Niềm tin về chiến lược tạo động lực học và việc thực hành sử dụng chiến lược của sinh viên năm thứ ba trong giảng tập tại khoa sư phạm tiếng anh, trường đại học ngoại ngữ

L2 learners’ motivation has been voiced by many scholars to be closely related to teachers’ motivational teaching practices, yet many young teachers hardly ever employ motivational strategies in their classes. The question to answer is whether those teachers are aware of the effect of the techniques to motivate learners and practice those techniques during preservice teacher training programs. There have been a significant body of research on this matter in the world but since there has been little research on this matter in Vietnam, this study was carried out. The study took thirdyear students at the Faculty of English language Teacher Education, University of Languages and International Studies as participants and employed mixed methods design to scrutinize the student teachers’ beliefs and practices about motivational strategies in their microteaching. Specifically, 109 student teachers were invited to participate in the research surveys using stratified and simple random sampling method. Questionnaires, classroom observations and interviews were used as data collection instruments while descriptive statistics and interpretative procedures served as the main data analysis methods.

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER FELTE-ULIS THIRD-YEAR STUDENTS’ BELIEFS AND PRACTICES OF MOTIVATIONAL STRATEGIES IN THEIR MICRO-TEACHING Supervisor : Dương Thu Mai, Ph.D Student : Lý Hoàng Yến Course : QH2015 HANOI - 2019 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NIỀM TIN VỀ CHIẾN LƯỢC TẠO ĐỘNG LỰC HỌC VÀ VIỆC THỰC HÀNH SỬ DỤNG CHIẾN LƯỢC CỦA SINH VIÊN NĂM THỨ BA TRONG GIẢNG TẬP TẠI KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ Giáo viên hướng dẫn : T.S Dương Thu Mai Sinh viên : Lý Hồng Yến Khóa : QH2015 HÀ NỘI - 2019 ACCEPTANCE PAGE I hereby state that I: Lý Hoàng Yến, being a candidate for the degree of Bachelor of Arts (TEFL) 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 Signature June 1st 2019 ACKNOWLEDGEMENTS First and foremost, it is my pleasure to be supervised by Ms Duong Thu Mai, to whom I would like to express my deepest gratitude Without her precious support, careful guidance and critical comments, the study could have not been completed Secondly, with all sincerity, I would like to thank 109 third-year students at the Faculty of English language Teacher Education, University of Languages and International Studies for their enthusiastic and responsible participation in the research Additionally, I would have not been completed the study without my classmates Vu Phuong Hanh, Tran Thi Hoai Linh, Tran Hong Duyen and my beloved friend Le Thi Thanh Huyen, who provided me listening ears and encouragement all the time My sincere gratefulness is finally dedicated to my beloved family, especially my parents, who had been caring and supporting me wholeheartedly during the time I carried out this study I would like to offer my regards and blessings to all of those who supported me in any respect during the completion of the study i ABSTRACT L2 learners‟ motivation has been voiced by many scholars to be closely related to teachers‟ motivational teaching practices, yet many young teachers hardly ever employ motivational strategies in their classes The question to answer is whether those teachers are aware of the effect of the techniques to motivate learners and practice those techniques during pre-service teacher training programs There have been a significant body of research on this matter in the world but since there has been little research on this matter in Vietnam, this study was carried out The study took third-year students at the Faculty of English language Teacher Education, University of Languages and International Studies as participants and employed mixed methods design to scrutinize the student teachers‟ beliefs and practices about motivational strategies in their micro-teaching Specifically, 109 student teachers were invited to participate in the research surveys using stratified and simple random sampling method Questionnaires, classroom observations and interviews were used as data collection instruments while descriptive statistics and interpretative procedures served as the main data analysis methods The findings reveal profound beliefs of the third-year students about the effectiveness of motivational strategies as well as their attempt to apply the strategies in micro-teaching An undisputable link between the student teachers‟ beliefs and practices about MSs was also identified since the participants had the tendency to use the strategies which they highly value Besides their beliefs, other factors such as students and classroom conditions, particularly micro-teaching context, lesson contents and learners‟ level, also relate to the third-year students‟ application of MSs in micro-teaching These results suggest the pre-service teachers should try to vary the use of MSs in their teaching, even the techniques that they not evaluate, for better motivating effects ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF FIGURES AND TABLES v LIST OF ABBREVIATIONS vii Chapter 1: INTRODUCTION 1.1 Statement of research problem and rationale .1 1.2 Research aims and research questions 1.3 Scope of the study .2 1.4 Significance of the study 1.5 Organization of the paper .4 Chapter 2: LITERATURE REVIEW 2.1 Pre-service teachers‟ beliefs and practices 2.1.1 Teachers‟ beliefs 2.1.2 The relation between pre-service teachers‟ beliefs and practices 2.2 Motivation 2.2.1 Definition of motivation 2.2.2 Frameworks of L2 Motivation 2.2.3 Frameworks of Motivational strategies 10 2.2.4 Studies on L2 motivation in Vietnam 17 2.3 Micro-teaching 19 2.3.1 Definitions and basic concepts .19 2.3.2 Advantages and limitations of micro-teaching 20 Chapter 3: METHODOLOGY 22 3.1 Settings of the study 22 3.2 Sampling and participations .23 3.3 Data collection 24 3.3.1 Data collection instruments 24 3.3.2 Data collection procedure .26 3.4 Data analysis .29 iii Chapter 4: FINDINGS AND DISCUSSION 31 4.1 The beliefs of the student teachers about the effectiveness of MSs 31 4.2 The student teachers‟ frequency of using MSs in micro-teaching .37 4.2.1 Data from questionnaires 37 4.2.2 Data from classroom observations 40 4.3 The relation between the student teachers‟ beliefs and practices about MSs .45 4.3.1 Motivational strategies in creating basic motivational condition 45 4.3.2 Motivational strategies in generating initial motivation 46 4.3.3 Motivational strategies in maintaining and protecting motivation 47 4.3.4 Motivational strategies in encouraging positive self-evaluation 49 Chapter 5: CONCLUSION 52 5.1 Major findings of the study 52 5.2 Pedagogical implications 53 5.3 Limitations of the study .54 5.4 Suggestions for further study .54 REFERENCES 56 APPENDICES 59 iv LIST OF FIGURES AND TABLES List of Figures Page Figure 1: The components of motivational teaching practice in L2 classroom 12 Figure 2: The student teachers‟ beliefs about the effectiveness of MSs in creating basic motivational condition ……………………………………… 32 Figure 3: The student teachers‟ beliefs about the effectiveness of MSs in generating initial motivation ………………………………………………… 32 Figure 4: The student teachers‟ beliefs about the effectiveness of MSs in maintaining and protecting motivation ……………………………………… 34 Figure 5: The student teachers‟ beliefs about the effectiveness of MSs in encouraging positive self-evaluation ………………………………………… 36 Figure 6: The student teachers‟ self-perceived frequency of using MSs in creating the basic motivational conditions …………………………………… 37 Figure 7: The student teachers‟ self-perceived frequency of using MSs in generating initial motivation ………………………………………………… 38 Figure 8: The student teachers‟ self-perceived frequency of using MSs in maintaining and protecting motivation ……………………………………… 39 Figure 9: The student teachers‟ self-perceived frequency of using MSs in encouraging self-evaluation ………………………………………………… 40 Figure 10: The student teachers‟ frequency of using MSs in encouraging self-evaluation as observed by the researcher …………………………… 40 Figure 11: The student teachers‟ frequency of using MSs in generating initial motivation as observed by the researcher …………………………… 41 Figure 12: The student teachers‟ frequency of using MSs in maintaining and protecting motivation as observed by the researcher ………………………… 43 Figure 13: The student teachers‟ frequency of using MSs in encouraging self-evaluation as observed by the researcher ……………………………… 44 v List of Tables Table The 25 Observational Variables Measuring the Teacher‟s Motivational Practice 13 Table Data collection procedure 26 vi LIST OF ABBREVIATIONS MS : motivational strategy MSs : motivational strategies FELTE : Faculty of English Language Teacher Education ULIS : University of Languages and International Studies L2 : second language; foreign language EFL : English as a foreign language ESL : English as a second language ELT : English language teaching MOET : Ministry of Education and Training of Vietnam SDT : Self-determination theory vii Appendix GUIDING QUESTIONS FOR SEMI-STRUCTURED INTERVIEW WITH STUDENT-TEACHERS Why you highly value some particular strategies? Why didn‟t you use frequently the strategies that you highly value? Regarding your most frequently used strategies, could you please clarify when (which situations or which stages of the lesson) you used those strategies? Why did you use those strategies most frequently while you not highly value them? 65 Appendix 4: STUDENT TEACHERS’ INTERVIEW TRANSCRIPT Interview R: Researcher S1: Student teacher R: In the questionnaire, you think flexible pairs/group work and creating opportunities for students to express personal meanings can help stimulate students very much Can I ask why you think so? S1: Okay, first about flexible pairs/group work, I think high school students nowadays learn in a passive way, so if they always work in a fixed group, they have a tendency to rely on their friends and are not really involved in the activities So when they have to work with other friends, they cannot rely on those friends any thus being forced to participate in the activities I think working in flexible pair/group work helps student be more active and learn better R: The next one is creating opportunities for students to express personal meanings or personalization Why you think they are highly motivating? S1: I think this strategy is motivating because students will feel that they receive care from teachers, and teacher can also understand the students more Besides teaching students knowledge, teachers should also get to understand students because each student has his own personalities and there are many students in the class So I think teacher may adapt or design activities that provide students chances to express their opinions and feelings, so that teacher will understand students more and can design the activities that are more suitable and more related to students‟ interest R: Yup thank you Well but as I see in the questionnaire, you used fixed pair/group work more often than flexible one in your micro-teaching Why‟s that? S1: Honestly I didn‟t have enough time to let students find their own partners So I assigned the group to save time for my micro-teaching And I think even in real teaching, it‟s harder for teacher to manage the class if they let students find new teammates for every activity So maybe they can combine, like have flexible pair/group work sometimes in between fixed pair/group work 66 S1: And I also couldn‟t use personalization often either due to the time limit of my micro-teaching Because we only taught in 30 minutes so we focused on presenting the knowledge and did not give many chances for students to express their opinions R: Okay Now we move to some strategies that you used the most frequently in your micro-teaching which are raising students’ curiosity or attention and giving neutral feedback? Can you specify when you used these strategies? S1: About raising students‟ curiosity or attention First I need to understand my student‟s interest and also what they don‟t like Then I tried to link the content of the lesson to their interest In my micro-teaching, I used it in the warm-up stage in form of a small game so that I could take the students back to the lesson after the break time I also asked them to guess the content of the recording before letting them listen to it That was to raise students‟ curiosity and to prepare their background knowledge before listening R: And when did you give neutral feedback? S1: I use these two strategies whenever the students spoke up or gave the answers for exercises Because you know, the target students of the lesson are grade 11 students who always want to protect their self-image, so I think giving neutral feedback will help them feel less shy due to the fear of giving wrong answers, and when they get the correct answer, I also gave them praise R: Okay So why don‟t you highly value these strategies while you used them quite often in your micro-teaching? S1: I think raising students‟ curiosity is not always motivating because students will not really curious about the topics that they are not interested in So it depends on the content or topic of the lesson Sometimes the topic may be hard for students to guess or imagine, so they‟ll still keep silent when teacher ask them to guess R: And why you think neutral feedback is not really motivating? S1: Because I think that students not really care about neutral feedback, even praise They will only feel uncomfortable when receiving criticism but teachers mostly don‟t that to protect the students‟ self-esteem 67 R: Thank you so much for your sharing with me! S1: You‟re welcome Interview R: Researcher S2: Student teacher R: Okay As I see in the questionnaire, raising students’ curiosity and attention and tangible rewards are among the strategies that you marked the most motivating I would like to hear the reason why you highly value those strategies S2: About raising students‟ curiosity and attention, this strategy can definitely motivate students because everything related to curiosity makes students feel more eager to learn and they will remember well what makes them curious about And about tangible rewards, I think students are not given rewards often so whenever they have rewards for an activity, they feel very happy and excited Rewards really motivate them to participate in the activity R: Okay, thank you Now can you tell me why did you only sometimes use these strategies? S2: Ah that‟s because the lesson content was familiar to students, so I had only the very first guessing game at the beginning of the lesson to warm-up and raise students‟ curiosity and attention to the lesson And, well, rewards are motivating it‟s not good to offer students reward often because they will probably study just for the prizes rather than the knowledge I think teacher should give rewards just sometimes, like when she knows that students put a lot of effort onto their work, so they deserve having rewards And actually my budget doesn‟t allow me to give my students many rewards haha So at the end of the lesson, we counted the points and found out the winner of the class, and I gave them Oreo cookies as a small prize That still made them very happy though R: Yeah I agree with you that teachers should not give rewards often because they will spend a lot of money on that haha Okay now let‟s talk about some strategies that you used the most frequently in your micro-teaching They are stating the objectives at the beginning of the lesson and fixed pair/group work Could you tell me at which stages of the lesson did you use these strategies? 68 S2: Well of course I stated the objectives at the beginning of the lesson I only gave the objectives briefly like “In our lesson today, we will learn about grammar to + infinitive to talk about purposes” for the students to prepare for the lesson S2: And I let my students work in fixed group in all of the activities, from warmup game, practice and production stage when they had to create their own invention and present its functions using to V in front of the class They all played in teams and they sit near each other Actually I think letting students choose their own teams would motivate them more but it would be really timeconsuming and hard for me to manage the class, and I had only 25 minutes for the whole lesson So I assigned them the groups R: Okay Why don‟t you think stating the objectives motivating while you still used it? S2: My teacher said that this strategy is very important because it provides students with an overview of the lesson I learned this strategy during the ELT course and it‟s also one criterion in the marking rubrics for micro-teaching, that‟s why I used it so that I could have mark for it However, from my learning experience in high school, the lesson objectives are not really important and students just follow the teachers‟ instructions for activities And sometimes when the lesson exceeds the time limit, students only want to take a break rather than paying attention to the teacher wrapping-up the lesson That‟s what I observed and experienced R: I see That‟s the end of the interview Thank you so much for your informative opinions! S2: You‟re welcome Interview R: Researcher S3: Student teacher R: Okay Now I would like you to share why you highly value some certain strategies including social chat, fixed pair/group work, and tangible task products 69 S3: I think by having social chat with students, the power distance among teacher and students is shortened and they become closer This makes students feel more comfortable R: So why didn‟t you use this strategy frequently in your micro-teaching? S3: I use this strategy more often in my real teaching than in micro-teaching because in micro-teaching, I was under time pressure and I was also afraid that talking too much would affect the mark for teacher manner R: What about fixed pair/group work? S3: Well, I think when students work in fixed group, they are all familiar with each other and can work more effectively than working with others I think the learning environment will be much more comfortable and motivating Another plus point is that I can save a lot of time for my lesson from rearranging the students R: Well so why did you just sometimes use this strategy in your micro-teaching? S3: That‟s because I also have individual works besides pair and group work I think combining different type of work arrangement will make the lesson less boring, and individual work can prevent students from relying too much on their friends R: Okay, now let‟s talk about tangible task products? S3: Before we learned about project-based learning in Education Course I think this is very useful because students know that they can something and they can learn a lot from the process of making that thing However, I think this strategy is very time-consuming and it requires various skills so normally it isn‟t used much R: Ah I see That‟s the reason why you didn‟t use it often in your micro-teaching, right? S3: That‟s right I didn‟t have much time for my micro-teaching And the activity itself was not appropriate to the content my lesson I taught reading skills and the topic was about generation gap in family, so it was hard to design an activity that requires students to make real products R: And one of the strategies that you frequently used in your micro-teaching is 70 giving process feedback Do you understand the term? S3: Like giving feedback on the process right? R: Yeah kind of, like giving feedback on how the students get the answer, why the answer is right or wrong Can you tell me in which activities in you microteaching did you give process feedback? S3: Yeah I often used this strategy when checking students‟ answers for exercise My lesson was about reading skills, so I think asking students how they got the answers and explaining the answers carefully is really effective in developing the skills R: Okay so you often gave process feedback I your lesson right? But why in the questionnaire you gave only mark for the effectiveness of this strategy? S3: Um ah I think that depends on the level of difficulty of the tasks and also the students level I think when students easy tasks and they all get correct answers, there‟s no need to explain the answers thoroughly and teachers can move to other activities to save times And for the weak students who are lazy in learning, they not really pay attention to the answer checking parts so maybe teachers can something else to motivate them to learn rather than explaining the answers R: Okay Thank you very much for the interview! S3: You‟re welcome Interview R: Researcher S4: Student teachers R: Can you tell me why you highly value some strategies like scaffolding, team competition, promoting cooperation, and effective praise? S6: Those are what I observed from my writing classes Each of the above strategies has different role, and they help to motivate us throughout the lesson For example, we love competition because they are interesting and exciting so activities like games are highly motivating So our teacher often introduced a game at the beginning of the lesson to generate our motivation Then after teacher introduced new type of writing, we move to the next activity which was 71 about practicing brainstorming ideas Our teacher modeled a topic and also helped us to brainstorm ideas for other topics We did this activity in groups so we had more ideas for the writing I think scaffolding and cooperation here helped us be more confident and maintain our interest during the activities And finally, after we exchanged ideas with other groups, teacher gave us critical feedback and also praised on our ideas if the ideas were good or creative This made us feel that coming up with an idea for writing is not too hard Writing is considered a hard skill, but our teacher made it less stressful for us And I think the whole motivation process goes like that R: I think you have great observation and experience Can you explain why you didn‟t use all of these strategies frequently in your micro-teaching? Because I see that you only gave mark for the strategies S6: Because actually I don‟t find any single strategy is perfect and is adequate to be able to motivate students Each strategy has its own advantages and disadvantages So I think teacher should combine several strategies or use several strategies reasonably in the lesson as my teacher did Well in my microteaching, I think I still applied the same process, but activities were different because you know the target skill was not writing but grammar R: I think that‟s a great idea I‟d like to know how the process was going S6: Well so first I still scaffold by providing them with new knowledge about passive voice, instructed them how to unscramble sentences exercise like rearranging words and using correct form of verbs in passive voice and made a model sentence for them I let them the exercise in groups because I thought the weak students still need friends‟ support And when checking the answers for the exercise, I gave them praise when they have correct answers and also asked them to give explanation for their answers This is like giving process feedback to help them know whether they applied the grammatical knowledge correctly And I think this is really important to high school students because they need to know their mistakes and how to avoid making the same mistakes in exams So I think I only used each strategy once or twice in my micro-teaching R: Okay Thank you so much for this informative interview 72 S6: You‟re welcome I also had time to think about the process of motivation It‟s really helpful to me R: I‟m glad to know that Thank you so much again Interview R: Researcher S5: Student teacher R: Why you think establishing relevance (connecting what has to be learned to students‟ everyday life), personalization (creating opportunities for students to express personal meanings) and encouraging self or peer correction/feedback are the most motivating strategies? S5: Establishing relevance and personalization are quite similar because they make the knowledge more familiar to students Establishing relevance somehow shows that teacher cares about students and understands their interest, and personalization is like students‟ self-reflection When teachers can create opportunity for students to reflect on what they have learned, they can internalize the knowledge and remember it better And students will feel that they can express their opinions, and that learning is closely related to their life, so they will feel less stressful in learning R: Why didn‟t you utilize these strategies often in your micro-teaching? S5: I did try to make the lesson more relevant to students but the topic was actually not really familiar to them It was about listening to people talking about world heritage site, so at the post-listening stage, students were able to express their opinions about the place by drawing poster and presenting about the site in front of the class But we only had enough time for one presentation so I think it was quite limited R: I think your idea was good, and you can definitely it in real class when you have more time What about encouraging self or peer correction/feedback? Why you think it‟s stimulating and why didn‟t you utilize it much? S5: Well about encouraging self or peer correction/feedback, umm I think like being able to correct their own mistakes will bring students a sense of satisfaction and maybe they will never get the same mistakes again, and also friends are 73 familiar so students can learn from friends easily You know students have a tendency to ask for friends‟ support when they don‟t know the answer So I think maybe they feel comfortable when being corrected by their friends haha R: Yeah but you think sometimes students not trust each other, like they don‟t think the answers provided by their friends are correct? S5: Maybe But I think to be fair teachers should always confirm the correct answers for the whole class And the reason why I didn‟t use this strategy much is simply that my class provided all correct answers Haha In the lesson plan, I planned to let the class listen to the recording again if they couldn‟t identify the answers or their answers were incorrect But my students were all good so I didn‟t have to that Peer feedback was only for poster presentation activity, like after the group presentation, I asked the class to give them comments R: Ohh I think next time you should negotiate with them before the lesson and ask to pretend that they were weak students so that there would be more correction activities Haha Okay, as I see in the questionnaire, you don‟t think mentioning the communicative purpose and the usefulness of the activity is motivating but you did it quite often Can you explain why? S5: Before starting any activity, I always mention its purpose For example, when I introduce new words in pre-listening stage, I said “Before you listen, I would like to introduce some vocabulary items that occur in the recording so that you will listen better” I think it‟s like a transition from one activity to another and make the lesson smooth Maybe it‟s time when students know what they are going to and get ready for the activity, but I guess they only focus on how to the activity rather than its purpose If the activity has good purpose but is not interesting, it turns out to demotivate students instead R: Yup That‟s the end of the interview Thank you very much! Interview R: Researcher S6: Student teacher R: As I see in the questionnaire, you marked some strategies as the most motivating like stating the objectives at the beginning of the lesson, raising 74 students’ curiosity or attention, and scaffolding I would like to hear the reason why you highly value those strategies We will go one by one, start from stating the objectives, okay? S6: okay So I think stating the objectives at the beginning of the lesson is motivating because when we state the objectives, we can capture attention and raise interest among students if the objectives are close to students‟ interest Or even if the lesson is not really of students‟ interest, stating the objectives is one way to get students ready for the lesson It‟s not good to go straight to the lesson right away when students are not ready yet R: The next one is raising students’ curiosity or attention Why you think it‟s stimulating? S6: Yeah this strategy can definitely motivate students because everything related to curiosity makes students feel more eager to learn and I think they will remember well what makes them curious about R: Okay What about scaffolding? S6: I think for some difficult activities and exercises, students may not know what they have to and may need teachers‟ help, so teachers may need to explain the tasks for students, or make some adaptation if necessary, or make a model to demonstrate how to the task so that students will feel more confident in doing the task R: I see Now I‟ like to know why didn‟t you use frequently these strategies while you highly value them S6: About stating the objectives at the beginning of the lesson, I was quite nervous at the beginning of the lesson, so after the warm-up game, I forgot the state the objectives of the lesson and move to presenting vocab right away I didn‟t recognize that until my teacher gave comments on that It‟s not because I didn‟t want to use, but because I forgot And the reason for both raising students‟ curiosity or attention and scaffolding is that the lesson content and activities were all familiar to students It was a vocabulary lesson and the exercises were filling in the blank with the correct words So in my lesson, I had only the very first guessing game to raise their curiosity and attention to the lesson, and I didn‟t 75 have to scaffold them R: Okay thank you Now let‟s talk about the strategies that you use frequently in your micro-teaching I will ask you about class applause only When did you have class applause? S6: It was in the production stage, after each person coming to the board, the whole class gave that person a big hand to celebrate his great effort in speaking R: Why don‟t you think class applause is motivating? S6: It might be motivating, but because we give applause in every lesson, it somehow becomes an automatic habit Like even when the class does not pay attention to one‟s performance or the performance is not good, they still give him big hand I think the older the students are, the less they find class applause motivating R: Okay Thank you very much for your sharing! S6: You‟re welcome Interview R: Researcher S7: Student teacher R: Why you highly value some particular strategies like highlighting the role of L2 in the world and its potential usefulness for students, and promoting autonomy? S7: Of course English is beneficial in globalization era Learning English is definitely useful when it comes to searching for good jobs or pursuing dreams That‟s what I often say to my tutees as I‟m an English private tutor I think high school students need to be more realistic when choosing the career to pursue Making them understand the usefulness of learning English will motivate them to learn better And autonomy, I think it‟s motivating because my tutees like to learn more when I let them choose the tasks to Maybe I prepare for them exercises, they can choose which they want to first then I check the answers then they choose the next exercise The thing is they all feel relaxed and remember knowledge well R: In you micro-teaching, why didn‟t you use frequently these two strategies? 76 S7: Because the context in micro-teaching is totally different from my tutorials Like during the tutorials, in the break time or when my tutees feel tired, I can have more chats with them, maybe about topics unrelated to target knowledge or future jobs But in micro-teaching, I have no time to so And the students in micro-teaching are not my real students, so I don‟t have to say how English is good for their jobs I also couldn‟t let my students in micro-teaching choose the tasks because all activities were planned carefully before the lesson I think I could be more flexible when tutoring, but I need to follow the plan for microteaching because I have mark for it R: Do you think that you will let your students choose activities if you teach a real class in the future? S7: I think I‟ll try because it‟s effective to my tutees Hmm but honestly it‟s quite hard coz there are many students in one class and maybe they have different preference on the activities I think I‟ll run out of time if I let them choose Haha So maybe it‟s more effective if the class is in small-scale and the time is not strict That‟s perfect for the two strategies R: Okay Regarding your most frequently used strategies such as connecting what has to be learned to students’ everyday lives and scaffolding, could you please clarify exactly when you used those strategies in your lesson? S7: Let me think a little bit Well the first strategy was when I presented new vocab about music I tried to link the vocab to the students by taking some examples of their idols and current popular music like And by scaffolding I think I always gave instructions carefully, checked students‟ understandings of the activities and made a demo for them That‟s what I learned in ELT course R: Why did you use those strategies most frequently while you not highly value them? S7: The reason is the lesson and activities were already too familiar and easy So the fact that I tried to explain each word with examples and gave careful instructions seemed to be redundant My teacher commented that my teacher talking time was too much and because the tasks were easy so I could increase student talking time by asking them to take examples or to explain the exercise 77 requirements themselves She also said scaffolding is necessary when it comes to difficult activities, and I need to be more sensitive and flexible to balance TTT and STT R: Okay I see That‟s a common problem haha Don‟t worry because you still have many teaching practices later I believe that you will make progress S7: Yeah I hope so Thank you R: Okay thank you for sharing with me! 78 79 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NIỀM TIN VỀ CHIẾN LƯỢC TẠO ĐỘNG LỰC HỌC VÀ VIỆC THỰC HÀNH SỬ DỤNG CHIẾN LƯỢC CỦA SINH VIÊN NĂM THỨ... DỤNG CHIẾN LƯỢC CỦA SINH VIÊN NĂM THỨ BA TRONG GIẢNG TẬP TẠI KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ Giáo viên hướng dẫn : T.S Dương Thu Mai Sinh viên : Lý Hồng Yến Khóa : QH2015 HÀ NỘI... strategies in creating basic motivational condition 45 4.3.2 Motivational strategies in generating initial motivation 46 4.3.3 Motivational strategies in maintaining and protecting motivation