những yếu tố liên quan đến giáo viên làm giảm động lực thực hành nói tiếng anh của sinh viên tại một trường đại học ở việt namfinal version

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ NGỌC MAI TEACHER-RELATED DEMOTIVES IN EFL SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY (Những yếu tố liên quan đến giáo viên làm giảm động lực thực hành nói Tiếng Anh sinh viên trường đại học Việt Nam) M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 HANOI – 2018 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ NGỌC MAI TEACHER-RELATED DEMOTIVES IN EFL SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY (Những yếu tố liên quan đến giáo viên làm giảm động lực thực hành nói Tiếng Anh sinh viên trường đại học Việt Nam) M.A MINOR PROGRAMME THESIS Major: English Teaching Methodology Code: 8140231.01 Supervisor: Dr Ngô Thu Hương Ngô Thu Hương HANOI – 2018 Declaration I hereby certify the thesis entitled “Teacher-related demotives in EFL speaking classes at a Vietnamese university” as my own work in the fulfillment of the requirements for the Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi Hanoi, August, 2018 Trần Thị Ngọc Mai Acknowledgements I have now made it to the last stage of my MA journey During this interesting but at the same time challenging journey, I have been given continuous support of a number of people whom I would like to acknowledge here First of all, I wish to express my deepest gratitude to my supervisor, Dr Ngô Thu Hương The insightful academic comments she gave me, her enthusiasm for my research, and more importantly, her patience were greatly appreciated Second, I would like to express my appreciation and thanks to the staff and students of the university where my research was conducted The study would not be complete without their consent of participation My special thanks also go to the Faculty of Post-Graduate Studies, University of Languages and International Studies, Hanoi National University Without the knowledge I have learned from the intellectuals and the support of the staff in the Faculty, I could not have finished my MA journey And last but not least, my heartfelt thanks are towards my beloved family, especially to my Mom and Dad, my mother-in-law, my younger brother, and my husband for loving me, trusting me, supporting me unconditionally and accepting me as I am Very importantly, my gratitude goes out to my little son and my daughter-to-be, who give me motivation and strength to become a better me Abstract The present research investigated teacher-related demotives in EFL speaking classes at a university in Vietnam This mixed method study aimed at addressing four main objectives Specifically, quantitative method was used to examine the factors relating to teachers that demotivate students to learn English speaking skills from (1) students’ and (2) teachers’ perspectives; and (3) identify the similarities and differences in the two groups’ perceptions of such demotivators Qualitative method (i.e semi-structured interview) was employed to further inform the quantitative results and to address the final research objective which was to (4) seek ways to assist students to overcome demotivation when learning English speaking skills The quantitative findings revealed four factors relating to teachers including their traditional teaching methods, controlling communicative styles, the absence of valid testing and assessment; and insufficient English speaking competence as possible demotivators in EFL learners’ learning of speaking skills Significantly, meaningful statistical differences were computed in the teachers and students’ perceptions of teaching methods and teachers’ communicative styles Specifically, the students highly blamed their demotivation in speaking classes for teachers’ controlling communicative styles, while the teachers ranked this demotivator the third They instead believed that inappropriate pedagogy had the most destructive influence on EFL learners’ motivation to learn speaking skills The qualitative findings generally supported the quantitative ones and unveiled several recommendations for teachers to assist EFL students to overcome demotivation to learn speaking skills, i.e making speaking lessons more communicative and interactive; choosing speaking topics of students’ interests; providing constructive, informative feedbacks; being friendly, approachable and fair to students Table of contents List of figures Figure 1.1: Classification of demotives in English learning Figure 3.1: Mean score of four subtypes of teacher-related demotives reported by students and teachers Figure 3.2: Frequencies of students’ self-perceived English speaking skills List of tables Table 2.1 Outline of the Current Program of Research Table 2.2: Classification of the items in the questionnaire Table 2.3: Key interview questions description Table 3.1: Students’ Mean Levels, 95 % Confidence Interval of the Means, Standard Deviation Table 3.2: Teachers’ Mean Levels, 95 % Confidence Interval of the Means, Standard Deviation Table 3.3: Mean scores of demotivator subtypes between students and teachers, t-test and significant levels Table 3.4: Mean level of students’ self-perceived English speaking proficiency Table 3.5: Correlations between teacher-related demotive subtypes and selfperceived English speaking proficiency List of abbreviations EFL English as a Foreign Language ESL English as a Second Language L2 Second language MOET Ministry of Education and Training SPSS Statistical Package for the Social Sciences PART A: INTRODUCTION This introductory part aims to state the research problem and rationale for the study It then outlines the objectives of this thesis, along with the research questions This is followed by the reason why the research is significant The scope of this research is then discussed The last section specifies the organization of the paper Statement of the problem The English language, widely known as the global language, has become popular in Vietnam for some decades (Van, 2010) The language is considered by Vietnamese authorities as the most important foreign language at all national education levels, particularly in higher education as a result of globalization It has been highlighted in the legal documents entitled ‘Teaching and learning foreign language in the national education system in the period of 2008–2020’ lately issued by the Vietnamese government and the Vietnamese Ministry of Education and Training (MoET) that Vietnamese higher education should prepare a well-equipped labor force to work in a global economy (MoET, 2008) In other words, students need to acquire an English level proficient enough to communicate effectively in an international working environment Different from the expectation, research has indicated that a number of higher education learners, especially non- English major students, demonstrate poor levels of English proficiency (see Van, 2008; Do, 2012), which has concerned the researcher, also a lecturer teaching English in Vietnamese higher education According to Dörnyei and Ushioda (2011), the success or failure in second language acquisition (SLA) is determined by a range of factors including aptitude, intelligent and motivation As motivation is acknowledged as one of the determining factors in mastering a second or foreign (L2) language, the fact that Vietnamese students are at rather low English proficiency, especially speaking skills, may be contributed by the fact that Vietnamese students have low motivation to learn the language (Huong, 2015) While a large body of research has confirmed that motivation has the great potential to enhance learners’ levels of second language proficiency (Dörnyei, 1998b; Gardner, 2010), few studies were conducted 10 Richards, J.C & Rodgers, T.S (2001) Approaches and methods in language teaching (2nd Ed.) Cambridge: Cambridge University Press Saeedi, M (2015) Unguided Strategic Planning, Task structure, and L2 Performance: Focusing on Complexity, Accuracy, and Fluency Journal of Applied Linguistics and Language Research, 2(4), 263-274 Sakai, H., & Kikuchi, K (2009) An analysis of demotivators in the EFL classroom Saunders, M N (2012) Choosing research participants Qualitative organizational research: Core methods and current challenges, 35-52 Sawir, E (2005) Language difficulties of international students in Australia: The effects of prior learning experience International Education Journal, 6(5), 567-580 Skehan, P (1996) A framework for the implementation of task-based instruction Applied linguistics, 17(1), 38-62 Skehan, P (2009) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis Applied linguistics, 30(4), 510-532 Soureshjani, K H., & Riahipour, P (2012) Demotivating factors on English speaking skill: A study of EFL language learners and teachers’ attitudes World Applied Sciences Journal, 17(3), 327-339 Trang, T T T., & Baldauf Jr, R B (2007) Demotivation: Understanding resistance to English language learning-the case of Vietnamese students The journal of Asia TEFL, 4(1), 79-105 Tuan, N H., & Mai, T N (2015) Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School Asian Journal of Educational Research, 3(2), 8-23 Vallerand, R J (1997) Toward a hierarchical model of intrinsic and extrinsic motivation Advances in experimental social psychology, 29, 271-360 Van Teijlingen, E (2014, December) Semi-structured interviews In PGR Workshop December 77 Van, H V (2008) Những yếu tố ảnh hưởng đến chất lượng đào tạo tiếng Anh không chuyên Đại học Quốc gia Hà Nội [Factors influencing the quality of the teaching and learning in a non-English major program in the Vietnamese national university, Hanoi] Tạp chí Khoa học, Ðại học Quốc gia Hà Nội [The Journal of Social Science], 8, 22-37 Van, H V (2010) The current situation and issues of the teaching of English in Vietnam Viet, K A (2008) Imperialism of communicative language teaching and possible resistance against it from teachers in Vietnam as an English foreign languages context VNU Journal of Science: Foreign Studies, 24(3) Walker, C (2011) Managing student motivation through teaching performance Yazigy, R J (1991) Social and psychological factors in learning English as a foreign language in Lebanon Zahia, H, T (2015) Investigating the Demotivating Factors Affecting the EFL Learners’ Speaking Skill Case study: third year students at Mohamed kheider university of Biskra 78 APPENDICES APPENDIX A QUESTIONAIRE FOR STUDENTS Thank you for agreeing to complete this 30-minute questionnaire which comprises three sections Section one asks for your demographic information Section two examines different items relating to teachers that may demotivate you to speak English Section three investigates your self-assessment of speaking proficiency As responses will be treated confidentially, no names of individuals will be used in reporting the results of this questionnaire Section 1: Demographic information Read the following questions and answer them either by ticking the appropriate box or write your answer in the space Gender Male Female How long have you learned English? Please write your answer here: What is your major at university? Please write your answer here: Section 2: Teacher-related demotives in English speaking classes The following statements represent different teacher-related incidents that may dampen learners’ motivation to speak English Please read each of the statements carefully and circle the appropriate number that indicates the degree to which you agree or disagree with each statement Disagree No Disagree somewhat That teachers don’t dedicate time to oral skills demotivates L2 learners to learn speaking skills 79 Cannot decide Agree to some degree Teacher-related demotivating incidents 4 Disagree Disagree somewhat Canno t decide Agree somewhat Agree Agree No 10 11 12 13 14 Teacher-related demotivating incidents That teachers often take the central role in speaking classes demotivates L2 learners to learn speaking skills That speaking skills is not officially tested in examinations demotivates L2 learners to learn speaking skills That teachers don’t ask students to practise speaking in class demotivates L2 learners to learn speaking skills That teachers shout or get angry when students make mistakes in speaking demotivates L2 learners to learn speaking skills That teachers sometimes fail to pronounce correctly demotivates L2 learners to learn speaking skills That teachers don’t point out and correct pronunciation errors demotivates L2 learners to learn speaking skills That teachers shout or get angry when students don’t understand what they are saying demotivates L2 learners to learn speaking skills That speaking tasks given are not enacted in real world demotivates L2 learners to learn speaking skills That teachers use traditional methods to teach speaking demotivates L2 learners to learn speaking skills That teachers ignore students’ questions about the pronunciation of a new word demotivates L2 learners to learn speaking skills That teachers sometimes fail to find appropriate vocabulary to express themselves demotivates L2 learners to learn speaking skills That authentic materials such as audios, videos, transcripts are not used in English speaking classes demotivates L2 learners to learn speaking skills That teachers make fun of students’ 80 Disagree Disagree somewhat Canno t decide Agree somewhat Agree 5 5 5 5 5 5 No 15 16 17 18 19 20 21 22 23 24 25 26 27 Teacher-related demotivating incidents pronunciation problems demotivates L2 learners to learn speaking skills That speaking tests are far from what happened in the real world demotivates L2 learners to learn speaking skills That teachers frequently use Vietnamese in class demotivates L2 learners to learn speaking skills That teachers are not friendly with students demotivates L2 learners to learn speaking skills That teachers sometimes make grammatical mistakes when speaking demotivates L2 learners to learn speaking skills That teachers don’t model for the students demotivates L2 learners to learn speaking skills That teachers not give equal attention to all students demotivates L2 learners to learn speaking skills That teachers often give speaking tasks/tests that are not appropriate with students’ levels of proficiency demotivates L2 learners to learn speaking skills That teachers speak so rapidly that students cannot catch demotivates L2 learners to learn speaking skills That teachers humiliate low achievers demotivates L2 learners to learn speaking skills That teachers sometimes cannot express themselves fluently demotivates L2 learners to learn speaking skills That teachers rarely give corrective feedback demotivates L2 learners to learn speaking skills That teachers seldom offer encouraging non-verbal expressions like smiling, nodding demotivates L2 learners to learn speaking skills That teachers not have clear criteria 81 Disagree Disagree somewhat Canno t decide Agree somewhat Agree 5 5 5 5 5 5 No 28 29 30 31 32 33 34 35 Teacher-related demotivating incidents to assess speaking skill demotivates L2 learners to learn speaking skills That teachers’ instructions on speaking sub-skills are not clear demotivates L2 learners to learn speaking skills That teachers are not enthusiastic about teaching demotivates L2 learners to learn speaking skills That teachers sometimes cannot use suitable discourse functions demotivates L2 learners to learn speaking skills That teachers give boring speaking tasks which cannot make students involve demotivates L2 learners to learn speaking skills That teachers sometimes use improper organisational patterns, connectors and cohesive devices demotivates L2 learners to learn speaking skills That the rubric for oral performance is not accessible to students demotivates L2 learners to learn speaking skills That teachers often speaks without proper intonation demotivates L2 learners to learn speaking skills That teachers not consider the effects of oral testing on the learning demotivates L2 learners to learn speaking skills Disagree Disagree somewhat Canno t decide Agree somewhat Agree 5 5 5 5 Would you like to take part in the interview after finishing this questionnaire? If yes, please write down your contact here: E-mail addess: Phone number: THANK YOU! 82 PHIẾU KHẢO SÁT (DÀNH CHO SINH VIÊN) Cảm ơn bạn đồng ý tham gia trả lời câu hỏi điều tra tơi Phiếu điều tra nhằm mục đích tìm hiểu kinh nghiệm học tiếng Anh bậc đại học bạn Tất thông tin cá nhân tên, lớp, hay trường bạn bảo mật phần trình bày kết nghiên cứu Phần 1: Thơng tin nhân học Giới tính bạn?  Nam  Nữ Tính tới thời điểm tại, bạn học tiếng Anh bao lâu? Chuyên ngành bạn gì? Phần 2: Các yếu tố liên quan đến giáo viên làm giảm động lực nói tiếng Anh sinh viên Các câu mơ tả tình làm giảm động lực nói tiếng Anh bạn Bạn đọc câu cho biết mức độ bạn đồng ý hay không đồng ý với nhận định No Việc giáo viên dành thời gian để dạy kỹ nói làm giảm động lực học kỹ nói sinh viên Việc giáo viên giữ vai trò chủ đạo làm giảm động lực học kỹ nói sinh viên Việc khơng phải thi nói trường làm giảm động lực học kỹ nói sinh viên Việc giáo viên yêu cầu sinh viên thực hành nói lớp làm giảm động lực học kỹ nói sinh viên Việc bị giáo viên mắng mắc lỗi sai nói làm giảm động lực học kỹ nói sinh viên Việc giáo viên đơi phát âm khơng xác làm giảm động lực học kỹ nói 83 Khôn g đồng ý Khôn g đồng ý phần Trung lập Đồn gý phần Đồn gý 5 5 5 No 10 11 12 13 14 15 16 17 18 19 20 sinh viên Việc giáo viên không sửa lỗi phát âm làm giảm động lực học kỹ nói sinh viên Việc bị giáo viên mắng không hiểu giáo viên nói làm giảm động lực học kỹ nói sinh viên Việc hoạt động thực hành kỹ nói khơng áp dụng vào thực tế đời sống làm giảm động lực học kỹ nói sinh viên Việc giáo viên dạy kỹ nói theo phương pháp truyền thống làm giảm động lực học kỹ nói sinh viên Việc giáo viên bỏ qua câu hỏi sinh viên cách phát âm từ làm giảm động lực học kỹ nói sinh viên Việc giáo viên đơi dùng từ khơng xác làm giảm động lực học kỹ nói sinh viên Việc giáo viên sử dụng tài liệu, ngữ liệu số video, audio làm giảm động lực học kỹ nói sinh viên Việc giáo viên trêu đùa lỗi phát âm sinh viên làm giảm động lực học kỹ nói sinh viên Việc thi nói khác với ngơn ngữ thực tế làm giảm động lực học kỹ nói sinh viên Việc giáo viên thường xuyên sử dụng tiếng Việt lớp làm giảm động lực học kỹ nói sinh viên Việc giáo viên không thân thiện, cởi mở làm giảm động lực học kỹ nói sinh viên Việc đơi giáo viên mắc lỗi ngữ pháp nói làm giảm động lực học kỹ nói sinh viên Việc giáo viên khơng thị phạm hoạt động nói làm giảm động lực học kỹ nói sinh viên Việc giáo viên không quan tâm đồng 84 Khôn g đồng ý Khôn g đồng ý phần Trung lập Đồn gý phần Đồn gý 5 5 5 5 5 5 5 No 21 22 23 24 25 26 27 28 29 30 31 32 33 làm giảm động lực học kỹ nói sinh viên Việc hoạt động thực hành thi không phù hợp với trình độ làm giảm động lực học kỹ nói sinh viên Việc giáo viên nói nhanh khiến sinh viên không hiểu làm giảm động lực học kỹ nói sinh viên Việc giáo viên trêu đùa sinh viên làm giảm động lực học kỹ nói sinh viên Việc đơi giáo viên khơng nói trơi chảy làm giảm động lực học kỹ nói sinh viên Việc giáo viên đưa nhận xét làm giảm động lực học kỹ nói sinh viên Việc giáo viên có biểu khích lệ cười, gật đầu,… làm giảm động lực học kỹ nói sinh viên Việc giáo viên khơng có tiêu chí đánh giá rõ ràng làm giảm động lực học kỹ nói sinh viên Việc giáo viên hướng dẫn tiểu kỹ không rõ ràng làm giảm động lực học kỹ nói sinh viên Việc giáo viên khơng nhiệt tình giảng dạy làm giảm động lực học kỹ nói sinh viên Việc giáo viên đơi sử dụng cấu trúc diễn đạt không phù hợp làm giảm động lực học kỹ nói sinh viên Các hoạt động thực hành nói khơng hấp dẫn làm giảm động lực học kỹ nói sinh viên Việc giáo viên sử dụng từ nối không phù hợp làm giảm động lực học kỹ nói sinh viên Việc khơng thơng báo tiêu chí đánh giá làm giảm động lực học kỹ nói sinh viên 85 Khôn g đồng ý Khôn g đồng ý phần Trung lập Đồn gý phần Đồn gý 5 5 5 5 5 5 Bạn có muốn tham gia vấn (sau hoàn thành phiếu điều tra này) hay khơng? Nếu có, xin để lại địa email số điện thoại vào ô trống đây: Địa E-mail: Số điện thoại: THANK YOU! 86 APPENDIX B QUESTIONAIRE FOR TEACHERS Thank you for agreeing to complete this 30-minute questionnaire which comprises two sections Section one asks for your demographic information Section two examines different items relating to teachers that may demotivate you to speak English As responses will be treated confidentially, no names of individuals will be used in reporting the results of this questionnaire Section 1: Demographic information Read the following questions and answer them either by ticking the appropriate box or write your answer in the space Gender Male Female How long have you taught English? 1-5 years 5-10 years 11-15 years How often you focus on speaking skill in class? more than 15 years Never Rarely Occasionally Frequently Always Section 2: Teacher-related demotives in English speaking classes The following statements represent different teacher-related incidents that may dampen learners’ motivation to speak English Please read each of the statements carefully and circle the appropriate number that indicates the degree to which you agree or disagree with each statement Disagree No Disagree somewhat Cannot decide Agree to some degree Teacher-related demotivating incidents That teachers don’t dedicate time to oral skills demotivates L2 learners to learn speaking skills That teachers often take the central role in speaking classes demotivates L2 learners to learn speaking skills That speaking skills is not officially tested in examinations demotivates L2 learners to learn speaking skills That teachers don’t ask students to practise 87 Agree Disagree Disagree somewhat Cannot decide Agree somewhat Agree 5 5 No 10 11 12 13 14 15 16 17 Teacher-related demotivating incidents speaking in class demotivates L2 learners to learn speaking skills That teachers shout or get angry when students make mistakes in speaking demotivates L2 learners to learn speaking skills That teachers sometimes fail to pronounce correctly demotivates L2 learners to learn speaking skills That teachers don’t point out and correct pronunciation errors demotivates L2 learners to learn speaking skills That teachers shout or get angry when students don’t understand what they are saying demotivates L2 learners to learn speaking skills That speaking tasks given are not enacted in real world demotivates L2 learners to learn speaking skills That teachers use traditional methods to teach speaking demotivates L2 learners to learn speaking skills That teachers ignore students’ questions about the pronunciation of a new word demotivates L2 learners to learn speaking skills That teachers sometimes fail to find appropriate vocabulary to express themselves demotivates L2 learners to learn speaking skills That authentic materials such as audios, videos, transcripts are not used in English speaking classes demotivates L2 learners to learn speaking skills That teachers make fun of students’ pronunciation problems demotivates L2 learners to learn speaking skills That speaking tests are far from what happened in the real world demotivates L2 learners to learn speaking skills That teachers frequently use Vietnamese in class demotivates L2 learners to learn speaking skills That teachers are not friendly with students demotivates L2 learners to learn speaking 88 Disagree Disagree somewhat Cannot decide Agree somewhat Agree 5 5 5 5 5 5 No 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Teacher-related demotivating incidents skills That teachers sometimes make grammatical mistakes when speaking demotivates L2 learners to learn speaking skills That teachers don’t model for the students demotivates L2 learners to learn speaking skills That teachers not give equal attention to all students demotivates L2 learners to learn speaking skills That teachers often give speaking tasks/tests that are not appropriate with students’ levels of proficiency demotivates L2 learners to learn speaking skills That teachers speak so rapidly that students cannot catch demotivates L2 learners to learn speaking skills That teachers humiliate low achievers demotivates L2 learners to learn speaking skills That teachers sometimes cannot express themselves fluently demotivates L2 learners to learn speaking skills That teachers rarely give corrective feedback demotivates L2 learners to learn speaking skills That teachers seldom offer encouraging nonverbal expressions like smiling, nodding demotivates L2 learners to learn speaking skills That teachers not have clear criteria to assess speaking skill demotivates L2 learners to learn speaking skills That teachers’ instructions on speaking subskills are not clear demotivates L2 learners to learn speaking skills That teachers are not enthusiastic about teaching demotivates L2 learners to learn speaking skills That teachers sometimes cannot use suitable discourse functions demotivates L2 learners to learn speaking skills That teachers give boring speaking tasks which cannot make students involve 89 Disagree Disagree somewhat Cannot decide Agree somewhat Agree 5 5 5 5 5 5 5 No 32 33 34 35 Teacher-related demotivating incidents demotivates L2 learners to learn speaking skills That teachers sometimes use improper organisational patterns, connectors and cohesive devices demotivates L2 learners to learn speaking skills That the rubric for oral performance is not accessible to students demotivates L2 learners to learn speaking skills That teachers often speaks without proper intonation demotivates L2 learners to learn speaking skills That teachers not consider the effects of oral testing on the learning demotivates L2 learners to learn speaking skills Disagree Disagree somewhat Cannot decide Agree somewhat Agree 5 5 If you have any other ideas, please specify here THANK YOU! 90 APPENDIX C INTERVIEW QUESTIONS STUDENT INTERVIEW Do you like learning English speaking skills? Why? / Why not? Do you often speak in English in classes? Why? Why not? How you think teachers might demotivate learners in speaking classes? Which of the four teacher-related demotives, i.e teachers’ teaching method, teachers’ communicative styles, testing and assessment, and teachers’ English competence, you think may affect your motivation to speak English most negatively? Why you think so? What should teachers to help students overcome demotivation to speak English? TEACHER INTERVIEW What you think about teaching English speaking skills? What you think about your students’ speaking skills? How teachers negatively influence students’ motivation in learning speaking? Which of the four teacher-related demotives, i.e teachers’ teaching method, teachers’ communicative styles, testing and assessment, and teachers’ English competence, you think may affect your students’ motivation to speak English most negatively? Why you think so? What you to help your students overcome demotivation to speak English? 91 ... NGỌC MAI TEACHER-RELATED DEMOTIVES IN EFL SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY (Những yếu tố liên quan đến giáo viên làm giảm động lực thực hành nói Tiếng Anh sinh viên trường đại học Việt. .. demotives in EFL speaking classes at a university in Vietnam This mixed method study aimed at addressing four main objectives Specifically, quantitative method was used to examine the factors relating... INTRODUCTION This introductory part aims to state the research problem and rationale for the study It then outlines the objectives of this thesis, along with the research questions This is followed