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VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - HOÀNG VĂN HỢI STUDENTS’ LOW MOTIVATION IN LEARNING ENGLISH AT NGƠ TRÍ HỊA HIGH SCHOOL: REASONS AND SOLUTIONS (Động lực thấp việc học tiếng Anh học sinh trường THPT Ngơ Trí Hòa: Các ngun nhân giải pháp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -*** - HOÀNG VĂN HỢI STUDENTS’ LOW MOTIVATION IN LEARNING ENGLISH AT NGÔ TRÍ HỊA HIGH SCHOOL: REASONS AND SOLUTIONS (Động lực thấp việc học tiếng Anh học sinh trường THPT Ngơ Trí Hòa: Các ngun nhân giải pháp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Dr Ngơ Hữu Hồng Hanoi - 2013 ABBREVIATIONS EFL: English as a Foreign Language L2: Second Language FL: Foreign Language iv LIST OF TABLES Table The factors of low motivation in students‟ learning English speaking class Table The external factors of low motivation Table The internal factors of low motivation Table Students‟ idea on what motivates them to learn English speaking v TABLE OF CONTENTS CONTENTS Declaration PAGES i Acknowledgements ii Abstract iii List of abbreviations iv List of tables and charts v Table of contents vi PART A: INTRODUCTION 1 Rationale Aims of the study Research questions Significance of the study Scope of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Previous studies on de-motivation in learning English 1.2 Theoretical background of low motivation (de-motivation) 1.2.1 Definition of motivation 1.2.2 The importance of motivation in foreign language learning 10 1.2.3 Low motivation or de-motivation in foreign language learning 11 1.3 Speaking 15 1.3.1 Definitions of Speaking 15 1.3.2 The importance of Speaking 15 Summary 16 CHAPTER 2: METHODOLOGY 17 2.1 Research questions 17 2.2 Subjects 17 2.3 Context 18 vi 2.4 Methods of data collection 19 2.4.1 Questionnaires for students 20 2.4.2 Semi – Structured interview 20 Summary 21 CHAPTER 3: RESULTS AND DISCUSSION 22 3.1 Results 22 3.1.1 The factors of low motivation in students‟ learning English 22 3.1.2 Results of research question 23 3.1.3.Results of research question 29 3.2 Discussion 30 Summary 33 PART C: CONCLUSION 34 1.Conclusion 34 Pedagogical implications 34 Limitations of the study 39 Suggestions for further study 39 REFERENCES 41 APPENDIX I APPENDIX III APPENDIX IV APPENDIX VI vii PART A INTRODUCTION Rationale of the study In the English teaching and learning, among the four skills, the speaking skill plays an important part in language teaching in the context of Vietnam At Ngo Tri Hoa High school, students seem to have lost motivation in learning English and they are not active in participating in all activities such as Listening, Speaking, Reading and Writing These lead to the underachievement and a negative effect on students in learning English as a foreign language I have been a teacher of English at Ngo Tri Hoa High school in Dien Chau district, Nghe An province for six years Ngo Tri Hoa is not a gifted school However the quality of teaching and learning is quite high in compassion with other school in this area English is compulsory subject and there are English periods per week I am very sad to realize that most of student in grade 10 are interested in learning English, but their interest is gradually reduced in grade 11, and they are almost not motivated in learning English any more when they are in grade 12 Why this happens? What factors cause their low motivation? This is the reason why I decided to choose this title of the study “Students’ low motivation in learning English at Ngơ Trí Hồ High School” Aims of the study The study is carried out to meet the following aims to - Overview the status to learn English, bad situation, contribution voice to raise engine and the quality of the school‟s learning English later - Identity the low motivation in English Speaking lesson of the 12th form students - Suggest some feasible solutions to eliminate the low motivation factors in English lessons in order to better students‟ English learning Research questions Question 1: What are the factors that cause students‟ low motivation in learning English speaking? Question 2: What are the factors that assist students to overcome the low motivation? Significance of the study As mentioned in the Aims and research questions The study has practical significance and pedagogical significance: - Practical significance: to find and confirm the negative factors, barriers to learning English of the students at Ngo Tri Hoa High School in Dien Chau District, Nghe An Province based on the study of 100 students of the 12th grade - Pedagogical significance: to suggest some implications to teachers at Ngo Tri Hoa School and improve the Ngo Tri Hoa High School's learning English Scope of the study In the previous studies (see page 4), de-motivation in learning English is mentioned in general and they aimed at several levels of learners I limited and focused on speaking skill only of students at Ngo Tri Hoa high school, Dien Chau district, Nghe An province This study was conducted in two classes (H1 and H2) with 100 12th grade students at Ngo Tri Hoa High School This study was carried out in order to find out the reasons causing low motivation to learn English and solutions that can help them to overcome their problem Design of the study This minor thesis is divided into three parts Part A, INTRODUCTION, presents the rationale, the aims, and research questions, significance of study, method and design of the study Part B, DEVELOPMENT, includes three chapters Chapter 1, LITERATURE REVIEW, presents various concepts most relevant to the research topic such previous studies on de-motivation in learning English and definition of motivation, low motivation and de-motivation, the importance of motivation in foreign language learning Besides, the following are also included in this chapter: definition of speaking, the importance of speaking English skill Chapter 2, METHODOLOGY, provides the methodology underlying the research which includes the general information about study subjects, the current state of teaching and learning English at Ngo Tri Hoa High School This chapter also focuses on the methods of data collection Chapter 3, RESULTS AND DISCUSSION, gives a detailed presentation of data and a detailed description of data analysis Some explanations and interpretations of the findings of the study are also presented Part C, CONCLUSION, emphasizes the implication of the study in which certain techniques for improving speaking skill to students at Ngo Tri Hoa high school Furthermore, this chapter also points out the limitations of the study and provides some suggestions for further studies PART B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter is concerned with some previous studies of de-motivation and theoretical background and definitions of motivation, low motivation Then, the definitions of speaking, the importance of speaking and teaching speaking in rural high school 1.1 Previous studies on de-motivation in learning English Hamada and Kito (2008) carried out a research to find the answer for two questions: “What are the primary de-motivating factors in Japanese high school students?” and “what are the root of those factors?” Hamada and Kito conducted a quality research by mean of questionnaire on 100 second-year students, aged 16-17 a public high school in Tohuku The English proficiency level of most the students are slightly below the National average for the Japanese high school students The students were ask to 11 questionnaires with scales: “Yes”, “Not really”, “No” and “Not at all” The questionnaire focused on finding the factors of the motivation, for example, “Some friends around you not like English Has it de-motivated you?”, “Has teacher‟s pronunciation de-motivated you?”, “Have you lost interest in English?” etc Then, they exercised the interview with 26 second - year students selected randomly from 100 students who had responded to the questionnaire to have deeply understanding the roots of these factors In this study, five factors about de-motivation were found: 1) Learning environment and facilities, 2) Teacher‟s competence and teaching style, 3) Little intrinsic motivation, 4) Non-communicative methods, 5) Textbooks and lesson Moreover, Hamada, Y and Kito, K found out one notable factor that some students said they had started having negative feelings toward English when they were in Junior high school However, other students revealed that they had not interested or had any purpose in studying from the beginning Pedagogical implications The findings of study clearly indicated that low motivation is an issue of concern even with those students who are doing well in English; it is an issue that has to be taken into account in language learning classroom Therefore, this section discusses practical implications of the findings for the teacher of English who are face their students‟ everyday (1) Maintain students’ extrinsic motivation and enhance their intrinsic motivation The majority of the student appeared to possess a strong instrumental motivation learning speaking was useful in improvement of their knowledge of grammar, vocabulary and phonetics in order for them to get good marks in their tests and exams, and for their future career Teachers should provide examples and language activities, which are great helping enriching their vocabulary, memorizing phonetic sounds and stress as well as grammatical structures However, it is intrinsic motivation whose primary reason is the interests in learning that tend to lead to students success For that reason, intrinsic motivation should be enhanced through useful and fascinating activities such as games, role - plays, song and introduction of the cultural features and values among English speaking community by means of real pictures photos, movies and videos (2) Have appropriate teacher behaviors and a good relationship with the students As discussed above, teachers play a significant role in increasing motivation as well as reducing de-motivation of the students through their personal characteristics, behaviors and classroom management practices A key element is to establish relationships of mutual trust and respect with the students This involves finding opportunities to talk with them on a personal level and letting them know that teachers have thought about them and that their individual effort is recognized Another thing, which is believed to be very important in motivating students to learn, is teachers‟ enthusiasm Students take cues from their teachers about how to respond to school 35 activities Enthusiastic teachers convey a great sense of commitment to and excitement about the subject matter content, not only in words but also by body language (3) Create a pleasant, supportive atmosphere in the classroom To reduce de-motivation in learning, students need both plentiful opportunities to learn and steady encouragement and support of their learning efforts Thus, it is important that the teacher organize and manage the classroom as an effective learning environment Furthermore, to students who are not interested or make low effort in speaking lessons, it is significant that learning occurs within a relaxed and supportive atmosphere The ideal atmosphere is that all students involve the activities and they help as well as encourage each other in the classroom Therefore, teachers should be patient, encouraging people who support students‟ learning efforts In contrast, students should feel comfortable taking intellectual risks because they know that they will not be embarrassed or criticized if they make a mistake (4)Increase students’ self - confidence and promote learner autonomy Self-confidence is generally seen as a key factor in learning a language but the important question is how to maintain and increase students‟ self-confidence and self esteem in a context - the language classroom – which is inherently face- threatening for the students According to Dornyei (2001), there are several ways of successfully increasing the students‟ self –confidence, as illustrated by the following five approaches: (1) Teachers can foster the belief in their students that competence is a changeable and controllable aspect of development and they can help to dispel misconceptions and unrealistic fears (2) Favorable self-conceptions of L2 competence can be promoted by providing regular experiences of success and emphasizing what learners can rather cannot (3) Giving students the feeling of making a useful contribution and creating classroom situations where they can demonstrate positive features and come forward to offer help 36 (4) Sometimes a small personal word of encouragement or praise is sufficient (5) Finally, teachers can reduce classroom de-motivation by making the learning context less stressful and by providing learners with strategies to cope with anxiety- provoking situations What is more with creating students‟ autonomy, Benson (2000, cited in Dornyei: 2001) distinguishes five different types of practice associated with the development of autonomy: Resource- based approaches (emphasizing independent interaction with learning materials) Technology-based approaches (emphasizing independent interaction with educational technologies Learner-based approaches (emphasizing the direct production of behavioral and psychological changes in the learner, e.g strategy training Classroom-based approaches (emphasizing changes in the relationship between learners and teachers in the classroom and learner control over planning and evaluation of learning) Curriculum-based approaches (extending the idea of control over the planning and evaluation of learning to the curriculum as a whole (5) Have careful preparations for the lessons and give students clear instructions As discussed above, most of the students in the interview found it hard to complement their speaking tasks because of their poor vocabulary, grammar and structures Thus, teachers should feed students as many words, knowledge of grammar and English structures as possible in each lesson and encourage them to memorize these by competitive activities or interesting games A careful and regular check on them should be conducted in a variety of ways such as in both oral and written form More importantly, handouts and extra worksheets are beneficial Teachers can provide students with photocopied handouts for practicing and checking vocabulary, grammar and structures, which arouse their interest and excitement Another thing is that, teachers should give students clear instructions before each task One of the finding shows that students feel de-motivated with activities in the classroom because of the reason is that teacher did not give them clear enough instructions To cope with the 37 problem, clear instructions are necessary (6) Apply and adapt suitable teaching methods The findings of the study indicated that teaching methods lead to student demotivation in learning an L2 in general or learning speaking in particular There is quite a big gap between teaching methods and students‟ interest and expectations, which means the technique or activities that teachers think interesting and useful might not be preferable to their students and vice versa In addition, students‟ preferences are various, an ideal teaching technique or activity for one student might not be appropriate or enjoyable for another Therefore, the important thing is that teachers should adapt their teaching methods for each suitable teaching context Flexibility in teaching is of the great significance Furthermore, teachers should make more often use of visual aids and communicative activities both in class and outside class as far as possible under the school disciplines An English-speaking club or English-speaking contest may be a suggestion for teachers for extra curriculum (7) Promote teachers’ self- study and effort to change the matter Teachers‟ knowledge of the L2 language can be seen as the norm and the goal for students to achieve To some extent, a teacher‟ good command of an L2 naturally creates motivation among their students Therefore, teachers‟ self – study is necessary to improve their knowledge of English as well as their teaching methods Teachers can learn through books, the Internet even can share experience with their colleagues They can help each other for improvement and changes of teaching English situation in the school Besides these implications, the researchers would like to quote some students‟ saying with the aims at helping English teachers understand more students‟ desire Teacher should be gentler, more considerate, spend more time to talk with students to understand their students more She shouldn’t always shout us; criticize us when we make mistakes 38 Teacher should use more games in the beginning of the lesson instead of checking old knowledge This always make scared and de-motivated during the lesson Teacher should let students see more films with English subtitle improve students’ vocabularies, pronunciation, and listening skill There should be more outdoor activities such as holding English singing contest, English competition, meeting and talking with speakers to improve students’ English and promote students’ life Teacher should often provide students the methods, strategies to learn vocabularies, grammatical items, and communicative skills Teacher should relearn their grammatical items, spelling, and pronunciation because sometimes she makes mistakes Teacher should focus on more communicative with skills rather than language focus lessons The numbers of speaking and listening lesson should be increased Limitations of the study Although the researcher has made effort toward carrying out this study such as the triangulation of data collection methods, namely survey questionnaires and interview for learns due to the limitation of time, lack of resources and the researcher‟s ability, shortcomings are unavoidable; it has the following major limitations: First, the study only carries an investigation of the low motivation of the 12th form students in learning speaking, so to some extent, the findings may not generalized to all the students of the school Second, the study only investigate low motivation in speaking skill, the results may not true to other skills or subjects 39 Third, there are many factors of low motivation in learning to speak English, but the number of factors taken into account in the study is still limited Finally, the suggestions made in the study only focus on the English teachers There are no suggestions for students or other aspects such as changes in the school disciplines, improvement of curriculum and textbook, etc Suggestions for further research Hopefully, the above results and implications of this study will encourage more research on low motivation in learning English, in particular, learning foreign languages in general Further studies should have an insight look into other aspects of low motivation such as impact of low motivation, how low motivators are different in term of the levels of impact, distinction between low motivation learners and a motivated learners etc 40 REFERENCES Bygate M (1987), Speaking, Oxford, Longman Chambers G (1993), Taking the “de” out of de-motivation Language learning Journal 7, pp 13 -16 Crookes G & Schmidt, R (1991), Motivation: Reopening the Research Agenda, Language Learning 41: pp 469 – 512 Caroll J B (1962), The Prediction of Success in Intensive foreign language training, Training research and education, Pittsburgh, The University of Pittsburgh Press, Christophel D.M & Gorham, J (1995), A test – retests analysis of student motivation, teacher immediacy, and perceived source of motivation and de-motivation in college classes Communication Education, pp 44, 292 -305 6, Deci E & Ryan, M (1985), Intrinsic and Extrinsic motivation: classic definitions and new direction Retrieved September 6, 2010, from http:// www.idealibrery.com Dornyei Z (1990), Conceptualizing motivation in foreign language learning, Language learning Journal 40, pp 45 -78 Dornyei Z (1998), De-motivation in foreign language learning Paper presented at the TESOL‟98 Congress, Seattle, WA, March Dornyei, Z (2001), Motivational Strategies in the Language Classroom, Cambridge: Cambridge University Press 10 Dornyei, Z (2001a), new themes and approaches in second language motivation research, Annual Review of Applied Linguistics 21, pp 43 -59 11 Dornyei, Z (2001b), Teaching and Researching Motivation London: Longman 12 Ebata M.(2009), Motivation factors in language learning, The Internet TESF Joournal 13 Gardner.R.C & Lambert W.(1972), Attitudes and Motivation in Second Language Learning Rowley M.A: Newbury House 14 Gardner R.C (1985), Social Psychology and Second Language Learning: The role of attitudes and motivation, London: Edward Arnold 15 Gorham J & Christopher D.M (1992), Students‟ perceptions of teacher‟s behaviors as motivating and de-motivating factors in college classes, Communication Quarterly 40 41 16 Gorham, J & Millette D.M (1997), A comparative analysis of the teacher and student perceptions of sources of motivation and de-motivation in college classes, Communication Education 46(4), pp 245 -261 17 Gillham B (2000), Developing the questionnaire, New York Continuum 18 Hamada, Y., & Kito K (2008), De-motivation in Japanese high schools Conference Proceeding, Tokyo: JALT 19 Keblawi F (2007), De-motivation among Arab learners of English as a foreign language Retrieved September 6, 2010, from http://www.readingmatrix.com 20 Labonde, R N (1982), Second Language Acquisition: A cause Analysis Unpublished MA thesis, University of Western Ontario, London 21 Lightbrown P.M & Spada N (1999), How language is learned, Oxford University Press 22 Littlewood W (1998), Foreign and Second Language Teaching, Cambridge: Cambridge University Press 23 Nunan D (1987), Applying second language acquisition research, Adelaide: National Curriculum Resource Center 24 Nunan, D (1992), Methods in language learning, Boston, Heinle & Heine Publishers 25 Nunan D (1996), Language Teaching Methodology, Phoenix ELT & Prentice Hall Macmillan 26 Norris J H (2001), Contributing Factor in Second Language Acquisition The Internet TESL Journal, Vol7, No.6, June 2001 27 Nguyen Thi Minh Hang (2010), De-motivation on speaking class of 10th student in Nam Sach high school, Hai Duong province M.A minor thesis, VNU- ULIS 28 Oxford R L & Shearin J (1994), Language learning motivation: Expanding the theoretical framework The Modern Language Journal 78, pp.19 29 Oxford R.L (1998), The unraveling tapestry: Teacher and course cartelistic associated with de-motivation in the language classroom De-motivation in Foreign Language Learning Paper presented at the TESOL‟98 Congress, Seattle, WA, March 30 Pattision P (1992), Developing Communication Skills, Cambridge: Cambridge University Press 42 31 Phan Van Hoa & Le Viet Ha (2009), An investigation into English learning motivation of upper secondary school in Quang Nam province, Da Nang Science and Technology Magazine No.5 (34), pp 163 -171 32 Richards J C & Lockhart C (1994), Reflective Teaching in Second Language classroom, Cambridge: Cambridge University Press 33 Sakai H and K Kikuchi (2009), An analysis of de-motivators in the EFL classroom System 37 (1), pp 57 - 69 34 Tran Thi Thu Trang & R B Baldauf Jr (2007), De-motivation: Understanding Resistance to English Language Learning – The Case of Vietnamese Students, The Journal of ASIA TEFL, Vol.41, pp.79-105 35 Vu Thi Huyen (2011), De-motivation in learning English of students at Ly Thai To high school in Bac Ninh, M.A Minor thesis, VNU- ULIS 36 Williams M and Burden R (1997), Psychology of Language Teachers, Cambridge: Cambridge University Press 43 Appendix PHIẾU TÌM HIỂU Ý KIẾN CỦA HỌC SINH HỌC TIẾNG ANH Ở TRƯỜNG THPT NGÔ TRÍ HỒ – DIỄN CHÂU – NGHỆ AN Các em học sinh thân mến, Tôi giáo viên Trường THPT Ngơ Trí Hồ, tơi làm khố luận tôt nghiệp thạc sỹ, thu thập ý kiến học sinh lớp 12 nhằm tìm hiểu nguyên nhân làm động lực học tiếng Anh học sinh thấp trường THPT Ngơ Trí Hồ giải pháp giúp học sinh vượt qua động lực học tiếng Anh thấp Câu hỏi phục vụ mục đich nghiên cứu hồn tồn giữ bí mật Rất mong em dành chút thời gian trả lời TRUNG THỰC “có” “khơng” câu hỏi Rất cám ơn em Câu hỏi 1: Những nguyên nhân làm cho động lực học tiếng Anh học sinh thấp TT Những nguyên nhân có làm cho động lực học tiếng Anh học sinh thấp không? Thiếu kiến thức ngữ pháp từ vưng từ để nói Nói tiếng Anh Nghĩ khơng có khả học Ngoại ngữ Sợ bạn cười sử dụng tiếng Anh Bị điểm thấp cố gắng nhiều Khơng có tiền học thêm nên cảm thấy thua thiệt với bạn bè Chủ đề chủ điểm không thực tế với sống em Học nhiều môn nên không tập trung nhiều thời gian cho môn tiếng Anh Giáo viên không quan tâm đến học sinh 10 Bị giáo viên lăng mạ,Giáo viên dạy mà la mắng học sinh nhiều 11 Giáo viên không công với học sinh 12 Giáo viên giảng không thu hút học sinh 13 Giáo viên đề kiểm tra/ thi không sát với chương trình (khả học sinh) I Có Khơng 14 Thay đổi giáo viên nên không quen phương pháp khó tiếp thu 15 Nói tiếng anh khơng thực tế môn khác để thi đại học 16 Không hứng thú với sách giáo khoa 17 Không biết cách tự học nhà 18 Lớp đông nên học đựơc học Câu hỏi 2: Theo bạn, giải pháp giúp học sinh vượt qua động lực học tiếng Anh thấp học sinh mà ngày học sinh học tiếng Anh? 1, …………………………………………………………………………………… 2,…………………………………………………………………………………… 3,…………………………………………………………………………………… 4,…………………………………………………………………………………… 5,…………………………………………………………………………………… 6,…………………………………………………………………………………… 7,…………………………………………………………………………………… 8,…………………………………………………………………………………… 9…………………………………………………………………………………… 10,…………………………………………………………………………………… 11…………………………………………………………………………………… 12,…………………………………………………………………………………… 13…………………………………………………………………………………… 14,…………………………………………………………………………………… 15…………………………………………………………………………………… Xin chân thành cảm ơn đóng góp ý kiến bạn! II Appendix CÂU HỎI PHỎNG VẤN CHO HỌC SINH 1, Em bị hứng thú việc học nói tiếng Anh chưa? Nếu có từ nào? Tại sao? 2, Tại em học tiếng Anh (em thích học, cải thiện vốn tiếng Anh, để dễ kiếm việc tương lai, để làm kiểm tra) Theo em tiếng Anh có quan trọng khơng, có nào? 3, Chun mơn tính cách giáo viên có làm em hứng thú khơng? Nếu có nào? 4, Em thấy phương pháp dạy tiếng Anh giáo viên phù hợp chưa? 5, Em thấy hoạt động lớp nào? Buồn tẻ hay thú vị Em thấy môi trường học tiếng Anh lớp trường ta nào? Ngoài việc học tiếng Anh lớp, em có học thêm tiếng Anh đâu khơng? Hoặc có gia sư dạy thêm không? Em nghĩ kiểm tra em? III Appendix QUESTIONS FOR STUDENTS Dear Students, I am a teacher at Tri Ngo Hoa high school, now I'm doing a graduate thesis, gathering the opinions of students to of the 12th grade “the causes of students‟ low motivation to learn English at Ngo Tri Hoa high school and solutions that can help students overcome low motivation to learn English This question is only for research purposes and is completely confidential We hope you take a moment and honestly answer "yes" or "no" to the question below Many thanks to you Question 1: Do these reasons make you low motivation in learning English? Number Do these reasons make you low motivation in learning English? Lack of knowledge, complicated grammar, large vocabulary The speaking skill difficulty Think themselves not have the ability to learn foreign languages Afraid of being laughed when using English Get low marks despite having studies seriously Lack of money feel disadvantaged with friends Themes unrealistic theme of their life There are many subjects that I don‟t have time to learn English Lack of teachers‟ care and enthusiasm 10 Teachers insult students, teacher yelled at the students more 11 Teachers‟ unfair behavior 12 Teaching method (uncreative, boring ways of conveying knowledge) 13 Test knowledge outside lessons ( The program is not IV Yes No close to student‟s ability) 14 Change teachers from the better to the worse 15 Learning English is not practical as the other subjects for college entrance exams 16 No interest in text books 17 Do not know how to learn English at home 18 Lack of opportunities to learn English in class because the classroom is too crowded Câu hỏi 2: In opinion, what solutions can help students to overcome their low motivation? 1, …………………………………………………………………………………… 2,…………………………………………………………………………………… 3,…………………………………………………………………………………… 4,…………………………………………………………………………………… 5,…………………………………………………………………………………… 6,…………………………………………………………………………………… 7,…………………………………………………………………………………… 8,…………………………………………………………………………………… 9…………………………………………………………………………………… 10,…………………………………………………………………………………… 11…………………………………………………………………………………… 12,…………………………………………………………………………………… 13…………………………………………………………………………………… 14,…………………………………………………………………………………… 15…………………………………………………………………………………… Thank you very much V Appendix INTERVIEW QUESTIONS Have you lost your motivation in learning English? If yes, when and why? What is your purpose to learn English? (your interest, improve my knowledge of English, for future job, for the test and the exam) Do you think English is important? Do your English teacher‟s competence and personalities make you de-motivated? If yes, How? Do you find the English teacher‟s teaching style suitable or not? How you think about the activities in English class? Interesting or boring? How you think about your classes and your school‟s learning environment? Besides learning English at school, you go to learn extra class or hire tutor? What you think about English test? VI ... MOTIVATION IN LEARNING ENGLISH AT NGƠ TRÍ HỊA HIGH SCHOOL: REASONS AND SOLUTIONS (Động lực thấp việc học tiếng Anh học sinh trường THPT Ngơ Trí Hòa: Các ngun nhân giải pháp) M.A MINOR PROGRAMME THESIS... decided to choose this title of the study “Students’ low motivation in learning English at Ngơ Trí Hồ High School” Aims of the study The study is carried out to meet the following aims to - Overview... influences “A motive has been seen as kind of inducement whose force ranges on a continuum from zero to strong” (Dornyei, 2001) In addition to positive influences there are, however, negative effects that
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