using games to improve the students english writing skill at ha van mao high school1

1 INTRODUCTION 1.1 Rational In Vietnam, English has become a compulsory subject from Primary Three in Vietnam since 2010 and is gradually being introduced even earlier into the curriculum in many schools This highlights the official importance of English in both education and society Nevertheless, students who are generally weak in English language learning were found in many parts of the countries especially in the mountainous areas Ha Van Mao high school is one of the highschools locating in Ba Thuoc district that is in the poor religion with special difficulties in Thanh Hoa Province According to a survey of result of English in the National Examination, I have conducted in this school for many years, the number of student choosing English as a subject to offer for university is few Morever, students score very low in English The average mark they get is only under mark Most students only hope to get mark above to pass the exam Many factors contribute to these problems and lack of motivation on the part of learners or demotivated learners is one of the most common problems faced by the teachers which affects both teachers and learners in negative way The importance of motivation in English learning process in the classroom has always been recognized and recommended Without motivation in classroom, students can not achieve the goal of learning foreign language like English Moever, according to Ellis (1994), "Tapping into motivation is crucial for language teachers because we know that motivation is one of the key factors driving language learning success" Therefore, the teacher has the central role in this crucial aspect of foreign language teaching and learning processes As an English teacher, I myself had to face various problems of demotivation among Ha Van Mao highschool learners The thought of what strategies and techniques can be utilized to motivate the learners to learn English, what we can to better the quality of learning English at HaVan Mao highschool led me to choose the topic for my thesis namely “Some suggestions for English teachers in building students' motivation at Ha Van Mao highschool” I hope that this research can give a few benefits to teachers, students and related others 1.2 Objectives of the study The main objectives of this study are as follows:  To identify the important effects of motivation to students' English learning  To explore the role of teacher in building students'motivation  To suggest some solutions for teacher with the aim of developing students' motivation which could be useful to raise the result of teaching and learning English at Ha Van Mao highschool 1.3 Scope of the study For the limitation of time, conditions, and materials, this study only focuses on finding the importance of teacher, one factor affecting to students'motivation in learning English From that, some solutions are suggested to improve it This thesis is also carried out on some English teachers and 176 students of classes which I was in charge for English in school year 2017-2018 Class 10A2 (44 students) Class 10A3 (45 students) Class 12A5 (43 students) Class 12A6 (44 students) 1.4 Methods of the study Carrying out this research, the following methods have been used:  Theoretical study  Survey (questionaire)  Interview  Class observation 1.5 New aspect of the study  This study finds out the importance of motivation which direct affects to students' English learning at Ha Van Mao highschool that has not been caried out before  The suggested solutions linking real situation have been applied and have shown their effectiveness CONTENT 2.1 Theoretical background “Many of us believe that learners have certain characteristics which lead to more or less successful language learning”, (Lightbown, P.M & Spada, N 1999) There are many factors affecting language learning of the learners Spolsky, B (1998) shows us many other factors: attitude, intelligence, aptitude, learning strategies, personality, material, motivation, memory, training strategies, social context According to ZHANGHAO: "only need motivation does everyone learn foreing language well " 2.1.1 Motivation 2.1.1.1 Definition The concept of ‘motivation’ is very difficult to define due to complex nature of it Different scholars have defined it differently focusing on various aspects related to it According to Ryan & Deci (2000), "to be motivated is to move to some thing" (P.20) To put it simply, motivation is something which makes us act; it is a desire to work towards a goal or to reach an objective This implies that if motivation is present, learning can be facilitated; but without it, effective learning becomes difficult Being more specific, Clement (1994) defines language learning motivation into three levels: the language level, the learner level and the situation level These three levels get together with the three fundamental elements of any foreign language learning process which include- the target language, the language learner, and the language learning environment, also mirror the three different facets of language: the social dimension, the personal dimension, and the educational subject matter dimension However, for Williams & Burden (1997) motivation is "a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previously set goal or goals" (P.120) All these definitions affirm that the motivation is consequence of combination of different influences which lead to different types of it 2.1.1.2 Types of Motivation Many scholars such as Tudor, (1994), Arnold and Brown (1999), Littlewood (1996) have suggested two very general types of motivation (integrative and instrumental) The integrative motivation refers to the learner's desire to integrate with the speakers of second language, and even become part of the second language culture It is very similar to intrinsic motivation On the other hand, the instrumental motivation, which occurs when the learner need to get, for example, a job or to pass his examination, it is very similar to the extrinsic motivation (Gardner & Lambert, 1972) These types are discussed below 2.1.1.2.1 Extrinsic motivation(instrumental) Extrinsic motivation refers to the pressure or reward from the social environment to learn a language Extrinsically motivated learners aim to obtain a better career opportunity, a teacher’s praise or recognition or even to prove that one is a good learner However, a characteristic of external motivation is that it implies some kind of external pressure which, once removed, may result in the language learner quitting the second language learning (Noels, Clement, & Pelletier, 2001) 2.1.1.2.2 Intrinsic motivation(integrative) Intrinsic motivation, on the other hand, is more self-determined and refers to internal factors such as enjoyment and satisfaction for oneself Intrinsically motivated learners perform an activity for the feelings associated with exploring new ideas and developing knowledge, the sensations related to attempting to master the task or achieve a goal According to Ryan and Deci (2000), the feelings of satisfaction in intrinsic motivation come from a sense of competence, autonomy, and relatedness 2.1.1.3 Importance of Motivation The importance of motivation in English learning process has always been recognized due to the fact that it is one of the most important factors which decide the success or failure of the process Allwright and Bailey (1994) state that "the motivated learners are more receptive than those who are not motivated” (p.182) Ellis (1997: 76) points out that sometimes learners not have especial attitude but motivation can involve curiosity and interests so that they feel that they are involved in learning activities It is easy to say that the learner who has strong motivation will gain great success more than one who has not, and s/he will get the best chance to overcome difficulties when trying to communicate in second language Yule (1996) believes that "Obviously motivation to learn is important Indeed, we could say that motivation is necessary for learning 2.1.2 The role of teacher in motivating learners in language classroom The role of teacher in motivating and engaging students in learning language is very difficult and complex, in which it concerns all academic and social aspect of classroom environment The language teacher also has some of responsibilities in the language learning to keep the language learning process a more motivating Therefore, an experienced teacher needs to put a great deal of consideration into developing programs which can keep student interested and have obtainable short term goals 2.1.2.1 Creating the basic motivational conditions We have seen above that teachers play a significant role in affecting learners’ motivation; teachers’ actions and behaviors in the classroom have motivational influence on students Dörnyei and Csizer (1998) confirmed this claim through their study of 200 Hungarian teachers 2.1.2.1.1 Teacher's behavior They argued that teachers’ behavior is a powerful tool of motivation in classroom It is argued that teachers’ behavior can influence the students’ engagement in class Therefore, it is crucial to establish a class atmosphere of mutual trust and respect with the learners (Alison & Halliwell, 2002) Teachers can promote such respect and trust through interacting with students on a personal level and show that they care about their students’ personal issues or challenges that they face in the classroom or even outside Enthusiasm is another factor that can impact learners’ motivation Enthusiasm is contagious in classrooms; therefore, if students recognize their teacher’s enthusiasm to the task, they, too, will be enthusiastic (Dörnyei & Ushioda, 2011) 2.1.2.1.2 Creating classroom atmosphere Students’ anxiety is one of the most recognized factors that undermine learning effectiveness and second language motivation (Dörnyei, 2007; MacIntyre, 2002; Young, 1999) Safe classroom environments are the most productive in involving the learner in the learning process In such environments, students are encouraged to express their opinions and perspectives on different issues because they feel safe and protected from embarrassment and sarcasm Creating a safe teaching environment also includes developing a sense of community and promoting “a palpable sense of belonging” (White, 2007, p 104) 2.1.2.1.3.Building Cohesiveness Cohesiveness among learners has an influential motivational impact on learning Uncooperative groups can have ineffective results in learning Effective group norms are those developed by both teacher and learners Group norms that are mandated by teachers have been proved to be ineffective unless the majority of the class agrees that they are appropriate and right (Ehrman & Dörnyei, 1998) Another important norm that contributes to cohesive groups is the tolerance of learners’ mistakes and viewing them as something positive which may contribute to improvement and an indication of learning new information 2.1.2.2 Generating Students’ Motivation Teachers can achieve this aim of generating students’ motivation through implementing various strategies First, teachers should enhance learners’ values and attitudes toward the language, including their intrinsic, intercultural, and instrumental values Generating learners’ interest and enjoyment to study is a key issue here Teachers should know how to “whet the students’ appetite and attract their attention to learn the language (Dörnyei & Ushioda, 2011, p 114) The target culture is also a useful tool to generate the integrative orientation of the learners through introducing authentic materials which reflect the target culture and community of the target language However, for some learners, learning the language is a means to an end, and teachers should be aware of that and try to pay attention to the instrumental value of learning the language For instance, some learners study the target language in order to gain a rewarding career Therefore, teachers should draw the students’ attention to the fact that speaking the language fluently is crucial to their achievement of their ambitions Second, teachers should promote the learners’ expectations of success in the secnd language This notion is based on Atkinson and Raynor’s (1974) achievement motivation model The theory conceptualized that students will have a greater tendency to an activity if they feel they will succeed in that particular activity Hence, it is unlikely to aim for something if we know that we will eventually fail Brophy (1998) states that, “the simplest way to ensure that students expect success is to make sure that they achieve it constantly” (p 60) Other ways to increase students’ expectancy of success include assisting them and giving them time to prepare for tasks, explaining to them what success is involved in the task and how to achieve it, and help them overcome any obstacle they may face (Dornyei, 2011) Third, teachers should orient the students toward particular goals and work together to realize these goals In fact, in many teaching situations, teachers work with a pre-determined syllabus and already planned goal of the course, but many research studies have found that these goals most often not match the students’ goals More importantly, many students have been reported that they not understand why they are given a particular activity As a result, it is the role of the teacher to steer the class towards a particular goal and explain to the students the purpose of each activity and help them achieve that goal One of the problems that may face both teachers and learners is the diversity of learners’ goals in the sense that every learner may bring a distinct goal, and some of them are in the classroom because not that they have a goal but rather they have to be there “It is fundamental to the successful working of a group to have a sense of direction and a common purpose Defining and agreeing aims is one of the hardest tasks that the group has to undertake together” (Hadfield, 1992, p 134, as quoted by Dörnyei, 2001, p 60) The implication here is that teachers should understand each learner’s goals and with the learners create a set of goals for the whole group and work to fulfill these goals The fourth strategy to generate motivation is to make the teaching materials relevant to the learners Brophey (1998) argues that schools build their curriculum on societal norms and what the society thinks students should learn rather than giving students a choice to learn what they think is relevant to their needs So, the motivation to learn decreases dramatically when the learners learn something they not see any relevant to their lives Dörnyei (2001) suggests that teachers should make materials as relevant as possible to the students’ lives and, if necessary, teachers should supplement some activities in textbooks with more relevant materials that can motivate students to learn because they can apply it to their own experiences Finally, teachers should help students create realistic beliefs about language learning Some learners bring some unrealistic learning beliefs about how much progress or learning they can achieve in a particular class If they not see that their beliefs or expectations are not achieved, they will become disappointed and lose interest in the course Teachers, therefore, should explain the complexity to learn an second language and develop students’ understanding of the nature of the process Moreover, teachers should help students realize that there are various ways to achieve success in the learning process and encourage each learner to find his/her distinct ways of learning 2.1.2.3 Maintaining and Protecting Motivation 2.1.2.3.1.Teaching methodology One way to maintain motivation is to make the learning experience enjoyable and stimulating This can occur in variety of ways For instance, teachers can make teaching more interesting through varying their teaching styles, presentations, different materials, and learning tasks Interesting tasks have been viewed as one of the greatest components of motivation (Anderman & Anderman, 2010) Teaching can also be interesting if teachers introduce novel techniques and make the task challenging but achievable The way teachers present tasks can be either motivating or demotivating depending on teachers’ will not be able to progress if they have any doubts about their abilities (Dornyei & Ushioda, 2011) Teachers can promote learners’ self-confidence administration of the tasks This includes clarifying the aim of the task, arousing learners’ anticipation toward the task, and offering suitable strategies for doing the task 2.1.2.3.2.Promoting learner's selfmotivation Most of the discussions on maintaining motivation emphasized the teacher’s role, but if we also give the students the opportunity to share this responsibility, it will be beneficial Learners who motivate themselves exhibit more success in pursuing their goals Teachers can promote their students’ self-motivation by using useful strategies  Having high expectations: teachers should strive to motivate and engage all their students in learning rather than simply accepting that some students cannot be engaged and are destined to poorly Moreover, they should have high expectations of themselves and their own learning!  Acknowledging individual differences: What is highly important here is the fact that teachers should bear this in mind that personalizing the learning for their students as well as knowing that students develop at different rates can help them up to a great deal  Using a range of pedagogies: this mainly centers on the fact that teachers should use techniques that best serve the learning needs of their students so that they can learn on themselves through discovery Besides, effective teachers know that students learn best if they are provided with opportunities to learn not only from the teacher but also from other students and from sources outside the school that are now more readily accessible through various forms of technology  Encouraging student responsibility: teachers had better teach in a way that encourages students to take greater responsibility for their own learning so to make sure their students know what the goals of the learning program are and therefore it results in Students being actively involved in evaluating their own learning  Having Mastery over Their Teaching Content: this mainly highlights the fact that teachers are to have thorough knowledge of their subject content and skills and accordingly use their knowledge of learning processes to determine which will be most effective to help the particular students in their classes learn successfully  Monitoring progress and providing feedback: for teachers to be effective ones, it is absolutely necessary to closely monitor each student’s achievements mainly because this gives them valuable information to assess the impact of their teaching Effective teachers are also in the habit of constantly reflecting on how well they are getting through to their students and searching for better ways of teaching those who are not responding as well as extending those who are achieving well 2.2.Practical background The control charts were delivered to 176students of classes (12A5, 12A6, 10A2, 10A3) to gather actual affairs of teaching and learning English at Ha Van Mao highschool 2.2.1.For the teachers Note: A:teacher B: short of reference C:lack of basic knowledge D: other ideas Figure1: Factors affecting to students' result of learning English According to the data from the figure, it is the factor" teacher"that plays the most crucial role in students' English learning In fact, the collected information from students and English teachers show some limitations in English teacher's method demotivating students 2.2.1.1 Teaching strategies Teaching strategies must be taken into account All the data shown in the study prove that the teachers’ teaching strategies are not interesting enough to draw their students’ attention and interest The techniques and activities employed in their lessons seem to be monotonous For example, the teachers keep delivering the new language items orally and by writing on the board most of the time in Vietnamese or little English while students just look at the board and take notes Also, students are frequently asked to work individually Pair work and group work are rarely used The interaction among teachers and students is only realized by the teachers’ few questions and students’ answers It may be concluded that the teachers simply follow the framework of the textbook and teach what is required in syllabus Hence, the teaching strategies used by the teachers in certain circumstance are not in relevance and effectiveness Despite all the talk online and among innovative language teachers, the truth is that the grammar syllabus and approach still rules in this world The evaluation to be successful in this kind of examination, only a good grasp of vocabulary, some grammatical points, and reading comprehension are sufficient Therefore, teacher only focuses on teaching grammar 2.2.1.2 Teacher quality The collected information proves that the Engish teachers of Ha Van Mao highschool are mainly young and not very experienced in their teaching They often have 5- 10 year experience More than a half of English teachers quantity is women who are looking after children Due to that limitation, the teachers may not have enough time to try out on many ways of teaching; they need time to find out the most suitable and effective methods and techniques to apply in their teaching for ethnic minority students 2.2.2 Motivation Note: A: to get a good job in the future B: a compulsory subject C: a loved subject D: other ideas Figure2: students' motivation in learning English The data shown on the figure indicate that for most learners, learning English is a duty — something that they have to, but they don’t want to They don’t see pleasure in learning English These students have low motivation to participate in class, and they simply try to get a passing mark to get rid of the course Another demotivating factor is that English is considered as a general subject compared to special subjects such as physics, chemistry, mathematics and biology Only few students attend the classes to learn some special points to be successful in examination such as grammar and vocabulary However ,the number of these is not much According to a survey of the result of English in school year 2015-2016 I conducted in Ha Van Mao high school, only students in comparison wih 120 students who took the University entrance examination chose English as special subject to win a place at university in school year 2015-2016 English is considered as one of the core subjects in curiculumn and in the National Examination However, most students not like learning English ,even dislike They find challenges in learning this subject, which causes bad result of students' English learning at Ha Van Mao highschool The given data show the insufficient awareness of the important role of English and lack of students' motivation in learning English Some suggested solutions From these findings the researcher would like to give some suggestions to raise the motivation for students, to some extent, may help the teachers and learners in their teaching and learning process 2.3.1 Using relevant and useful teaching techniques The easiest way is to give the students more chances to play games, sing songs, take part in plays and competitions in English For students, they are usually active and love to join the games and competition to show their ability In addition, they are in favor of songs and plays It is easier for them to learn by heart new words through songs and plays When they can sing songs or act as a character in a play, they will be more confident to speak English Games, songs and plays as well can be used both in normal English lessons and everyweek optional lessons Hence, teachers should organize games, plays, songs and even a small competition to encourage the children and warm up the classroom atmosphere After such activities, teachers may give good comments and present the winners or the best ones small gifts which will leave sweet memories in students’ mind 2.3.2 Creating English environment In the class, the teachers should try to speak and make their ideas understood in English It seems not very natural to use only Vietnamese in English lessons It does not mean that they should not use Vietnamese, as sometimes they have to explain abstract and complex things and make sure students understand well what they need to know However, it is obvious that teachers should use English to communicate with their students in the class in order to make them familiar with the English pronunciation It also provides opportunities for teachers to practice and improve their English Additionally, teachers should make sure that all students speak during lessons One of the most important steps that a student needs to take in order to learn a new language is to speak it Speaking lets students have a feeling of being involved in the lessons Therefore, teachers should give students opportunities and time to practice and raise their voices freely Students are encouraged to ask questions, give suggestions, share ideas, and tell stories The open and friendly interactions among teachers and students and among 10 students themselves are highly appreciated Therefore, pair work and group work should be frequently used Morever, if students have opportunity to make direct conversation with native speakers, they will surely be motivated in learning English An English Club should be set up to increase the awareness and skills of students in the English language through the integration of communication and information technologies, arts and the promotion of the institutional values “Ha Van Mao English club” has been established since 2015-2016, which provides an opportunity for English language learners to practise using English in a relaxing and friendly 2.3.3 Using visual aids Visual aids are welcomed in most of the lessons Students can learn best when they are happy and excited Because of their little background knowledge and practical experience, the teachers should present their lessons visually and vividly to draw students’ attention and interest by using colorful pictures, diagrams, or real objectives, etc 2.3.4 Adapting the textbook It is necessary for teacher to adapt the textbook to make it interesting to the students Depending on certain units and lessons, teachers can adapt the their teaching material by omitting, re-ordering, replacing, combining, or adding tasks For example, when the topic of the lesson is not relevant to students’ background knowledge, the teachers should discover what students know about it prior to teaching and design the lesson based on that knowledge However, an important thing to remember when adapting teaching materials is everything presented needs to be made clear and specifically It is better to start teaching the ethnic students from simple to complex things By doing that, English can help them to boost their confidence and raise their voice in modern society 2.3.5 Using pedagogical skills Teachers are also advisable to be gentle and sensitive to their students’ errors and mistakes Children are always afraid of making mistakes and being laughed at in public; if they are hurt once, they will gradually be reserved and quiet They may no longer dare to have a word in front of the classmates Therefore, the teachers should be reliable to students for their mistake correction without making them shy Furthermore, the teachers need to have sense of humor to make good impressions on their students Another important thing is that teachers should not disregard ethnic minority students but show honest sympathies with their disadvantages to close the gap between the teachers and students 2.3.6 Using suitable evaluation Teacher should be fexible in evaluation Needless to say, evaluation and assessment can focus on different aspects of teaching and learning: 11 respectively textbooks and instructional materials, student achievement, and whole programs of instruction We shoud decide which test is suitable wih the students Futhermore, it is necessary that the teacher should not always pay atttention to the students’ mistakes Instead, the teacher should encourage them to use English as much as possible during the lesson and create a friendly learning environmment so that the students will be more confident and be ready to receive the new knowledge 2.3.7 Building Positive Relationships Teachers are advised to develop productive relationships with their students i.e they get to know them and take a particular interest in their overall development and progress and also try to work collaboratively to benefit student learning We, as teachers, should be able to something beyond our teaching tasks and if we make good relationship with our students we can read their mind and interests to reach our goals I am sure teachers can improve students' behavior too if they honestly themselves what they want from others to Students need patience and attention but teachers before attending a class must know some knowledge and experience of psychology and management How can we establish a sincere atmosphere? how to react in different circumstances and much more, how to recognize their abilities, interests and dislikes It is necessary to mention that strengthening student's self respect and self actualization is of high priority 2.3.8 Raising the awareness of the importance of English It is suggested that teacher have important role in raising the awareness of the importance of English through parents society meeting or class meeting, linking school-based with family- and society-based education and creating an effective English education environment at Ha Va Mao high school Creating vocational activities by inviting old students who have got achivements or students of higher eduction They will share their knowledge of importance of English in choosing career and applying for good job The suggestion that English shoud be one of the core subjects in National examiation and highschool entrance examination should be given so that the students have better awareness of English since lower grades 2.3.9 Creating some extracurricular activities Teacher should prepare and encourage students to join in extracurricular activities which are student experiences and activities not included in the educational curriculum These activities are a significant part of education It has been proved that extracurricular activities are as necessary as regular classes for development of skills (Tenhouse, 2003; Eccles, 2003) Furthermore, extracurricular activities are good opportunities for students to achieve their curricular goals Students discover and develop their skills 12 through these activities for achievement Extracurricular activities are performed at all levels of schools in many different ways such as sports, clubs, debate, music, art, school newspaper In school year 2018-2019, English group cooperated with other organizations to hold interesting programmes named: English singing contest, Ring the golden bell With the full participation of classes, there were 10 competitors with 15 wonderful shows made students have a good experience with English 2.4 Effectiveness of the teaching experience These suggested activities have been applied in my teaching to 10th and 12th grade at Ha Van Mao high school since the school year 2017-2018 and they seem to be useful to students Most of the students find it easier and more comfortable with English lessons This is shown through their high motivation and interest in learning English, their active participation in activities and many students at low levels can finish required task As a result, students’ result, to some extent, has been improved during the school years Below is the result achieved from students of class 10A2 and 12A5 who learnt English with applied solutions in comparision with the students of class 10A3 and 12A6 who were taught English without applying given solutions in the school year 2017-2018  The rate of excellent and good students increase Below is the result achieved from students of class 10A2 and 10A3 in school year 20172018 Chart 1:The result at the end of school year 2017-2018 Class Number of Excellence Good Average Weak students 10A3 44 ( 0%) (18%) 31(70.5%) 5( 11.5%) 10A2 45 (6.6%) 6(26.7%) 29( 64.5%) ( 2.2%)  The average mark students of class 12A5 get in the Nation Examination in comparison with the one of class 12A6 is higher, and none of students get mark below 1.5 Chart 2: The result of the National Examination Class Number of Good Average Under Under 1.5 students 12A6 44 ( 0%) (2.3%) 40(90.7%) 3(7%) 12A5 43 3(7%) ( 11.6%) 35(81.4%) The number of students in class 12A5 choosing English as a special subject for their university entrance examination rose up to (9/43students joining in university entrance examination) - More and more students participate in English club and English book club 13 The given information show the effectiveness of this study Students seem to be eager to learn English They are more confident in using English in both class and daily conversation CONCLUSION 3.1 Conclusion In this paper, I addressed some major influential theories of second language motivation and the role of the teacher in enhancing learners’ motivation and helping them achieve continuous progress in their language learning process The body of literature in the field of motivation has shown that teachers play significant roles in increasing, or decreasing, students’ motivation The implications of motivational models and strategies can be beneficial for learner and teachers Teachers would find it so helpful to integrate these motivational strategies in their classrooms and help their students make the most of their English learning While each of the theories and strategies that I reviewed has some value, no single theory or strategy can sufficiently explain learners’ motivation Therefore, it would be wise if teachers drew eclectically from these theories and strategies, or at least most of them, and try different combinations in their classrooms, taking into consideration that learners are different and thus different motivational strategies may work differently with each group of students In addition, it is significant that teachers should be aware of their actions and behaviors in classroom because it is very likely that teachers’ actions can demotivate learners 3.2 Suggestions for further study In conclusion, to make the English learning process of students at Ha Van Mao become more effective, it depends on not solely the improvement of students' motivation but also other aspects However, basing on these findings on the study, some suggested solutions given to the teachers show their effectiveness This thesis, it is also needed to study more about personal attitude and parental influence which are also the fundamental factors in learning English It is necessary to discuss more about teaching methodology of English which meets minority students’ local needs, natural and economic circumstances, and their background It will surely promote their efficiency of learning English It is better to start teaching them in a simple and locally based curriculum Additionaly, we can creat more activities for English club by keeping cooperation with trustful other organizations to hold several interesting programmes like “Ring The Golden Bell in English”, “The Speech Contest competitions”, “English Summer camps” and so forth with the hope of bringing a good and safe environment of meeting new friends and using English to all students of Ha Van Mao highschool 14 XÁC NHẬN CỦA VỊ THỦ TRƯỞNG ĐƠN Thanh Hóa 20 tháng5 năm2019 Tơi xin cam đoan SKKN viết, không chép người khác Người thực Lưu Thị Loan 15 16 ... build their curriculum on societal norms and what the society thinks students should learn rather than giving students a choice to learn what they think is relevant to their needs So, the motivation... D: other ideas Figure2: students' motivation in learning English The data shown on the figure indicate that for most learners, learning English is a duty — something that they have to, but they... helpful to integrate these motivational strategies in their classrooms and help their students make the most of their English learning While each of the theories and strategies that I reviewed has