Nghiên cứu những nhân tố gây nên sự mất hứng thú đối với sinh viên không chuyên trong việc học tiếng anh chuyên ngành tại trường cao đẳng công

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  TRẦN THỊ THANH BÌNH A STUDY ON FACTORS DEMOTIVATING NON-MAJOR STUDENTS IN LEARNING ESP AT NAM DINH INDUSTRIAL COLLEGE (Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên ngành trường Cao đẳng Công nghiệp Nam Định) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  TRẦN THỊ THANH BÌNH A STUDY ON FACTORS DEMOTIVATING NON-MAJOR STUDENTS IN LEARNING ESP AT NAM DINH INDUSTRIAL COLLEGE (Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên ngành trường Cao đẳng Công nghiệp Nam Định) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Prof Dr Hoàng Văn Vân Hanoi - 2018 DECLARATION I certify that the minor thesis entitled “A Study on Factors Demotivating Non-major Students in Learning ESP at Nam Dinh Industrial College” is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or other institutions Tran Thi Thanh Binh Hanoi, 2018 i ACKNOWLEDGEMENTS I would like to acknowledge my truthful gratitude to my supervisor, Prof Dr Hoang Van Van for his thorough reading, critical comments, invaluable guidance and precious corrections of the thesis It was his acute guidance that has enabled me to find the right way to complete this study I also would like to express my sincere thanks to my colleagues at Nam Dinh Industrial College, who have been willing to complete my survey questionnaire and have given me invaluable suggestions for the research I appreciate the assistance and cooperation of the students in classes from three Faculties at Nam Dinh Industrial College My special words of thanks are sent to my family, especially my husband who has given me constant encouragement and support throughout my research work Hanoi, 2018 ii ABSTRACT This study is an attempt to investigate factors demotivating the non-major students in learning ESP at Nam Dinh Industrial College The main purposes of the study are to find out the main demotivating factors affecting students‟ motivation in ESP lessons and to offer some solutions to help students overcome their demotivation The study data were collected by means of questionnaire for students, informal interviews with both teachers and students The results indicated that five demotivating factors were found in this study: (1) learning material (course book), (2) students‟ low intrinsic motivation (3) limited class time leading to the teachers‟ fast teaching speed and hindering the teacher‟s effective exploitation of teaching techniques and activities, (4) teachers‟ strictness and inflexibility and (5) unfavorable teaching and learning environment However, there still existed the gap between teachers‟ perception and students‟ perception as a source of demotivation Some suggestions were provided with the aim to minimize demotivating factors of students in ESP lessons Hopefully, this study will some help teachers and students to better teaching and learning ESP at Nam Dinh Industrial College iii TABLE OF CONTENTS Contents pages DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES .vii LIST OF CHARTS vii PART A: INTRODUCTION 1 Rationale Aim and objective of the study Research questions Significance of the study Scope of the study Method of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: REVIEW OF LITERATURE 1.1 Introduction 1.2 English for specific purposes (ESP) 1.2.1 Definition of ESP 1.2.2 Classification of ESP 1.2.3 ESP teacher 1.3 Motivation 10 1.3.1 Definitions of motivation 10 1.3.2 Motivation in learning foreign language 10 1.3.3 ESP Learner and Motivation 12 1.4 Demotivation 12 1.4.1 Definitions of demotivation 12 1.4.2 Overview of previous studies related to student demotivating factors 13 1.4.3 Demotivating factors in foreign language teaching and learning .16 1.5 Summary 18 CHAPTER 2: RESEARCH METHODOLOGY 19 2.1 Introduction 19 2.2 Research setting 19 iv 2.2.1 Description of the ESP course and its objectives at NICOL 19 2.2.2 Description of the students at NICOL 20 2.2.3 Description of English teachers at NICOL .20 2.2.4 Description of teaching facilities at NICOL .21 2.2.5 Description of testing and assessment at NICOL .21 2.3 Subjects .21 2.4 Research types 22 2.5 Data collection instruments 22 2.5.1 Questionnaire for students 22 2.5.2 Interviews for students and teachers 23 2.6 Data collection procedures 23 2.6.1 Questionnaires 23 2.6.2 Interviews 23 2.7 Data analysis method 24 2.8 Summary 24 CHAPTER 3: DATA ANALYSIS AND FINDINGS 25 3.1 Introduction 25 3.2 Data analysis and discussion of students’ survey questionnaire and interview 25 3.2.1 Students‟ personal information 25 3.2.2 Students-related demotivating factors 26 3.2.3 Teachers' competence and teaching styles demotivating factors .28 3.2.4 Teacher-student rapport 31 3.2.5 Learning contents and materials .32 3.2.6 Teaching and learning environment 34 3.2.7 Test score and examination 35 3.2.8 Students‟ suggested solutions to motivating them in learning ESP 36 3.3 Data analysis and discussion of teachers’ interview .37 3.3.1 Students‟ attitudes toward ESP from the teachers‟ view 37 3.3.2 Teachers‟ opinion on factors demotivating students in learning ESP 38 3.3.3 Teachers‟ opinion to the ESP course book .39 v 3.3.4 Teaching techniques and activities employed by teachers in teaching ESP 40 3.3.5 Teachers‟ opinions on strategies and techniques to help students overcome their motivation 40 3.4 Findings and discussion .41 3.4.1 Students‟ perspective on demotivating factors 42 3.4.2 Teachers‟ perspective on demotivating factors 43 3.4.3 Solutions suggested by the teachers to overcome demotivation in ESP lessons 45 3.5 Implications 46 3.6 Summary 49 PART C: CONCLUSION 50 Recapitulation 50 Limitations of the study 52 Suggestions for the further research 52 REFERENCES 54 APPENDICES I APPENDIX I APPENDIX IV APPENDIX VII APPENDIX VIII APPENDIX IX vi LIST OF ABBREVIATIONS NICOL: Nam Dinh Industrial College L2: Second language ESP: English for Special Purpose EGP: English for General Purpose LIST OF TABLES Table 1: Students' profiles Table 2: Student-related demotivating factors Table 3: Teachers' competence and teaching styles related to demotivating factors Table 4: Demotivating factors related to teacher-student rapport Table 5: Demotivating factors related to learning contents and materials Table 6: Demotivating factors related to teaching and learning environment Table 7: Demotivating factors related to test score and examination LIST OF CHARTS Chart 1: Student- related demotivating factors Chart 2: Demotivating factors related to teacher-student rapport Chart 3: Demotivating factors related to learning contents and materials Chart 4: Demotivating factors related to teaching and learning environment Chart 5: Demotivating factors related to test score and examination vii PART A: INTRODUCTION Rationale Motivation is considered one of the key factors in second and foreign language teaching and learning It explains why a person starts to learn a language and what keeps him or her interested in the long process of second language (L2) learning (Dornyei 2005: 65) Moreover, by referring to motivation we can answer questions such as why a person is making progress in learning a language simply by stating that this person is motivated without the need to go into details about the factors that have led to this commitment (Dornyei 2001a: 6) Due to the significance of motivation in L2 teaching and learning, many researchers have also examined motivation and its negative side, demotivation in teaching and learning general English in universities Just as motivation is important in second language acquisition research, demotivation constitutes an important factor Despite the importance of demotivation in general, only a limited number of studies exist on demotivation students tend to carry in the course of learning English for Special Purpose (ESP) although English continues to dominate as the lingua franca of business, technology, medicine, media, education and research Moreover, the demand of ESP is growing rapidly in many countries including Vietnam In response to the great demand of English in academic, vocational and professional contexts, more and more universities and colleges in Vietnam are offering ESP courses to meet the global trend as well as to meet students' future career needs Nam Dinh Industrial College (NICOL) is not an exception ESP is offered to non-major students as a compulsory subject All the students are required to pass the examination in ESP to graduate However, ESP teaching and learning have not been paid enough attention to because of many reasons such as course book, mixed-level students, large-scale class These factors have led to low learner motivation; in other words, it has brought about demotivated students in learning ESP Thus, a critical look needs to be taken in defining and testing the underlying causes of demotivation to students‟ ESP learning at NICOL The researcher has realized the negative impact of demotivation on ESP learning of students at NICOL and found that its existence and scope have not been adequately students‟ enthusiasm and achieve teaching objectives, teachers should apply different tasks and activities in each ESP lesson like using games, videos or supplementary materials Thirdly, teachers should make better use of advanced teaching facilities and learning environment by encouraging students to make full use of the library, providing them source of reference books and language learning online websites, introducing them the use of professional dictionary software like ProDic or founding an English club for the students to practice English Finally students‟ awareness of the importance of learning ESP should be raised so that they will change their attitude toward learning ESP To reach the goal, students should be equipped with an effective language learning strategies Limitations of the study Although the study was carefully designed and based on reliable data, there are some unavoidable limitations First, this study investigated the demotivating factors of the second year non-English major students at NICOL However, with the limited number of participants, the results of the study may not be generalized to all ESP students and teachers from other universities in Vietnam In fact, it only serves as reference information for the universities with the students and teachers with similar characteristics as those in this study Secondly, there are still several other factors related to students‟ demotivation in learning ESP which have not been explored in this study Thirdly, the study did not show that how demotivating factors were different between male and female students Finally, suggestions given in the study were not the most suitable to help students to overcome their demotivation in learning ESP Suggestions for the further research It is hoped that people who are interested in this topic will widen the scale of the study with more participants, in other schools, colleges or universities because many other aspects about demotivation and ESP learning haven‟t been deeply discussed It‟s expected that, from the information provided in this study, other researches would be conducted on students‟ demotivation Further investigations should also be conducted on whether their age or male and female students is a 52 source of demotivation Secondly, it is suggested to examine whether this demotivating factor change over the years or it remains the same Finally, other aspects of demotivation in ESP such as impact of demotivation, how demotivators are different in terms of levels of impact 53 REFERENCES Ahmed, S (2016) An Evaluation of Effective Communication Skills Course book Advances on Language and Literary Studies, 5(3), 57-70 Ames, C (1990) Achievement goals and classroom structure: developing a learning orientation Paper Presented at the Annual Meeting of the American Educational Research Association, Boston MA Ames, C (1992) Classrooms: Goals, structures, and student motivation Journal of Educational Psychology, 84(3) Azza, Benmakholuf Nour El imane (2013) ESP Materials Selection Dissertation Algeria: Kasdi Merbah Ouargla University Basturkmen, H (2010) Developing Courses in English for Specific Purposes, London: Palgrave Macmillan Brown, J D (2001) Using Surveys in Language Programs Cambridge: Cambridge University Press Chamber, D N (1993) Taking the “de” out of Demotivation Language learning Journal,7, 13-16 Chang, S M Huang, Y R (2004) Academic and cocurricular involvement: Their relationship and the 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Learning about Learning Disabilities, pp 251 - 279, Elsevier Academic, San Diego, CA 26 Graves, K (1999) Teachers as Course Developers Cambridge: Cambridge University Press 27 Harmer, J (1983/1989) The Practice of English Language Teaching Essex: Longman 55 28 Harmer, J (2007) The Practice of English Language Teaching Pearson Education Limited 29 Harter, S (1981) A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components Developmental Psychology, 17(3) 30 Harter, S., Buddin, B J (1987) Children's understanding of the simultaneity of two emotions: A five-stage developmental acquisition sequence Developmental Psychology, 23 31 Hutchinson, T., & Torres, E (1993) English for Specific Purposes Cambridge: Cambridge University Press 32 Hutchinson, T., and Waters, A (1987/1991) English for Specific Purposes: A Learning-centred Approach Cambridge: Cambridge University Press 33 Kanaya T., Light D (2005) Duration and Relevance of A professional Development Program: Using Intel Teach to the Future to Illuminate Successful Programmatic Features Paper Presented at the Society for Information Technology and Teacher Education International Conference 2005, AACE, Norfolk 34 Karahan, F.(2007) Language Attitude of Turkish Students towards the English Language and its Use in Turkish Context Journal of Arts and Sciences Say 35 Kayagil, S (2011) Development of an Attitude Scale towards Integral Prodedia social and Behavioral Sciences 46 36 Kikuchi, K (2009) Listening to our learners‟ voices: what demotivates Japanese high school students? 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Language Teaching Research, 13 38 Lightbown, P.M and Spada, N (1999) How languages are learned Oxford: Oxford University Press 39 Longman (1995) Longman Dictionary of Contemporary English Harlow: Longman 40 Munby, J (1978) Communicative Syllabus Design Cambridge: Cambridge University Press 56 41 Norris-Holt, J (2002) Motivation as a Contributing Factor in Second Language Acquisition, http://iteslj.org/Articles/Norris-Motivation.html 42 Oxford R L (1998) The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom Demotivation in foreign language learning Paper presented at the TESOL‟ 98 Congress, WA, Seattle 43 Oxford, R L (1990a) Language Learning Strategies: What Every Teacher Should Know New York: Newbury House 44 Robinson, P (1991) ESP Today: A Practitioner's Guide New York: Prentice Hall 45 Sakai H., Kikuchi K (2009) Tales from the Dark Side: Japanese Learners and Demotivation to Study English Unpublished manuscript 46 Sakai, H., Kikuchi, K (2007) An analysis of demotivators in the EFL classroom system, 37,1 47 Shadlyn, Robyn Motivation September 2004 48 Skehan, P (1993) Individual differences in second-language learning London: Edward Arnold 49 Spolsky, B (1989) Conditions for Second Language Learning: Introduction to General Theory Oxford: OUP 50 Trang, T.T.T, Richard B Baldauf Jr (2007), Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students, Journal of ASIA TEFL, (1), pp 79 - 105 51 Wallace, J (1992) Action Research for Language Teachers Cambridge: Cambridge University Press 52 William, M and burden, R L (1997) Psychology for Language Teachers Cambridge: Cambridge University Press 53 Woolfolk, A & Margetts, K (2013) Educational Psychology (3rd edition) Australia: Pearson Education 57 APPENDICES APPENDIX QUESTIONNAIRE FOR STUDENTS DEAR ALL STUDENTS, This survey questionnaire is designed to gather information for my research into “A Study on Factors Demotivating Non-major Students in Learning ESP at Nam Dinh Industrial College” Your assistance in completing the following items is highly appreciated Data collected will remain confidential and be used only for the study purpose Thank you very much for your cooperation! Today's date: …………… ……… Class:…………… Faculty: …………… Age: …………… … Gender:  Female  Male How long have you learnt English? - years Please indicate your opinion about each statement by putting a tick (√) in the appropriate column (SD= Strongly Disagree; D= Disagree; U= Undecided; A= Agree, SA= Strongly Agree) I felt demotivated in learning ESP because SD D U A SA Demotivating factors (1) (2) (3) (4) (5) I Internal factors (Students-related factors) My English ability is not good enough to handle ESP course requirements I have difficulty in memorizing words and phrases of words I get lost in how to self-study for ESP lessons I often fail to answer the teacher‟s questions I am not interested in ESP I attend English lesson as it is compulsory I was not confident in ESP classes and often felt left behind my classmates I did not have enough specialized background knowledge when I studied ESP I have set a goal in taking ESP course 10 I had no need to study ESP 11 I don‟t think ESP is necessary for my future career II External factors A Teachers' Competence and Teaching Styles 12 The speed of teaching is fast 13 Teachers focus on grammar only 14 Translation method is employed too often Teachers give too much homework and very 15 little in-class work 16 Teacher‟s teaching style is boring I Teacher‟s instructions and explanations are not clear enough to understand 18 Teachers rarely speak English in class 19 Teacher‟s pronunciation of English is poor Teachers did not have enough specialized 20 knowledge Teachers only focused on teaching specific lexicon 21 and explaining specialized knowledge 22 Teachers are inexperienced in teaching ESP Teachers not give corrective feedback during the 23 lesson Teachers rarely use teaching aids: handouts, 24 pictures, computers, speakers … B Teacher-Student Rapport 25 Teacher is lack of care and enthusiasm Teacher demonstrates favoritism (appreciate high 26 achievers, humiliate on low achievers) There is lack of interaction between teachers and 27 students 28 Teacher is strict and inflexible C Learning Contents and Materials Specialized reading texts in the course book were 29 too long and boring 30 There were too many new words in the lessons It was difficult to understand the content of 31 specialized reading texts in the course book Grammar points in the course book were 32 difficult The assigned tasks in the course book are boring 33 and difficult Topics of the English passages used in lessons 34 were out-of-date D Teaching and learning Environment Teaching and learning facilities are insufficient 35 (library, teaching aids: handouts, pictures, computers …) The atmosphere in ESP classes is boring and 36 stressful 37 My partners are not interested in learning ESP 38 I have no chance to use English outside class E Test score and Examination I often get low marks despite having studied 39 seriously I have to take mid-term test while I don't have 40 much knowledge about ESP 41 In your opinion, what solutions can help you to overcome your demotivation? (Please mention at least two solutions that is efficient to you) 17 II ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… III APPENDIX APPENDIX 2: PHIẾU ĐIỀU TRA CHO SINH VIÊN Phiếu điều tra thiết kế nhằm thu nhập thông tin cho nghiên cứu “ Nghiên cứu yếu tố gây nên hứng thú việc học tiếng Anh chuyên ngành sinh viên không chuyên trường cao đẳng học công nghiệp Nam Định” Rất mong bạn dành thời gian để trả lời câu hỏi cách trung thực Tất thông tin bạn sử dụng cho mục đích nghiên cứu bạn tin tên bạn không đề cập nghiên cứu Xin chân thành cảm ơn hợp tác bạn! Ngày: :…………………………………… Lớp: ………… Khoa: ………….… Tuổi:…………………………………………… Giới tính: Nam/ Nữ Bạn học tiếng Anh bao lâu? năm Hãy cho biết quan điểm bạn lời phát biểu cách tích (√) vào cột tương ứng (SD= không đồng ý, D= khơng đồng ý, U= khơng có ý kiến, A= đồng ý, SA= đồng ý) Bạn hứng thú học Tiếng Anh chuyên ngành yếu tố đây? SD D U A SA Lời phát biểu (1) (2) (3) (4) (5) Các yếu tố nội (Các yếu tố liên quan đến I Sinh viên) Khả tiếng Anh khơng tốt để đáp ứng yêu cầu khóa học tiếng Anh chun ngành Tơi gặp khó khăn việc ghi nhớ từ vựng cụm từ Tôi bị phương hướng việc tự học tiếng Anh chuyên ngành Tôi thường không trả lời câu hỏi giáo viên Tơi khơng thích học tiếng Anh chuyên ngành Tôi theo học tiếng Anh mơn học bắt buộc Tơi khơng tự tin tiếng Anh chuyên ngành thường cảm thấy bị bỏ lại phía sau bạn lớp Tơi khơng có kiến thức chun ngành tơi học tiếng Anh chuyên ngành Tôi đặt mục tiêu khóa học tiếng Anh chuyên ngành Tơi khơng có nhu cầu học tiếng Anh chun 10 ngành Tôi không nghĩ tiếng Anh chuyên ngành cần 11 thiết cho công việc tương lai II Yếu tố bên IV A 12 13 14 15 16 17 18 19 20 21 22 23 24 B 25 26 27 28 C 29 30 31 32 33 34 D 35 36 37 38 Năng lực phương pháp dạy giáng viên Tốc độ giảng giảng dạy nhanh Giáo viên tập trung dạyngữ pháp Phương pháp dịch sử dụng thường xuyên Giáo viên giao nhiều tập nhà làm công việc lớp Phương pháp giảng dạy nhàm chán Các hướng dẫn giải thích giáo viên khơng rõ ràng, dễ hiểu Giáo viên nói tiếng Anh lớp Giáo viên phát âm tiếng Anh Giáo viên khơng có đủ kiến thức chun ngành Giáo viên tập trung vào việc giảng dạy từ cụ thể giải thích kiến thức chuyên ngành Giáo viên khơng có kinh nghiệm việc giảng dạy tiếng Anh chuyên ngành Giáo viên không đưa nhận xét phản hồi suốt học Giáo viên sử dụng phương tiện hỗ trợ giảng dạy: tài liệu phát tay, tranh ảnh, máy tính, loa Mối quan hệ giáo viên sinh viên Giáo viên thiếu quan tâm nhiệt tình Giáo viên thể thiên vị (chú ý đến người học tốt, bỏ qua người học kém) Thiếu tương tác giáo viên học sinh Giáo viên nghiêm khắc cứng nhắc Nội dung tài liệu học tập Các đọc chuyên ngành giáo trình dài nhàm chán Có nhiều từ học Rất khó hiểu nội dung đọc chuyên ngành giáo trình Ngữ pháp giáo trình khó Các tập giáo trình khó nhàm chán Các chủ đề đọc tiếng Anh sử dụng học lỗi thời Môi trường giảng dạy học tập Trang thiết bị dạy học không đầy đủ (thư viện, dụng cụ giảng dạy, tài liệu phát tay, tranh ảnh, máy vi tính ) Bầu khơng khí học tiếng Anh chuyên ngành nhàm chán căng thẳng Các bạn lớp không quan tâm đến việc học tiếng Anh chun ngành Tơi khơng có hội sử dụng tiếng Anh lớp V học E Điểm kiểm tra kiểm tra Tôi thường bị điểm thấp học hành 39 chăm Tôi phải làm thi kỳ chưa 40 học nhiều tiếng Anh chuyên ngành 41 Theo bạn, giải pháp tạo hứng thú cho việc học tiếng Anh chuyên ngành? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… VI APPENDIX QUESTIONS FOR INTERVIEWING STUDENTS I Lead in - What's your name? In which class are you in? How old are you? - Would you like to learn English? If so, why? If not, why not? - What you think of the role ESP course to your future job? - What you think about learning ESP? Is it difficult or easy? II Testing and exploring ideas Have you ever been demotivated in learning ESP? If yes, when? In your opinions, what makes you feel demotivated in learning ESP? Other suggested questions: - Do you feel it is difficult to memorize specialized words? - Have you ever been unable to complete ESP exercises? Why? - How you evaluate your ESP course book? (difficult, easy, long or boring) - Have you ever been not able to understand your teacher‟s instructions? - Do you think that you have enough specialized knowledge in Vietnamese to understand specialized text in the textbook? - Do you have any comments about your ESP teacher‟s teaching method? - Does your English teacher take your ideas and suggestions into consideration? - Do you satisfy with your school facilities? In your opinion, what are possible solutions to minimize demotivation in learning ESP? Other suggested questions: - What you expect your teachers will to motivate you in ESP lessons? - Which activities you like the most in your ESP classes? - What should you to motivate yourself in ESP lesson? VII APPENDIX CÂU HỎI PHỎNG VẤN SINH VIÊN I Dẫn nhập - Tên em gì? Em lớp học nào? Em tuổi? - Em có muốn học tiếng Anh khơng? Nếu vậy, sao? Nếu khơng, tai khơng? - Em nghĩ vai trị khóa tiếng Anh chun ngành cơng việc tương lai mình? - Em nghĩ học tiếng Anh chuyên ngành? Khó hay dễ? II Kiểm tra khai thác thông tin Em bị giảm hứng thú học tiếng Anh chuyên ngành chưa? Nếu rồi, nào? Theo ý em, điều làm em giảm hứng thú học tiếng Anh chuyên ngành? Các câu hỏi gợi ý khác: - Em có cảm thấy khó ghi nhớ từ chuyên ngành khơng? - Em khơng thể hồn thành tập tiếng Anh chuyên ngành chưa? Tại sao? - Em có nhận xét giáo trình tiếng Anh chun ngành mình? (khó, dễ, dài hay nhàm chán) - Em không hiểu hướng dẫn thầy khơng? - Em có nghĩ em có đủ kiến thức chuyên ngành tiếng Việt để hiểu văn chun ngành giáo trình khơng? - Em có ý kiến phương pháp giảng dạy tiếng Anh chuyên ngành giáo viên? - Giáo viên tiếng Anh em có xem trọng ý tưởng đề xuất em khơng? - Em có hài lịng với sở vật chất trường không? Theo em, giải pháp để giảm tình trạng hứng thú việc học tập tiếng Anh chuyên ngành gì? Các câu hỏi gợi ý khác: - Em mong đợi giáo viên làm để tạo hứng thú cho em học tiếng Anh chuyên ngành? - Các hoạt động em thích học tiếng Anh chuyên ngành? - Em nên làm để tạo hứng thú cho học tiếng Anh chuyên ngành? VIII APPENDIX QUESTIONS FOR INTERVIEWING TEACHERS I Lead in - How long have you taught ESP? - What ESP course have you taught? - What ESP course you like the most? - What ESP course you like the least? Please clarify - Please describe your students‟ behaviors/ attitudes toward ESP lessons? II Testing and exploring ideas In your opinion, what demotivated your students in ESP lessons? Possible additional questions: - Do you think that difficult reading texts and tasks affect students‟ demotivation in ESP lessons? - Do you think that your students have demand to study ESP? - In your opinion, are teaching and learning facilities sufficient? Do they motivate your students in learning? - From your points of view, does bad English ability demotivate students in learning? How you evaluate the course book? Possible additional questions: - Are the tasks and activities in the course book suitable to your students? - Are the reading passages long enough? - Are there many new words and terms in the course book? - Do you understand the specialized knowledge the course books? - Do you analyze your students‟ needs when you designed the course book, while you taught and after finishing each ESP course? -What parts of the course book you find that is unsuitable to your students? Do you have any plan to redesign it? What teaching activities and techniques did you employed in teaching ESP? Possible additional questions: - How you warm up your students? - How often you use English in class? - How you often teach specialized texts? - Do you often give your students other materials, not in the course book, such as videos, pictures? - Have you ever team-taught with subject teachers? In your opinion, what solutions can help your students to overcome their demotivation? III Conclusion - Are there any demotivating factors that we have not discussed? - Thank you very much for your all ideas IX ... THANH BÌNH A STUDY ON FACTORS DEMOTIVATING NON-MAJOR STUDENTS IN LEARNING ESP AT NAM DINH INDUSTRIAL COLLEGE (Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên. .. (Nghiên cứu nhân tố gây nên hứng thú sinh viên không chuyên việc học tiếng Anh chuyên ngành trường Cao đẳng Công nghiệp Nam Định) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology... test score and examination (statements 39, 40) The answers are ranged from Strongly Disagree/ Disagree/ Undecided/Agree/ Strongly Agree The data was collected in participants'' first language The