students’ everyday lives Creating opportunities for students to express personal meanings, Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance The reasons are, first of all, Connecting what has to be learned to students’ everyday lives can helps the student to understand more about Social English Secondly, it is necessary to create more chances for students to express themselves to be more confident and creative Besides, motivating students to correct their friends’ mistakes and their own mistakes is a good way to help students memorise the mistakes and never make them again R: What you think about the role of teachers in motivating you to learn more often? S4: The teachers are the guides or the sale people, if they cannot motivate their students, in other word, the customers, the students will see that English is boring R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? 83 S4: Yes, I have learned in integrated- skills classes like social English in an English center My only difficulty is when I doing reading portfolio, I cannot learn anything from it When doing reading portfolio, students are required to find the articles in the Internet without knowing the reliable level of the sources R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? Yes, I Motivating students is very important I can affect much to the process of learning and absorbing knowledge of the students If the teachers can motivate, the students can absorb knowledge much more easily Appendix 20: Student S5’s interview transcript R: Researcher S5: Student R: Which motivational strategies you think are the most effective? Why? S5: I think they are: Letting students work in inconsistent pairs/groups and Creating opportunities for students to express personal meanings Firstly, letting students work in inconsistent pairs/groups can help the students have various experiences in group working skill Sometimes, students can meet some hard- tocooperate partner, but that can be the time for them to practice for the future environment Secondly, Creating opportunities for students to express personal meanings: I think that all people can have different opinions, ideas, may be good or bad, but from expressing them, they can approach many ways of brainstorming From that, they can practice critical thinking R: What you think about the role of teachers in motivating you to learn more often? S5: The role of the teachers is very important In class, there are two groups of people can motivate us to learn, which are teachers and classmates But I think the roles from the teachers are important While friends are active, eager to learn can make us want to learn more, teachers are the ones who decide whether students can understand the lessons or not Teachers who can motivate students make the students love more And thanks to that feeling, the students can feel the subject is more interesting and are more eager to learn 84 more If the teachers cannot motivate, students will find the subject boring and then not focus on the lessons, not the homework R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S5: No, I haven’t My difficulty is that my language is Academic, therefore when communicating in social English, I am still not good and I have many grammar mistakes R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? Yes, I think so Because I find that in the lessons that the students are motivated by the teachers, we can memorise better But in the boring lessons, we could not remember much knowledge Appendix 21: Student S6’s interview transcript R: Researcher S6: Student R: Which motivational strategies you think are the most effective? Why? S6: Connecting what has to be learned to students’ everyday lives, Providing models and/or assistance (e.g brainstorming ideas, reminding previously learned knowledge) to help students complete activities successfully and Creating opportunities for students to express personal meanings (e.g experiences, feelings, opinions) First of all, the lessons which are connected to the reality can help students become more interested because they are very useful Second, because we are first-year students, so we not know how to exercise in the university, so models are very important Finally, I think opportunities to express meanings can help us to be more confident and comfortable in the lessons If we can express feelings and experiences in English, the lessons will become more relaxing R: What you think about the role of teachers in motivating you to learn more often? S6: I think it’s very important The fact that whether students are interested in the lessons or not depends really much on the ability to warm the atmosphere up of the teachers Not 85 only by warm up games, teachers can also simply chat with students more about daily lives, studying experiences and so on R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S6: No I haven’t When studying this subject, I find that it is difficult to apply the English vocabulary and structures to speak fluently and naturally Maybe I can write easily, but I cannot think of words and structures when speaking to express my ideas R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S6: Sure It is necessary It can help us to be lesson stressed with the pressure of studying and worrying Second, it can help us to know which level we are at and how much we have to try more Now, I think that the motivation from the teachers is not enough because most of us go to class feeling tired and bored Appendix 22: Student S7’s interview transcript R: Researcher S7: Student R: Which motivational strategies you think are the most effective? Why? S7: Connecting what has to be learned to students’ everyday lives, Providing models and/or assistance (e.g brainstorming ideas, reminding previously learned knowledge) to help students complete activities successfully, Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance First, Connecting what has to be learned to students’ everyday lives is focusing on the reality, not just theory Second, giving models can help students to imitate how to the tasks Finally, Encouraging students to correct their own mistakes revise their own work or review/correct their peers’ performance can help improve critical thinking skill R: What you think about the role of teachers in motivating you to learn more often? S7: We cannot deny the very important roles of the teachers in motivating students When students have the motivation, it can be the motivation for teachers also 86 R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S7: No, I haven’t My difficulty is dealing with the deadlines I am trying to it better R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S7: I think we need the smile of the teachers when they come into the class, and also the advice from the teachers for us Appendix 23: Student S8’s interview transcript R: Researcher S8: Student R: Which motivational strategies you think are the most effective? Why? S8: I think they are Connecting what has to be learned to students’ everyday lives and Creating opportunities for students to express personal meanings Firstly, Creating opportunities for students to express personal meanings is a good way to motivate students, especially in teaching languages Secondly, I think that most of the students are afraid of studying If the teachers just teach in a boring way, the students may feel sleepy If they can share or they are connected to the everyday’s live, they will feel more relax R: What you think about the role of teachers in motivating you to learn more often? S8: I think it’s very important It can help the students feel relax and easier to understand the lessons R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S8: No, I haven’t My difficulty is speaking skill I am from the countryside, so my communication skill is lack R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S8: Yes, I I think it’s important Appendix 24: Student S9’s interview transcript R: Researcher S9: Student 87 R: Which motivational strategies you think are the most effective? Why? S9: I think they are Providing activites connecting with students’ interests, values, creativity and fantasy, Providing activities connecting with students’ interests, values, creativity and fantasy and Effective praise Because I think these first two strategies can make the students feel less stressed, more interested, become more creative and it can also improve the imagination and it can challenge the students The students can absorb the knowledge easily, in an active way Moreover, it can help the lecturers understand more about their students as well About Effective praise, students often like teachers who can gave positive compliments on then rather than teachers who is always comlainting and serious to them Giving praise is a best way to encourage someone, especially for us- the first-year students- who are still very shy and not confident We really need praise from the teachers, to be more believe in ourselves R: What you think about the role of teachers in motivating you to learn more often? S9: I think the role of the teachers in motivating students in class is very important because normally if the teachers just follow the course outline without motivating students, no one wants to go to class Many teachers think that their duty is just to teach, not to motivate students I think it’s not true Because a good teacher is the one who can not only deliver knowledge but also draw the attention of the students to their lessons R: Have you ever learned in an integrated- skills classes like social English class in FELTE, HULIS, VNU? Do you find it challenging to you? S9: No, I haven’t I find the program is overload and the students are usually stressed with exercises R: Do you think you need more motivation from the efforts of your teachers to help you more eager to learn? S9: Yes, I really need the motivation from the teachers Many teachers say that : “ Now, you are mature, you need to take care of yourselves” That’s true but it does not mean the teachers let us alone and not motivate us to learn It is great to study from the teachers who always care about us, which can help us improve a lot I really hate the “don’t care” attitude of some teachers, who just care of going to class and leaving the class on time 88 89 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP VIỆC SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP TIẾNG ANH CHO MỤC ĐÍCH XÃ HỘI CỦA SINH VIÊN NĂM... ĐỘNG LỰC TRONG LỚP TIẾNG ANH CHO MỤC ĐÍCH XÃ HỘI CỦA SINH VIÊN NĂM NHẤT THUỘC HỆ ĐẠI TRÀ KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI i Giáo viên hướng dẫn:... CONTENTS ĐẠI HỌC QUỐC GIA HÀ NỘI i TRƯỜNG ĐẠI HỌC NGOẠI NGỮ i KHOA SƯ PHẠM TIẾNG ANH i KHOÁ LUẬN TỐT NGHIỆP .i VIỆC SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP