A survey on lower secondary school students’ motivation to take extra courses in english m a thesis linguistics 82202

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THÚY LAN ANH A SURVEY ON LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO TAKE EXTRA COURSES IN ENGLISH NGHIÊN CỨU ĐIỀU TRA ĐỘNG LỰC HỌC SINH TRUNG HỌC CƠ SỞ THAM GIA CÁC LỚP HỌC THÊM TIẾNG ANH M.A MINOR PROGRAMME THESIS ` Field: English Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES NGUYỄN THÚY LAN ANH A SURVEY ON LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO TAKE EXTRA COURSES IN ENGLISH NGHIÊN CỨU ĐIỀU TRA ĐỘNG LỰC HỌC SINH TRUNG HỌC CƠ SỞ THAM GIA CÁC LỚP HỌC THÊM TIẾNG ANH M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Le Van Canh HANOI, 2018 DECLARATION I hereby declare that the minor study entitled “A survey on lower secondary school students‟ motivation to take extra courses in English” was conducted by me for the degree of Master in English teaching methodology at University of Languages and International Studies under the guidance and supervision of Dr Le Van Canh, University of Languages and International Studies, Hanoi, Vietnam The interpretations of the collected data were based on my reading of the target topic and they are not published in any form of books or articles For this study, no degree or diploma has been conferred on me before i ACKNOWLEDGEMENTS I am so grateful to University of Languages and International Studies and the Faculty of Post Graduate Studies for making it possible for me to study here I would like to heartily express my deepest appreciation and gratitude to all the Professors and lecturers of the university, especially my supervisor, Professor Le Van Canh who encouraged and directed me to finish this paper I am also thankful to all of the students at PCT Secondary schools who helped me to the survey as well as the interviews despite their busy time studying for their examination at school ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii LIST OF TABLES v LIST OF CHARTS vi ABSTRACT vii CHAPTER ONE INTRODUCTION .1 1.1 Background 1.2 General statement of the problem 1.3 The significance of the study 1.4 Research question 1.5 Context of the study .2 1.6 Organization of the thesis .2 CHAPTER TWO LITERATURE REVIEW 2.1 Definition of motivation 2.2 Motivational orientations in language learning 2.3 Motivation and the social context 2.3.1 The intergroup model 2.3.2 Situated language identity 10 2.3.3 Social theory of motivation 11 2.3.4 Motivational impact of learning situation 12 2.4 Role of motivation in language learning 13 CHAPTER THREE METHODOLOGY 15 3.1 Participants 15 3.2 Instruments 15 3.3 Data collection procedures 16 3.4 Data analysis procedures 16 iii CHAPTER FOUR FINDINGS AND DISCUSSIONS 18 4.1 Findings 18 4.1.1 Questionnaire results 18 4.1.2 Interview Findings 31 4.2 Discussions 33 4.3 Pedagogical implications 35 CHAPTER FIVE CONCLUSION 38 5.1 Conclusion 38 5.2 Limitation of the study 38 5.3 Recommendations for future and further research 38 REFERENCES 40 APPENDICES 44 iv LIST OF TABLES Table 4.1 Number of students in extra English classes 18 Table 4.2 Teacher(s) in extra English classes 19 Table 4.3 The frequency of English extra classes 19 Table 4.4 Length of each class session 20 Table 4.5 Reasons for participating in English extra classes 20 Table 4.6 Additional reasons for choosing English extra classes .21 Table 4.7 Class preferences 22 Table 4.8 Evaluation of English extra classes 28 Table 4.9 Students‟ comments on English extra classes 30 v LIST OF CHARTS Chart 4.1 Reasons for preferences of English extra classes 23 Chart 4.2 Reasons for preferences of English class at school 25 Chart 4.3 Reasons for choosing both classes 26 Chart 4.4 Reasons for disliking both classes 27 Chart 4.5 Evaluation of English extra classes 29 vi ABSTRACT English is more and more essential in the modern world because this language supports people a lot in their academic career or jobs For students, English is vital if they want to get scholarships for studying abroad or it is the important factor which provides learners access to gifted schools Although teaching and learning English are improved a lot in Vietnamese schools, many students find extra courses to help them promoting their English proficiency I wonder if English teaching now in public school is fit with their needs or not Hence, I conducted the study with the purpose of finding out what motivates students joining extra English classes The findings of the study investigate students‟ needs as well Thanks to information on the paper, I could benefit my teaching at the secondary school where I am working now In this study, a questionnaire and interviews were used to collect data Findings showed that students‟ motivation participating in English extra classes mostly resulted from social impact Moreover, there is a casual relationship between English teaching at school and students‟ motivation to take extra classes Additionally, the findings of the study also describe factors that attract students in classrooms Results from questionnaire and findings from interviews can be used as resources of English teaching and learning at lower secondary schools vii CHAPTER ONE INTRODUCTION 1.1 Background In the context of this globalized world, English has become the leading language that rolls the wheel of international communication (Phillipson, 1992) It is generally learned as a second language and used as an official language of many countries and world organizations Vietnam is not the exception which is influenced on the expansion of English With the development of international businesses and trades, the capacity of communicating in English plays a key role in all fields To meet the new trends, the Vietnamese Ministry of Education and Training has made national projects on education, especially on English subject The latest national project is the Decision N 1400/QD-TTg on approving the 10-year National plan for “Teaching and Learning Foreign Language in the national Formal Education System in the Period of 2008 – th 2020” which was issued on September 30 , 2008 However, until now, the effort of changing in public education system is still not as good as it was expected To supply a service which meets students‟ needs, many English institutions mushroom all over the country, especially in big cities As a matter of fact, these institutions attract a lot of students at varied ages 1.2 General statement of the problem When teaching English for lower secondary students, I recognized that a lot of students at PCT Secondary school took private English courses after school although at the time I conducted this research, students did not need to take part in an English test for their graduation exam I wonder what motivates them to take those courses I would like to find out whether there is any causal relationship between the formal teaching of English at the school and the students‟ motivation to take extra courses The Em học thêm tiếng Anh buổi / tuần? Valid 1-2 tuần 3-4 tuần 5-6 tuần Khác Total Mỗi buổi học kéo dài bao lâu? Valid 1h-1.5h/ buổi 2h-2.5h/ buổi 3-3.5h/ buổi Khác Total 51 C5 Frequencies Em tham gia Việc học tiếng Anh lớp học a An Total a Dichotomy group tabulated at value 52 Em thích học tiếng Anh đâu Valid Khơng thích Lớp trường học Lớp học thêm Lớp trường học lớp học thêm Total C7 Thầy/ cô dạy dễ hiểu Em thấy thoải mái đến lớp học thêm Lớp học sôi động, nhộn Em hứng thú với hoạt động làm nhóm lớp 53 Em giao tiếp tiếng Anh với thầy/ cô bạn Thầy/ nói tiếng Anh lớp Em làm nhiều tập nâng cao Thầy/ cô chấm chữa tập nhà thường xuyên One-Sample Statistics Thầy/ cô dạy dễ hiểu Em thấy thoải mái đến lớp học thêm Lớp học sôi động, nhộn Em hứng thú với hoạt động làm nhóm lớp 54 Em giao tiếp tiếng Anh với thầy/ bạn Thầy/ nói tiếng Anh lớp Em làm nhiều tập nâng cao Thầy/ cô chấm chữa tập nhà thường xuyên C7TongHop N Valid Missing Mean Median Std Deviation Range Minimum Maximum 55 APPENDIX (Output_English version) Number of students in extra English classes Valid ≤ 10 students 11-20 students 21-30 students > 30 students Total Teacher(s) in extra English classes are Valid Vietnamese teacher Native teacher Vietnamese teacher and native teacher Total 56 The frequency of extra English classes Valid 1-2 week 3-4 week 5-6 week Others Total Length of each class session Valid 1h-1.5h/ session 2h-2.5h/ session 3h-3.5h/ session Others Total 57 Reasons for participating in extra English classes Studying English in extra classes is more effective than at school Teachers in extra classes teach better than those at school Teacher creates more chances for us to speak English compared to at school I want to get high marks in English at school I want to be good at English to study abroad My parents ask me to join it Others Total Class preferences Valid Do not like both English class at school English extra class Like both Total 58 Evaluation of extra English classes Evaluation on English extra classes It is easy to understand teachers‟ lessons I feel comfortable when coming to class English class is funny and exciting I am interested in group activities in class I have chances to communicate in English with teachers and friends Teachers only speak English in class I have chances to advanced exercises Teachers check and give students marks for homework regularly Range 59 ... physical or mental activity geared towards attaining goals Finally, these authors claim that motivation is an activity that is instigated and sustained; that is to say, starting toward a goal is important... literature: Definition of motivation, different motivational orientations in language teaching, motivation and the social context, and role of motivation in language teaching Chapter three comprises... disparate behavioural patterns commonly associated with motivation? ?? 11 “It is important to remember that motivation is a dynamic process Personal investment occurs as part of a continuous stream