Khảo sát các yếu tố gây mất hứng thú của giáo viên dạy tiếng anh trường cao đẳng kinh tế kỹ thuật vĩnh phúc

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TẠ THỊ THƯƠNG A SURVEY OF FACTORS THAT DEMOTIVATE EFL TEACHERS AT VINH PHUC TECHNICAL - ECONOMIC COLLEGE Khảo sát yếu tố gây hứng thú giáo viên dạy tiếng Anh trường Cao đẳng Kinh tế - Kỹ thuật Vĩnh Phúc M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi – 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES -*** - TẠ THỊ THƯƠNG A SURVEY OF FACTORS THAT DEMOTIVATE EFL TEACHERS AT VINH PHUC TECHNICAL - ECONOMIC COLLEGE Khảo sát yếu tố gây hứng thú giáo viên dạy tiếng Anh trường Cao đẳng Kinh tế - Kỹ thuật Vĩnh Phúc M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code:60140111 Supervisor: Dr Nguyễn Đức Hoạt Hanoi – 2014 CANDIDATE’S STATEMENT I certify that the minor thesis entitled: “A Survey of Factors that Demotivate EFL Teachers at Vinh Phuc Technical Economic College” is submitted in partial fulfillment of the requirements for the degree of Master of Arts is the result of my own work, except where otherwise acknowledge and that this minor thesis or any part of the same had not been submitted for a higher degree to any other universities or institutions Hanoi, 2014 Tạ Thị Thương i ACKNOWLEGDEMENTS The completion of this thesis would never have reached an end without the help and love of many people I wish to express my most heartfelt gratitude to my supervisors, Doctor Nguyen Duc Hoat from Diplomatic Academy of Viet Nam I have been so lucky to be guided by my supervisor in this difficult but interesting topic He has spent lots of time reading my work, and giving comments and advising on how to make my thesis much better than it would be I would like to convey my thanks to all my teachers of the Post graduate course 21 whose fundamental knowledge about language teaching and learning is of great importance to the achievement of my academic study I would like to express my indebtedness to Mr Nguyen Viet Hung from Center of Language Education and Quality Assurance Research, ULIS - VUN for his great help and the favorable conditions he gave me during my time of using SPSS to analyze data My sincere thanks go to my dear husband and my babies, for sharing my life and being a great source of support in my difficult time I am thankful to my parents for their continuous encouragement, and trust in my ability over the years since I started school I also want to thank all my sisters for their help, encouragement and care I thank the English staff at Vinh Phuc Technical Economic College for completing the survey questionnaires, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me during the interviews Without them, my research would never have become a reality ii ABSTRACT Although demotivation constitutes an important factor, only a limited number of studies were conducted on teacher demotivation The purpose of this paper is to determine the sources of demotivation and the most salient demotivation factors among seven EFL teachers at Vinh Phuc Technical - Economic College (VTEC) In addition, it attempts to explore the possible differences on demotivating factors in term of gender The study used a survey design involving a five - point Likert questionnaire and semi - structured interview techniques to obtain information The findings of the study revealed that, firstly, in term of three main themes, students were found the main source of demotivation in which "students forget doing homework" demotivated the respondents most However, when analyzing them in aspect of sub-categories, items related to professional life, administrative pressures and workload tend to demotivate the participants most Moreover, there were some differences in respondents' demotivating factors in relation to gender Some pedagogical recommendations for both teachers and administrators were also discussed based on the findings Key words: EFL teachers, demotivation, demotivational factors, teacher demotivation iii TABLE OF CONTENTS Candidate‟s statement i Acknowledgements ii Abstract iii Table of content iv List of abbreviations v List of tables and figures vi PART A: INTRODUCTION 1 Rationale for the study Aims of the study Research questions Research method Scope and significance of the study Structure of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 4 1.1 Motivation 1.1.1 Definition of motivation 1.1.2 Some motivation theories 1.1.2.1 Gardner‟s theory of L2 motivation in language learning 1.1.2.2 Cognitive – situated approaches 1.1.2.3 Process – oriented approach 1.1.2.4 Current L2 motivation perspectives 1.2 Demotivation in L2 learning 1.2.1 Definition of demotivation 1.2.2 The impact of demotivation 1.2.3 Factors that demotivate teachers in teaching 1.2.3.1 Student - related factors 1.2.3.2 Working environment iv 1.2.3.3 Personal aspect 11 1.3 Previous research on teacher's demotivation 1.3.1 In foreign countries 12 12 1.3.1.1 Teacher‟s demotivation in ESL context 12 1.3.1.2 Teacher‟s demotivation in EFL context 14 1.3.2 In Viet Nam 15 17 1.4 Need of the study 18 CHAPTER 2: METHODOLOGY 2.1 Research questions restated 18 2.2 Justification for the use of Survey Research design 18 2.3 Research setting and participants 18 2.4 Data collection instruments 19 2.4.1 Questionnaire 19 2.4.2 Interviews 20 2.5 Data collection procedures 21 2.6 Data analysis 22 CHAPTER 3: FINDINGS AND DISCUSSIONS 23 23 3.1 Findings 3.1.1 Demotivating factors of EFL teachers 23 3.1.1.1 Student – related factors 23 3.1.1.2 Working environment 24 a Facilities and materials 24 b Workload 24 c Salary 28 d Colleague relationship 29 e Administrative pressure 30 3.1.1.3 Personal aspects 31 a Professional life 31 b Family life 32 v 3.1.1.4 Other factors for teacher demotivation 32 3.1.2 The most salient demotivating factors of EFL teachers 33 3.1.3 Comparison of de – motives on the basis of gender 34 35 3.2 Discussion 3.2.1 Demotivating factors among EFL teachers at VTEC 36 3.2.2 The most significant demotivating factors among EFL teachers 36 3.2.3 Differences in relation to gender 37 38 PART C: CONCLUSION Conclusions 38 Some suggested measures to reduce teachers‟ demotivation 38 2.1 For teachers 39 2.2 For college administrators 39 Limitations of the study and suggestions for further research 40 REFERENCES 42 Appendix 1: Questionnaire for teachers I Appendix 2: Interview questions for teachers IV Appendix 3: Interview questions for former teachers V Appendix 4: One - way ANOVA analysis of demotivating factors between VI genders vi LIST OF ABREVIATIONS EFL : English as a Foreign Language ESL : English as a Second Language L2 : Second language N : Number OECD : Organization for Economic Cooperation and Development SPSS : Statistical Package for Social Sciences VTEC : Vinh Phuc Technical - Economic College VSO : Voluntary Service Overseas vii LIST OF FIGURES AND TABLES Figures: Figure 1.1: Basic model of the role of aptitude and motivation in second language learning Figure 3.1: Workload for teacher demotivation Figure 3.2: Salary for teacher demotivation Figure 3.3: Professional life factors for teacher demotivation Figure 3.4 Means for demotivating factors in sub-categories Tables: Table 3.1: Student – related factors for teacher demotivation Table 3.2: Facilities and material for teacher demotivation Table 3.3: Colleague relationship for teacher demotivation Table 3.4: Administrative pressure for teacher demotivation Table 3.5: Family life factors for teacher demotivation Table 3.6: Means for Demotivating factors in theme and subcategories viii past teaching was a much sought after profession, but teaching is now widely regarded as “employment of the last resort” Understandably, teachers now often seek a transfer to „better‟ schools To resolve such problem, the government, in general, and the college administrators, in particular should improve current payment scale and teachers are worth to receive some extra bonus for their good performance Furthermore, in order for teacher to feel that they can adequately succeed with a class, they must be provided with the proper materials in order to teach the way they need to teach Without time and proper physical materials needed to prepare or perform classroom tasks, teachers often “become frustrated because they believe their efforts will not be translated into good teaching performance (Mowday and Nam, 1997:118) Therefore, there is an urgent need for more appropriate investment into facilities and materials for English learning and teaching process For example, more English reference books (such as: bilingual funny stories, magazines, short stories of various subjects) and CD, VCD, short films also need to be added in the library Additionally, the Language laboratory should be repaired and improved adequately as well so that teachers can make the best use of this in their teaching process Finally, teacher should receive regular staff development, they should be provided with more opportunities for training and seminars, the manager should offer them the best condition of time and financial aids so that they may have more chance and time to improve both their professional knowledge and their teaching methodology, together with keep pace with the changing of English Limitations of the study and suggestions for further research Firstly, the number of participants is limited to only teachers at VTEC, the findings may be not generalized to all the EFL college teachers in Viet Nam Therefore, the further studies included all college teachers in one specific area is suggested Secondly, the limited number of sample of the research did not allow the researcher to examine the relationship and the differences between teacher demotivation and variables like age, teaching experience, qualifications, and so on which could provide a broader perspective of English as a foreign language teaching demotivation in the country 40 The third limitation is the demotivating factors in the questionnaire might not include all possible demotivating factors, and it focused more on extrinsic demotivation rather than intrinsic one; therefore, the result can only refers to the demotivating factors listed in the questionnaire Finally, the study only used survey questionnaires and semi – structured interviews for the investigation into demotivating factors, therefore, it should be supplemental by actual observations of teachers‟ behaviors and practices in class 41 REFERENCES Tiếng Việt Nguyễn Thanh Hà (2011), "Hướng tới xây dựng chương trình đào tạo giảng viên trẻ: Nghiên cứu động lực chọn nghề, gắn bó hài lịng cơng việc giảng viên trẻ", đề tài nghiên cứu khoa học cấp trường, Đại học Ngoại ngữ - 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Motivational orientations and selfdetermination theory Language Learning 50 (1), 57-86 35 Pennington, M C (1995), Work satisfaction, motivation and commitment in teaching English as a second language ERIC database (ED 404850) (accessed 10/18/2009) 36 Phan, T T N., & Phan, T T H (2010), Unlike what you think: I am genuinely motivated In H Rohany, H Osman, & R Nair (Eds.), Texturing ELT for new world realities (pp 111-128) Selangor, Malaysia: Universiti Teknologi MARA 37 Richards, J C & Lockhart, C (2009), Reflective teaching in second 44 language classrooms Cambridge: Cambridge University Press 38 Sakai, H & Kikuchi, K (2009), An analysis of demotivators in the EFL classroom System 37(1), 57-69 39 Sari, S.R (2013), Demotivating factors of English language teaching among high school teachers: A case study, University of Jambi English Study Program – Teacher Training and Education Faculty, 2013 40 Soureshjani, K H & Riahipour, P (2012), Demotivating factors on English speaking skill: A study of EFL language learners and teachers’ attitudes World Applied Sciences Journal 17 (3): 327-339, 2012, ISSN 1818-4952 41 Spear, M., Gould, K & Lee, B (2000), Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers, London: National Foundation for Educational Research 42 Sugino, T (2010), Teacher demotivational factors in the Japanese language teaching context ScienceDirect, 216 -226.doi.10.1016/j.sbspro.2010.07.036 43 Tiziava, K (2003), Factors that motivate and demotivate Greek EFL teachers (Unpublished master‟s thesis) University of Edinburgh, Edinburgh (1842-495) 44 Tran, L (2007), Learners’ motivation and identity in the Vietnamese EFL writing classroom, English Teaching: Practice and Critique May, 2007, Volume 6, Number 1, pp 151-163 http://education.waikato.ac.nz/research/files/etpc/2007v6n1art8.pdf 45 Trang, T T (2007), Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students The Journal of Asia TEFL, 4(1), pp 79-105, Spring 2007, Hue College of Economics, Vietnam 46 Ushioda, E (1998), Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation In E A Soler 47 VSO (2005), What makes teacher tick? A policy research report on teacher's motivation in developing countries, London: VSO 48 World Bank (2004), Education in Sub - Saharan Africa: Policies for adjustment, Revitalisation, and Expansion Washington, D.C.: the World Bank 49 Yan, H (2009), Student and Teacher De-Motivation in SLA Asian Social Science (CCSE), Vol 5, No 45 APPENDIX 1: TEACHER DEMOTIVATION QUESTIONNAIRE Dear colleagues, I am a post - graduate student at Ha Noi University of Languages and International Studies I am conducting a study dealing with the factors that demotivate EFL teachers at Vinh Phuc Technical – Economic College It would be a great help if you would complete this questionnaire Please, answer the questions honestly by ticking the number that best describe your feelings The explanation of the rating is provided as follow All information shall be kept strictly confidential and the data collected will NOT be seen by anyone else and be used for the study purpose only Thank you for your valuable help! PART I: PERSONAL INFORMATION Female: □ Male: □ Age: 20 – 25 years □ 26- 35 years □ 36 – 45 years □ 46 and above □ Marital status: ……………………… Number of children: ………………………… Teaching qualifications: …………………………………………………………….…… Teaching experience (Years of service): ……………………………………….………… PART II: DEMOTIVATING FACTORS The following statements refer to factors that may influence the way a teacher feels about his or her job When answering them, please circle the numeral which represents the degree indicated below Strongly Pretty much Neutral Not so much Least demotivate demotivate demotivate demotivate demotivate I Student – related factors My students have negative perspectives toward English My students are lack of enthusiasm for study My students have low basic English knowledge My students are reluctant to participate and not verbally respond to classroom activities My students are often inattentive in class I My students often forget doing their homework My students are often rebellious in class My students‟ achievement is low II Working environment a Facilities and materials The classroom in my college lacks sufficient learning facilities and equipment 10 My college has limited adequate teaching materials 11 We often have to teach large class size with students of mixed levels 12 Teaching syllabus and timetable is not fixed 13 There is no consistency in curriculum with clear goals 14 The textbook content is not equal with my students‟ level of proficiency b Workload 15 I have to teach different lesson plans at the same time 16 I have to work long hour at college every day 17 I have to fulfill many tasks besides teaching at the same time 18 I have to spend too much time handwriting the lesson plans c Salary 19 I have inadequate or poor salary 20 I think I receive less money as compared to the work I have to 21 The total income isn‟t sufficient to meet our basic financial requirements d Colleague relationship 22 I receive little appreciation from the administrators 23 I often get negative comments from my colleagues II about my teaching method after observing my class 24 Some of my colleagues are sometimes jealous of me e Administrative pressure 25 I am always forced to fulfill all tasks in time 26 I have to be responsible for my students‟ low results 27 I have to upgrade my professional qualification without any financial aids 28 The supervisor or my Dean sometimes observes my class without any plans or in advance inform 29 There is lack of autonomy in the teaching and evaluation process III Personal aspects a Professional life 30 I don‟t have enough experience to control all bad students in a class 31 My qualification is not good enough to teach students of this level 32 I don‟t like teaching career, my parents persuaded my job selection 33 I have no chance to improve my professional skills b Family life 34 I have to deal with all housework at home 35 My husband/wife doesn‟t sympathize to my workload at school 36 I have to other jobs to earn a living 37 I don‟t spend enough time for my family 38 Other factors: ……………………………………………………………………………………… ………… …………………………………………………………………………… …………………… …………………………………………………………… III APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS How you feel about teaching career (funny, enjoyable, stressful, happy, disappointed, ?) What is your favorite English teaching method? Have you ever considered of changing your job? Why? How you spend time after work? How you think about your students? (Obedient, naughty, hardworking…) How many lesson plans you have to make per week? What other extra - duties besides teaching you have to fulfill? Among of the demotivating factors, which is the determinant of your demotivation in teaching English? What you think about the classroom facilities for English teaching in your college? 10 Are you stressful before your students‟ English exams? IV APPENDIX 3: INTERVIEW QUESTIONS FOR FORMER COLLEAGUES Why did you move to a new school? How would you describe your overall job satisfaction in VTEC? How is your work in new school? In your opinion, what factor demotivated you most in this college? V APPENDIX 4: ONE - WAY ANOVA ANALYSIS OF DEMOTIVATING FACTORS BETWEEN GENDERS N My students have negative perspective toward English Mean Std Std Deviation Error Male 3.67 1.155 667 Female 3.25 500 250 Total 3.43 787 297 Male Female Total Male Female 3.00 2.75 2.86 3.00 3.25 1.000 957 900 000 1.258 577 479 340 000 629 Total My students are reluctant to Male participate and don't verbally Female respond to class activities Total 7 3.14 3.33 3.25 3.29 900 577 957 756 340 333 479 286 My students are often inattentive in class Male Female Total Male Female Total Male Female Total 7 2.67 3.75 3.29 4.00 4.00 4.00 3.67 2.25 2.86 577 500 756 1.000 816 816 1.528 957 1.345 333 250 286 577 408 309 882 479 508 My students' achievement is low Male Female Total 3.33 3.25 3.29 577 1.258 951 The classroom lacks sufficient learning facilities and equipment Male Female 3.75 Total Male Female Total 7 3.86 3.00 2.75 2.86 My students have low basic English knowledge My students are lack of enthusiasm for study My students forget doing homework My students are often rebellious in class My college has limited adequate teaching materials Note: * P < 05 VI F Sig .436 538 113 751 113 751 017 900 7.101 045 (*) 000 1.000 2.319 188 333 629 360 011 921 1.500 750 079 789 1.069 1.000 957 900 404 577 479 340 113 751 N Mean Std Std F Sig Deviation Error 577 333 577 289 17.286 009 (*) 1.113 421 577 333 1.000 500 065 809 787 297 We often have to teach large Male class size with students of Female mixed levels Total Teaching syllabus and Male timetable is not fixed Female Total 7 2.67 4.50 3.71 2.33 2.50 2.43 There is no consistency in curriculum with clear goals Male Female Total The textbook content is not Male equal with my students' level Female of proficiency Total I have to teach different Male lesson plans at the same time Female Total 3.00 3.50 3.29 3.67 2.75 1.732 577 1.113 577 500 7 3.14 1.00 4.00 2.71 690 000 000 1.604 261 000 000 91.429 000(*) 606 I have to work long hour at college every day 7 2.33 4.25 3.43 4.33 4.00 4.14 2.00 4.00 3.14 577 1.500 1.512 577 1.414 1.069 1.000 816 1.345 333 750 571 333 707 404 577 408 508 Male 1.67 577 333 Female 4.00 000 000 70.000 000 (*) Total Male 3.00 1.291 488 2.33 577 333 3.00 816 408 2.71 756 286 Male Female Total I have to fulfill many tasks Male besides teaching at the same Female time Total I have to spend too much time Male handwriting the lesson plans Female Total I have inadequate or poor salary I receive less money as compared to the work I have Female to Total Note: * P < 05 VII 1.000 289 421 333 250 306 604 5.084 074 4.246 094 143 721 8.571 033 (*) 1.429 286 N Male The total income isn't sufficient to meet our basic Female financial requirements Total I receive little appreciation Male from the administrators Female Mean Std Deviation Std Error 2.33 1.155 667 3.00 1.414 707 2.71 1.254 474 3.33 577 333 3.25 1.500 750 Total Male 3.29 1.113 421 3.00 1.000 577 Female 2.75 500 250 Total 2.86 690 261 1.67 Total Male Female F Sig .440 537 008 932 195 677 577 333 2.00 000 000 1.429 286 1.86 378 143 4.33 577 333 2.75 957 479 6.289 Total I have to be responsible for Male 3.43 1.134 429 4.67 577 333 my students' low results Female 4.75 500 250 Total Male 4.71 488 184 I have to upgrade my professional qualification Female without any financial aids Total 2.67 1.528 882 3.50 1.000 500 3.14 1.215 459 Male The supervisor or my Dean sometimes observe Female my class without any plane Total or in advance inform 2.00 1.000 577 3.50 577 2.86 1.069 404 Male There is a lack of autonomy in teaching and Female evaluation process Total 3.00 000 000 2.75 1.258 629 2.86 900 340 I often get negative comments from my colleagues about my teaching method Some of my colleagues are Male sometimes jealous of me Female I am always forced to fulfill all tasks in time Note: * P < 05 VIII 054 042 846 776 419 289 6.429 052 113 751 N Mean Std Deviation Std Error I don't have enough experience to control all bad students in a class Male 2.67 1.155 667 Female 3.50 577 289 Total 3.14 900 340 My qualification is not good enough to teach students of this level Male 4.33 577 333 Female 4.00 816 408 Total 4.14 690 261 I don't like teaching career, Male my parents persuaded my Female job selection Total 2.67 577 333 3.75 1.258 629 3.29 1.113 421 I have no chances to improve my professional skills Male 3.00 2.000 1.155 Female 3.50 577 289 Total 3.29 1.254 474 I have to deal with all housework at home Male 1.67 1.155 667 Female 3.00 1.414 707 Total 2.43 1.397 528 My husband/ wife doesn't Male sympathize to my Female workload at school Total 2.00 1.000 577 2.75 1.708 854 2.43 1.397 528 I have to other jobs to earn a living Male 1.33 577 333 Female 2.75 957 479 Total 2.14 1.069 404 1.67 1.155 667 4.25 957 3.14 1.676 I don't spend enough time Male for my family Female Total Note: * P < 05 IX F Sig 1.623 259 357 576 1.857 231 238 646 1.758 242 449 533 5.035 075 479 10.560 023 (*) 634 ... TEACHERS AT VINH PHUC TECHNICAL - ECONOMIC COLLEGE Khảo sát yếu tố gây hứng thú giáo viên dạy tiếng Anh trường Cao đẳng Kinh tế - Kỹ thuật Vĩnh Phúc M.A MINOR PROGRAMME THESIS Field: English Teaching... teacher - related factors, the learning environment and others Most noticeably, in 2011, Nguyen Thanh Ha conducted a research to investigate job satisfaction level among 43 young lecturers who have