Motivational changes in students of English at International School, VNU during Preparatory Programs Pham Thi Tuyet Mai Trường Đại học Ngoại ngữ Luận văn ThS. Chuyên ngành: English Teaching Methodology; Mã số: 60 14 10 Người hướng dẫn: PGS. TS. Trần Xuân Điệp Năm bảo vệ: 2011 Abstract: In an attempt to investigate motivation and motivational changes among students of Preparatory Programs at International School (IS), VNU, the main purposes of the research were to find out (1) the current situation of being without motivation of many students when they first come to International School, (2) causes of such a situation, (3) changes in the levels of motivation after students have studied there for a certain time and (4) suggestions to raise students’ levels of motivation. The subjects of the study were 50 students and 3 teachers of Preparatory Programs. The teachers were asked to join in an interview and students to answer a survey questionnaire. The research reveals that for students of Preparatory Programs, instrumental motivation is far more important than integrative motivation. Also, as the findings show, students’ levels of motivation have changed after they have learned at IS for a certain time, many students, from being unmotivated, have found interest and goals in learning in here, that is because of a number of factors relating to their self-awareness, teachers’ support, learning environment, etc. Finally, the study recommends that in order to maintain students’ interest in learning, teachers should vary teaching methods, adapt textbooks, focus on students’ needs, provide students with a variety of appropriate tasks and activities and be enthusiastic, friendly and tolerant as well. Keywords: Tiếng Anh; Động lực học tập; Phương pháp giảng dạy Content PART I: INTRODUCTION 1. Rationale of the study Students’ orientations and motivation to learn English sharply diverge. Harmer (2001) contends that some have a clear goal inspired by a strong extrinsic motivation. Others have an internal motivation that has fired them up. Others still may have a weak goal or motivation. Students with no clear goals fail to know what they really want from learning English. As a result, some become de-motivated. Thus, they lack a framework for assigning significance to what they learn and it is a case for a lot of students at IS, VNU. From a centre-sized school, International School, VNU has developed both in size and quality with more and more students each intake every year. However, it does not necessarily mean students have found their motivation in here. They come to IS for a variety of reasons, but above all, IS does not take students through University Entrance Exam so it is a second chance for the majority of those failing other Universities. Therefore, it is a fact that when students first come to IS, many of them lose self- confidence, either because of embarrassment of failing the university entrance exam or low level of English or unfamiliarity with foreign teachers and so on, which makes class environment and teacher-student relationship stressful. Authority and lecturers at IS have gone different length to encourage students to learn, with a hope that their students can find their confidence, and develop both instrumental and integrative motivation. With a number of foreign lecturers, dedicated teachers, modern facilities and student-centered methodology, students at IS have seen in themselves certain changes in their purposes and study methods and consequently, levels of English competence. A lot of students, from knowing nothing about English and hating the language, have become interested in English lessons, talking to foreigners and even reading books in English. Therefore, an analysis of their motivation and motivational changes during their study at IS will be conducted to determine whether instrumental or integrative motivation is the preference of IS students, thus eventually give some suggestions to make IS students more confident and eager in their study. 2. Objectives of the study This study is carried out to meet the following objectives: 1) Analyze the reasons why many students do not have motivation when they first come to IS. 2) Analyze changes in the levels of motivation after students have studied there for a certain time. 3) Offer options to raise students’ levels of motivation. 3. Scope of the study The study only focuses on an overview of current situation of English learning among students of Preparatory programs at IS. Students’ motivation will be analyzed with a hope to identify reasons making those students reluctant to learn, different ways teachers use to motivate them to eventually give some suggestions that can be useful for teachers and authority at IS to increase students’ interest in learning English. 4. Methods of the study To achieve the aims of the study, the researcher uses survey research and both quantitative and qualitative methods are used in completing the following tasks: - Collecting data for the analysis through a questionnaire from 50 students of Preparatory Programs. - Collecting data for the analysis through interviews from 3 teachers teaching at Preparatory Programs. All comments, remarks, recommendations and conclusion are based on the data analysis. 5. Design of the study The result will be presented in three parts. The first part, INTRODUCTION, presents the rationale, the aims, scope, methods, design of the study and definition of key terms. 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(1994). Language learning motivation: expanding the theoretical framework. Modern Language Journal, 78, 12-28. Wlodwoski, R. J. (1985). Enhancing adult motivation to learn. San Fransisco: Jossey Bass. . Motivational changes in students of English at International School, VNU during Preparatory Programs Pham Thi Tuyet Mai Trường Đại học Ngoại ngữ Luận văn ThS. Chuyên ngành: English. students of Preparatory Programs at International School (IS), VNU, the main purposes of the research were to find out (1) the current situation of being without motivation of many students when. reveals that for students of Preparatory Programs, instrumental motivation is far more important than integrative motivation. Also, as the findings show, students levels of motivation have