NGHIÊN cứu về VIỆC THỰC HIỆN các CHIẾN lược dạy tạo ĐỘNG lực ở các TRƯỜNG THPT tại VIỆT NAM

Enhancing students’ motivation has always been an immense intact field in Vietnam’s educational system, which is awaiting scholars and researchers to cultivate in and bring fruitful changes to the wellbeing of their own students. With her deep concern about this notion, I carried out a study titled “ The implementation of motivational teaching strategies in Vietnam’s high schools”. The aims of this study was to describe how high school teachers and students in Vietnam perceive the use of motivational teaching strategies in EFL classrooms, identify the motivational strategies utilized by teachers and reveal the effects of those strategies on students’ behaviors in the class. This study follows both quantitative and qualitative research methods. Questionnaire, interviews and observation were employed to triangulate the information from various aspects and hence ensure the validity as well as reliability of the research.

gf VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE IMPLEMENTATION OF MOTIVATIONAL TEACHING STRATEGIES IN VIETNAM’S HIGH SCHOOLS Supervisor : Phạm Ngọc Khánh Ly, M.A Student : Lưu Cẩm Hà Course : QH2015.F1.E3 HÀ NỘI - 2019 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ VIỆC THỰC HIỆN CÁC CHIẾN LƯỢC DẠY TẠO ĐỘNG LỰC Ở CÁC TRƯỜNG THPT TẠI VIỆT NAM Giáo viên hướng dẫn : Ths Phạm Ngọc Khánh Ly Sinh viên : Lưu Cẩm Hà Khóa : QH2015.F1.E3 HÀ NỘI – 2019 ACCEPTANCE I hereby state that I: Luu Cam Ha, QH.2015.F1.E3, being a candidate for the degree of Bachelor of Arts (programme) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Student Lưu Cẩm Hà ACKNOWLEDGEMENTS First of all, I would like to express my gratitude to my devoted supervisor, Ms Pham Ngoc Khanh Ly, M.A whose intellectual consultancy and spiritual encouragement were an indispensable factor in the fulfillment of this research Besides, I sincerely appreciate the cooperation of teachers and students from Thanh Hoa‘ high schools in finishing the questionnaires, participating in the interviews and allowing me to observe their classrooms Last but not least, I want to thank all of my beloveds, without whom I could not have completed this project Thank my peer, Nguyen Thi Phuong Linh, for her instant support and knowledgeable suggestions Thank my sister, Ngo Lan Huong , for her unconditional love and care during the stressful time of research Most remarkably, I am grateful to my family members for loving, understanding, supporting and encouraging me to overcome difficulties to complete this work i ABSTRACT Enhancing students‘ motivation has always been an immense intact field in Vietnam‘s educational system, which is awaiting scholars and researchers to cultivate in and bring fruitful changes to the wellbeing of their own students With her deep concern about this notion, I carried out a study titled ― The implementation of motivational teaching strategies in Vietnam‘s high schools‖ The aims of this study was to describe how high school teachers and students in Vietnam perceive the use of motivational teaching strategies in EFL classrooms, identify the motivational strategies utilized by teachers and reveal the effects of those strategies on students‘ behaviors in the class This study follows both quantitative and qualitative research methods Questionnaire, interviews and observation were employed to triangulate the information from various aspects and hence ensure the validity as well as reliability of the research The study yielded significant findings in response to the proposed questions Firstly, the study confirms that high school teachers in Vietnam were aware of the importance of motivational practices in EFL classroom However, there were some strategies that were highlighted by teachers but not recognized by students Next, the observation revealed that the most popular and effective motivational strategies demonstrated in classrooms are: establishing relevance, class applause, tangible reward, process feedback, intellectual challenge, pair work, scaffolding, individual competition, and team competition These strategies have triggered a high level of student‘s attention, participation and volunteering Based on these findings, implications were made for teachers and classroom teaching With a view to enhancing learners‘ motivation in particular and improving the quality of teaching and learning English in general, not only teachers have to apply effective motivational strategies perceived by students more frequently but they also need to reconsider the implementation of motivational strategies that were not appreciated by students ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF FIGURES AND TABLES vi CHAPTER 1: INTRODUCTION 1.1 Rationale for the study and the statement of problems of the research 1.2 Aims and objectives of the study 1.3 Scope of the study 1.4 Methods of the study 1.4.1 Data collection methods 1.4.2 Data analysis methods 1.5 An overview of the rest of the paper CHAPTER 2: LITERATURE REVIEW 2.1 Motivation 2.1.1 Definitions 2.1.2 The role of motivation in second/foreign language learning 2.1.3 The relationship between teaching strategies, learners’ motivation and learners’ academic performance 2.2 Motivational strategies 2.2.1 Definitions 2.2.2 Motivational teaching strategies in the field of learning and teaching CHAPTER 3: METHODOLOGY 15 3.1 Research design 15 3.2 The research setting 15 3.3 Research Participants 16 3.3.1 Teachers 16 iii 3.3.2 Students 16 3.4 Data collection instrument 16 3.4.1 Student Questionnaire 17 3.4.2 Semi-structured interview 17 3.4.3 Classroom Observation 18 3.5 Data collection procedure 22 3.6 Data analysis 23 CHAPTER 4: FINDINGS AND DISCUSSION 25 4.1 Research question 1: How high school teachers and students in Vietnam perceive the use of motivational teaching strategies in EFL classrooms? 25 4.1.1 Perceptions of teachers 25 4.1.2 Perceptions of students 27 4.1.3 The relationship between teachers’ and students’ perception of motivational strategies 29 4.2 Research question 2: How teachers apply motivational strategies in their teaching practices? 30 4.3 Research question 3: How the teachers‘ motivational teaching strategies affect students‘ classroom motivation in terms of the level of their attention, participation and volunteering? 31 4.3.1 The impact of motivational teaching practice on students’ level of attention in classroom 32 4.3.2 The impact of motivational teaching practice on students’ level of participation in classroom 33 4.3.3 The impact of motivational teaching practice on students’ level of volunteering in classroom 34 CHAPTER 5: CONCLUSION 36 5.1 Summary of findings 36 5.2 Implications 36 iv 5.3 Limitations of the research 37 5.4 Suggestions for further studies 38 REFERENCE 40 APPENDICES 45 v LIST OF FIGURES AND TABLES FIGURES Figure 1: The Components of a Motivational L2 Teaching Practice (Dornyei, 2001b, p.29) 10 Figure 2: Dornyei’s semi-intuitive set of ten motivational teaching strategies (1996) 11 Figure 3: Ten commandments of motivation based on Dornyei & Csizer’ study (1998, p.215) 12 Figure 4: Motivational strategies’ impact on students’ level of attention 32 Figure 5: Motivational strategies’ impact on students’ level of participation 33 TABLES Table 1: The 25 Observational Variables Measuring the Teacher’s Motivational Practice (Guiiloteaux & Dornyei, 2008, p.63) 19 Table 2: Observational Variables Measuring Learners’ Motivated Behavior (Guiiloteaux & Dornyei, 2008, p.62) 22 Table 3: Means of motivational strategies perceived by students 28 Table 4: Common strategies perceived by teachers and students 29 vi CHAPTER 1: INTRODUCTION This chapter presents the rationale of the study as well as the aim, the objectives, and the scope of the research 1.1 Rationale for the study and the statement of problems of the research There are various researchers in the field of language learning that showed motivation is a very important factor of learning (Dornyei, 2001a; Brok Den, Levy, Brekelmans & Wubbels, 2006; Oxford & Shearin, 1994; Oxford, 1994) Likewise, Dornyei (2001a) also puts an emphasis on motivation of students when learning a new language In learning a foreign/ second language, motivation is indeed one of the most important and influential factor to individuals in language learning (compared with aptitude, learning style and the age of the learners) (Dornyei, 2001a) Regardless of aptitude, learners‘ ability and intelligence, students with higher motivation are likely to learn more effectively During the 1990s, the research about motivation for learning English as a second language (ESL) evolved into describing and focusing into the factors that impact the motivation of the students (Cheng & Dornyei, 2007) Notwithstanding such concern, the number of studies on how to enhance motivation of students using specific strategies or through the application of the theory of centralized knowledge in practical classes is relatively small in specific situations (Dornyei & Otto, 1998) On the other hand, the ESL teachers should also be aware of contexts of the research about motivation because specific strategies of a particular study may not be appropriate for all ESL teaching and learning actitivities or situations In the Vietnamese EFL context, English teaching and learning have confronted several obstacles Two main factors are identified by Hoang (2018) as students‘ low motivation and limited opportunities to practice communicating in the target language Alerted by the need to renovate foreign language education, the Ministry of Education and Training (MOET) has invested abundant resources, both intellectual and material, in the National Foreign Language Project 2008-2020, aiming to enhance EFL teachers‘ proficiency through extensive training programs across the country (Chi, 2017) Even if teachers are more proficient, students neither 21 The teacher check the answers of an exercise with the class without communicating any expression of irritation or personal criticism 22 The teacher focuses on what can be learned from the mistakes that have been made, and from the process of producing the correct answer 23 The teacher encourages students to correct their own mistakes, revise their own work, or review/correct their peers‘ work 24 The teacher offers praise for effort or achievement that is sincere, specific (i.e., more than merely saying ―Good job!‖) 25 The teacher celebrates a student‘s or group‘s success, risk-taking, or effort by applauding Thank you for your cooperation Wish you best! 48 KHẢO SÁT VỀ VIỆC ÁP DỤNG CÁC CHIẾN LƯỢC DẠY TẠO ĐỘNG LỰC MÔN TIẾNG ANH BẬC THPT Chào em, Chị Lưu Cẩm Hà, sinh viên năm Trường ĐH Ngoại ngữ - ĐH Quốc gia Hà Nội Hiện chị q trình viết khóa luận tốt nghiệp với đề tài tìm hiểu việc áp dụng chiến lược dạy tạo động lực môn Tiếng Anh trường THPT cần trợ giúp tham gia từ em học sinh Bộ câu hỏi thiết kế để chị thu thập thông tin từ bạn học sinh Toàn câu trả lời ẩn danh phục vụ cho mục đích nghiên cứu Ngồi chị khơng biết câu trả lời em, kể giáo viên chủ nhiệm giáo viên môn Tiếng Anh Nếu em đồng ý tham gia, trả lời câu hỏi theo cảm nhận học mơn Tiếng Anh trường Đánh dấu vào chọn lựa gần với ý kiến em (1: Không bao giờ; Hiếm khi; 3: Thỉnh thoảng; 4: Khá thường xuyên; 5: Thường xuyên) ST Chiến lược tạo động lực T Tạo ra, trì bảo vệ động lực cho tập với tình cụ thể Giáo viên nói chuyện với học sinh chủ đề không lien quan đến học Giáo viên nêu mục tiêu học rõ ràng đưa lộ trình cụ thể để thực hóa mục tiêu Trong trình bày hoạt động, giáo viên đề cập đến mục đích giao tiếp, tính hữu dụng hoạt động ngồi lớp học, tính hữu ích mơn học khác, phù hợp với hoạt động khác học Giáo viên kết nối kiến thức học với 49 đời sống thường ngày học sinh Giáo viên khuyến khích việc giao tiếp với người nước ngồi động viên học sinh tìm hiểu văn hóa cộng đồng nước nói Tiếng Anh Giáo viên nhấn mạnh tầm quan trọng ngoại ngữ giới giúp học sinh biết có ngoại ngữ hữu ích cho thân học sinh xã hội Trước tiến hành hoạt động, giáo viên cho học sinh thấy hoạt động thú vị quan trọng (ví dụ: hỏi học sinh đốn xem làm tiếp theo, yếu tố thử thách vui cười, mặt quan trọng nội dung tới) Giáo viên cung cấp chiến lược phù hợp làm mẫu để giúp học sinh hồn thành hoạt động (ví dụ: nhắc học sinh kiến thức kĩ học trước đó) Giáo viên tổ chức hoạt động mang tính hợp tác, khuyến khích học sinh giúp đỡ lẫn nhau, đưa gợi ý để học sinh làm tốt 10 Giáo viên để học sinh lựa chọn hoạt động, hỏi ý kiến học sinh thời gian hoạt động, để học sinh sử dụng Internet tìm kiếm thơng tin (ví dụ: cho thuyết trình, ) 11 Giáo viên hỏi lớp câu hỏi liên quan đến sống thường ngày học sinh mà giáo viên chưa biết câu trả lời 12 Học sinh làm việc nhóm khác 50 13 Học sinh làm việc theo cặp cố định 14 Giáo viên thưởng cho học sinh q thành cơng hoạt động (ví dụ: kẹo, stickers) 15 Giáo viên tạo hội để học sinh bày tỏ ý nghĩa cá nhân kinh nghiệm, ý kiến, cảm giác,… 16 Giờ học bao gồm tài liệu gây tranh cãi, nghịch lý, phi lý ngoại lai, có liên quan đến sở thích, sang tạo, trí tưởng tượng học sinh làm học sinh tò mò 17 Trong học có hoạt động thử thách trí tuệ (ví dụ: thử thách trí nhớ, giải chữ, khám phá điều đó, tìm thong tin cịn thiếu,…) 18 Học sinh làm việc để tạo sản phẩm hữu poster brochure 19 Trong học có hoạt động có cạnh tranh cá nhân 20 Trong học có hoạt động có cạnh tranh nhóm Cổ vũ việc tích cực nhìn nhận lại tự đánh giá 21 Giáo viên kiểm tra kết tập lớp mà không biểu giận phê bình cá nhân 22 Giáo viên tập trung vào kinh nghiệm rút từ lỗi học sinh từ trình làm tập 23 Giáo viên khuyến khích học sinh tự sửa lỗi mình, duyệt lại tham khảo/ sửa lỗi cho bạn khác 51 24 Giáo viên dành lời khen cho nỗ lực thành tích học sinh cách chân thành cụ thể (khơng nói ―Good job‖) 25 Giáo viên tán dương thành công, nỗ lực học sinh nhóm tràng vỗ tay Cảm ơn hợp tác em Chúc em học tập thật tốt! 52 APPENDIX B Questions for interviewing teachers THE IMPLEMENTATION OF MOTIVATIONAL TEACHING STRATEGIES IN VIETNAM’S HIGH SCHOOLS Dear Teacher, I am Luu Cam Ha, a senior from University of Languages and International Studies Now I am in the process of writing my graduation thesis The purpose of the research is to examine the implementation of motivational teaching strategies in Vietnam‘ high schools I sincerely hope that you would help me by truthfully answering the all the questions in the interview Your responses will remain confidential and anonymous No one other than the researcher will know your individual answer I am thankful for your cooperation! How long have you been teaching English? How can you describe your students‘ motivation in your classes? What are your students‘ motivations for studying English? Do you think it is important to use motivational strategies to develop students‘ motivation? What you think about a motivated class? Is there any special conditions to keep students motivated? What are the motivational strategies that you usually use in your classes? At the beginning of a lesson or a task, how can you generate your students‘ motivation? How can you keep students motivated during the lesson or during the task? Do you encourage students to cooperate during the lesson? In which way? How you give feedback to your students after each task/exercise? 10 Do you encourage students to sefl-evaluate their performance or to revise their work? 11 What you think are the most effective motivational strategies, especially in the context of Vietnam? 53 THỰC HIỆN CÁC CHIẾN LƯỢC TẠO ĐỘNG LỰC MÔN TIẾNG ANH TẠI CÁC TRƯỜNG THPT Ở VIỆT NAM Em chào thầy/cô, Em Lưu Cẩm Hà, sinh viên năm Trường Đại học Ngoại ngữ - ĐH Quốc gia Hà Nội Hiện em q trình viết khóa luận tốt nghiệp với đề tài tìm hiểu việc thực chiến lược tạo động lực môn Tiếng Anh trường THPT Việt Nam Em mong nhận giúp đỡ thầy cô việc giúp em trả lời câu hỏi buổi vấn Mọi câu trả lời ẩn danh để phục vụ cho mục đích nghiên cứu Em xin chân thành cảm ơn thầy/cô! Thầy/ cô dạy Tiếng Anh rồi? Thầy/cô miêu tả động lực học sinh lớp học nào? Theo thầy/cô, động lực để học sinh học Tiếng Anh gì? Thầy/cơ có thấy việc sử dụng chiến lược tạo động lực quan trọng để xây dựng động lực cho học sinh không? Thầy/ cô nghĩ lớp học tạo động lực cho học sinh? Liệu có điều kiện đặc biệt để tạo động lực cho học sinh không? Thầy/cô thường sử dụng chiến lược tạo động lực lớp học mình? Khi bắt đầu học hoạt động đó, làm để thầy/cô tạo động lực cho học sinh? Thầy/cơ làm để trì động lực cho học sinh suốt buổi học suốt hoạt động đó? Thầy/cơ có cổ vũ hợp tác học sinh không? Theo cách nào? Thầy/cô đưa phản hồi tới học sinh sau tập/hoạt động nào? 10 Thầy/cơ có cổ vũ học sinh tự đánh gía làm tự xem xét cải thiện lại khơng? 11 Thầy nghĩ chiến lược tạo động lực hiệu gì, đặc biệt bối cảnh Việt Nam? 54 APPENDIX C The MOLT Classroom Observation Scheme Teacher’s motivational strategies Learners’ behavior motivated Social chat (unrelated to the lesson) Attention Signposting Participation Stating Volunteering Very low: 2/3 Frequency Generating, maintaining, and protecting situationspecific task motivation communicative purpose/ utility of the activity Establishing relevance Promoting values integrative Promoting instrumental values Arousing attention curiosity or Scaffolding Promoting cooperation Promoting autonomy Referrential questions Pair work Group work Tangible reward Personalization Creative/ interesting/ fantasy/ element Intellectual challenge Tangible task product Individual competition Team competition Encouraging positive retrospective selfevaluation Neutral feedback session Process feedback session Elicitation of self/ peer correction session Effective praise Class applause 55 APPENDIX D OBSERVATION FIELD NOTES Observation No:  Date: 04/03/2019  School: School  Class: 11X1  Teacher: Ms T1  Number of students: 40  Lesson: Unit 11: Sources of Energy - Speaking  Others: At the beginning of the lesson, Ms T1 let students play a warm-up game (Lucky Number) to check the knowledge of students about different sources of energy previously learned in the reading session Then, she gave retrospective summaries of the reading passage and stated the lesson objectives clearly, which was speaking about the advantages and disadvantages of various sources of energy => ‗signposting‘ To provide the input for speaking session, the teacher not only reminded students about the information in the reading passage but also asked them to brain storm more about the advantages and disadvantages of sources of energy, therefore students would have more ideas to speak => ―scaffolding‖ If one student had or correct answers successively or did one task successfully, she always gave him/her a box of candies or some snacks => tangible reward Besides, Ms T1 also relied on pair and group discussion but she preferred group work to pair work as she spent most of the time by engaging the students in group work 56 Observation No:  Date: 04/03/2019  School: School  Class: 10X2  Teacher: Ms T2  Number of students: 37  Lesson: Unit 11: National Parks - Reading  Others: Ms T2 kicked off the lesson with the video ‗The Top Ten Best National Parks in the world‖ in which name, information and many picturesque scenes of 10 national parks were shown on the slide Then, the teacher asked students some questions: ‖Have you ever been to a national park? Where is it, in Vietnam or in the world?‖, ―Can you name some of the national parks in Vietnam and in the world?‖ => ―referential question‖ and finally she clearly introduced the lesson which was reading about different national parks in the world The objectives of the lesson were stated and written on the black board => ―signposting When it came to the main task ―reading comprehension‖, the teacher did not closely follow the textbook but made some changes Firstly, she provided a list of new words with Vietnamese meaning and asked students to write down these words in their notebooks Next, the students read the reading text silently and three students were called to translate three passages into Vietnamese When the teacher made sure that all students could understand the reading text, she asked them to answer following questions in the textbook and called them to answer If the student gave a correct answer, he/she would receive a big applause from the teacher and classmates => ―class applause‖ If the answer was not correct, the teacher would ask the student how he/she understood that question and help them to locate the information in the reading text to answer Also, the teacher equipped students with some tips to improve reading skills such as: identifying key words in the question, guessing the meaning from context, read under time pressure, etc => ―scaffolding‖ A bonus point of the lesson was the matching game in the last session 57 Students were divided into two teams and in each turn, there was a representative of each group receiving a piece of information from the teacher The representative had to decide which national park was being mentioned with the information from the note and stuck that note under the name of the national park on the board => ‗intellectual challenge‖ + team competition One of the note indicated Ben En national park, a famous tourist attraction in Thanh Hoa hometown Accordingly, the teacher gave some rudimentary insight into the destination, using certain thematic vocabulary and ideas in the lesson => establishing relevance 58 Observation No:  Date: 05/03/2019  School: School  Class: 11X3  Teacher: Mr T3  Number of students: 38  Lesson: Unit 11: Sources of Energy - Reading  Others: Mr T3 started the lesson by directly asking students question about energy: ―Can you list some sources of energy in our daily lives?‖, ―Why we need energy?‖ => and then he showed pictures of different sources of energy on the slide and called students to name each of them After providing students with name of all sources of energy, he stated the lesson objectives explicitly and also showed them on the slide => ―signposting‖ After reading the passage about sources of energy, students were aked to task in the text book―scan the passage and write down the advantage(s) and disadvantage(s) …‖ Then the teacher called students to write down their answers on the board and then checked to see whether the answers were the same or different and correct if necessary The teacher also called other students to see if they have the same opinion If students contradicted each other, teacher would ask them to identify the information in the passage again and finalize the answer => ―process feedback‖ When it came to the summary of the reading passage in which students filled each blank with a suitable word from the box (task 3), Mr T3 let students the task in minutes by writing down the words in the notebook and students who quickly had all correct answers would receive bonus point for the oral test => ―individual competition‖ + ―reward by bonus point‖ Finally, teacher connected the knowledge from textbook to everyday‘ lives by asking students about the danger of nuclear power The teacher then showed the video of Chernobyl nuclear explosion on the slide => ‗establishing relevance‘ 59 Observation No:  Date: 06/03/2019  School: School  Class: 11X4  Teacher: Ms T4  Number of students: 39  Lesson: Unit 11: Sources of Energy - Speaking  Others: At the beginning of the lesson, Ms T4 shared with the students a story about her daughter who was a fan of BTS – a world-leading Korean boyband Specifically, she insisted on going to the band‘s concert by saving pocket money, which the teacher found confusing yet hilarious This immediately piqued the class‘s interest as if they all shared this fad => social chat The teacher moved on to check the homework, which was ―After you read‖ section (page 126-127) before switching to the Speaking focus of the lesson by writing the lesson‘s objectives on the board => Signposting Students successively did task before moving on the pair work in task 2, in which they were required to talk to their partner about the pros and cons of each alternative source of energy The teacher held a small game in which the person who could utilize as many new words of the unit‘s topical vocabulary would get a box of biscuits => tangible reward + pair work The teacher wrapped up the lesson by emphasizing the practical application of vocabulary and ideas drawn from the lesson when students discuss energy issues such as energy crisis with foreigners => establishing relevance 60 Observation No:  Date: 07/03/2019  School: School  Class: 10X5  Teacher: Ms T5  Number of students: 42  Lesson: Unit 11: National Parks - Listening  Others: The teacher started the lesson by holding a vocabulary game to remind students of previous topical vocabulary related to environment in terms of flora and fauna This was carried in the form of individual competition without no reward distributed at the end of the game => intellectual challenge + individual competition The teacher introduced to Listening focus of the lesson with and followed exactly the sequence of tasks in the textbook When it comes to ―While you listen‖ section, three students representing three columns in the class went to the board to write their answers for the exercise After checking the answers, the teacher ranked those students downwards and required the class the give the one with the most correct answers a big hand => class applause Finally, the lesson was wrapped up by a writing task based on the topic given in the speaking section in ―After you read‖ This was done to prepare for the upcoming writing lesson, according to Ms T5 61 Observation No:  Date: 08/03/2019  School: School  Class: 10X6  Teacher: Mr T6  Number of students: 42  Lesson: Unit 11: National Parks - Writing  Others: The teacher broke the ice by a warm-up game in which the students were divided into three teams and quickly raise their hands to think aloud desired English words given the definition on the slide After 10 rounds, the group with the highest score was given an applause by the class => class applause Subsequently, the teacher introduced the lesson objectives in the writing section and followed the sequence of tasks given in the textbook => signposting When it comes to task 3, students were asked to work in pairs to write a full letter based on the given topic After 15 minutes, the teacher invited two students representing two pairs to come to the board and write their response These works were then corrected on the spot as the teacher pointed out mistakes for the class to learn from, including frequently made mistakes => process feedback 62 ... HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ VIỆC THỰC HIỆN CÁC CHIẾN LƯỢC DẠY TẠO ĐỘNG LỰC Ở CÁC TRƯỜNG THPT TẠI VIỆT NAM Giáo viên hướng... tranh cap tinh cua Vietnam nam 2018 Retrieved from "https://vietnamfinance.vn/bao-cao-chi-so-nang-luc-canh-tranh-cap-tinh-cuaviet -nam- nam-2018-20180504224221477.htm" https://vietnamfinance.vn/bao-cao-chi-so-nang-luc-canh-tranh-cap-tinh-cuaviet -nam- nam-2018-20180504224221477.htm... EFL context of Vietnam All these conditions, henceforth, have offered the researcher a chance to conduct a study on the implementation of motivational teaching strategies in Vietnam‘s high schools