An investigation into the influence of parental expectations and support on their children’s learning – english motivation

VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ***************** NGUYỄN THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING – ENGLISH MOTIVATION (Một nghiên cứu điều tra tác động mong đợi hỗ trợ cha mẹ đến động lực học Tiếng Anh trẻ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ***************** NGUYỄN THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING – ENGLISH MOTIVATION (Một nghiên cứu điều tra tác động mong đợi hỗ trợ cha mẹ đến động lực học Tiếng Anh trẻ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof Dr Hoàng Văn Vân HANOI - 2017 DECLARATION I hereby declare that my thesis “AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN‟S LEARNING – ENGLISH MOTIVATION” submitted for the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University has been composed by myself, apart from the help recognized This paper has also not been submitted for any other degree or processional qualification except as specified Hanoi, 2017 Nguyễn Thị Tuyết Lan i ACKNOWLEDGEMENTS I would like to send my thanks to many individuals for their invaluable help during the conduct of the research Without their help, the completion of this research project would not have been possible First and foremost, I would like to express my special appreciation and thanks to my supervisor, Prof Dr Hoang Van Van for his remarkable supervision, enthusiastic guidance, invaluable support and critical feedback throughout the research Besides my advisor, I wouldlike to thank all the Board and teachers from Doan Thi Diem – Ecopark private secondary school for their assistance in providing information and distributing questionnaires and interviews to parents and students at grade Next, I wish to send my big thanks to the students at grade 8A and 8B and their parents for their cooperation and the valuable information they provided in my research questionnaire and interviews Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my mother, for standing by me and for giving me their unconditional love, care, good assistance and patience Finally, my sincere thanks also go to graders and readers for their valuable evaluation and feedback on this thesis ii ABSTRACT This study examines the impact of expectations and support given by the parents on learning English motivation of grade private school students The purpose of this study was (a) to explore parental expectation and support to children‟s English learning, (b) to demonstrate the correlation between parental expectation and support and their children‟s English learning motivation Survey questionnaire was used as a tool for data collection Further interviews to both parents and children were also conducted to find out the reasons for the results obtained from the questionnaire The data regarding parental expectation and support, their influence on learning motivation was collected from a sample of 90 th parents and their 90 students in grade from Doan Thi Diem- Ecopark school in Hung Yen, Vietnam After the analysis of data, it was concluded that most of parents are well aware of their role for their children‟s English learning However, a noticeable thing is that parents not directly join in their children‟s learning activities although their attitude is of responsible type Above all, the findings of the study revealed that parents‟ contribution to their children‟s education has a both positive and negative effect on learning motivation iii CONTENTS Declaration Acknowledgements Abstract Contents Table of contents CHAPTER 1: INTRODUCTION 1.Rationale 2.Aims & Research Questions 2.1Aims of the study 2.2Research questions 3.Scope and significance 3.1Scope of the study 3.2Significance of the Study 4.Organization of the study CHAPTER 2: LITERATURE REVIEW 1.Defining parental expectations 2.Defining parental support 3.Defining children‟s learning-English motivation 3.1Definitions of motivation 3.2Types of motivation 3.3The Importance of motivation in secon 3.4Relevant research 4.Parental expectations and support and children‟s learning motiva CHAPTER 3: METHODOLOGY 1.Method of the study 2.Context of the study 3.Participants 4.Data collection instrument iv Data collection and analysis procedures 20 CHAPTER 4: FINDINGS AND DISCUSSION 22 Parental expectations 22 1.1 Short-term expectations 22 1.2 Long-term expectations 24 Parental support 24 2.1 Learning processing investment 25 2.1.1 Material support from parents 25 2.1.2 Time support from parents 31 2.2 Learning processing management 33 2.2.1 The parental frequency of keeping in touch with school, English center and tutor 33 2.2.2 Rewards and punishments 36 The correlation between parental expectations and support and their children‟s learning-English motivation 39 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS .44 Conclusion 44 Recommendations 45 REFERENCES 47 APPENDIX I APPENDIX III APPENDIX V APPENDIX VII APPENDIX IX APPENDIX X v TABLE OF CONTENTS Table 1: Short-term expectations from parents 22 Table 2: Long-term expectations from parents 24 Chart 1: parental support by investing in extra learning 26 Table 4: parental support by investing in learning equipment .28 Table 5: Time support from parents 31 Table 6: The parental frequency of keeping in touch with school, English center and tutor 34 Table 7: Rewards and punishments from parents 37 Table 8: The correlation between parental expectations and support and their children‟s learning-English motivation 40 vi Firstly, the relationship between parents and school need to be enhanced for the purpose of remaining parental attention in the most effective way and helping children to be aware of the importance of learning in the future Secondly, parents should not abuse rewarding by materials and punishing by beating when children not get the good result in learning English It is recommended to have suitable methods of rewards and punishments to create a comfortable learning attitude for children, avoid making high pressure in learning process In other words, parents had better not force children learn too much to escape the overwhelming learning situation, making them lose interest in learning English Last but not at least, parents are advised to be correctly aware of their role and position in a family They play a very important part in taking care of and educating their children Basing on that, they can make the suitable decisions in learning investment for children, which actively and directly affect to futural orientation of higher 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(2007) Parents’ academic expectations, children’s perceptions, and the reading achievement of children at varying risk Unpublished PhD thesis The University Of North Carolina at Chapel Hill Yamamoto, Y and Holloway, SD (2010) Parental expectations and children’s academic performance in sociocultural context Educational Psychology Review 22/3: 189– 214 Zhu, Z (1989) The comprehensive dictionary of psychology Beijing: Beijing Normal University 50 APPENDIX PHIẾU ĐIỀU TRA, THU THẬP Ý KIẾN CỦA HỌC SINH VỀ ĐỘNG LỰC HỌC TIẾNG ANH KHỐI TRƯỜNG PHỔ THƠNG ĐỒN THỊ ĐIỂM ECOPARK (Thơng tin dùng cho cơng tác nghiên cứu giữ kín) Thơng tin người tham gia nghiên cứu Tên bạn là: ☐Nam ☐Nữ Bạn là: Khoanh tròn đáp án từ – theo mức độ bạn đồng ý với câu phát biểu sau đây: Rất đồng ý 10 11 12 13 14 Em muốn học tiếng Anh tốt để đạt kết cao trường Emmuốn học tốt tiếng Anh để cha mẹ tự hào em Em muốn học tiếng Anh tốt để đọc hiểu văn sách tiếng Anh trường Em muốn học tiếng Anh để thi vào trường chuyên Anh bậc trung học phổ thông Em muốn học tiếng Anh để giao tiếp tốt với người xứ Em muốn học tiếng Anh để du học Em muốn học tiếng Anh để học cao lên có cơng việc tốt tương lai Em có hứng thú lớn đến tiếng Anh thơng qua tạp chí, sách, truyện tiếng Anh Em thích học tiếng Anh qua sách tham khảo tiếng Anh Em thấy máy tính giúp cho em nhiều việc học tiếng Anh Em thích học tiếng Anh trung tâm việc học thêm trung tâm giúp em cải thiện kết học tiếng Anh nhiều Em thích học tiếng Anh nhà giáo giáo dạy kỹ hết em chưa theo lớp Em thích học tiếng Anh nhà gia sư giúp em hiểu lớp rõ Em không muốn học tiếng Anh cha mẹ buồn kết tiếng Anh lớp em không cao I 15 Cha mẹ thường xuyên động viên em học tiếng Anh, điều khiến em ln nỗ lực mơn học 16 Cha mẹ mắng em kết học tiếng Anh không cao khiến em chán nản không muốn học mơn học 17 Em thích học tiếng Anh cha mẹ thường thưởng em tiền em đạt điểm cao 18 Bố mẹ em tặng em quà em đạt kết cao môn tiếng Anh lớp khiến em muốn học tiếng Anh 19 Em không muốn học tiếng Anh bố mẹ em đánh em kết tiếng Anh trường em khơng cao 20 Em thích học tiếng Anh bố mẹ em giải học trường với II APPENDIX A QUESTIONNAIRE ABOUT GRADE – STUDENT’S LEARNING ENGLISH MOTIVATION AT DOAN THI DIEM – ECOPARK SCHOOL (All personal information is hidden and used for this study only) Personal information Name: Gender: ☐male ☐female Circle the choices from to according to your level of agreements with the following statements: Strongly agree 10 11 12 13 14 I would like to learn English well to get a high result at my school I would like to learn English well in order for my parents to be proud of me I would like to learn English well to increase my reading comprehension ability of texts from English coursebook at school I would like to learn English to enter an English gifted high school I would like to learn English in order to communicate with native speakers well I would like to learn English to study abroad I would like to learn English to get higher education and have a good job in the future I have big interest in learning English via English magazines, books and story book I am more interested in learning English via English reference books I see computer is so helpful in my English learning I am interested in learning English at an English center because learning at a center helps to improve my English learning a lot I am interested in learning English at teachers‟ home because he/she helps me review all I have not absorbed during class I am more interested in learning English at home because my English tutor helps me to understand my class lessons better I would not like to learn English any more when my parents feel sad because of my not III high English result 15 My parents often encourage me to learn English, which makes me try my best to learn this subject 16 My parents scold me because of my not high English result, which makes me fed up with this subject 17 I am interested in learning English because my parents often reward me with money when I get high marks 18 My parents reward me with gift when I get high marks, which makes me want to learn English more 19 I would not like to learn English when my parents hit me because of my not high result at school 20 I am more interested in learning English when my parents and I study together Thank you for your excellent support! IV APPENDIX PHIẾU ĐIỀU TRA, THU THẬP Ý KIẾN CỦA PHỤ HUYNH VỀ SỰ KỲ VỌNG VÀ HỖ TRỢ CỦA CHA MẸ ĐỐI VỚI VIỆC HỌC TẬP CỦA CON (Thông tin dùng cho cơng tác nghiên cứu giữ kín) Thơng tin người tham gia nghiên cứu Tên Quý phụ huynh là: Quý phụ huynh là: ☐Nam ☐Nữ Tuổi quý phụ huynh là: Nghề nghiệp quý phụ huynh là: Khoanh tròn đáp án từ – theo mức độ phụ huynh đồng ý với câu phát biểu sau đây: Rất đồng ý Tôi mong muốn đạt kết cao môn tiếng Anh trường Tôi mong muốn học tốt tiếng Anh để đọc hiểu văn ngoại ngữ thành thạo sách giáo khoa tiếng Anh lớp Học tốt tiếng Anh lớp giúp tơi vào trường chuyên học cấp III Tôi mong muốn học tiếng Anh tốt bạn khác lớp để tự hào với bạn bè xã hội Tôi mong muốn học tốt tiếng Anh để tiếp cận với tri thức nước sớm Tơi mong muốn tơi giao tiếp tiếng Anh tốt với người xứ Học tốt tiếng Anh hội giúp cho du học nước Học tốt tiếng Anh cánh cửa tốt cho sau học lên cao có cơng việc tốt Tơi nói trực tiếp mong muốn cho lắng nghe ý kiến cháu 10 Tơi khơng nói trực tiếp mong muốn cho mà đầu tư học tiếng Anh cho cháu 11 Tôi cho học thêm trung tâm uy tín phương pháp hiệu việc nâng cao tiếng Anh cho tơi Ngồi học trường, tơi cịn cho học nhà thầy cô giáo để đáp ứng đầy đủ kiến thức chuyên sâu tiếng Anh Tơi có th gia sư kết tốt với môn tiếng Anh 12 13 14 Tôi thường dẫn hiệu sách để mua sách tham khảo tiếng Anh V 15 Tơi thường mua sách truyện tạp chí tiếng Anh cho đọc nguồn tài liệu tốt cho việc học tiếng Anh 16 Tơi mua máy tính để giúp tơi học tiếng Anh qua trang mạng Internet 17 Tôi xây dựng phịng học riêng đảm bảo tính tập trung hiệu học tiếng Anh 18 Muốn học tốt môn tiếng Anh, thường kèm chút vào thời gian học 19 Mỗi ngày giành khoảng thời gian 45 đến 60 phút để kèm cặp học tiếng Anh 20 Tôi nhắc nhở, đôn đốc học tiếng Anh không trực tiếp kèm cặp học 21 Tôi thường chủ động liên hệ với giáo viên chủ nhiệm để theo dõi tình hình học nói chung mơn tiếng Anh nói riêng 22 Tơi thường chủ động liên hệ với giáo viên tiếng Anh để theo dõi tình hình học tiếng Anh 23 Tơi thường chủ động liên hệ với trung tâm nơi tơi học thêm để theo dõi tình hình học tập tiếng Anh 24 Tôi thường chủ động liên hệ với gia sư để theo dõi tình hình học tập tiếng Anh 25 Tôi thấy sổ liên lạc phương thức tốt để theo dõi tình hình học tiếng Anh 26 Tơi thường khuyến khích động viên học tập lời đạt kết tiếng Anh cao lớp 27 Tôi thường thưởng cho tiền đạt kết tiếng Anh cao lớp 28 Tôi không thưởng tiền, tặng quà nhỏ đạt kết tiếng Anh cao lớp 29 Tôi không đánh mắng mà chia sẻ nỗi buồn cho không học tiếng Anh tốt 30 Tôi thường đánh mắng lười học tiếng Anh để giúp sợ biết nỗ lực học tiếng Anh tốt Trân trọng cảm ơn nhiệt tình tham gia quý phụ huynh! VI APPENDIX A QUESTIONNAIRE ABOUT PARENTAL EXPECTATIONS AND SUPPORT TO CHILDREN’S LEARNING ENGLISH (All personal information is hidden and used for this study only) Personal information Parents‟ name: Gender: ☐male☐female Age: Occupation: Circle the choices from to according to your level of agreements with the following statements: Strongly agreeAgree 10 11 12 13 14 I want my child to get the good result of English in class I want my child to learn English well to improve his/her reading comprehension of texts from English course book Learning English in class well helps my child to enter an English gifted class at high school I want my child to learn English better than the others in class, which makes me proud with my friends and the society I expect my child to learn English well to have early access to foreign knowledge I expect my child to be able to communicate with native speakers well Learning English well is the only chance that helps my child study abroad Learning English well is the only good door for my child to get higher education and have a good job I directly share my expectation to my children and listen to their views I not share my expectation to my children directly, but just invest in their learning English quietly I let my child learn more at a center because it is very effective to improve my child‟s English In addition to learn English at school, I let my child learn more at teacher‟s home to meet enough further English knowledge I hire a tutor to improve knowledge to get a good result of English I often take my child to buy English reference books VII 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 I often buy English book stories, magazines for my child as a good source of documents for his/her learning English I buy a computer to help my child learn English via websites on the Internet I built up a private study room because it guarantees the concentration and effect when my child learns English Wanting my child to learn English better, I often instruct him during study time little by little I spend 45-60 minutes/day on guiding my child to learn English I just remind and urge my child to learn, but not guide him to learn directly I actively make contact with the teacher-in-charge to follow my child‟s learning situation, especially English I actively make contact with the English teacher to follow my child‟s learning English situation I actively make contact with the English center where my child is learning English to follow his/her learning English situation I actively make contact with the English tutor to follow my child‟s learning English situation I see contact notebook is the best method for me to follow my child‟s learning English situation I verbally encourage my child to learn when he/she gets a good English result in class I often reward my child with money when he/she gets a good English result in class I never reward my child with money, but small gifts when he/she gets a good result in class I not scold or hit my child, but just share my sorrow when he/she gets a bad English result I often scold or hit my child to help him/her scared and try best to learn better Thank you for your excellent support! VIII APPENDIX BẢNG CÂU HỎI PHỎNG VẤN SÂU I Giành cho đối tượng cha mẹ Mong đợi cô (chú) việc học tiếng Anh em gì? Tại cô (chú) lại mong đợi vậy? Cô (chú) thường hỗ trợ em việc học tiếng Anh (về vật chất, tinh thần)? Tại sao? Cơ có hay liên hệ với nhà trường, trung tâm tiếng Anh gia sư tình hình học em khơng? Tại có (hoặc khơng)? Cơ thường thưởng em em đạt điểm cao môn tiếng Anh? Tại cô (chú) lại thưởng vậy? Cô thường phạt em em đạt điểm thấp môn tiếng Anh? Tại saocô (chú) lại phạt vậy? II Giành cho đối tượng 1.Em có hứng thú với mơn tiếng Anh trường khơng? 2.Em có cha mẹ cho học thêm nhà cô giáo, trung tâm tiếng Anh, thuê gia sư kèm môn tiếng Anh không?Điểm em lớp có tốt sau học khơng? 3.Em có cảm thấy mệt phải làm nhiều tập tiếng Anh khơng? 4.Em có nhớ nhiều kiến thức tiếng Anh khơng? 5.Em có thích học trường đại học khơng? Em có biết khối thi đại học có mơn thi tiếng Anh khối khơng? Em có thích khối học khơng? IX APPENDIX QUESTIONS FOR FURTHER INTERVIEWS I Questions for parents What you expect from your children‟s learning English? Why you have such expectations? Why? How you often support your children to learn English (mental and physical)? Do you often contact with school, English center or tutor to master your children‟s learning situation? Why (not)? How you reward your children when they get a high mark in English? Why you have such rewards? How you punish your children when they get a bad mark in English? Why you have such punishments? II Questions for students 1.Are you interested in learning English? 2.Do parents allow you to learn extra English at a teacher‟s house, at an English center, or hire an English tutor for you? Is your English mark in class higher after learning there? 3.Are you tired when having to a lot of English homework? 4.Do you remember a lot of English knowledge? 5.Do you want to study at university? Do you know which block of entrance examination to university has English as a subject? Do you like it? X ... expectations and support and their children’s learningEnglish motivation The table above revealed the respondents possessed an unstable level of learning motivation The majority of learning motivation. .. parents support their children to motivate them for their better English learning? What is the correlation between parental expectations and support and their children’s learning- English motivation? ... motivation 3.1Definitions of motivation 3.2Types of motivation 3. 3The Importance of motivation in secon 3.4Relevant research 4 .Parental expectations and support and children‟s learning