The use of motivational strategies in social integrated-skilled English class

Based on the data collected, Elicitation of self and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation andInconsistent group/pair work are considered the most frequently motivational strategies. Additionally, according to the teachers, Team competition, Establishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective techniques. On the other hands, from the students’ perception, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/ pair work are the most effective strategies.

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c ngo i ng xu th h i nh p Tháng 11/2014 SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP HỌC TIẾNG ANH XÃ HỘI DẠY KẾT HỢP KĨ NĂNG NGHE, NÓI, ĐỌC, VIẾT L
u Ng c Lan Trường Đại học Ngoại ngữ - ĐHQG Hà Nội Tóm t t: Chiến lược tạo động lực đóng vai trị quan Abstract: Motivational strategies are important to trọng ñối với lớp học ngoại ngữ thực tế apply in foreign language classes as well as the fact ñã cho thấy cách tiếp cận giảng dạy that new approach of teaching English in Faculty of tếng Anh trường FELTE, HULIS VNU ñã tạo English thêm nhiều thách thức cho giảng viên sinh University of language and international study (ULIS), viên năm Điều ñộng lực ñể tác giả Vietnam National University (VNU) has raised new thực nghiên cứu vấn ñề Bài viết nhắm challenge for both teachers and first-year students, phân tích chiến lược tạo động lực ñược sử dụng have become a great drive for the researcher to Language Teaching Education (FELTE), nhiều từ góc nhìn giáo viên sinh viên conduct this research The study aims at investigating năm thứ quy lớp tiếng Anh giao into the most frequently and most effective strategies tiếp Khoa Sư phạm tiếng Anh, Trường Đại học Ngoại used in social English class of first- year mainstream Ngữ, Đại học Quốc Gia Hà Nội students in FELTE, ULIS, VNU, as perceived by both Để đạt mục đích trên, chúng tơi ñề nghị 09 students and teachers giáo viên 223 sinh viên 09 lớp học hoàn thành In order to achieve these aims, teachers and 223 bảng câu hỏi Bên cạnh đó, chúng tơi cịn tiến students from classes were involved in completing hành quan sát lớp vấn nhằm kiểm tra chéo the questionnaires Besides observations, interviews liệu từ khía cạnh khác nên ñảm bảo ñộ were employed to triangulate the data from various tin cậy giá trị kết nghiên cứu aspects and hence ensure the validity as well as Dựa liệu thu thập được, kích thích khả reliability of the research tự sửa lỗi, thiết lập liên quan, hỗ trợ mang tính Based on the data collected, Elicitation of self and hướng dẫn giáo viên, cá nhân hố, thúc đẩy việc or peer correction, Establishing relevance, Scaffolding, hợp tác, làm việc nhóm/cặp khác Personalization, chiến lược tạo ñộng lực ñược sử dụng nhiều andInconsistent group/pair work are considered the Thêm vào đó, theo ý kiến giáo viên, cạnh most frequently motivational strategies Additionally, tranh theo nhóm, thiết lập liên quan, kích thích tự according sửa lỗi sửa lỗi theo cặp, hỗ trợ mang tính Establishing relevance, Elicitation of self or peer hướng dẫn giáo viên, tán dương hiệu cá correction, nhân hóa kĩ thuật hiệu Mặt khác, từ Personalization are the most effective techniques On to Promoting the teachers, Scaffolding, Team Effective cooperation competition, praise and quan điểm sinh viên, kích thích sửa lỗi cá nhân the other hands, from the students’ perception, cặp, thiết lập liên quan, tán dương hiệu Elicitation of self or peer correction, Establishing làm việc nhóm/cặp khác relevance, Effective praise, Inconsistent group/ pair phương pháp hiệu work are the most effective strategies THE USE OF MOTIVATIONAL STRATEGIES IN SOCIAL INTEGRATED-SKILLED ENGLISH CLASS Statement of research problem and rationale for the study According to Dörnyei (1998), researchers and teachers from all other the world have agreed that motivation is one of the determinants for the success of second language (L2) studying process Therefore, motivational strategies should be seen as the key for successful L2 classes In the world, 107 Ti u ban 1: Đào t o chuyên ng motivational strategies have been applied successfully in many English as second language (ESL) classes, which have brought about many advantages For example, the study The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan (Dörnyei& Cheng 2007) has shown advantages of using motivational strategies in ESL classes: “Promoting leaner autonomy, creating interesting classes, and recognizing students’ effort and hard work” However, motivational strategies have not been widely applied in Vietnam, especially at high school Grammar- Translation is still the most popular method used in classes at high school in Vietnam due to the pressure of the university entrance exam containing no communicative skill Therefore, students in high school study English by learning by heart the rules and few motivational strategies have been used in high school context This fact leads to the passive and ineffective way of learning of most students in L2 classes in Vietnam In ULIS context, the students have chance to approach totally different method of teaching, which is Communicative Language Teaching (CLT) This method requires them to be more active, to be the class center Unfortunately, most of the students, especially the first- year ones have the habit of passive learning for too long period of time and find it extremely hard to get acquaintance to the new method In this situation, the duties of the teachers are emphasized Motivational strategies should be applied successfully by the teachers to help students change their learning method as soon as possible to adapt with the curriculum On the other hand, it is not an easy task for teachers to apply successfully motivational strategies because “often a complex and difficult task that involves a multiplicity of psychosociological and linguistic factors” (Dörnyei 1998, 2010a, cited in Bahous 2011) In addition, “Motivation is, without question, the most complex and challenging issue facing teachers today” (Scheidecker& Freeman 1999, p.116, cited in Dörnyei 2001, p.1) 108 Recently, there have been some research papers studying about the effects of motivational strategies during the teaching practicum, for example Nguyen (2011) and Tran (2012) However, because 2012-2013 schoolyear is the first time the course outline for first-year students has a big change While all the previous research papers focused on separated skill, the new program this year focuses on intergrated-skill lessons Therefore, none of those studies investigated into the use of motivational strategies in social English class in which integrated skills are taught The above facts have raised the need of the researcher to conduct a study investigating into the frequency and the effectiveness when using motivational strategies in social class of first-year mainstream students, from the perception of both students and teachers The study is entitled: The use of motivational strategies in social integrated-skilled English class Development 2.1 Literature review Framework of motivational strategies in this study As a matter of fact, Dörnyei (2001) asserts that motivational strategies refer to “instructional interventions” that the teachers can use to motivate their students and “self-regulating strategies” that each student can apply purposefully to control the degree of their motivation The frameworks discussed in the previous part concern much about “self-regulating strategies”, however, the motivational strategies discussed in this research belong to “instructional interventions applied by the teacher” Fortunately, there is a framework which can suit the situation of this research In the recent research outlined by Guilloteaux (2007), he points out that there are many researchers studied on this field with the lack of a “theory- based framework”, except for the situation of Dörnyei (2001) Chi n l
c ngo i ng xu th h i nh p Tháng 11/2014 Dörnyei (2001)’s motivational teaching practice In conclusion, as an exceptional theory-based framework discussing instructional strategies used by the teachers, Dörnyei (2001)’s framework of a motivational teaching practice is the most suitable one to serve as the theoretical background for the designed questionnaires and classroom observation instruments in this research 2.2 Methodology 2.2.1 Research design The design of this research is a survey, which possesses numerous benefits The combination of interviews, questionnaires and observation was employed during the process of data collection because of the following reasons Firstly, the size of the population in the study was not small so it was difficult to choose the case study to be the research design Besides, survey allows the collection of data from a larger number of people and it could help the researchers to save time and energy Secondly, the first two instruments enabled the researchers to collect students’ selfreport on their own opinions of motivation strategies Thirdly, the researcher wanted to interview the teachers to get their report Last but not least, to help enhance the validity and reliability of the information, to make methodological triangulation for the data, and to avoid biased information of self-reports, the researcher decided to use observation as the third instrument for the research design 2.2.2 Participants and settings 2.2.2.1 Participants The process of data collection involved the participants of both first-year students and teachers from mainstream group, FELTE, ULIS, VNU 2.2.2.1.1 Teachers The population of the research was 18 teachers who are teaching social English for first-year mainstream students at FELTE, HULIS, VNU in the second semester of 2012-2013 school year Due to the time limit of both the researchers and the teachers, only half of the population was asked to join in the research Additionally, simple random sampling was employed A questionnaire was given to these teachers to measure their selfreport of motivational strategies After that, all of the teachers were interviewed to evaluate the frequency and effectiveness of the motivational strategies and express their own opinions about the effective and most frequently used strategies Additionally, they were also observed in class to figure out the motivational strategies they used in class 2.2.2.1.2 Students A set of questionnaires was given to 223 students from classes of the selected teachers 109 Ti u ban 1: Đào t o chuyên ng to measure their self-reported course-related motivation Those students are the first-year ones, who have experienced one semester in FELTE, HULIS, VNU Some of them are studying English Teaching major, some are studying interpreting major and the rest are studying economic English However, in first-year, they have the same studying program with social English The level of their English proficiency is around Preintermediate since there are some students whose level are above and some students whose level are below this range Those students were observed in class to evaluate their motivational state and actual classroom behaviors Moreover, due to the time limit of both the researchers and the firstyear students, in each class, the researcher chose one student randomly to take part in the interview session Therefore, students out of the sample were interviewed to provide deeper information for the research 2.2.2.2 Research settings The study was conducted at FELTE, HULIS, VNU, with the first-year mainstream classes In the previous years, students at FELTE, HULIS, VNU used to learn separated skills, which were listening, speaking, reading and writing ones They used to study English for semesters However, starting from school year 2012-2013, the students have intensive proficiency course for only semesters, expecting the same results with the previous generations Moreover, they are learning Social and Academic English or Economic English, and in each lesson, skills are integrated These changes have brought many challenges for both students and teachers Students can find it difficult to reach with the proficiency level of the skills required by the program after each semester and teachers can find it challenging to motivate their students to learn more Therefore, the use of motivational strategies by the teachers is unquestionably needed 110 2.2.3 Data collection instruments 2.2.3.1 Observation The observation scheme of this study was adapted from two components in the motivation orientation of language teaching (MOLT) proposed by Guilloteaux and Dörnyei (2008) The MOLT classroom observation scheme combines two established schemes or frameworks: Dörnyei’s (2001) system of motivational teaching practice and Spada and Fröhlich’s (1995) classroom observation scheme, the communication orientation of language teaching (COLT) The content categories included in the MOLT concerned features of the learners’ motivated behavior and the teacher’s motivational teaching practice The learners’ motivated behavior involved the observer’s assessment of the learners’ level of motivated behavior in terms of the proportion of students who paid attention or actively participated during the class and who eagerly volunteered during the activities Table presents the description of the three variables A three level- scale was used: very low= a few students, low= one third to two thirds of the students, and high= more than two thirds of the students Table 1: Observational variables measuring learner’s motivated behavior Variable Description Attention Students appear to be paying: They are not displaying any inattentive or disruptive behavior: they are looking at the teacher and following his or her movements, looking at visual stimuli, turning to watch another student who is contributing to the task, following the text being read or making appropriate nonverbal responses Participation Students are actively taking part in classroom interaction or working on assigned activity They are also volunteering without the teacher having to coax them in any way Chi n l
c ngo i ng xu th h i nh p Tháng 11/2014 The aspects of the teacher’s motivated teaching practice included in the MOLT were based on the Dörnyei’s (2001) model of motivational teaching practice Twenty five clearly definable and observable motivational variables were select and presented in Appendix The observation coding scheme consisted of two main parts: the class profile involving general information about the teacher, date and the class and a checklist of different motivational strategies that are proposed by Guilloteaux and Dörnyei (2008) The two items to check these strategies are frequency of use and student’s motivated behavior The data collected from observations is used to answer the all the three research questions 2.2.3.2 Questionnaires The questionnaires were also adapted from Dörnyei’s (2001) model of motivational teaching practice with the twenty five items of motivational strategies There are two sets of questionnaires, one for students and one for the teachers Both of the sets of questionnaire began with a brief overview of the research title, the purpose of carrying out the questionnaire survey and a desire for cooperation from respondents Confidentiality of shared information was also emphasized 2.2.3.3 Interviews Semi-structured interview was utilized to yield the wanted data since it is widely known that semi-constructed interviews offer interviewers plenty of flexibility while providing interviewees with adequate power and control over the course of the interview (Mackey &Gass, 2005, p.173) Two different sets of guided questions to elicit answers and further explanations from interviewees were carefully prepared in advance The questions for teachers and students were mainly based on the research questions with reference to specific aspects of the use of motivational strategies in social English classes 2.3 Finding and discussion 2.3.1 Research question 1: What motivational strategies are most frequently used by teachers at FELTE, HULIS, VNU in social English lessons of first-year mainstream students from the perception of both the students and the teachers? In order to collect the data for this first question, respondents including both the teachers and the first-year students were required to mark the level of frequency of each motivational strategy in the range from to in which the numbers respectively mean never, seldom, sometimes, often and always The bar chart below shows the result of the first-year students’ questionnaires and the teachers’questionnaires with the mean score indicating the frequency of motivational strategies used in social English class: mean score 3.18 3.37 2.45 3.15 4.36 3.65 3.36 3.78 3.82 3.76 3.61 4.18 3.86 3.55 3.51 4.18 3.97 3.64 3.6 2.91 3.31 3.09 3.04 3.64 3.61 3.73 3.61 3.55 3.894.45 4.17 3.36 3.48 2.45 3.18 3.64 3.97 3.36 3.61 4.45 4.01 4.09 3.91 3.73 4.26 33.08 3.64 3.28 Signposting Class applause Scaffolding Element of interests, creativity ,… Individual competition Elicitation of self or peer correction Sigposting Promoting cooperation Neutral feedback From the perception of the teachers From the perception of the students Figure 5: Frequency of using motivational strategies, perceived by first-year students and teachers 111 Ti u ban 1: Đào t o chuyên ng It can be clearly seen in the chart that the most frequently used motivational strategies evaluated by the teachers were Elicitation of self and or peer correction (4.45), Establishing relevance (4.45), Scaffolding (4.18), Personalization (4.18), Promoting cooperation (4.09), Arousing curiosity and attention (4), Stating the communicative purpose of utility of the activity (3.82), Inconsistent group/pair work (3.73), Team competition (3.73) On the other hand, the choices of the students were quite different, according to them, most frequently used strategies were Inconsistent group/pair work (4.26), Elicitation of self or peer correction (4.17), Establishing relevance (4.01), Personalization (3.97), Promoting cooperation (3.91), Signposting (3.91), Process feedback (3.89), Scaffolding (3.86), Class applause (3.78), Stating the communicative purpose of utility of the activity (3.76) The dissimilarity was that the teachers chose Arousing curiosity and attention and Team competition as the most frequently used motivational strategies but the students did not At this point, from the observation of sessions in English social class, the researcher agrees with the students These two strategies were rarely applied by the teachers Particularly, Arousing curiosity and attention strategy was applied in only one class (in Video 1) when the T1 asked the students to look at the book and guess the situation About Team competition, it was applied in one class (in Video 4) when T4 divided the class into groups and designed an activity Each group could gain stars when they had correct answer for the activity Groups gained largest number of stars would be the winner It seems that Team competition is fun but it takes a lot of time to design that kind of activity in class Another difference was that the students said Signposting 1, Process feedback and Class applause were three of the most frequently used motivational strategies but the teachers did not From the observation, Signposting was applied only in one lesson of T1 when she said that “The 112 focus function today is about news” In addition Class applause and Process feedback were not used in any class There were times that the students clapped, but it was not because the teachers asked them to do, they just clapped because they felt so excited with some activities Therefore, it could not be concluded that it was the strategy applied by teachers As a result, it could not be concluded that Arousing curiosity and attention, Team competition, Signposting 1, Process feedback and Class applause are among the most frequently used motivational strategies in social English class of first-year mainstream students Between the two opinions, there were some similarities Both the two groups of participants claimed that Elicitation of self and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation, Inconsistent group/pair work and Statingthe communicative purpose of utility of the activity were the most frequently used motivational strategies From the observation sessions, the researcher totally agrees that Elicitation of self and or peer correction, Establishing relevance, Scaffolding Personalization, Promoting cooperation and Inconsistent group/pair work are the most frequently used motivational strategies The reason is all the videos showed that Establishing relevance, Promoting cooperation and Personalization were used In addition, at least over half of the videos showed that Inconsistent group/pair work and Elicitation of self and or peer correction were applied However, Stating the communicative purpose of utility of the activity could not be found in any video Therefore, it could not be concluded that Stating the communicative purpose of utility of the activity is among the most frequently used strategies In conclusion, from the perception of the firstyear students and the teachers, Elicitation of self and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation, Inconsistent group/pair workare the most frequently used motivational strategies in the social English class Chi n l
c ngo i ng xu th h i nh p Tháng 11/2014 2.3.2 Research question 2: What motivational strategies are most effective for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the teachers? With the aim of seeking comprehensive answer for this question, the teachers were asked to give marks ranging from to (i.e from totally in effective to extremely effective) to signify the effectiveness of the motivational strategies The following chart describes the teachers’ opinions of the effectiveness of motivational strategies Mean score Signposting Class applause 3.7 2.9 4.09 3.45 3.91 3.91 4.18 3.73 4.09 3.6 3.7 3.91 4.3 3.55 4.18 3.36 3.4 3.9 3.64 4.27 3.91 3.91 3.55 Scaffolding E lement of interests,… Individual competition Elicitation of self or … Signposting Promoting cooperation Neutral feedback From the perception of the teachers Figure 6: The effectiveness of using motivational strategies, perceived by teachers As illustrated in the chart, Team competition was the most effective strategy with the mean score of 4.3, which indicated that this strategy was effective or even extremely effective, according to the teachers In addition, Establishing relevance was the runner-up with the mean score of 4.27, nearly equaled to the score of the first position After that, there were Elicitation of self or peer correction and Scaffolding with the mean score of 4.18 The fourth place belonged to Effective praise 10 4.3 and Personalization with the mean score of 4.09 More detailed analysis of the most effective strategies, evaluated by the teachers would be discussed in the following part Team competition The following chart illustrates the the effectiveness of Team competition from the perception of the teachers 0.82 Team competition MEAN MODE Figure 7: The effectiveness of team competition, perceived by teachers Team competition had the highest mean point among all the strategies, which meant this was the most effective strategy in the perception of the teacher The Mode was 5, which was also the highest point, which showed that many of the participants agreed that Team competition was an extremely effective strategy Moreover, Mode number is 0.82, which revealed that there was not so much difference between the answers of the participants Data obtained from observations agree with this point Team competition was not used very frequently in the social English class, but once used, this strategy could lead to really great atmosphere to the class and give the student much 113 Ti u ban 1: Đào t o chuyên ng motivation For example, in Video 4, T4 taught about “Film review” She designed a warm up game for the whole class, let them guess the film titles She divided the class into groups and asked students go to the board each turn to pick a card and merely use their gesture to explain the title of the film for their friends If any group could guess the right answer, they had one star This activity was really a relevant and effective warm up activity that could involve 100 percent of 4.27 10 students in the class The students were really active and excited They raised their hands, applauded and spoke out loud the answers, and they seemed to be very happy when they got a star for their team Establishing relevance The following chart illustrates the the effectiveness of Etablishing relevance from the perception of the teachers 0.79 MEAN MODE Establishing relevance Figure 8: Effectiveness of Establishing relevance, perceived by teachers Establishing relevance could be understood as the strategy which the teachers used to connect what had to be learned to the students’ everyday lives This item had the second highest mean score, which was 4.27 The Mode was 5, which meant many of the teachers agreed that this strategy is extremely effective The SD number was just 0.79, even lower than Team competition, which revealed that the difference among participants’ answer was even smaller than Team competition 4.18 In a nutshell, it could not be denied that Establishing relevance is a simple motivational strategy to apply, which brought about many benefits to the students Elicitation of self or peer correction The below chart describes the the effectiveness of Elicitation of self or peer correction from the perception of the teachers 0.75 El ic itation o f self o r p eer c orrec tio n M EAN M ODE Figure 9: Effectiveness of Elicitation of self or peer correction, perceived by teachers Ranking third in the most effective actively, they gave many contributing comments motivational strategies list from the perception of for the performers teachers was Elicitation of self or peer correction From the interview sessions, the researcher The mean score was 4.18 and the mode score was found out why teachers used and said this strategy This meant this strategy was evaluated as was effective For example, T1 said that this “effective” as perceived by the teachers The SD strategy could help the students improve critical number was the lowest from the list, which thinking revealed the difference among answers of the According to T1, by applying Elicitation of self participant was the smallest or peer correction strategy, the students improved From the observation, the researcher could see a lot after a semester, in terms of their writing the teachers did this strategy in class effectively pieces and the quality of the comments for friends In Video 9, T9 let the pairs of students go on the Scaffolding board and performed Role play After the performance, she asked the audience to give the The below chart describes the the effectiveness comments for the pairs The audience joined of Scaffolding from the perception of the teachers 114 Chi n l
c ngo i ng xu th h i nh p 4.18 Tháng 11/2014 0.75 MEAN MODE Scaffolding Figure 10: Effectiveness of Scaffolding, perceived by teachers Scaffolding shared exactly the same scores with Elicitation of self or peer correction, in which mean score was 4.18, mode was and SD was 0.75 Therefore, Scaffolding also ranked third and was considered as an “effective” strategy Scaffolding seems to be an effective way for low level student as the first-year students in this study When the students are still passive and not familiar with the new approach, modeling or giving them assistance should be a need to motivate them, or to help them understand the lesson From the observation scheme, the effectiveness of Scaffolding was shown clearly When teaching Film review, T4, T5 and T6 gave the students a sample of Film review After that, they raised the questions, designed the activities for the students to analyze the sample As a result, after analyzing that sample, the students could immediately structure a film review, based on the structure of the sample When being asked, the teachers explained 10 4.09 many reasons for the effectiveness of Scaffolding First, T2 believed that Scaffolding could help the students participate more actively in class She said that when using model, she often called some students to go to the board and asked them to be the model Afterward, she picked up their strong points and showed to the class, which could make them special in their friends’ eyes When the class saw the friend can did that, they thought “Well, I can better than that”, and next time they might raise their hands Additionally, T3 agreed that giving modal was really necessary, especially for mainstream first-year students who were very weak at their English Sharing the same opinions with T3, T5 explained that first-year students were not really familiar with the methods at university and they needed a lot of teacher’s help Therefore, providing models is a good way Effective praise The below chart describes the the effectiveness of Effective praise from the perception of the teachers 0.83 Effective praise MEAN MODE Figure 11: Effectiveness of Effective praise, perceived by teachers Praise is what everyone likes to have receive from other people in life Likewise, students also really need praise from their teachers Effective praise in teaching refers to offering praise of effort or achievement that is sincere, specific and commensurate with students’ achievement Effective praise ranked fourth in the effective strategies list according to the teachers with the mean score of 4.09, mode was and SD number was 0.83 This indicated that many participants thought that this strategy was “very effective”; however the difference among answers was quite big, compared to other strategy From the observation videos, the researcher rarely saw the teachers use Effective praise They did give comments for the students such as: good, very good, well done”, but these comments were not really “specific” The reason could lie on the opinion from T2 When being interviewed, she said that: “You should not give praises too often, you should limit the praises then students will feel really motivated to gain that kind of praise” Therefore, when giving Effective praise, the achievement of the students should be special, the students have to put much effort in one activity 115 Ti u ban 1: Đào t o chuyên ng which is deserved for the praise from the teachers Furthermore, talking about the effectiveness of Effective praise, T2 claimed that Effective praise can lead to positive feeling, in which you feel that you are very special As a result, the students always want to feel that again and again and again, 10 4.09 and they will try more and more Personalization The below chart describes the the effectiveness of Personalization from the perception of the teachers 0.94 MEAN MODE Personalization Figure 12: Effectiveness of Personalization, perceived by teachers Personalization refers to creating opportunity for students to express personal meanings Personalization shared the same mean and mode score with Effective Praise but with higher SD score of 0.94 This indicated that many people evaluated this strategy as “extremely effective” but the difference among answers was big Personalization seemed to be simple and effective because many teachers used it in their class From the observation, the researcher found out that this strategy was so easy to apply, because it could be just a simple question for example: “Do you have any suggestion when giving good new or bad news? (In video 1, applied by T1), “What should you in role playing?” (In video 3- applied by T3), “What you like most about that film?” (In video 4, applied by T4), “What kind of film you think is the best choice? (In video 5, applied by T5), “In your opinions, what is the important thing for your happiness? What is the concept of happiness?” (In video 7, applied by T7) and so on It was simple but also effective After the teachers raised questions for the students to express their personal meanings, the students 116 seemed to be eager to answer In conclusion, from the perception of the teachers, Team competitionEstablishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective motivational strategies 2.3.3 Research questions 3: What motivational strategies are most effective for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the students? With the aim of seeking comprehensive answer for this question, the first-year students were asked to give marks ranging from to (i.e from totally in effective to extremely effective) to signify the effectiveness of the motivational strategies Figure 13 below illustrates effectiveness of motivational strategies for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the students Chi n l
c ngo i ng xu th h i nh p Tháng 11/2014 Mean score 3.38 3.474.06 3.65 3.69 3.69 3.81 3.41 3.89 3.68 3.47 3.26 3.25 3.65 3.93 4.13 3.56 3.33 3.64 3.59 4.09 3.83 4.03 3.05 3.51 Signposting Class applause Scaffolding Element of interests,… Individual competition Elicitation of self or peer … Signposting Prom oting cooperation Neutral feedback From students'perspective Figure 13: The effectiveness of using motivational strategies, perceived by the students praise which made it become at the third position After that, Inconsistent group/pair work had the mean score of 4.03 As can be seen in the chart, the range of the choices was from 3.05 to 4.13, which indicated that almost all of the students thought that all of the motivational strategies were at least “moderately effective” Among all the strategies, Elicitation of self or peer correction was the most effective strategy from the viewpoint of the firstyear students with the mean score of 4.13 At the second position, Establishing relevance had the mean point of 4.09 4.06 was the average score among the participants’ opinions of Effective 10 4.13 More detailed analysis of the most effective strategies, evaluated by the first-year students would be discussed in the following part Elicitation of self or peer correction Figure 14 below shows the effectiveness of Elicitation of self or peer correction, perceived by the first-year students 1.03 Elicitation of self or peer correction MEAN MODE Figure 14: Effectiveness of Elicitation of self or peer correction, from the perception of the first-year students When according to the teachers, Elicitation of self or peer correction ranked third, this strategy ranked first according to the students The mean score was 4.13, which meant in average, this strategy was evaluated as “effective” The Mode was 5, which showed that many students thought that this strategy was “extremely effective” However, SD was 1.03, which indicated that there were some differences among answers of the students When being asked about the reasons why Elicitation of self or peer correction was effective, S4 said that this strategy was a good way for them to memorise that mistakes and avoid making it again in the future In addition, S7 raised another benefit of this strategy, which was like what T1 said The idea was Elicitation of self or peer correction could help the students to improve critical thinking Establishing relevance The following chart describes the effectiveness of Etablishing relevance from the perception of the first-year students 117 Ti u ban 1: Đào t o chuyên ng 4.09 10 1.02 MEAN MODE Establishing relevance Figure 15: Effectiveness of Establishing relevance, from the perception of the first-year students As perceived by students, Establishing relevance ranked at second place, just like the teachers’ opinions The mean score was 4.09, mode was and SD was 1.02 In the interview session, the students talked much about this strategy For example, S3, S6, S7 and S8 found that what connected directly to real life topic always give more motivation for the students in class, instead of just theory in the 10 4.06 books Moreover, according to S4, the students need more chance to express themselves, to be more confident and creative and Establishing relevance is one of the best way to so Effective praise Figure 16 shows us the effectiveness of Effective praise, perceived by the first-year students MEAN 1.01 MODE Effective praise SD Figure 16: Effectiveness of Effective praise, from the perception of the first-year students It seems that the students really want to receive effective praise from their teachers, therefore, they ranked this strategy at third place, unlike the opinions of the teachers ranking it fourth place 10 4.03 The mean score was 4.06, mode was and SD was 1.01 The following chart shows the effectiveness of Inconsistent group/pair work, perceived by students MEAN 1.04 MODE Inconsistent group/ pair work SD Figure 17: Effectiveness of Inconsistent group/pair work, from the perception of the first-year students Inconsistent group/pair work was evaluated as the fourth most effective strategy, from the perception of the students, while the teachers did not think that this was one of the most effective ones The mean score was 4.03, mode is and SD was 1.04 All in all, from the perception of the students, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/pair work are the most effective 118 motivational strategies Conclusion 3.1 Summary of the findings The study aimed at (1) exploring the most frequently strategies used by teachers at FELTE, HULIS, VNU in social English lessons of firstyear mainstream students and (2) determining most effective motivational strategies used by teachers at FELTE, HULIS, VNU in social English lessons, as perceived by the teacher and Chi n l
c ngo i ng xu th h i nh p students After the analysis of the data collected from 223 students and teachers via such instruments as the questionnaire, interview and classroom observation, it was found out as follows: Firstly, from the questionnaire of students and teachers and the classroom observation results, Elicitation of self and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation, Inconsistent group/pair work are considered the most frequently motivational strategies used by teachers at FELTE, HULIS, VNU in social English lessons of first-year mainstream students Secondly, from the perception of the teachers, Team competition, Establishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective motivational strategies This result was based on the teachers’ self report and from the observation as well The questionnaire and the classroom observation scheme both based on the MOLT classroom observation scheme by Guilloteaux and Dörnyei (2008) From the observation scheme, when teacher applied these strategies in class, more than two thirds of the students actively took part in the classroom activities, which means, according to Guilloteaux and Dörnyei (2008), the students were highly motivated Last but not least, from the perception of the students, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/ pair work are the most effective motivational strategies 3.2 Pedagogical Implications of the study This study has shed some light on the use of the motivational strategies in social English class for first-year mainstream students, at FELTE, ULIS, VNU The findings of the study offer some pedagogical implications for teachers as below Firstly, as shown in the study, each of motivational strategies has certain effective results in making the students being motivated in class When being interviewed, the students agreed that Tháng 11/2014 the role of the teachers to motivate the students in class is very important They said that the teachers should be the motivators who are enthusiastic, friendly and caring The teachers can make the students stay focus, attend actively and become more confident in English lessons by motivating them However, when being interviewed, the teachers said that they have learned about motivational strategies in school when they were students, but not much Most of them had to learn by themselves, through books or practical experiences On the other hand, the results from this research have shown the importance of motivational strategies and the role of the teachers as a motivator for a class Therefore, the researcher suggests that there should be a course teaching the teachers for the motivational strategies intensively, or in ELT course in the university, motivational strategies should be emphasized more as this is one of the most important tools for a teacher to help their students Secondly, the research would serve as a source of reference for the teachers teaching social English class in the future They can pay attention to the techniques that the senior teachers- the participants in this study claimed most effective, based on their teaching experiences In addition, they can also notice the strategies that the students felt that they were effective to themselves, which could make them feel very excited in class Also, the best choices for the future teachers might be the strategies which were evaluated as most effective by both teachers and students Moreover, most frequently used motivational strategies shown in this study are normally the easiest techniques to apply in class, but could bring about certain positive results As a result, the teachers can choose the best choices of motivational strategies to make their lessons better 3.3 Limitations of the study In spite of the researcher’ great efforts in conducting the research study, certain limitation could be identified in this study Due to the time limit, the researcher observed one class one lesson 119 Ti u ban 1: Đào t o chuyên ng One-time observation cannot reflect all the practices of using motivational strategies of the teachers In addition, not all motivational strategies were shown in the lessons observed REFERENCES Bahous, R (2011) Motivating students in the EFL Classroom: A Case study of perspectives, 4, 3, 33-43 Baker, T.L (1994), Doing Social research New York: McGraw-Hill Inc Brown, V., Clark, B., Kelley, K &Sitzia, J (2003) Good practice in the conduct and reporting of survey research, International Journal for Quality in Health Care, 5, 3, 261-266 De Vaus, D A (1993) Surveys in Social Research London: UCL Press Dörnyei, Z (1994) Motivation and Motivating in Second Language Classroom Modern Language Journal, 78, 273-284 Dörnyei, Z (1998) Motivation in second and foreign language learning, Language Teaching, 31, 117-135 Dörnyei, Z (2001) Motivational strategies in the Language Classroom Cambridge: Cambridge University Press Dörnyei, Z & Cheng, H.F (2007) The use of motivational strategies in language instructions: The case of EFL teaching in Taiwan, 1, 1, 153-174 Dörnyei, Z &Guilloteux, M.J (2008) Motivating 120 language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation TESOL Quarterly, 42, 55-77 10 Guilloteaux, M.J (2007) Motivating Language Learners: A Classroom-Oriented Investigation of Teachers' Motivational Practices and Students' Motivation Phd Thesis, University of Nottingham 11 James, P (1997) Research design in occupational education, media release Viewed 15 March 2014 http://www.okstate.edu/ag/agedcm4h/academic/adged5 980a/5980/newpage16.htm 12 Mackey, A &Gass, S.M (2005), Second Language Research: Methodology and Design New Jersey: Lawrence Erlbaum Associates Publishers 13 Nguyen H.T.L (2011) Teacher’s use of motivational strategies in speaking classes for second year mainstream ELT students at FELTE-ULIS in correlation with teaching experience BA thesis, University of Languages and International Studies VietnamNational University, Hanoi 14 Tran, A.D.P (2012) The exploitation of motivational strategies in teaching speaking by fourthyear students in their teaching practicum at English division I: A Multi-case study at faculty of English language teacher education, ULIS – VNUH BA thesis, University of Languages and International StudiesVietnamNational University, Hanoi  ... year focuses on intergrated-skill lessons Therefore, none of those studies investigated into the use of motivational strategies in social English class in which integrated skills are taught The above... Implications of the study This study has shed some light on the use of the motivational strategies in social English class for first-year mainstream students, at FELTE, ULIS, VNU The findings of the study... Appendix The observation coding scheme consisted of two main parts: the class profile involving general information about the teacher, date and the class and a checklist of different motivational strategies