Demotivation in learning English of the students of Ly Thai To High School in Bac Ninh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES VŨ THỊ HUYỀN DEMOTIVATION IN LEARNING ENGLISH OF THE STUDENTS AT LY THAI TO HIGH SCHOOL IN BAC NINH (SỰ MẤT HỨNG THÚ HỌC TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT LÝ THÁI TỔ, BẮC NINH) PROGRAM I M.A.MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES VŨ THỊ HUYỀN DEMOTIVATION IN LEARNING ENGLISH OF THE STUDENTS AT LY THAI TO HIGH SCHOOL IN BAC NINH (SỰ MẤT HỨNG THÚ HỌC TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT LÝ THÁI TỔ, BẮC NINH) M.A.MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Trần Hiền Lan, M.A HANOI, 2011 iii ABSTRACTS This study was aimed at investigating de-motivating factors in learning English of the students at Ly Thai To High School in Bac Ninh, the degree of influence of different de-motives on them and their experiences in overcoming de-motivation in learning English The sample of study consisted of 100 students at Ly Thai To High School in Bac Ninh and the instrument of the study was a questionnaire on finding their foreign language learning experiences These findings indicated that their demotivation in learning English was a significant issue for EFL learning, and a framework for discussing the different sources of de-motives was developed While some categories of de-motives occurred more frequent than others, no category appeared to be more or less difficult to overcome Rather these, students’ awareness of the role of English language and their determination to succeed were critical factors in overcoming their de-motivation in learning English iv TABLE OF CONTENTS Certification of originality of project report i Acknowledgements ii Abstract iii Table of contents iv List of abbreviations vi List of tables vii Part A: Introduction 1 Rationale Aims of the study Research questions Scope of the study Methodology Part B: Development Chapter 1: Literature review 1.1 Second language acquisition 1.1.1 What is “second language acquisition?” 1.1.2 What are the goals of SLA? 1.2 Theoretical background of motivation 1.2.1 Conceptions of motivation 1.2.2 Motivation in foreign language learning 1.3 Theoretical background of de-motivation 12 1.3.1 Conceptions of de-motivation 12 v 1.3.2 De-motivating factors affecting students’ motivation in learning foreign languages 13 13 1.3.2.1 Factors related to students 15 1.3.2.2 Factors related to environment 16 1.3.2.3 Factors related to teachers 18 1.3.2.4 Teaching and learning conditions 19 1.4 Study of de-motivation 24 1.5 Summary 24 Chapter 2: Research methodology 24 2.1 Research questions 24 2.2 Subjects 25 2.3 Method for data collection 26 Chapter 3: Results and discussion 26 3.1 Results 26 3.1.1 Results of research question 27 3.1.2 Results of research question 29 3.1.3 Results of research question 30 3.2 Discussion 33 Part C: Conclusion and implications for teaching 37 Conclusion 37 Implications for teaching 37 Limitations and further study 39 References 40 Appendix I vi LIST OF ABBREVIATIONS SLA: Second Language Acquisition EFL: English as a Foreign Language FL: Foreign Language L1: First Language L2: Second Language NNS: Non-Native Speaking vii LIST OF TABLES Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001) Table 2: William and Burden’s (1997) framework of L2 motivation Table 3: External de-motivating factors Table 4: Internal de-motivating factors Table 5: Internal reasons for overcoming de-motivation Table 6: External reasons for overcoming de-motivation PART A: INTRODUCTION Rationale - Motivation is one of the main factors determining an individual’s success in learning a second or foreign language - As English has become more and more important as an international language in most countries around the world, large numbers of students are being required to learn it through compulsory programs at schools and universities - Despite the current extrinsic pressures to learning English as a foreign language in Vietnam, many students not seem to have interest in learning English, or in other words, they are quite de-motivated Aims of the study The study aims at: - Investigating the factors that cause a negative impact on learning English of the students at Ly Thai To High School in Bac Ninh based on the study of 100 students of grade 12 - Giving suggestions and recommendations to teachers at Ly Thai To school Research questions Question 1: What are the external factors that cause a negative impact on students’ motivation to learn English? Question 2: What are the internal factors that cause a negative impact on students’ motivation to learn English? Question 3: What solutions can help students to overcome their de-motivation? Scope of the study In terms of scope of the study, I investigated 100 students in grade 12 about the factors which de-motivated them to learn English and reasons that can help them to overcome their de-motivation (by asking them to answer the questionnaire) Methodology The method applied in this study is both quantitative and qualitative The data which this study drew on come from questionnaire (closed-items and open-items) of 100 students who are in grade 12 at Ly Thai To High School in Bac Ninh 2 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Second language acquisition: “Language acquisition is one of the most impressive and fascinating aspects of human development” (Lightbrown, P.M & Spada, N 1999) Up to now, there have been many definitions of language acquisition This term is most often used interchangeable with language learning In their study, they show that according to Krashen, S (1982), acquisition represents “unconscious” learning, which takes place when attention is focused on meaning rather than language form 1.2 Theoretical background of motivation Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concerned with such issues as why people decide to act in certain ways and what factors influence the choice they make It also involves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals The role of the teacher thus becomes one of helping and enabling learners to make suitable decisions” Dornyei (2001:613) defined motivation as “a general ways of referring to the antecedents (i.e the causes and the origins” He also stated that “motivation explains why people decide to something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7) The author mentioned two dimensions of human behavior: direction and magnitude (intensity) which motivation concerns 1.3 Theoretical background of de-motivation: Dornyei (2005:143) defined de-motivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” 3 Dornyei pointed out that de-motivation does not mean that all the positive influences that originally made up the motivational basis of a behavior have been got rid of It only means that a strong negative factor restrains the present motivation with some other positive motives still remain ready to be activated Qashoa (2006:2) has reported from Domyei (2001) that, “ A de-motivated person is someone who initially had a motivation to fulfill a goal or to engage in an activity and has lost the motivation to so because of negative external factors which are related to the environment in which learning takes place such as the classroom or school” 4 CHAPTER 2: RESULTS AND DISCUSSION 2.1 Results 2.1.1 Results of research question Q1: What are the external factors that cause a negative impact on students’ motivation to learn English? Table 3: External de-motivating factors Rank De-motivating factors Lack of opportunities to use English outside class Examination system (have to concentrate on main subjects for college entrance exams) Teaching method (uncreative, boring) Lack of opportunities to speak English in class because the classroom is too crowded Frequency Percentage 79 79 % 78 78 % 58 58 % 37 37 % Availability of instruction books 29 29 % Insufficient teaching and learning facilities 27 27 % Teachers’ unfair behavior 24 24 % Replace teachers from the better to the worse 21 21 % Test outside lessons 18 18 % 10 Teachers’ competence (low credibility) 17 17 % 11 Lack of teachers’ care and enthusiasm 16 16 % 12 Teachers insult students 14 14 % 2.1.2 Results of research question Q2: What are the internal factors that cause a negative impact on students’ motivation to learn English? Table 4: Internal de-motivating factors Rank De-motivating factors Frequency Percentage Large vocabulary 71 71 % Listening and speaking skill difficulties 70 70 % Complicated grammar 53 53 % Fail to understand lesson (lost background knowledge) 48 48 % Difficult pronunciation 43 43 % Unconfident (afraid of being laughed/ losing face) 38 38 % Left behind classmates 35 35 % Think themselves not have aptitude 28 28 % Get low marks despite having studies seriously 12 12 % 10 Feel disregarded by teachers and classmates 10 10 % 2.1.3 Results of research question Q3 What reasons can help students to overcome their de-motivation? Table 5: Internal reasons for overcoming de-motivation Rank Reasons Frequency Percentage Awareness of the importance of English 50 50 % Self-determination 43 43 % Get progress and like English more 41 41 % 29 29 % 25 25 % 22 22 % 20 20 % 18 18 % Have better learning method, well-arranged time schedule Don’t want to feel inferior because close friend is better at English Like English football teams, English songs, funny stories Like to be able to understand world news on TV, internet Like to translate English idioms, songs into Vietnamese 10 Like to communicate in English Like to understand multi-cultural aspects of English speaking countries 12 12 % 10 10 % Table 6: External reasons for overcoming de-motivation Rank Reasons Teacher behavior is more enthusiastic, devoted and caring Teaching method is better and more effective Proper class size so have more opportunities to speak English in class Frequency Percentage 48 48 % 40 40 % 37 37 % Availability of learning facilities 29 29 % Encouragement of the teachers, friends and family 25 25 % PART C: CONCLUSION AND IMPLICATIONS FOR TEACHING Conclusion: - De-motivation is a salient phenomenon that should concern every classroom practitioner - It is a complex issue and the present analysis has not done it justice - There are so many factors that affect students’ motivation - Motivated teachers can “produce” motivated students Implications for teaching: 2.1 Implications for English teachers: - Create some school activities which meet the students’ needs and learning goals - Bear in minds that students have to be taught in a meaning way to master the language skills, be able to communicate fluently and use English in real world situations - Reduce the students’ de-motivation by allocating few periods before the final exams to review and train students on test taking strategies 2.2 Implications for educators: - Examination system should be modified to meet the learners’ instrumental motives - Interests toward the English culture and literature can be raised - The educational policy makers should make changes by reducing the load of vocabulary - School should be equipped with adequate numbers of technological devices Limitations and further study: Although the researcher has made effort toward carrying out this study such as the triangulation of data collection methods, namely survey questionnaires for learners, due to the limitation of time, lack of resources and the researcher’s ability, shortcomings are unavoidable Firstly, the research has been carried out in a very small scope The number of students involved in the survey is still limited, so to some extend, the findings may not be generalized to all students at Ly Thai To High School Secondly, the researcher only used survey questionnaire as the main instrument for data collection In order to make the obtained results more reliable, different instruments for data collection should be applied To carry out better and more efficient study with large 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