Yếu tố gây mất hứng thú trong giờ học nói của sinh viên không chuyên tại trường đại học sư phạm hà nội 2

VIET NAM NATIONAL UNIVERSITY OF HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ĐỖ THỊ HƢƠNG DEMOTIVATING FACTORS IN SPEAKING LESSONS OF THE NON-ENGLISH MAJOR STUDENTS AT HANOI PEDAGOGICAL UNIVERSITY AND POSSIBLE SOLUTIONS YẾU TỒ GÂY MẤT HỨNG THÚ TRONG GIỜ HỌC NÓI CỦA SINH VIÊN KHÔNG CHUYÊN TẠI TRƢỜNG ĐẠI HỌC SƢ PHẠM HÀ NỘI VÀ HƢỚNG KHẮC PHỤC M.A MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2017 VIET NAM NATIONAL UNIVERSITY OF HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ĐỖ THỊ HƢƠNG DEMOTIVATING FACTORS IN SPEAKING LESSONS OF THE NON-ENGLISH MAJOR STUDENTS AT HANOI PEDAGOGICAL UNIVERSITY AND POSSIBLE SOLUTIONS YẾU TỒ GÂY MẤT HỨNG THÚ TRONG GIỜ HỌC NĨI CỦA SINH VIÊN KHƠNG CHUYÊN TẠI TRƢỜNG ĐẠI HỌC SƢ PHẠM HÀ NỘI VÀ HƢỚNG KHẮC PHỤC M.A MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Kiều Thị Thu Hƣơng Hanoi, 2017 AUTHORSHIP DECLARATION I hereby declare that this submission is my own work and it contains no material previously been submitted and accepted for any degree in any university or other publishing purposes The thesis is my own work and based on my own research Hanoi, December 2017 Signature Đỗ Thị Hƣơng i ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor Associate Professor Kieu Thi Thu Huong for her excellent supervision and careful guidance in the completion of this thesis She has provided me with valuable experience and comments, which I always highly appreciate My sincere thanks also go to my colleagues for their support, and students at Hanoi Pedagogical University for their cooperation in completing my survey questionnaire as well as attending the interview needed for this thesis paper Last but not least, my gratitude is extended to all members of my family for their love and continuant encouragement during the time I carried out this study ii ABSTRACT This minor thesis aims at investigating some demotivating factors that nonEnglish major students at Hanoi Pedagogical University have encountered in speaking lessons The study involved 150 non-English major students from different faculties except for the ones whose major is English For more accurate results, the researcher has also invited three English teachers to attend an interview Through the use of quantitative (questionnaires) and qualitative (semi-structured interviews) methods as research instruments and the implementation of the Statistical Package for the Social Sciences (SPSS) software, the study has collected valuable data and drawn reliable conclusions There are six main demotivating factors facing non-English major students at HPU2 in their speaking classes namely: students’ negative attitude toward language learning and speaking, teacherrelated factors, facility-related factors, teaching materials, unfavorable classroom climate, and insufficient opportunities for speaking practice Several pedagogical strategies of these findings have been offered to assist instructors in helping learners be aware of and successfully cope with these demotivating factors iii CONTENTS AUTHORSHIP DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii Contents iv LIST OF TABLES AND FIGURES vii PART A .1 INTRODUCTION .1 Rationale of the study Significance of the study .2 Aims and objectives of the study Research questions Scope of the study .2 Methods of the study Design of the study PART B .4 THE STUDY .4 CHAPTER 1: LITERATURE REVIEW 1.1 Notions of speaking and teaching speaking skills 1.1.1 Speaking skills 1.1.2 Theories of teaching speaking skills 1.1.3 Characteristics of a successful speaking activity 1.1.4 Problems with teaching speaking 1.2 Motivation and demotivation 1.2.1 Motivation 1.2.2 Demotivation .8 1.3 Factors affecting students’ demotivation in learning speaking skills iv 1.3.1 Factors related to learning attitudes 1.3.2 Factors related to teacher’s competence and performances .9 1.3.3 Factors related to facilities 10 1.3.4 Factors related to teaching materials .10 1.3.5 Factors related to classroom climate .11 1.3.6 Factors related to speaking practice opportunities 11 CHAPTER 2: METHODOLOGY 13 2.1 Context of the study .13 2.1.1 An overview of the research site .13 2.1.2 Description of the participants 13 2.2 Research method 14 2.2.1 Quantitative research approach .14 2.2.2 Qualitative research approach 15 2.2.3 Research instruments 15 2.3 Data analysis 16 2.3.1 Quantitative data analysis .16 2.3.2 Qualitative data analysis 16 CHAPTER 3: FINDINGS AND DISCUSSION 17 3.1 Quantitative results .17 3.1.1 Demographic Information .17 3.1.2 Demotivating factors in speaking lessons of non-English majors at HPU2 .17 3.1.3 Possible solutions 22 3.2 Qualitative results 24 3.2.1 Semi-structured interviews with students .24 3.2.2 Semi-structured interviews with teachers .28 v 3.3 Discussion 32 3.3.1 Students’ negative attitude toward language learning and speaking 32 3.3.2 Teacher-related factors 32 3.3.3 Facility-related factors 32 3.3.4 Teaching materials 33 3.3.5 Unfavorable classroom climate .33 3.3.6 Insufficient opportunities for speaking practice .34 PART C: CONCLUSION 35 Summary of the study .35 Suggested solutions 35 2.1 Students’ positive attitudes toward speaking .36 2.2 Various teaching methods 36 2.3 Sufficient teaching facilities .36 2.4 Good teaching materials .37 2.5 Warm classroom climate 37 2.6 Speaking opportunities .38 Limitations of the study 38 Suggestions for further study 39 REFERENCES 40 APPENDIX A I APPENDIX B IV APPENDIX C VII APPENDIX D VIII APPENDIX D IX vi LIST OF TABLES AND FIGURES Table 3.1.Demographic Information: Gender 17 Table 3.2:Demographic Information: Years of studying English .17 Figure 1: Factors related to negative attitudes toward language learning and speaking .18 Figure 2: Factors related to teachers’ competence and performances 19 Figure 3: Factors related to facilities 20 Figure 4: Factors related to teaching materials 21 Figure 5: Factors related to classroom climate 21 Figure 6: Factors related to speaking practice opportunities 22 Figure 7: Possible solutions 24 vii PART A INTRODUCTION Rationale of the study The use of English is growing country-by-country internally and for international communication As stated by John, Helen, and Paul (2015), five per cent of the world’s population speak English as their first language; but about one billion people (one in every seven people in the world) learn and use English as the second language In a fully Integrated Age, a working knowledge of English has become a requirement in a number of occupations and professions such as medicine, finance, entertainment, computing and education, etc As a result, the ability to communicate in the world most popular second language has become the key to everyone’s success in their career Most people learn English for practical rather than ideological reasons Accordingly, teaching English speaking skills is one of the most important tasks assigned to educators and learning speaking skills efficiently is becoming so demanding to students today However, as written examinations are much more commonly found and oral examinations are rarely required to non-English majors, we have long been focusing on grammar in teaching pupils at schools Learners are gradually hesitant to and anxious about speaking English even when they are not so bad at the written one As a result, the goal of improving students’ proficiency in using English communicatively has not been fully achieved at lower levels, which puts up great barrier against effective teaching and learning spoken English language at universities and colleges In this complicated situation, the question of how to make it easier and possible for HPU2 non-English majors to master the vital skills of speaking is what my teaching now concerns Identifying what are the major causes stands in need of accomplishing this task This study, therefore, tries to figure out what are demotivating factors in speaking lessons of the non-English majors at HPU and possible solutions ho điểm cộng điểm em tham gia thường xuyên học nói để em tham gia nói tự nhiên ng anh, đố vui để học, vân vân ác tập nói nhà (hội thoại, đóng kịch, truyết trình nhóm, vân vân), có kiểm tra chấm điểm rõ) _ _ _ _ _ III APPENDIX B SURVEY QUESTIONNAIRE DEMOTIVATING FACTORS IN SPEAKING LESSONS AT HPU2 AND POSSIBLE SOLUTIONS This survey questionnaire is designed to gather data on demotivating factors in speaking lessons at HPU2 and possible solutions The data will be used only for the purpose of research For any other purposes, the researcher must receive your approval Please tick the box corresponding to your choice For questions in I and II, you may tick MORE THAN ONE box (*) I What are demotivating factors in your speaking lesson? Factor 1: Factors related to attitude toward language learning and speaking Learning English because it is a compulsory subject at school not because of your interest Not being confident in learning speaking due to the lack of vocabulary English will not be useful for you in the future Factor 2: Factors related to teachers Teachers’poor pronunciation ability Teachers’ uninteresting teaching methods Not encouraging students to speak English in classroom Teacher's not speaking English in classroom or doing so little Teachers’ not using speaking practices of textbooks IV Factor 3: Factors related to facilities No or little use of visual aids such as videos and DVDS No or little use of computers No or little use of the internet upportive to speaking activities Factor 4: Factors related to teaching materials Old topics and texts used in the lessons Difficult and unfamiliar topics used in lessons Useless speaking exercises in the textbook Factor 5: Factors related to unfavorable classroom climate Classmates’ not speaking English in classroom Not doing speaking activities because of short class time Feeling anxious while speaking because of classmates' laughter and teacher's inappropriate reactions Factor 6: Factors related to opportunities for speaking practice Little chance of communicating in English inside the class due to largesized class Little chance to communicate in English outside the class _ _ _ _ II What can your teachers to raise your interest in speaking lessons? V games quizzes, etc (conversations, role-play, group presentation, etc), check and give marks Others (please specify) _ _ _ _ VI APPENDIX C PROMPT INTERVIEW QUESTIONS FOR STUDENTS What you consider demotivating factors, which prevent you from successfully learning speaking English? What suggestions can you give and changes to you want to have to eliminate these demotivating factors? VII APPENDIX D PROMPT INTERVIEW QUESTIONS FOR TEACHERS What you consider demotivating factors, which prevent your students from successfully learning speaking English? What suggestions can you give or changes to you want to have to eliminate these demotivating factors? VIII APPENDIX D RESULTS FROM THE STUDENTS’ SERVEY QUESTIONNAIRES Table 1: Students’ negative attitude toward language learning and speaking Learning English because it is a compulsory subject at school not because of your interest Valid Cumulative Frequency Percent Valid Percent Yes 20 13.3 13.3 13.3 No 130 86.7 86.7 100.0 Total 150 100.0 100.0 Percent Not being confident in learning speaking due to the lack of vocabulary Valid Cumulative Frequency Percent Valid Percent Yes 90 60.0 60.0 60.0 No 60 40.0 40.0 100.0 Total 150 100.0 100.0 Percent English will not be useful for you in the future Valid Cumulative Frequency Percent Valid Percent Yes 28 18.7 18.7 18.7 No 122 81.3 81.3 100.0 Total 150 100.0 100.0 IX Percent Table 2: Factors related to teachers Teachers' poor pronunciation ability Valid Cumulative Frequency Percent Valid Percent Yes 6.0 6.0 6.0 No 141 94.0 94.0 100.0 Total 150 100.0 100.0 Percent Teachers' uninteresting teaching methods Valid Cumulative Frequency Percent Valid Percent Yes 106 70.7 70.7 70.7 No 44 29.3 29.3 100.0 Total 150 100.0 100.0 Percent Not encouraging students to speak English in classroom Valid Cumulative Frequency Percent Valid Percent Yes 58 38.7 38.7 38.7 No 92 61.3 61.3 100.0 Total 150 100.0 100.0 Percent Teacher's not speaking English in classroom or doing so little Valid Yes Frequency Percent Valid Percent 2.0 2.0 X Cumulative Percent 2.0 No 147 98.0 98.0 Total 150 100.0 100.0 100.0 Teachers' not using speaking practices of textbooks Valid Cumulative Frequency Percent Valid Percent Yes 15 10.0 10.0 10.0 No 135 90.0 90.0 100.0 Total 150 100.0 100.0 Percent Table 3: Factors related to teaching facilities No or little use of visual aids such as videos and DVDS Frequency Percent Valid Percent 100.0 Valid No 44 29.3 Missing Yes 106 70.7 150 100.0 Total Cumulative Percent 100.0 No or little use of computers Valid Cumulative Frequency Percent Valid Percent Yes 26 17.3 17.3 17.3 No 124 82.7 82.7 100.0 Total 150 100.0 100.0 Percent No or little use of the internet Valid Yes Frequency Percent Valid Percent 41 27.3 27.3 XI Cumulative Percent 27.3 No 109 72.7 72.7 Total 150 100.0 100.0 100.0 The arrangement of tables and chairs is not supportive to speaking activities Valid Cumulative Frequency Percent Valid Percent Yes 24 16.0 16.0 16.0 No 126 84.0 84.0 100.0 Total 150 100.0 100.0 Percent Table 4: Factors related to teaching materials Old topics and texts used in the lessons Valid Cumulative Frequency Percent Valid Percent Yes 78 52.0 52.0 52.0 No 72 48.0 48.0 100.0 Total 150 100.0 100.0 Percent Difficult and unfamiliar topics used in lessons Valid Cumulative Frequency Percent Valid Percent Yes 78 52.0 52.0 52.0 No 72 48.0 48.0 100.0 Total 150 100.0 100.0 Percent Useless speaking exercises in the textbook Valid Yes Frequency Percent Valid Percent 24 16.0 16.0 XII Cumulative Percent 16.0 No 126 84.0 84.0 Total 150 100.0 100.0 100.0 Table 5: Unfavorable classroom climate Classmates not speaking English in classroom Valid Cumulative Frequency Percent Valid Percent No 79 52.7 52.7 52.7 Yes 71 47.3 47.3 100.0 Total 150 100.0 100.0 Percent Not doing speaking activities because of short class time Valid Cumulative Frequency Percent Valid Percent No 113 75.3 75.3 75.3 Yes 37 24.7 24.7 100.0 Total 150 100.0 100.0 Percent Feeling anxious while speaking because of classmates laughter and teacher's inappropriate reactions Valid Cumulative Frequency Percent Valid Percent No 40 26.7 26.7 26.7 Yes 110 73.3 73.3 100.0 Total 150 100.0 100.0 XIII Percent Table 6: Insufficient opportunities for speaking practice Little chance of communicating in English inside the class due to largesized class Valid Cumulative Frequency Percent Valid Percent No 104 69.3 69.3 69.3 Yes 46 30.7 30.7 100.0 Total 150 100.0 100.0 Percent Little chance to communicate in English outside the class Valid Cumulative Frequency Percent Valid Percent No 30 20.0 20.0 20.0 Yes 120 80.0 80.0 100.0 Total 150 100.0 100.0 Percent Table 7: Possible solutions Do not angry with you and not interrupt you Valid Cumulative Frequency Percent Valid Percent No 111 74.0 74.0 74.0 Yes 39 26.0 26.0 100.0 Total 150 100.0 100.0 XIV Percent Vary the teaching techniques Valid Cumulative Frequency Percent Valid Percent No 47 31.3 31.3 31.3 Yes 103 68.7 68.7 100.0 Total 150 100.0 100.0 Percent Give marks or add marks if you participate in the speaking activities regularly Valid Cumulative Frequency Percent Valid Percent No 83 55.3 55.3 55.3 Yes 67 44.7 44.7 100.0 Total 150 100.0 100.0 Percent Praise you to the class Valid Cumulative Frequency Percent Valid Percent No 89 59.3 59.3 59.3 Yes 61 40.7 40.7 100.0 Total 150 100.0 100.0 Percent Increase the use of visual aids Valid Cumulative Frequency Percent Valid Percent No 59 39.3 39.3 39.3 Yes 91 60.7 60.7 100.0 Total 150 100.0 100.0 XV Percent Increase the use of language games Valid Cumulative Frequency Percent Valid Percent No 25 16.7 16.7 16.7 Yes 125 83.3 83.3 100.0 Total 150 100.0 100.0 Percent Increase the use of information technology Valid Cumulative Frequency Percent Valid Percent No 59 39.3 39.3 39.3 Yes 91 60.7 60.7 100.0 Total 150 100.0 100.0 Percent Organize extra activities regularly such as: English speaking clubs, quizzes, etc Valid Cumulative Frequency Percent Valid Percent No 146 97.3 97.3 97.3 Yes 2.7 2.7 100.0 Total 150 100.0 100.0 Percent Give homework (conversations, role-play, group presentation, etc), check and give marks Valid Cumulative Frequency Percent Valid Percent No 20 13.3 13.3 13.3 Yes 130 86.7 86.7 100.0 Total 150 100.0 100.0 XVI Percent Others Valid No Frequency Percent Valid Percent 150 100.0 100.0 XVII Cumulative Percent 100.0 ... PEDAGOGICAL UNIVERSITY AND POSSIBLE SOLUTIONS YẾU TỒ GÂY MẤT HỨNG THÚ TRONG GIỜ HỌC NÓI CỦA SINH VIÊN KHÔNG CHUYÊN TẠI TRƢỜNG ĐẠI HỌC SƢ PHẠM HÀ NỘI VÀ HƢỚNG KHẮC PHỤC M.A MINOR PROGRAM THESIS... 14 2. 2.1 Quantitative research approach .14 2. 2 .2 Qualitative research approach 15 2. 2.3 Research instruments 15 2. 3 Data analysis 16 2. 3.1 Quantitative... non-English majors at HPU2 .17 3.1.3 Possible solutions 22 3 .2 Qualitative results 24 3 .2. 1 Semi-structured interviews with students .24 3 .2. 2 Semi-structured