solutions to enhance students’ motivation at thuongmai university

TABLE OF CONTENTS Abstracts i Tóm tắt i TABLE OF CONTENTS ii List of Tables iv INTRODUCTION 1 Rationale Aims of the study The research questions of the study Scope of the study Significance of the study Design of the study CHAPTER 1: LITERATURE REVIEW 1.1 Motivation and language learning 1.1.1 Definition 1.1.2 Theories on motivation 1.1.3 Types of motivations 10 1.1.4 Factors affecting motivation in second language learning 12 1.1.5 The importance of motivation in language learning 15 1.1.6 Previous study 16 CHAPTER 2: RESEARCH METHODOLOGY 20 2.1 The context of the study 20 Methodology 20 ii 2.1 Research questions 20 2.2 Participants 21 2.3 Instruments 21 2.4 Procedures of data analysis 22 CHAPTER 3: FINDINGS AND DISCUSSION 23 3.1 Findings 23 3.1.1 Students’ attitude towards learning English 23 3.1.2 Classroom activities 24 3.1.3 Teaching methods 25 3.1.4 Praise and rewards 26 3.1.5 Classroom atmosphere 28 3.1.6 Cooperative learning 29 3.2 Discussion 30 CONCLUSION 34 Solutions to enhance student’s English learning at Thuongmai university 34 Limitations of the study 35 Suggestions for further research 38 REFERENCES 39 iii List of Tables Table 3.1: Motivators relating to classroom activities 24 Table 3.2: Motivators relating to teaching methods 25 Table 3.3: Motivators relating to praise and rewards 26 Table 3.4: Motivators relating to classroom atmosphere 28 Table 3.5: Motivators relating to cooperative learning 29 iv INTRODUCTION Rationale Research has shown that there are various factors affecting English language learning such as: age, motivation, learning methods, attitude, interest, will power, personality, etc Guanjie (1996) posited that motivation (accounting for 33%) is identified as one of the main factors in the acquisition of English Other elements include: aptitude (33%), intelligence (20%) and others (14%) Unmotivated student exhibit behaviors of being unengaged, distracted and unwilling to make efforts in learning Conversely, motivated students demonstrate strong will and persistence to pursue successful learning Apparently, motivation is of great importance in language acquisition, thus teachers always place strong emphasis on motivating students which in turn leads to their high performance However, the current situation at Thuongmai university reveal the fact that students lack motivation in learning English Most of them show little interest in English lessons which results in their low engagement in learning Specifically, instead of concentrating on the lesson, many students chat, send messages, read novels, surf the net, facebook, etc Low motivation in learning English has a correlation with their achievement; as a result, graduates at Thuongmai university are said to have low level English proficiency at workplace They are unable to use English properly and precisely in daily communication, negotiation, presentation and email writing This problem poses a need to raise their language competency at university and one of the urgent action is to increase students’ motivation in learning English Thus, this study is an attempt to give an insights into motivation and its key role in language learning, simultaneously, put forth some solutions to motivate students to learn English at Thuongmai university The study hopefully serve as a good reference to enhance students language skills, assist them to become global citizen with good expertise and fluent English to confidently join the world of jobs after graduation Aims of the study The main aims of the study are as follows: - explore the factors affecting students’ motivation in learning English - propose some recommendations to enhance students’ motivation in learning English The research questions of the study In order to achieve the aforementioned aims, the study seeks to answer the following questions: What are the factors affecting students’ motivation to learn English? What are the solutions to enhance their motivation in learning English? Scope of the study The study focuses on identifying solutions to enhance English competence for Thuongmai non-English majors It was carried out in the second semester of 20162017 academic year with 108 second year students The impacts of different methods to boost students motivation are taken into account such as: classroom activities, teaching methods, praise and rewards, classroom atmosphere, and cooperative learning Significance of the study The study is intended to shed light on the factors affecting non English major students’ motivation in learning English Then, possible solutions are recommended to boost their motivation in language learning which in turn enhance their competence Thus, it is beneficial for both learners and teachers in the way that teachers will have some insights into how to motivate students to learn better, and learners will be equipped with necessary methods and conditions to develop their English skills The study hopefully lay a solid foundation for English teaching at Thuongmai university in the pursuit of effective and high quality education Design of the study The study is organized as follows: INTRODUCTION specifies the background of the study which covers a wide range of information such as rationale, aims, research questions, scope, significance, and design of the study Chapter provides an overview of literature on motivation in language learning Chapter discusses the research methods of the study Chapter deals with the findings and discussion of the study CONCLUSION summarizes the main issues of the study, accompanied by limitations and suggestions for further study Additionally, some possible implications for language teaching and learning are presented CHAPTER 1: LITERATURE REVIEW 1.1 Motivation and language learning 1.1.1 Definition Motivation is considered as an influential factor in the success of any activity It has positive contribution to the learning process in any educational context In the learning process, motivation plays a vital role in providing energy to continue and achieve the desired goal Therefore, initiating any goal needs first to be preceded by desire or wish that provides this action with necessary means for implementation and accomplishment In second language learning acquisition, there are a lot of research focusing on type and factors affecting motivation First of all, Gardner (1985) sought to investigate how the language learners’ attitudes towards the second language speaking community affects their desire to learn He also made the distinction between two kinds of motivation The first one is integrative motivation which means that someone learn a language to achieve a higher level of integration and assimilation in the target language community The second kind of motivation is instrumental motivation where a student learns a language to achieve some kind of benefits The interest in this case focused on the product of the language and not on the language itself The second phase of motivations began in the 1990s and it has been based on cognitive theories (Dornyei, 2009) Many concepts have been formed in this phase as intrinsic and extrinsic motivation, attributions, self-efficacy and situation-specific motives related to the learning environment such as courses, teachers, peers The third phase of motivation research has been conceptualized with temporal aspects This trend has been based on a process oriented approach to motivation that pays more attention to the dynamic nature of motivation It investigates the complicated processes of motivation and how motivation works, starting with intention formation and ending with realizing the goals (Dornyei, 1994) As there are many phases of research on motivation, its definiton also varies According to Harmer (1991), motivation is an “internal drive” that make somebody to desire to something If people think that their goal is worth doing, then they make every effort to reach that goal Gardner (1985), in his socio-educational model, stated that motivation encompasses three elements, namely effort, desire and affect Effort refers to the time the learner spends studying the language Desire demonstrates how much the learner wants to become proficient in the language, and affect means the learner’s emotional reactions related to language study Research in motivation and language learning by Dornyei (1994) and Williams (1994) revealed that there are a number of motivational strategies in langauge classroom such as: teachers should act as a role model, class atmosphere is relaxed and pleasant, tasks are properly relevant to students, good teacher-student relationship should be maintained, teachers know how to increase students’ self confidence, learner autonomy should be promoted, teachers take care of individual student’s needs, etc For the purpose of this study, the authors adopt the definition of motivation developed by Dornyei (1994) in which it is the willing to learn as influenced by teachers, classroom atmosphere, teacher-student relationship, etc 1.1.2 Theories on motivation and conceptual framework of the study For a long time, aptitude and intelligence had long been considered the most important factors of learners’ success or failure (Nakata, 2006) However, Gardner and Lambert (1959) later prove that motivation also plays a crucial role in learning a language Gardner and Lambert’s research has triggered many subsequent studies relating to language motivation Up to now, there are four main motivational theories namely, the socio-psychological, cognitive-situated, process-oriented and socio-dynamic perspectives The socio-psychological theory According to Gardner and Lambert (1959:193), learning a second language “must be viewed as a central social psychological phenomenon and is different from learning academic subjects such as Maths and Physics” Accordingly, those researchers believe that motivation to learn a second language is different from motivation to learn other subjects Learners not only learn new knowledge such grammar, vocabulary and pragmatics, but also are willing to integrate with community speaking that language In this theory, two types of motivation are identified: integrative and instrumental motivation In this regard, learners are motivated to learn by either integrative or instrumental orientations Integrative motivation is connected to the willingness to learn the second language in order to get to know the people who speak that language They are also interested in the culture associated with that language because their spouse or girl friend or boyfriend speak that language Meanwhile, instrumental motivation refers to the wish to learn a language for the purpose of obtaining a concrete goal such as a good job, graduation, the ability to read academic materials or job-related materials Gardner’s findings revealed that integrative-oriented students exerted more effort in learning a second language and were more successful than instrumentally-oriented students Socio-educational model of second language acquisition Socio-educational model emphasizes the characteristics of students in second language learning Gardner (2006) states a motivated learner demonstrates all features about motivation which consists of effort, desire to learn and attitudes towards learning a second language Of these factors, effort is considered the most important aspect in creating the success of learners or predicting their language proficiency Without effort, there may be little learning and thus lead to low achievement Moreover, it is proposed that the individual’s motivation to learn a second language has a direct effect on their achievement and is influenced by a number of other social-psychological variables Two affective components included: intergrativeness and attitudes toward the learning situation, and the complex of such attitudes and motivation reflects an integrative motive that promotes language learning According to Gardner (2006), integrative motive consisting of the openness to cultural identification seems more associated with pursuing the ultimate level of achievement than other motivational types that lack this component Cognitive-situated theory While the social psychological theory focused on the importance of attitudes and feelings of language learners towards the target language and communities, the cognitive period emphasized on cognition or mental processes The learning contexts and the needs of the students and teachers in the classroom were considered more important than the community and the social context This did not signify that the social and psychological findings were ignored, in fact, the idea was to broaden the previous theories but with consideration for other cognitive perspectives Dornyei (1994) proposed motivation on three different levels as follows: - Language level: considers the language and the community as well as the instrumental and integrative motivations proposed by Gardner - Learner level: includes the learner’s personal traits and cognitive processes - Learning situation level: focuses on three specific learning levels in the classroom In this period the transition from a general to a more specific perspective in the understanding of motivation in learning a language becomes more apparent Specifically, there were a greater interest in learners and their learning experiences as opposed to the focus on the attitudes towards the language learning in the previous period This focus laid the foundation for other researchers in order to learning Besides, teacher should bear in mind the power of compliment as it is a key factor to boost students’ motivation Compliments will definitely encourage students to work harder to reach their goals However, the reality is that it is underused in classroom Thus, the question here is how to make compliment more often and more effectively For example, a praise statement such as “Good job” is inadequate because it lacks specific description However, such a statement becomes more efficient when expanded to include further clarification like: “Good job You speak very fluently and accurately Your pronunciation is quite good, too.” It is worth mentioning that apart from giving compliment on good job, teachers should also focus on effort and achievement of students like: “Good job I know you put a lot of time and effort in this assignment” or “Very good The task is not a problem for you now, you can even it better in more difficult task.” Additionally, the highest rated motivator is an exciting, interesting and stress-free classroom atmosphere where students feel comfortable and relaxed A positive atmosphere increases student academic achievements and leads to increased confidence and behavior Thus, teachers need to be friendly, open, warm and ready to listen to students Other skills include empathy, tolerance, patience and effective communication As students suggest, they like teacher to smile with them very often so that they feel safe and important in the class in order for effective learning to take place Wearing a straight face and showing anger should be avoided in class because students will feel worried and hesitant to participate in the lesson The last noticeble factor is connected with group work activities As students expect teachers to go around the class and give necessary support and explanation when students are in need of help, there are several points that need to be tackled Firstly, teachers should foresee all the difficulties students have and prepare a list of scaffolding vocabulary, expressions and ideas so that students will feel at ease and have more interest and motivation to the task Secondly, teachers should go round the class and giving help instead of sitting at their table, observing the whole class and waiting for them to complete the task Thirdly, in order that all students 32 are cared for, the class size must be reduced to the maximum of 30 students This size can ensure that teachers have control and pay attention to students’ needs 33 CONCLUSION Implications to enhance students’ motivation at Thuongmai University a Implications for teachers Teachers play a crucial role in promoting students’ motivation in learning English However, according to students’ report and authors’ observation, there still exist some problems that demotivate student to learn For example, some teachers not show their enthusiasm during the lessons They not invest adequate time to plan the lesson and conduct activities to involve students This lead to the fact that the classroom atmosphere is not as interesting and amusing as an English lesson should be Thus, students feel demotivated and lose concentration in the lesson Moreover, classroom activities are not diversified frequently The dominant activities are: teacher raise questions, and have students to give answers or ask students to go to the board and exercises These repeated activities lower students’ motivation to participate in the lesson because they feel monotonous Furthermore, due to big class size, teachers are unable to pay attention to each student which is not responsive to students’ needs For the above mentioned problems, the following implications are made for teachers to boost students’ motivation in learning English: Firstly, the result shows that the highest-rated important factor to motivate students in learning English is a relaxing and stress-free classroom atmosphere To this end, it’s teachers’ responsibility to create an atmosphere where students feel safe, confident and willing to learn Teachers should maintain some positive personalities such as friendly, helpful, cheerful, open and warm to make sure that students are comfortable in each lesson Secondly, students wish to learn in an English class with games and varied activities, so teachers should use different strategies in a lesson to get students’ engagement and involvement Games, storytelling, flash card, role play, questions 34 and answer, quizzes etc are among the effective activities that can be applied in class to arouse students’ motivation Thirdly, students enormously value the teachers’ care to individual’s needs They feel greatly motivated if each student is given timely support, constant encouragement and detailed evaluation from teachers These activities can only happen in a small size class, thus, university administrators should reduce the number of students in one class to make sure that each student will receive sufficient care Fourthly, as group work is conducted frequently in English lessons, teachers need to be more enthusiastic to circulate around the class, giving prompts, respond to students’ questions and make suggestions when necessary In order for these activities to take place, teachers must regularly update their content knowledge and teaching skills from professional development program like workshops, training courses, and conference about English language teaching Moreover, it is also necessary to keep up to date with current issues about all fields of life such as education, economics, politics, culture, etc to gain more knowledge to be ready to teach students An enthusiastic and knowledgeable teacher will definitely trigger students’ motivations and stimulate their love for learning English Lastly, teachers should bear in mind the need to continuously improve themselves through various types of professional development like: workshop, seminar, domestic and international conferences, action research, peer mentoring and coaching, journal publication, etc When teachers’ content knowledge and pedagogical skills are improved, they will definitely deliver quality lectures b Implications for students It is a fact that most of students at our university not have a clear goal in learning English while goal is a determinant in creating motivation to learn Whenever you have a destination, you will find ways to achieve that aim Moreover, many students are not well aware of the importance of English at work place Thus, they feel indifferent and some even hate English because they think that they can never digest English, as a result students are not motivated to learn 35 English This thought should be adjusted because English nowadays is the key to open sources of knowledge from education, technology to economics As motivation has a close connection with achievement, students should take the following points into consideration if they want to succeed in language learning Firstly, it is necessary to have a defined goal towards learning English Your goals may vary from studying abroad, getting a good job, reading specialized materials, travelling or passing the exams When you have a goal in your mind, you understand what you want and try to make every effort to achieve that goal By that way, you are motivated to learn English with the hope that your goal will be accomplished one day Secondly, students should be well aware the importance of English nowadays in every sector including education, technology, culture, politics, economy For example, the main language of the Internet is in English, so if you are proficient in this dominant language, you will definitely have many advantages when graduating from university and join the world of careers This thought will act as an internal drive that motivate you to learn English with passion instead of being forced to learn, or learn in a passive way with no feeling for it Thus, passion is very important in making you to exert more effort and spend more time to study English Thirdly, you will have more motivation to learn when cooperating with one or two partners The cooperation will take place either in class or outside classroom in order to give you the chance to share, support and learn from each other The atmosphere in groups will definitely more amusing than working individually Once you study with joy and enjoyment in pairs or in groups, you will have more drives to learn it Lastly, as motivation has a link with achievement, so as long as you have the motivation to learn English, you will be paid off with good grades and excellent capability to use English These achievements are thought to be beneficial to your future career which in turn ensure a better life for you and your family c Implications for school administrators 36 Currently, there exist some problems in terms of class size and facilities which hinder students’ learning Specifically, as claimed many times before, the numbers of students in each class are up to 60 Large class size often lack the quality and quantity of interaction with teachers and with peers In those class, teachers are unavailable to allocate time for all students There is also less discussion and fewer chances for students to practice in larger classes However, learning in a smaller class will give students the opportunities to discuss, exchange ideas and reflect on their learning Furthermore, facilities also play an important role in stimulating students to learn, however, the lack of computer and internet connection in every class partly hinder the engagement in learning In order to improve the condition and to facilitate learning, the following suggestions are made for school administrators in order to promote students’ motivation: Firstly, as there is a close link between class size and students’ learning achievement, administrators should reduce the numbers of students in each English class Specifically, smaller classes also allow teachers to provide more individualized attention and manage classroom discipline The ideal class size should be 30 students per class instead of 50-60 students like we have now Secondly, physical facilities including university buildings, classrooms, library, and recreational equipment nowadays appear to be of great concern to students and educators However, at Thuongmai university, there seems to be inadequate provision of facilities, some of the existing ones seem to be outdated while others lack good maintenance There is a lack of computer and internet at every class to facilitate students to search information relating to the lessons When students Google the knowledge they want to achieve at their own classroom, they will feel more motivated and stimulated to learn Research also shows that quality, appropriateness and adequacy of facilities help to increase students’ level of motivation and academic performance Thirdly, there is a need to hire native speakers because students will feel motivated when learning with them To be more specific, they will be exposed to more idioms, dialect, slang and more extensive vocabulary than with a non-native 37 speaker Moreover, as students practice English with native speaker, they will feel more interested in getting to know their culture Finally, the benefit of speaking with and listening to a native English speaker is the impact it will make on students’ accent Once students feel at ease with their pronunciation, they will feel more motivated to study English Limitations of the study The time constraint and framework of a minor research has restrained the authors from approaching larger sample for the study Thus, it would be ideal to conduct another research on bigger number of participants in order to achieve more generalizable results Suggestions for further research If time and scope are allocated for further studies, the authors hope to carry out other research relating to students’ motivation For example, a study on the relationship between students’ motivation and their achievement, or a study on the relationship between intrinsic and extrinsic motivation among students should be examined for future research 38 REFERENCES English references Allwright, D and Bailey, K 1994 Focus on Language Classroom Cambridge: Cambridge University Press Arnett, J J (2002) The psychology of globalization American Psychologist, 57, 774-783 Arnold, J (2000) Affect in 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lập đồng ý Rất khơng đồng ý ý Tơi thích có hứng thú học tiếng Anh 9% 58% 27% 6% Tơi thích giáo viên sử dụng trò chơi 72% 16% 10% 2% 18% 0 5% 0 22% 0 15% 0 10% 10% 8% 0 50% 47% 3% 0 10 Tơi thích khơng khí lớp học thoải mái dễ 50% 47% 3% 0 Hoạt động học lớp học để tạo hứng thú cho học sinh Tôi muốn giáo viên đưa vào giảng hình 50% 32% ảnh video liên quan đến học Phương pháp giảng dạy giáo viên Giáo viên nên thường xuyên thay đổi hoạt 55% 40% động phương pháp dạy để tránh gây nhàm chán Tôi muốn giáo viên coi người học trung tâm, 35% 43% tạo nhiều hội cho người học thực hành, giao tiếp nhiều tiếng Anh Giáo viên cần giảng dạy dễ hiểu quan tâm 45% 40% nhiều đến sinh viên Các hình thức khen thưởng khích lệ Tơi thích giáo viên ln khích lệ, động viên 42% 40% chúng tơi nhằm nâng cao tự tin giảm bớt căng thẳng học Giáo viên nên đưa phần thưởng sinh 47% 45% viên đạt thành tích Khơng khí lớp học Tơi thích học tiếng Anh thú vị sôi 43 chịu, không áp lực căng thẳng Hình thức làm việc theo cặp, nhóm 1111 Tơi thích làm việc theo cặp, nhóm nhằm giao 35% 40% 15% 3% 7% 20% 0 tiếp, trao đổi kiến thức, học hỏi lẫn 12 Giáo viên cần làm rõ yêu cầu, nhiệm vụ 37% 43% nhóm đưa quy định dẫn cần thiết để nhóm làm việc hiệu Questionnaire – English version Strong Agree Neutra Disagre Strongl To what extend you agree with the following ly l e agree statements? y disagre e I like English and feel motivated to learn 9% 58% 27% 6% 16% 10% 2% 32% 18% 0 40% 5% 0 43% 22% 0 40% 15% 0 40% 10% 10% English Classroom activities I expect teachers to use games in the lesson to 72% stimulate students’ engagement in the lessons I like teachers to use images and videos to 50% illustrate the lessons Teaching methods Teachers should use a variety of activities and 55% teaching methods to avoid boredom I like teachers focus on student-centered 35% learning, creating many opportunities for students to practice and communicate in English Teachers should explain clearly and care more 45% about each student Praise and rewards I like teachers to give encouragement in order to 42% increase students’ confidence and reduce anxiety in the lesson 44 Teachers should give students gifts and praise 47% 45% 8% 0 50% 47% 3% 0 10 I want to learn best when classroom 50% 47% 3% 0 40% 15% 3% 7% 43% 20% 0 for the well-done job Classroom atmosphere I like exciting and interesting English lessons atmosphere is relaxing and comfortable and free from pressure and tension Cooperative learning (pairwork, groupwork) 1111 I like to work in pairs and groups in order to 35% communicate, exchange ideas and learn from each other 1212 Teachers should explain the requirements and 37% specific tasks and give necessary support so that the group can work effectively 45 Appendix 2- Interview questions – Vietnamese version: Em có thích học cảm thấy hứng thú học tiếng Anh không? Tại sao? Tại khơng? Theo em, cần làm để tạo động lực học tiếng Anh cho sinh viên xét hoạt động lớp học, phương pháp giảng dạy, không khí lớp học, khen ngợi khích lệ, hợp tác học tập? Interview questions – English version: Do you like learning English? Why? Why not? In your opinion, what should be done to motivate students to learn English in terms of classroom activities, teaching methods, classroom atmosphere, praise and rewards, and cooperative learning? 46 ... Motivators relating to teaching methods 25 Table 3.3: Motivators relating to praise and rewards 26 Table 3.4: Motivators relating to classroom atmosphere 28 Table 3.5: Motivators relating to cooperative... approach to motivation that pays more attention to the dynamic nature of motivation It investigates the complicated processes of motivation and how motivation works, starting with intention formation... implemented to identify the types of motivation and factors affecting students’ motivation However, in the context of Thuongmai university, there is a dearth of study relating to solution to enhance students’