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MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY DANG KIEU ANH DEMOTIVATING FACTORS IN EFL READING CLASSES: AN INVESTIGATION INTO TEACHERS’ AND STUDENTS’ PERSPECTIVES AT NGUYEN HUU CANH VOCATIONAL SCHOOL, DISTRICT 7, HO CHI MINH CITY Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THU HUONG, Ph.D HO CHI MINH City, 2016 STATEMENT OF AUTHORSHIP I certify that the thesis entitled "Demotivating factors in EFL Reading Classes: An investigation into Teachers’ and Students’ Perspectives at Nguyen Huu Canh Vocational School, District 7, Ho Chi Minh City" is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person's work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other educational institution Ho Chi Minh City, September 2016 Dang Kieu Anh i ACKNOWLEDGEMENTS My study would have been impossible without any assistance Therefore, I would like to express my endless thanks and gratefulness to the people who have helped me during the time of doing research for the completion of this thesis First and foremost, I wish to send my deepest gratitude to my supervisor, Dr Nguyen Thu Huong for his enthusiasm, guidance and encouragement throughout the research I appreciate all his contribution of time, helpful advices and scholarly support to the accomplishment of my research I also would like to thank all my friends in Tesol community, who directly or indirectly contributed to my thesis My deepest thanks go to Tran Thi Kim Ngan and Nguyen Thi Kim Loan, who encouraged me to overcome my personal problems and spent much time editing my thesis professionally I also feel thankful for my colleagues and students at Nguyen Huu Canh Vocational School with their willing participation in the study Last but not least, I would like to show my special thanks to my beloved family for their wholehearted support as well as significant encouragement during the time I conducted the thesis ii ABSTRACT English has been a compulsory subject and one of mandatory requirements for graduation at NHC Vocational School However, many students not like English, especially reading classes They feel boring and refuse to engage in reading activities Therefore, this study was conducted to identify what factors perceived demotivating in reading classes Two questionnaires and follow-up interviews were carried out to gather data from the participation of eight teachers and 106 students teaching and studying at school The SPSS version 22.0 was utilized for analyzing collected data The participants' opinions were examined four clusters of demotives, namely text book, reading texts, reading tasks and teacher-related factors The results show that reading tasks, teacher-related factors and text book are three major categories of demotivating factors, whereas, reading texts category is the least salient one With respect to reading tasks, reproduction tasks contribute to students' demotivation Besides, some tasks with easy level also make students less motivated In terms of teacher-related factors, teaching method is the key factor causing loss of motivation in teachers' and students' perspective Teaching behavior and activities have significant influences on learners' demotivation Regarding text book, using copied handouts is an issue that demotivates students in reading classes The findings include analysis of different opinions from teachers' and students' viewpoints based on these factors At the end of the study, some pedagogical implications and recommendations to school authority, teachers, students and on learning materials are provided Hopefully, these suggestions can help students re-motivate their learning through future experiments and improve their learning reading in English iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES .ix LIST OF ABBREVIATIONS xi Chapter 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of problem 1.3 Research Aims 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the study Chapter 2: LITERATURE REVIEW Overview of Chapter Two 2.1 Reading 2.1.1 Definitions of reading 2.1.2 Types of reading 2.1.2.1 Extensive reading 2.1.2.2 Intensive reading 11 2.1.3 Factors affecting teaching and learning reading 13 2.1.3.1 Teacher-related factors 13 2.1.3.2 Material-related factors 14 2.1.3.3 Reader-related factors 15 2.2 Motivation 16 iv 2.2.1 Definition of motivation 16 2.2.2 Levels of motivation and steps for generating motivation 18 2.3 Demotivation 20 2.3.1 Definition of demotivation 20 2.3.2 Demotivating factors in EFL learning 21 2.3.3 Previous studies 23 2.3.3.1 Related studies on demotivation in language learning in the world 23 2.3.3.2 Related studies on demotivation in reading in the world 27 2.3.3.3 Related studies on demotivation in Vietnamese context 29 2.3.4 Research gap and implications for the study 31 2.4 Hypothesis and Research model 32 2.5 Chapter summary 33 Chapter 3: METHODOLOGY 34 3.1 Introduction 34 3.2 Research questions 34 3.3 Research Design 34 3.3.1 Research site 34 3.3.2 Material: “Solutions” textbook 36 3.3.3 Participants 37 3.3.3.1 Teachers 38 3.3.3.2 Students 39 3.3.4 Research instruments 40 3.3.4.1 Preliminary study (Interviews) 40 3.3.4.2 Questionnaire 42 3.3.4.3 Follow-up interviews 44 3.3.4.3.1 Interview for teachers 45 3.3.4.3.2 Interviews for students 46 v 3.4 Data collection procedure 48 3.4.1 Pilot interviews 48 3.4.2 Questionnaire 49 3.4.2.1 Pilot test with questionnaire 49 3.4.2.2 Questionnaire to students 50 3.4.2.3 Questionnaire to teachers 50 3.4.3 Follow-up interviews 51 3.4.3.1 Focus group interview to students 51 3.4.3.2 Individual interviews to teachers 52 3.5 Data Analysis 52 3.5.1 Reliability of the questionnaire 53 3.5.2 Analyses of data from the questionnaire 54 3.5.3 Analyses of data from the interviews 55 3.6 Summary of Chapter 55 Chapter 4: RESULTS AND DISCUSSION 56 4.1 Introduction 56 4.2 Data Analysis 57 4.2.1 Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers? 57 4.2.1.1 Demotivating factors perceived by students 58 4.2.1.1.1 Students' general viewpoints on demotivating factors regarding the issues and their attitude towards reading learning in a reading class 58 4.2.1.1.2 Students' perceptions in each particular cluster of demotivating factors 59 4.2.1.1.2a Demotivating factors relating to Reading tasks 59 4.2.1.1.2b Demotivating factors relating to Teacher - related factors 61 4.2.1.1.2c Demotivating factors relating to Textbook 64 4.2.1.2 Demotivating factors perceived by teachers 65 vi 4.2.1.2.1 Teachers' general viewpoints on demotivating factors regarding the issues and their attitude towards reading learning in a reading class 65 4.2.1.2.2 Teachers' perceptions in each particular cluster of demotivating factors 66 4.2.1.2.2a Demotivating factors relating to Textbook 66 4.2.1.2.2b Demotivating factors relating to Reading tasks 67 4.2.1.2.2c Demotivating factors relating to Teacher - related factors 68 4.2.2 Research question 2: To what extent are teachers' perspectives different from students' in terms of the characteristic patterns of demotivating factors? 71 4.2.2.1 Differences between teachers' and students' general viewpoints on the factors causing demotivation 71 4.2.2.2 Differences between teachers' and students' opinions relating to Textbook 72 4.2.2.3 Differences between teachers' and students' opinions relating to Reading tasks 73 4.2.2.4 Differences between teachers' and students' opinions relating to Teacher related factors 74 4.2.3 Summary of the findings 78 4.3 Discussion of the findings 80 4.3.1 Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers? 80 4.3.1.1 Reading tasks and learners' demotivation 81 4.3.1.2 Teacher-related factors and learners' demotivation 82 4.3.1.3 Textbook and learners' demotivation 84 4.3.2 Research question 2: To what extent are teachers' perspectives different from students' in terms of characteristic patterns of demotivating factors? 85 4.3.2.1 Different viewpoints regarding Reading tasks 86 4.3.2.2 Different viewpoints regarding Teacher-related factors 86 4.3.2.3 Different viewpoints regarding Textbook 88 vii 4.4 Chapter summary 89 Chapter 5: CONCLUSIONS AND RECOMMENDATIONS 90 5.1 Conclusion 90 5.1.1 Conclusion to Research question 90 5.1.2 Conclusion to Research question 91 5.2 Pedagogical implications 92 5.2.1 Implications for school authority 92 5.2.2 Implications for Teachers and English teaching staff 94 5.2.3 Implications for materials and resources 96 5.2.4 Implications for students 96 5.3 Limitations and recommendations for further research 98 5.4 Chapter summary 98 REFERENCES 100 APPENDIXES 109 Appendix 1A 109 Appendix 1B 111 Appendix 2A 113 Appendix 2B 115 Appendix 3A 117 Appendix 3B 120 Appendix 4A 123 Appendix 4B 126 Appendix 5A 129 Appendix 5B 133 Appendix 6A 136 Appendix 6B 139 viii LIST OF FIGURES AND TABLES Figure 2.1: The research model 33 Table 3.1: Teachers' demographic data 38 Table 3.2: Students' demographic data 39 Figure 3.1: Interview Protocol for Teachers 45 Figure 3.2: Interview Questions for Teachers 46 Figure 3.3: Interview Protocol for Students 47 Figure 3.4: Interview Questions for Students 48 Table 3.3: Reliability of the questionnaire 54 Table 4.1: Students' viewpoints on four clusters of demotivating factors 58 Table 4.2a: Students' opinions about task types causing demotivation 59 Table 4.2b: Students' opinions about task difficulty and authenticity 60 Table 4.3a: Students' opinions about teaching methods causing demotivation 61 Table 4.3b: Students' opinions about teaching behavior causing demotivation 62 Table 4.3c: Students' opinions about teaching activities causing demotivation 63 Table 4.4: Students' opinions about textbook causing demotivation 64 Table 4.5: Teacher's viewpoints on four clusters of demotivating factors 65 Table 4.6: Teachers' opinions about textbook causing demotivation 66 Table 4.7a: Teachers' opinions about task types causing demotivation 67 Table 4.7b: Teachers' opinions about text difficulty and authenticity causing demotivation 68 Table 4.8a: Teachers' opinions about teaching methods causing demotivation 69 Table 4.8b: Teachers' opinions about teaching behavior causing demotivation 69 Table 4.8c: Teachers' opinions about teaching activities causing demotivation 70 Table 4.9: Differences between teachers' and students' general viewpoints on the factors causing demotivation 71 ix Tôi không thích đọc có chủ đề về: a Gia đình b Lịch sử c Địa lý d Giải trí e Thể thao f Âm nhạc g Giáo dục Các dạng câu hỏi trắc nghiệm hiểu khiến không thấy hứng thú loại: a Đúng / Sai (True / False) b Đa tuyến (Multiple choice A / B / C / D) c Câu trả lời ngắn (Questions / Answers) d Điền khuyết (Cloze tests) e Kết nối (Matching) f Chú trọng khả hiểu ý g Chú trọng khả hiểu ý phụ h Chú trọng khả đoán từ vựng quan trọng (key words) Các tập trắc nghiệm khả hiểu giáo trình ‘Solutions’ là: a dễ b khó c thiếu tính thực tế Tôi không thấy hứng thú học Đọc hiểu vì: 7.1 Phương pháp dạy GV (methodology) a GV không giúp nhận thấy tính hữu ích đọc b GV không cung cấp nghĩa từ vựng (khó) c GV không giải thích cấu trúc ngữ pháp khó d GV không gợi mở nội dung liên quan đề tài trước đọc e GV không hướng dẫn phương pháp đọc f GV không sử dụng hoạt động dẫn nhập vào (games, songs, video clips, pictures,…) g GV không sử dụng đồ dùng dạy học (tranh ảnh, bảng biểu, máy chiếu,…) dạy từ vựng h GV không đưa nhận xét sau thực hoạt động Đọc hiểu 127 7.2 Phong cách dạy giáo viên (teaching style) a GV tạo nhiều áp lực học (quá nghiêm khắc, cho nhiều tập,…) b GV nói tiếng Anh nhanh, không kịp hiểu giải thích c GV không cho thời gian đủ để thực yêu cầu Đọc hiểu d GV không khen ngợi thực tốt hoạt động đọc hiểu e GV có phản hồi tiêu cực cho nhận xét khả hiểu nội dung đọc 7.3 Hoạt động dạy học (teaching activities) a GV yêu cầu tham gia hoạt động dẫn nhập vào đọc b GV yêu cầu thảo luận nội dung đọc tiếng Anh c GV yêu cầu đọc d GV yêu cầu đọc theo cặp e GV yêu cầu đọc theo nhóm Xin chân thành cảm ơn hợp tác bạn! 128 Appendix 5A CONTENT OF FOLLOW-UP INTERVIEWS (FOR TEACHERS) I Introduction of research results and participants Summary of results Issues causing demotivation in reading classes Teachers' viewpoints Textbook Textbook with mono colours Textbooks without pictures Reading tasks 'Cloze tests' 'Questions / Answers' 'Key words focus tests' 'Main ideas focus tests' 'Specific ideas focus tests' Teacher - related Teacher doesn't provide students with key words factors Teacher doesn't instruct how to read Teacher doesn't explain difficult structures Teacher doesn't use teaching aids to teach vocabulary Teacher doesn't give students the text's usefulness Teacher doesn't use Lead-in activities Teacher doesn't suggest ideas relating to texts Teacher doesn't give feedback on students' answers Teacher gives negative feedback on students' performance Teacher creates lots of stress in class Teacher speak English too fast Teacher doesn't give enough time to the tasks Teacher doesn't give compliments on students' performance Students don't like reading alone Students don't like discussing in English Participants: teachers Teacher (T1): female teacher, 4-year-experienced teaching Teacher (T2): male teacher, 8-year-experienced teaching Teacher (T3): female teacher, 16-year-experienced teaching 129 II Teachers' responses to interview questions In your opinion, what are the reasons why students at NHC dislike learning reading? T1 and T2: Most of students dislike learning reading skill because of their low level of language competence T3: The reason why is that they have bad habit of learning and reading Many students come from remote areas with inconvenient standard of living, so good opportunities to deal with English are impossible T1, and 3: They feel demotivated due to their learning objectives They don't like English because they want to focus on vocational skills when decided to enter this school What you think about your currently used textbook? T1, and 3: 'Solutions' is a good teaching and learning material It provides students with an appropriate amount of language knowledge (vocabulary / structure) as well as add-ons about cultural and social awareness Moreover, it includes tasks for reinforcement and selfassessment after each lesson T1: Currently used textbook has got unattractive appearance because it is copied handout with only black and white colors T2 and T3: Using visual images is the initial step to motivate learners, so this copied material is completely ineffective Many activities relating to pictures in the textbook are ignored T1: Original printed textbook should be used based on school authority's support to encourage students in learning English and help avoid fearful feeling of long texts with words by words T2: Other colorful reading materials should be exploited as supplemental resources In your opinion, why your students like task types such as 'True / False', 'Matching', 'Multiple choice'? T1 and 2: These are task types they prefer because they can make guesses to choose a particular answer Sometimes, they are lucky and they get marks T3: They are able to be lucky to choose the correct answers I think they like these three kinds of tasks because they don't have to manage how to write the answers stressfully What are possible reasons why your students dislike task types such as 'Cloze tests', 'Questions / Answers', 'Key words focus tests', 'Main ideas focus tests' and 'Specific ideas focus tests'? T1: There might be several reasons which they hate five types of tasks listed earlier: first, these require good comprehension ability to select the right answers, second, these demand good concentration on reading for a long time to read and catch the ideas T2 and 3: They need appropriate strategies to tackle the requirements of tasks What should you to help your students read effectively? T1, and 3: My students learn in a negative way, waiting for teacher's support They are accustomed to traditional basic steps performed by teachers: write new words on the board, explain meaning, ask to read the text, translate the text into Vietnamese and some tasks finally Therefore, teachers should adjust teaching methods 130 T1 and T3: I will provide students lots of key words and several difficult / new words at the beginning of the lesson to help them be more confident to start reading Moreover, explaining difficult structures is very essential T2: I think raising awareness of information in the text and instructing students how to read properly are very important T3: I focus on the way to give feedback flexibly, timely and effectively to help them selfevaluate their progress What other activities in a reading class can you think of? T1,2 and 3: Creating a friendly learning environment among English classes is necessary T1 and T2: I will give students more tasks with suitable difficulty level In addition, bringing fun to class, limiting stress by selecting other activities (games, competitions, ) or ways of transferring knowledge should be considered T2: I will use lead-in activities to make connection between learners and ideas or usefulness from texts This arouses their interests in reading and exploring new information T3: I establish pair work and group work activities during reading time T1 and T3: I encourage students to learn in groups based on organizing student-centered classrooms to raise students' learning autonomy What other recommendations can you suggest to help your students join reading classes better? T1, and 3: I stimulate students to take part in English speaking club (established thanks to school authority' assistance) for using and sharing English understanding in order to find the best way to read Why don't your students like reading alone? T2 and 3: They are very young, they need more interactive activities in class with mutual assistance T1,2 and 3: They need support and sharing from their classmates T1 and 2: They think effective English learning is a combination of learning and relaxing Reading alone is difficult to satisfy this requirement Why your students dislike discussing in English? T1, and 3: They are not confident in their ability T and 3: There are not many opportunities to speak English in class It is difficult to build up a habit of presenting English in front of their classmates 10 The results indicated two factors as 'Teacher doesn't use lead-in activities' and 'Teacher speaks English too fast' Can you explain more? T1: Sometimes, I don't have a good start for a reading class I often say 'Hello', write a title on the board and ask students to begin lessons In my opinion, using lead-in activities is a good technique to engage students in the content of text T2: I think lead-in activities not bring more effective reading classes Students need to understand the meaning of a text and I always try to explain the content clearly 131 T3: Sometimes, I apply lead-in activities for my classes It often takes some time, but in my opinion, there is no need because students are not willing to take part in T1, and 3: When a teacher speaks English too fast, students might not understand and follow instructions and explanation It takes more time to translate into Vietnamese to make sure they get a thorough understanding Using English of teachers becomes nonsensical and make students demotivated 132 Appendix 5B NỘI DUNG PHỎNG VẤN (GIÁO VIÊN) I Giới thiệu kết nghiên cứu đối tượng tham gia vấn Tóm tắt kết nghiên cứu Issues causing demotivation in reading classes Teachers' viewpoints Textbook Textbook with mono colours Textbooks without pictures Reading tasks 'Cloze tests' 'Questions / Answers' 'Key words focus tests' 'Main ideas focus tests' 'Specific ideas focus tests' Teacher related factors Teacher doesn't provide students with key words Teacher doesn't instruct how to read Teacher doesn't explain difficult structures Teacher doesn't use teaching aids to teach vocabulary Teacher doesn't give students the text's usefulness Teacher doesn't use Lead-in activities Teacher doesn't suggest ideas relating to texts Teacher doesn't give feedback on students' answers Teacher gives negative feedback on students' performance Teacher creates lots of stress in class Teacher speak English too fast Teacher doesn't give enough time to the tasks Teacher doesn't give compliments on students' performance Students don't like reading alone Students don't like discussing in English Đối tượng tham gia: giáo viên giảng dạy trường Giáo viên (GV1): nữ, năm kinh nghiệm Giáo viên (GV2): nam, năm kinh nghiệm Giáo viên (GV3): nữ, 16 năm kinh nghiệm 133 II Kết vấn Theo Thầy / Cô, lý học sinh NHC lại không thích học đọc hiểu tiếng Anh? GV1, 2: Hầu hết em không thích trình độ ngoại ngữ GV3: Các em chưa có thói quen học đọc tốt Nhiều em đến từ vùng sâu, vùng xa, điều kiện sống hội tiếp cận với tiếng Anh khó GV1, 2, 3: Các em không thấy hứng thú mục tiêu học tập Các em không thích tiếng Anh tâm lý muốn tập trung vào môn kỹ nghề nghiệp chọn Thầy / Cô nghĩ giáo trình sử dụng trường? GV1, 2, 3: 'Solutions' tài liệu dạy học hay Nó cung cấp cho người học lượng kiến thức phù hợp (về từ vựng, cấu trúc) lồng ghép kiến thức văn hóa, xã hội Ngoài ra, bao gồm dạng tập để củng cố tự kiểm tra sau học GV1: Tài liệu học sinh viên có hình thức chưa thu hút giáo trình photo đen trắng GV2, 3: Sử dụng hình ảnh có màu sắc bước để tạo động lực cho sinh viên việc đọc, học tài liệu photo thực hiệu quả.Nhiều hoạt động liên quan đến hình ảnh phải bỏ qua GV1: Nên nhờ hỗ trợ nhà trường việc sử dụng giáo trình với in gốc để khuyến khích sinh viên học tiếng Anh, tránh cảm giác sợ phải đọc đọc dài toàn chữ GV2: Nên sử dụng thêm tài liệu đọc bổ trợ có hình ảnh, màu sắc Theo Thầy / Cô, sinh viên lại thích dạng tập 'True / False', 'Matching', 'Multiple choice'? GV1, 2: Các em đoán để chọn câu trả lời Đôi khi, em gặp may điểm GV3: Các em gặp may chọn câu trả lời Theo tôi, em thích dạng tập tìm cách viết câu trả lời căng thẳng Tại sinh viên không thích tập dạng 'Cloze tests', 'Questions / Answers', 'Key words focus tests', 'Main ideas focus tests' and 'Specific ideas focus tests'? GV1: Có vài lý do: thứ nhất, dạng đòi hỏi khả hiểu tốt để có câu trả lời đúng, thứ hai chúng đòi hỏi tập trung cao để đọc cách tìm ý GV2 and 3: Các dạng cần phải có chiến thuật đọc phù hợp để đáp ứng yêu cầu đề Thầy / Cô nên làm để giúp sinh viên đọc tốt? GV1, 2, 3: Các em có học chưa tốt, chờ hỗ trợ từ giáo viên Các em quen với bước lớp học truyền thống, với hoạt động mà GV thực hiện: ghi từ lên bảng, giải thích nghĩa c từ, yêu cầu đọc bài, dịch đọc sang tiếng Việt cuối làm tập Do GV nên có thay đổi phương pháp giảng dạy GV1, 3: Tôi cung cấp nghĩa từ quan trọng đầu học để giúp em tự tin đọc Ngoài ra, giải thích cấu trúc quan trọng cần thiết 134 GV2: Theo tôi, giúp em có thông tin hiểu biết liên quan đến đọc hướng dẫn em cách đọc quan trọng GV3: Tôi muốn nhấn mạnh đến cách GV đưa phản hồi cách linh hoạt, lúc hiệu để giúp em tự đánh giá tiến Thầy / Cô có có nghĩ đến hoạt động khác sử dụng lớp không? GV1,2, 3: Nên tạo môi trường học thân thiện lớp học tiếng Anh GV1, 2: Tôi cho em thêm tập với độ khó phù hợp Ngoài ra, quan tâm đến việc cho lớp học vui, giảm bớt căng thẳng với hoạt động chơi games, tổ chức thi, lưu ý đến cách truyền đạt kiến thức GV2: Tôi dùng hoạt động dẫn nhập để em dễ dàng nắm ý tư ởng lợi ích đọc Điều giúp làm tăng thích thú em đọc khám phá thông tin GV3: Tôi thiết kế hoạt động theo cặp theo nhóm đọc GV1, 3: Tôi khuyến khích em học theo nhóm, theo kiểu lấy người học làm trung tâm để phát huy khả tự học Thầy / Cô có đề nghị để giúp sinh viên tham gia học đọc hiểu tiếng Anh tốt hơn? GV1, 2, 3: Tôi khuyến khích em tham gia câu lạc tiếng Anh, nơi em chia sẻ để tìm cách học tiếng Anh, đặc biệt kỹ đọc hiệu Tại sinh viên không thích đọc mình? GV1,2, 3: Các em cần hỗ trợ giúp đỡ từ bạn lớp GV2, 3: Các em trẻ, cần nhiều hoạt động giao tiếp tương tác lẫn GV1, 2: Có thể em cho học tiếng Anh hiệu kết hợp giữ học chơi Đọc không thỏa mãn nhu cầu Tại sinh viên không thích thảo luận tiếng Anh? GV1, 2, 3: Các em không tự tin vào khả GV2, 3: Không có nhiều hội nói tiếng Anh lớp nên GV gặp khó khăn giúp sinh viên xây dựng thói quen nói tiếng Anh trước lớp 10 Kết hai yếu tố 'Teacher doesn't use lead-in activities' and 'Teacher speaks English too fast' làm người học hứng thú Thầy / Cô giải thích điều này? GV1: Đôi phần bắt đầu tốt cho buổi học đọc hiểu Tôi thường nói 'Hello', viết tựa yêu cầu sinh viên bắt đầu học Theo tôi, sử dụng hoạt động dẫn nhập cách tốt giúp người học tiếp cận nhanh với nội dung đọc GV2: Tôi nghĩ hoạt động dẫn nhập không hiệu đọc hiểu Sinh viên cần hiểu nghĩa đọc cố gắng giải thích nội dung rõ ràng GV3: Đôi khi, sử dụng hoạt động dẫn nhập Nó thời gian, theo hoạt động không cần thiết sinh viên không sẵn sàng tham gia GV1, 2, 3: Khi GV nói tiếng Anh nhanh, sinh viên không hiểu theo kịp hướng dẫn giải thích GV GV thêm thời gian để dịch sang tiếng Việt nhằm đảm bảo sinh viên hiểu rõ Việc sử dụng tiếng Anh GV trở nên vô nghĩa học sinh thấy hứng thú 135 Appendix 6A CONTENT OF FOLLOW-UP INTERVIEW (FOR STUDENTS) I Introduction of research results and participants Summary of results Issues causing demotivation in reading classes Students' viewpoints Textbook Textbooks without pictures Textbook with mono - colours Reading tasks 'Cloze tests' 'Questions / Answers' 'Key words focus tests' 'Main ideas focus tests' 'Specific ideas focus tests' Tasks are too easy Instruction related factors Teacher doesn't give feedback on students' answers Teacher doesn't provide students with key words Teacher doesn't instruct how to read Teacher doesn't explain difficult structures Teacher doesn't use teaching aids to teach vocabulary Teacher doesn't give students the text's usefulness Teacher doesn't suggest ideas relating to texts Teacher gives negative feedback on students' performance Teacher creates lots of stress in class Teacher doesn't give enough time to the tasks Teacher doesn't give compliments on students' performance Students don't like reading alone Students don't like discussing in English Students don't like reading in groups Students don't like reading in pairs Participants: a group of twenty - five students in class TKT15B 136 II Students' responses to interview questions In your opinion, what are the reasons why students at NHC dislike learning reading skill in English? Student (S) 1: I think they don't like learning English in general and reading skill especially because they are bad at foreign language, they don't know vocabulary so it is very difficult to understand what the text means S2: The reason is that they have difficulties in interpreting complex structures S3: Maybe, they don't like learning generally, they learn because their parents want them to this S4: They are not accustomed to learning English at the young age, therefore they can't follow their friends and they are afraid of learning Many other students: They hate reading in English because they don't understand Reality of learning English at NHC school: (i) stressful and boring classes, (ii) little and no chances to practice with native speakers, (iii) little games in classes Therefore, it is difficult to draw students' attention to class activities What you think about your currently used textbook? Many students: It is alright because it includes many comprehensive knowledge but it is quite boring because we have to use copied handouts S5: I can't see clearly pictures without colours, so I sometimes find it difficult to follow the texts S6: I don't like reading texts without pictures illustrated S7: If pictures are used effectively, my teacher can organize more activities to make class time interesting Tell me about reading tasks in 'Solutions' you like and the reasons why you like them S2: I like 'True / False' because I can make some guesses to perform this task type S10: 'Multiple choice' is easier that the others because students can exchange information during class time easily and quickly If I am lucky, I might get correct answers in the case I am not sure S20: 'Matching' is a time-saving task because I can choose answers if I recognize several familiar and similar words in the questions Why you dislike the five types such as 'Cloze tests', 'Questions / Answers', 'Key words focus tests', 'Main ideas focus tests', 'Specific ideas focus tests'? Many students: The requirement of these task types is that I must understand the meaning the text in order to perform well S18: It takes me lots of time to read the instructions and write full answers S19: I don't know how to read in order to the tasks S20: There is no lucky element towards these types of tasks In your opinion, is it necessary to add more difficult tasks? Why? 137 S21: Certainly, it is necessary to provide with several challenging tasks to look for talented students S22: It should be, but only for homework S23: It should be 10% bonus for difficult tasks in order to encourage all students to try to read more S18 and other students: In the 1st term, there are familiar topics and not too long texts, so tasks for checking comprehension are not too difficult In the next term, there should be more challenging, especially for good students What you desire your teacher to to help you read effectively? S24: Teacher provides us with meaning of new words, explanation of complex grammar structures S25: Teacher instructs me how to read S10: Teacher explains vocabulary or information in the text in different ways S11: Sometimes, teachers not give feedback positively that make me confused Teacher should give gentle comments on what I have done and give me some advices on what I should next time S18: Teacher gives weak students more time to the tasks or finish at home > release stress S15: T helps me translate a text into Vietnamese to have deep understanding What other activities in a reading class you like? Many students: We should play games (guessing words, gap - filling, ), class discussion so that all members can share their ideas and learn together S15: I like learning in a small study group (3-4 members), it is easier to ask for support from my classmates S16: There should be competitions between groups Why don't you like reading alone? S20: It is very boring, I cannot receive assistance from my classmates S10: It takes me much time to read the whole text by myself only S8: and many students: I am not confident enough to read alone Why don't you like joining activities in pairs and groups? S15: My partner is excellent, I cannot follow him It is not a cooperative interaction S4: There is no group leader, I don't know what to Several members don't anything S1: There might be arguments Arguments often not bring good results S12: Teacher only pays attention to good students in my group 10 Why don't you like discussing in English? S22: There is little chance to speak English in class I am not accustomed to that S17: Teacher often invite good students to present They are likely to talk a lot 138 Appendix 6B NỘI DUNG PHỎNG VẤN (SINH VIÊN) I Giới thiệu kết nghiên cứu đối tượng tham gia vấn Tóm tắt kết nghiên cứu Issues causing demotivation in reading classes Students' viewpoints Textbook Textbooks without pictures Textbook with mono - colours Reading tasks 'Cloze tests' 'Questions / Answers' 'Key words focus tests' 'Main ideas focus tests' 'Specific ideas focus tests' Tasks are too easy Instruction related factors Teacher doesn't give feedback on students' answers Teacher doesn't provide students with key words Teacher doesn't instruct how to read Teacher doesn't explain difficult structures Teacher doesn't use teaching aids to teach vocabulary Teacher doesn't give students the text's usefulness Teacher doesn't suggest ideas relating to texts Teacher gives negative feedback on students' performance Teacher creates lots of stress in class Teacher doesn't give enough time to the tasks Teacher doesn't give compliments on students' performance Students don't like reading alone Students don't like discussing in English Students don't like reading in groups Students don't like reading in pairs Đối tượng tham gia: Nhóm 25 học sinh thuộc lớp TKT15B 139 II Kết vấn Theo em, học sinh NHC lại không thích học đọc hiểu tiếng Anh? Sinh viên (SV) 1: Em nghĩ bạn không thích tiếng Anh đặc biệt học đọc hiểu khả ngoại ngữ không tốt, từ vựng, không hiểu nội dung đọc SV2: Các bạn gặp khó khăn với cấu trúc phức tạp SV3: Có thể bạn nhìn chung không thích học, phải học ba mẹ muốn SV4: Các bạn không quen học tiếng Anh từ nhỏ, không theo kịp bạn bè trở nên sợ học Nhiều SV khác: Các bạn ghét đọc tiếng Anh đ ọc mà không hiểu Thực tế học tiếng Anh NHC: (i) lớp học căng thẳng chán, (ii) hội giao tiếp với người ngữ, (iii) chơi game lớp.Vì thế, khó lôi kéo bạn tham gia vào hoạt động lớp Em nghĩ giáo trình tiếng Anh dùng trường? Nhiều SV: Nó tốt có nhiều kiến thức tổng hợp, chán chúng em phải dùng sách photo SV5: Em không thấy rõ hình mà màu sắc, gặp khó khăn việc theo dõi SV6: Em không thích đọc mà hình minh họa SV7: Nếu hình ảnh sách sử dụng hiệu quả, GV tổ chức nhiều hoạt động thú vị cho lớp Hãy kể dạng tập em thích 'Solutions' nêu lý SV2: Em thích dạng 'True / False' Em đoán câu trả lời SV10: 'Multiple choice' dễ dạng khác, học sinh trao đổi thông tin dễ dàng nhanh chóng Nếu may mắn em có đáp án trường hợp em không chắn khả hiểu SV20: 'Matching' dạng tập tiết kiệm thời gian, em chọn câu trả lời nhận dạng từ tương tự quen thuộc Tại em không thích tập dạng 'Cloze tests', 'Questions / Answers', 'Key words focus tests', 'Main ideas focus tests', 'Specific ideas focus tests'? Nhiều SV: Yêu cầu dạng em phải hiểu hết nội dung SV18: Em phải nhiều thời gian để đọc yêu cầu viết câu trả lời đầy đủ SV19: Em cách đọc SV20: Không có yếu tố may mắn dạng tập Theo em, có cần thêm tập khó không? Tại sao? SV21: Chắc chắn cần thiết thêm tập khó, dành cho học sinh khá, giỏi SV22: Nên dành cho phần tập nhà SV23: Nên có điểm thưởng 10% với tập khó để khuyến khích tất học sinh cố gắng đọc nhiều 140 SV18 nhiều SV khác: Trong học kỳ 1, có chủ đề quen thuộc đọc không dài, tập đọc hiểu không khó Ở học kỳ sau, nên khó chút đặc biệt bạn học sinh giỏi Các em mong đợi GV làm để giúp em đọc tốt hơn? SV24: GV cho nghĩa từ mới, giải thích cấu trúc ngữ pháp khó SV25: GV hướng dẫn em cách đọc SV10: GV giải thích từ vựng thông tin đọc nhiều cách khác SV11: Đôi khi, GV phản hồi tích cực em lúng túng GV nhận xét nhẹ nhàng, cho em lời khuyên em nên làm cho lần sau SV18: GV cho bạn học yếu thêm thời gian làm tập hoàn tất nhà để giảm áp lực cho bạn SV15: GV giúp em dịch sang tiếng Việt để hiểu rõ Các em thích hoạt động khác học đọc hiểu tiếng Anh? Nhiều SV: Chúng em thích chơi trò chơi đoán t ừ, điền từ, thảo luận chung lớp để tất bạn chia sẻ ý kiến học hỏi lẫn SV15: Em thích học nhóm khoảng 3-4 thành viên, dễ bạn bè hỗ trợ SV16: Nên có thi đua nhóm Tại em không thích đọc mình? SV20: Sẽ chán, em nhận hỗ trợ từ bạn bè SV10: Một em đọc nguyên thời gian SV8 nhiều SV khác: Em không đủ tự tin để đọc Tại em không thích đọc theo cặp theo nhóm? SV15: Bạn em giỏi lắm, em không theo kịp Sự phối hợp kiểu không hiệu quả, không hợp tác SV4: Không có nhóm trưởng, em phải làm Có vài bạn không tham gia vào hoạt động nhóm SV1: Có thể có tranh cãi nhóm Tranh cãi nhiều thường không mang lại kết tốt SV12: GV ý đến bạn giỏi nhóm em 10 Tại em không thích thảo luận tiếng Anh? SV22: Có hội giao tiếp tiếng Anh lớp nên em không quen với việc phải nói trước lớp tiếng Anh SV17: GV thường mời bạn giỏi trình bày Các bạn nói nhiều 141 ... 66 Table 4.7a: Teachers' opinions about task types causing demotivation 67 Table 4.7b: Teachers' opinions about text difficulty and authenticity causing demotivation 68 Table... task types causing demotivation 59 Table 4.2b: Students' opinions about task difficulty and authenticity 60 Table 4.3a: Students' opinions about teaching methods causing demotivation ... Table 3.3: Reliability of the questionnaire 54 Table 4.1: Students' viewpoints on four clusters of demotivating factors 58 Table 4.2a: Students' opinions about task types causing demotivation