Tạo động lực học tiếng cho sinh viên không chuyên ngữ tại một trường cao đẳng ở hà nội thông qua tăng cường sử dụng tiếng anh lớp học​

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES  HOÀNG THANH THẢO FOSTERING CLASSROOM ENGLISH TO MOTIVATE THE FIRST YEAR NON-MAJOR STUDENTS IN EFL CLASSES AT A COLLEGE IN HANOI (Tạo động lực học tiếng cho sinh viên không chuyên ngữ trường cao đẳng Hà Nội thông qua tăng cường sử dụng tiếng Anh lớp học) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Hà Nội - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES  HOÀNG THANH THẢO FOSTERING CLASSROOM ENGLISH TO MOTIVATE THE FIRST YEAR NON-MAJOR STUDENTS IN EFL CLASSES AT A COLLEGE IN HANOI (Tạo động lực học tiếng cho sinh viên không chuyên ngữ trường cao đẳng Hà Nội thông qua tăng cường sử dụng tiếng Anh lớp học) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Professor Nguyen Hoa Hà Nội - 2020 DECLARATION I hereby certify that the thesis entitled “Fostering classroom English to motivate the first year non-major students in EFL classes at a college in Hanoi” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and that I accept the requirements of the University relating to the retention and use of Master’s Graduation Paper deposited in the library Hanoi, 2020 Hoàng Thanh Thảo Appoved by SUPERVIOR (Signature and full name) Datye: i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Professor Nguyen Hoa for his helpful guidance, critical comments, valuable suggestions and contributions in the preparation and completion of this minor M.A thesis I hereby formally express my debt of gratitude to the lecturers and staff at the PostGraduate Department for their valuable lectures and tireless academic support and encouragements, which laid the foundation of this thesis Furthermore, my thanks also go to the students who participated in my research Their willingness to support will be always remembered Last, I wish to acknowledge the support and invaluable help of my family while the work was in progress They have been part of my interesting journey ii ABSTRACT The present study aimed to investigate the influence levels of classroom English (CE) intensity over foreign language learning of non-English major freshmen at a teacher training college in Vietnam The topic germinated from my personal experiences and observation as an EFL teacher I used a mixed methods design to achieve the research aims, involving the use of questionnaires, tests and semi-structured interviews The main arguments were centered around several points: (a) non-English major freshmen were motivated in their English studies brought from intensifying classroom English; (b) the main factors influence on this motivation; (c) the motivation keeps most of the time The study findings indicate that students’ motivation is enhanced as more CE is used The findings also offer some pedagogical recommendations for the teachers and make some suggestions for future research iii LIST OF ABBREVIATIONS CE classroom English EFL English as foreign language L2 the second language CEFR Common European Framework of Reference for Languages CLT Communicative Language Teaching RQ(s) research question(s) T Teacher Ss Students iv LISTS OF TABLES Table 1: Main language functions related to classroom management 24 Table 2: Process of CE application in lessons 26 Table 3: Frequent channels of English communications to the students 36 Table 4: Students’ self-assessment to the CE and its correlation with the communicative skills 39 Table 5: Students’ frequency of conversations in English with the teacher 42 Table 6: Comparison results of pre-test and post-test 46 Table 7: Student interviewees’ percentage of CE apprehension 50 v CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv CONTENTS vi CHAPTER I: INTRODUCTION 1 Rationale .1 Aims and significance of the study Research questions Scope of the study .2 Method and design of the study Structure of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Classroom English 2.1.1 Definitions of classroom English 2.1.2 Roles of classroom English 2.1.3 Second language acquisition theories 2.1.4 Different situations in the classroom 10 2.1.5 Major factors affecting classroom English application 10 2.2 Motivation 13 2.2.1 Definitions of motivation 13 2.2.2 The importance of motivation in English learning 13 2.2.3 Major motivation orientations 14 2.2.4 Devising motivational strategies 15 2.2.5 Relationship between learning motivation and CE 16 CHAPTER III: RESEARCH METHODOLOGY 19 3.1 Methodological Approach 19 vi 3.2 Context of the study 19 3.3 Participants 20 3.4 Research questions 20 3.5 Instruments 21 3.5.1 Survey questionnaires 21 3.5.2 Test of listening comprehension of classroom English 22 3.5.3 Interviews 23 3.6 Planning the Intervention 23 3.6.1 Planning 23 3.6.2 Action 25 3.6.3 Lesson Plan Illustration 27 3.6.4 Observing 30 3.7 Data collection procedures 30 3.8 Data analytic framework 31 3.9 Role of the researcher 32 3.10 Ethical consideration 32 CHAPTER IV: FINDINGS AND DISCUSSION 35 4.1 Findings 35 4.1.1 Findings from the pre- questionnaire 35 4.1.2 Findings from the post-questionnaire 41 4.1.3 Results of the tests 46 4.1.4 Findings from the interviews 47 4.2 Discussion 50 CHAPTER V: CONCLUSION 55 5.1 Recap and conclusion 55 5.2 Pedagogical implications and suggestions for further studies 56 5.3 Limitations of the study 57 REFERENCES 59 APPENDICES I vii Appendix 1: Pre-Questionnaire for Students Before CE Application Appendix 2: Post - Questionnaire Appendix 3: Pre-Test of Classroom English Appendix 4: Post-Test of Classroom English Appendix 5: Interview Questions Appendix 6: Materials for lesson plan illustration viii Are you ready? Now, let’s start Kiểm tra độ hiểu người học (15) Do you understand? Do you understand what to do? You know what I mean Are you clear?/ Is it clear? Put up your hand if you don’t understand What does it mean? What you mean? Quản lý lớp học (16) That’s enough, thank you Stop there, please Come here Keep silent Quiet, please Stop talking and listen Stop chattering, please Excuse me 10 Nhận xét giáo viên (11) Well done! Good job! XX Great! Excellent! In English, please Sorry Can you repeat? Read the text in advance This is your homework Look up new words At home, please Do exercise nine, page XXI Appendix 4: Post-Test of Classroom English Khảo sát việc nghe hiểu TIẾNG ANH LỚP HỌC (CLASSROOM ENGLISH) Sử dụng ngôn ngữ lớp học tiếng Anh bước quan trọng để giúp người học tiếp cận ngôn ngữ đích (tiếng Anh) cách tự nhiên hiệu Khảo sát nhằm phục vụ cho nghiên cứu việc “Tăng cường sử dụng tiếng Anh lớp học giúp tạo động lực học ngoại ngữ cho sinh viên không chuyên ngữ nào” Tất thông tin cá nhân tên, lớp, hay trường bạn bảo mật phần trình bày kết nghiên cứu Chân thành cảm ơn hợp tác bạn! Thông tin cá nhân Tên: ………………………………………………… Tuổi: ………………………………………………… Tính đến thời điểm bạn học tiếng Anh …………………… năm Bây bạn NGHE giáo viên nói câu tiếng Anh sau đánh dấu ( ) vào câu bạn HIỂU, dấu (x) vào câu bạn KHƠNG HIỂU Vui lịng mở sang trang sau → XXII Bắt đầu học Good morning/Good afternoon Come in and close the door Hurry up Sit down, please How are you? Where were you last time, [name]? How many students are absent today? Let me introduce myself May I come in? Nói/Phát âm Listen to me Speak louder, please Say the whole sentence, please Hoạt động cặp/nhóm Work in pairs Work in groups of five, please Work together Discuss together Who is your partner? Move here Stay in your seat Work individually Go to the board Come on You can it Take it easy It’s simple Who’s volunteer? Raise your hand Who hasn’t got a book? Have you all got a book? Where’s your book? Bring it next time Don’t anybody forget book next time Share your book with her/him Turn to page 5, please Turn back to page Have a look at Grammar Reference on page XXIV 128 Look at exercise Have you found it? Hoạt động nghe xem video Now listen to the conversation You’ll hear twice Is the sound clear enough? Girls at the back, can you hear? Is that better? Sorry about the delay Wait some minutes No, that was my fault Listen again Trò chơi Bài hát Now we’ll sing a song Now we’ll play a game Do you like to play a game now XXV Team one/Team two Guess what it is Ready? Go! It’s your turn now Are you ready? Kiểm tra độ hiểu người học What you think? Any idea? What else? Anything else? Anybody else? Do you understand? What don’t you understand? Tell me in Vietnamese Can you answer? Excuse me Stand up What are you doing? What are you talking about? Come here XXVI Keep silent Quiet, please Stop talking and listen Stop chattering, please Nhận xét giáo viên Well done! Good job! Great! Excellent! In English, please Sorry Can you repeat? Kết thúc học Ok, we’ll finish for today I don’t think we have enough time I don’t think we’ve got time to finish this now You can go now All right! That’s all for today, thank you Good bye, everyone XXVII Appendix 5: Interview Questions What you think the term “classroom English” is? Theo em hiểu, “tiếng Anh lớp học”? Have you ever taken part in English communications with the teacher in class? If yes, how many times? Em tham gia giao tiếp tiếng Anh với giáo viên lớp chưa? Khoảng lần? What were your feelings at that time? Cảm giác em lần giao tiếp tiếng Anh nào? What you think of the teacher’s CE performance? Em đánh giá phương pháp giáo viên sử dụng tiếng Anh lớp học? Did the CE application obstacle your in-class English learning process? Việc áp dụng tiếng Anh lớp học có gây trở ngại cho trình học tiếng em không? What is the most difficulty in listening comprehension of CE? Theo em, đâu khó khăn việc nghe hiểu tiếng Anh lớp học? How did you deal with the times of not understanding what the teacher was saying? Những lần không hiểu, em xử lý nào? How much CE did you think you could understand? Em đánh giá mức độ hiểu tiếng Anh lớp học tầm phần trăm? What you think about increasing CE use to motivate non-major English learners? Em nghĩ phương pháp này? XXVIII Appendix 6: Materials for lesson plan illustration XXIX XXX ... THANH THẢO FOSTERING CLASSROOM ENGLISH TO MOTIVATE THE FIRST YEAR NON-MAJOR STUDENTS IN EFL CLASSES AT A COLLEGE IN HANOI (Tạo động lực học tiếng cho sinh viên không chuyên ngữ trường cao đẳng. .. cao đẳng Hà Nội thông qua tăng cường sử dụng tiếng Anh lớp học) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Professor Nguyen Hoa Hà Nội - 2020... method approach Both quantitative and qualitative data are collected in order to get a full view of the influence of CE intensity on students’ learning motivation For the quantitative data, the