Motivational strategies in social english classes for second year mainstream students at faculty of english language teacher

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER MOTIVATIONAL STRATEGIES IN SOCIAL ENGLISH CLASSES FOR SECOND YEAR MAINSTREAM STUDENTS AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY (FELTE - HULIS – VNU) Supervisor: Lê Diễm Phúc (M.Ed.) Student: Dương Thị Lê Dung Course: QH2012.F1.E1 HÀ NỘI - 2016 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP CHIẾN LƯỢC TẠO ĐỘNG LỰC HỌC TRONG GIỜ HỌC MÔN TIẾNG ANH XÃ HỘI CỦA SINH VIÊN NĂM HAI KHOA SƯ PHẠM TIẾNG ANH, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Lê Diễm Phúc (Th.s) Sinh viên: Dương Thị Lê Dung Khoá: QH2012.F1.E1 HÀ NỘI - 2016 ACCEPTANCE PAGE I hereby state that I: Duong Thi Le Dung, QH2012.E1.F1, 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 Date: May 6th, 2016 ACKNOWLEDGEMENT First and foremost, on the completion of the study, I would like to express my deepest gratitude to my supervisor, Ms Le Diem Phuc for her precious guidance, immeasurable help, and support and beyond, from whom I have received valuable suggestions and critical comments Secondly, I would like to send my sincere appreciation to Ms Tran Hoai Phuong, my former supervisor, for her constant guidance, encouragement, support and initial suggestions for my research topic, without all of which I could not complete this paper Thirdly, I am so obliged to the participants, 120 second year students for assisting me in collecting the data I would like to express my sincere thanks to five teachers from English Division namely Ms Le Phuong Anh, Ms Luong Huong Thao, Ms Do Thi Minh Ngoc, Ms Nguyen Thu Hoai and Ms Nguyen Tran Ha Linh, who gave me allowance to conduct observation and videotape their lessons Fourthly, it is an honor for me to acknowledge the facilitation and support from the Department while I managed to finish the paper Last but not least, I owe the warmest thanks to my family and to all my beloveds, who are always with me and give me unconditional encouragement so that the paper can come into being Duong Thi Le Dung ABSTRACT In Vietnam, students’ English communication skills are generally weak due to the fact that the traditional method of teaching and learning English focuses on knowledge of language rather than skills Consequently, students in Vietnam are neither active nor enthusiastic in activities that emphasize communication between participants Therefore, English teachers need to adapt some changes in their approaches or strategies in teaching, one of which is motivational strategies In the context of Faculty of English Teacher Education (FELTE), Hanoi University of Languages and International Studies (HULIS), Vietnam National University (VNU), motivational strategies have been applied in Social English classes for students Therefore, whether teachers efficiently and successfully employ the motivational strategies is taken into consideration and urges the researcher to conduct this study For the past few years, the teacher’s use of motivational strategies has received increasing attention when a number of studies have been conducted to explore the application of such strategies and their effectiveness In the context of FELTE, HULIS, VNU, several researchers have made an effort to investigate certain methods used by teacher to pursue motivational strategies in English teaching However, none of them has touched upon the motivational strategies employed by teachers as perceived by second year students and the researcher’s observation All of the aforementioned reasons urged the researcher to conduct this research paper aiming at investigating the frequency and effectiveness of the motivational strategies employed by teachers in Social English class of second year students as perceived by students themselves The paper is a mixed research that adopted both quantitative and qualitative methods to bring together the strengths of both forms of research to compare and validate results The results of the survey conducted among 120 HULIS sophomores and the observation of five Social English classes revealed that students preferred mostly motivational strategies, which were Personalization (Creating opportunities for students to express personal meanings including experiences, feelings, opinions), Team competition (Using activities which raise competition among groups) and Promoting cooperation (Setting up a cooperative learning activity or encouraging students to help one another, offering suggestion on how best to this.) The results signified that the current motivational strategies applied received positive reaction from the students and there was a good trend of applying motivational strategies in ULIS Lastly, the research contributed to the volume of research on motivational strategies as well as serves as a reference material for those who are interested in the same research topics TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Statement of the problem and the rationale of the study 1.2 Aims of the study and research questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization of the study CHAPTER II: LITERATURE REVIEW 2.1 Motivation 2.1.1 Definitions of motivation 2.1.2 The importance of motivation in L2 learning and teaching 2.1.3 Approach of L2 motivation research 2.1.3.1 The socio-educational approach 2.1.3.2 The cognitive-situated approach in 1990s 2.1.3.2.1 Self-determination theory 2.1.3.2.2 Goal orientation theory 2.1.3.3 13 The process-oriented approach to L2 motivational research 2.1.4 A framework of motivational strategies 14 2.2 21 Related studies 2.2.1 The overview of related studies worldwide 22 2.2.2 The overview of related studies in the context of FELTE – ULIS 23 – VNU CHAPTER III: METHODOLOGY 24 3.1 Selection of subject 24 3.1.1 Research setting 24 3.1.2 Research participants 24 3.1.3 Sampling 25 3.2 Data collection methods and procedures 26 3.2.1 Data collection method 26 3.2.1.1 Questionnaire 26 3.2.1.2 Observation 27 3.2.2 Data collection procedure 39 3.3 Data analysis methods and procedure 31 3.3.1 Data analysis methods 31 3.3.2 Data analysis procedure 31 CHAPTER IV: FINDINGS AND DISCUSSION 33 4.1 Research question 33 4.2 Research question 43 CHAPTER V: CONCLUSION 54 5.1 Summary of findings 54 5.2 Pedagogical implications 55 5.3 Limitations of the study and recommendation for further research 56 REFERENCES 58 APPENDICES 62 Appendix 1: Classroom observation checklist 62 Appendix 2: Questionnaire for students 63 LIST OF TABLES AND FIGURES No Figure Title Page Gardner’s 1985 conceptualization of the integrative motive Figure Dornyei’s 1994 framework of L2 Motivation Figure Williams and Burden’s 1997 framework of L2 10 11-12 motivation Figure Dornyei’s 2001 Process Model of Learning Motivation 13 in L2 classroom Figure Dornyei’s 2001 components of motivational teaching 16 practice in the L2 classroom Table Observational Variables measuring the teacher’s 18 - 20 Observational variables measuring learners’ motivated 28-29 motivational practice Table behavior Table Data collection procedure 30 Table Frequency of motivational strategies employed in Social 34 English class, perceived by second year mainstream student at FELTE, ULIS, VNU Figure Frequency of motivational strategies employed by 36 teachers in Social English classes for ULIS second year students Table Paired Samples T-Test result – Sig (2-tailed) of the 38 frequency of utilized motivational strategies Table Legend keys of frequency and effectiveness along with 39 - 40 the definition of 25 motivational strategies Table The frequency of Personalization used, as perceived by 41 students Table The frequency of Promoting cooperation used, as 42 perceived by students Table The frequency of Team competition used, as perceived 43 by students Table 10 Effectiveness of motivational strategies employed in Social English class, perceived by second 45 – 46 year mainstream student at FELTE, ULIS, VNU Table 11 Paired Samples T-Test result – Sig (2-tailed) of 47 effectiveness of utilized motivational strategies Table 12 The effectiveness of Personalization as perceived by 48 students Table 13 The effectiveness of Team competition as perceived by 49 students Table 14 The effectiveness of Arousing curiosity or attention as 50 perceived by students Table 15 The effectiveness of Promoting cooperation as perceived 51 by students Table 16 The effectiveness of Elicitation of self or peer correction as perceived by students 52 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 E25 E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 E11 E12 E13 E14 E15 E16 E17 E18 E19 E20 E21 E22 E23 E24 X ,007 ,259 ,759 ,080 ,598 ,365 ,001 ,008 ,001 ,239 ,062 ,087 ,400 ,000 ,003 ,050 ,051 ,110 ,000 ,098 ,017 ,002 ,067 ,940 X ,000 ,018 ,424 ,004 ,001 ,346 ,873 ,437 ,148 ,595 ,000 ,109 ,105 ,481 ,522 ,000 ,227 ,188 ,000 ,933 ,443 ,457 ,013 X ,128 ,004 ,632 ,828 ,000 ,000 ,000 ,023 ,002 ,513 ,064 ,000 ,000 ,002 ,438 ,002 ,000 ,539 ,000 ,000 ,004 ,332 X ,211 ,414 ,232 ,001 ,040 ,006 ,373 ,118 ,055 ,629 ,000 ,003 ,123 ,023 ,190 ,001 ,053 ,024 ,005 ,139 ,731 X ,053 ,011 ,096 ,478 ,109 ,593 ,782 ,001 ,458 ,005 ,119 ,807 ,000 ,880 ,067 ,002 ,407 ,125 ,875 ,121 X ,793 ,001 ,009 ,001 ,098 ,035 ,363 ,248 ,000 ,000 ,022 ,207 ,056 ,000 ,338 ,007 ,001 ,024 ,673 X ,000 ,001 ,000 ,023 ,010 ,449 ,096 ,000 ,000 ,006 ,329 ,015 ,000 ,466 ,000 ,000 ,009 ,440 X ,219 ,942 ,009 ,150 ,000 ,008 ,331 ,869 ,107 ,000 ,035 ,719 ,000 ,279 ,924 ,107 ,001 X ,306 ,196 ,684 ,000 ,143 ,042 ,370 ,619 ,000 ,319 ,107 ,000 ,934 ,313 ,588 ,019 X ,036 ,181 ,000 ,018 ,302 ,933 ,163 ,000 ,051 ,676 ,000 ,350 1,000 ,123 ,004 X ,433 ,007 ,752 ,001 ,019 ,420 ,001 ,684 ,005 ,005 ,176 ,027 ,412 ,262 X ,000 ,269 ,027 ,216 ,942 ,000 ,614 ,074 ,001 ,647 ,190 ,871 ,048 X ,019 ,000 ,000 ,000 ,931 ,001 ,000 1,000 ,000 ,000 ,001 ,146 X ,001 ,020 ,319 ,005 ,448 ,004 ,030 ,139 ,016 ,279 ,386 X ,206 ,012 ,000 ,002 ,530 ,000 ,023 ,283 ,007 ,000 X ,113 ,000 ,051 ,595 ,000 ,404 ,936 ,153 ,009 X ,000 ,634 ,023 ,001 ,520 ,129 ,934 ,054 X ,000 ,000 ,935 ,000 ,000 ,000 ,063 X ,002 ,002 ,271 ,033 ,731 ,102 X ,000 ,142 ,649 ,050 ,000 X ,000 ,000 ,000 ,148 X ,229 ,501 ,011 X ,087 ,001 X ,046 Table 11: Paired Samples T-Test results – Sig (2-tailed) of effectiveness of utilized motivational strategies 47 From the means of 25 strategies in Table 10 and the paired samples t-test results in Table 11, the effectiveness of these motivational strategies employed in Social English classes was quite similar since the mean scores were not significantly difference and the t-test results did not showed much statistically significant Therefore, all of the strategies were quite effectively and successfully applied in Social English class To be more specific, considering the level of effectiveness of using motivational strategies from students’ side, the most effective strategy used by teacher at ULIS was Personalization, followed by Team competition and then Arousing curiosity and attention, Promoting cooperation, Elicitation of self or peer correction and having slightly lower mean scores ranked forth and fifth respectively Fixed pairs/group work (The students are working in fixed pairs (simultaneously or presenting to the whole class) and Neutral feedback (Going over the answers of an exercise/a question with the class without communicating any expression of irritation or personal criticism) were the two lowest mean scores and had the sig (2-tailed) values lower than 0.05 in comparison with fifteen other strategies This trend could be explained from the observation that the students in Social English class seemed not to enjoy working with the same person in the same place for a long time They preferred moving around and having new friends to work with Moreover, the teachers in the observed class never irritate or criticize any students personally, so the students might not consider this motivational strategy effective The detailed explanations for five most effective motivational strategies were illustrated below  Personalization The table below indicated the effectiveness of Personalization in Social English class from the perspective of ULIS sophomores Motivational strategies Mean Mode Standard deviation Personalization 4.12 0.89 Table 12: The effectiveness of Personalization as perceived by students 48 Interestingly, Personalization ranked the first in both research questions with the mean score of effectiveness was 4.12, the mode was 5, which was also the highest score, and the SD was 0.89 The Sig (2-tailed) values were higher in comparison with five motivational strategies; therefore, there were significant differences in the statistics of Personalization compared to other nineteen motivational strategies These numbers indicated that numerous students found Personalization was “very effective” in applying in Social English class From the researcher’s observation of classrooms, as mentioned in the previous part, all teachers gave students the chance to express themselves by asking the students some referential questions related to students’ experiences, feelings and opinions Therefore, the use of personalization could considerably contribute to the friendly and intimate environment between the teacher and the students It is noticeable from the observed classroom that every time the teacher asked students personal questions, those who firstly answered might sometimes be nominated but the alertness was very high from other students Moreover, after the very first person was called, other appeared to be willing to join the discussion or the sharing moments  Team competition The table below illustrated the effectiveness of Team competition in Social English class from the perspective of ULIS sophomores Motivational strategies Mean Mode Standard deviation Team competition 4.05 0.85 Table 13: The effectiveness of Team competition as perceived by students Team competition had the mean score 0.7 lower and the mode score lower than the highest The Sig (2-tailed) values of Team competition were lower than 0.05 comparing to 13 motivational strategies These numbers indicated that this strategy was in higher position compared to other 11 motivational strategies in terms of effectiveness This strategy aimed at creating a competitive environment among the 49 classes; thus, indirectly stimulated students’ engagement in the activity From the observation, the data collected was not in line with this result As previously mentioned, in the observed class and 4, the teachers began the lesson with a warm-up game in which required students to guess the types of movies basing on the soundtrack and at the middle of the lesson they hold another games of vocabulary guessing In the observed class 3, the teacher showed her enthusiastic side in class, hence tried to create energetic activities for students In return, the students were very eager participating in the games, some of which even moved to the front and jumped excitedly when their group got the correct answer However, in the observed class 4, despite the teacher’s efforts of smiling and encouraging, the students were not engaged in the games About a third of the class population seemed to have been doing other things rather than focus on the lesson In conclusion, the effectiveness of this motivational strategy did not rely on the characteristics of the activity but on the way teachers delivered it  Arousing curiosity or attention The table below displayed the effectiveness of Arousing curiosity or attention in Social English class from the perspective of ULIS sophomores Motivational strategies Mean Mode Standard deviation Arousing curiosity or 4.02 0.85 attention Table 14: The effectiveness of Arousing curiosity or attention as perceived by students Arousing curiosity and attention was subordinate to Team competition and ranked the third in the list The mean score was 4.02, the mode was and the SD was 0.85, which seemed to make this strategy be considered more effective than other twenty motivational strategies Nonetheless, the Sig (2-tailed) values were below 0.05 in comparison with 12 other motivational strategies This number 50 illustrated that even though the mean score of this motivational strategies was rather high, it could not assure the third position in effectiveness in correlation with other motivational strategies Although the mean score of frequency presented in the previous research question result was not above 4, it was quite high of 3.8 This indicated that the strategy was not very frequently used; however it could encourage students to learn efficiently From the researcher’s observation, before each activity, the teachers often asked students questions, predicted the content of an article with the students or challenged them with a fun and relaxing activity to arouse their attention or curiosity The students seemed to be attracted and then smoothly went with the flow of the lesson This signified that the teachers were well aware of and equipped with this strategy so that the strategy could be well applied in classroom context  Promoting cooperation The table following showed the effectiveness of Promoting cooperation in Social English class from the perspective of ULIS sophomores Motivational strategies Mean Mode Standard deviation Promoting cooperation 4.01 0.96 Table 15: The effectiveness of Promoting cooperation as perceived by students Standing at the forth place with a hardly noticeable higher mean score in comparison with Elicitation of self and peer correction was Promoting cooperation The mean score, mode and SD was respectively 4.01, 4, and 0.96 The sig (2-tailed) values were less than 0.05 comparing with thirteen other motivational strategies Similar to Arousing curiosity or attention, these numbers could only ensure the high position of the strategy in terms of effectiveness but not the forth place in general Belonging to the group Teacher discourse, this strategy focused on setting up a cooperative learning activity or encouraging students to help one another, offering 51 suggestion on how best to this It seems that pair and group activities are increasingly exploited in the lessons to stimulate students to help one another and suggested some possible way to this In every observed class, the researcher acknowledged that at least activities requiring the students to work with each other were employed Moreover, the students gave the researcher an impression of their amenability and eagerness in joining the activities  Elicitation of self or peer correction The table below presented the effectiveness of Elicitation of self or peer correction in Social English class from the perspective of ULIS sophomores Motivational strategies Mean Mode Standard deviation Elicitation of self or peer 4.01 0.95 correction Table 16: The effectiveness of Elicitation of self or peer correction as perceived by students Elicitation of self or peer correction shared almost exact same scores with Promoting cooperation in which the mean scores was 4.01, the mode was and the SD was 0.95, even lower than that of the previous strategy The sig (2-tailed) values were less than 0.05 in comparison with other twelve motivational strategies, which gave a clear distinction between two groups of strategies with high effectiveness and low effectiveness Elicitation of self or peer correction were applied many times and became the norm of evaluation part The class observation exhibited that after every presentation or role-play, the students presenting were obligated to give self-refection on their work and others were demanded to give comments and suggestions for the presenters Some of the writing feedback session also went this way, the teacher required students to exchange their writings to give feedback and the returned the works so that the writers could revise or question the markers for some unclear comments It can be noticed that the students seemed to 52 value this part and paid a very close attention to the teacher’s instruction and followed exactly what should be done In short, this motivational strategy was considered effective in terms of both qualitative (observation) and quantitative (questionnaire) methods In conclusion, the results of the questionnaire and the observation were mostly in line with each other, which brought about five most effective strategies used in the classroom: Personalization, Team competition, Arousing curiosity and attention, Promoting cooperation and Elicitation of self or peer correction From the findings above, we could conclude that Personalization, Team competition and Promoting cooperation were the three most frequently and effectively used in Social English class This is a good trend that the teachers in English Division are now following It is noticeable that Arousing curiosity and attention and Elicitation of self or peer correction were two of the most effective motivational strategies, however, it did not received adequate attention from the teachers Therefore, the teachers should consider applying these strategies more often in class to encourage students to learn Summary: In this chapter, the findings and discussions of the collected data as well as the pedagogical implications have been presented in order to provide answers to each research question The summary of the above findings, contribution, limitation of the study and recommendation for further researches will be presented in the following chapter 53 CHAPTER V: CONCLUSION The previous parts presented the introduction, the literature review, the methodology and the findings and discussion This final chapter will summarize and evaluate the outcomes of the whole paper by summing up the findings, providing the pedagogical implications, followed by the limitation of the study and several recommendations for further researches 5.1 Finding summary On the whole, this paper has looked into the exploitation of motivational strategies employed by teacher in Social English class of ULIS second year students in terms of frequency and effectiveness Through the in-depth analysis of the data collected from the questionnaire and observation, significant findings for the research questions were summarized as followed In the first place, the study managed to explore the motivational strategies used in Social English classes as well as investigate the frequency of 25 motivational strategies employed in Social English class Overall, from the results from the questionnaire and observation, all of the strategies were used quite frequent Other than 25 motivational strategies listed, the students added “homework” and “using songs to learn grammar” as two other strategies that they found frequently and effectively employed in classroom These 25 strategies were divided into main groups, which were Teacher Discourse, Participation Organization, Activity Design and Encouraging positive Retrospective Self-evaluation The motivational strategies belonging to the group Encouraging positive Retrospective Self-evaluation attained the highest position, followed by those of Activity Design, Participation Organization and Teacher Discourse This order meant that from the perspective of students, while the teachers most frequently used various ways of giving feedback, comments and praise, they employed social chat or stating communicative purpose of the lesson the least frequently Looking into further details, even though 25 motivational strategies were all exploited but the teachers seemed to favor Personalization, Promoting cooperation and Team competition in class The 54 reasons might be lying on the materials of the course and the preferences of the teachers In addition, Promoting integrative value (Promoting contact with native speaker) was the least frequently applied strategy due to the fact that there was only one native teacher teaching Social English in English Division and she taught only classes, which revealed that other 14 classes did not have the chance to study with native speaker In the second research question, the effectiveness of 25 motivational strategies was taken into consideration Overall, all of these strategies were quite effective in applying since the mean scores were all above 3.42 The results showed that the two groups Encouraging positive Retrospective Self-evaluation and Activity Design were the most effective groups of motivational strategies Similarly in details, the quality of applying Personalization was the best, followed up were Team competition, Arousing curiosity and attention, Promoting cooperation and Elicitation of self or peer correction This organization informed us that the students highly preferred to be asked to share personal opinions, learn English in a competitive environment, point out the fun and challenging part of the activity, work with other class members, and evaluate their friends and themselves Interestingly, three most used strategies were also three out of six most effective strategies employed in Social English classroom This indicated that there was a good trend in exploiting motivational strategies in class Based on the results of the study, some pedagogical implications were also drawn for teachers to take into consideration 5.2 Pedagogical implications The results of the questionnaire and the observation came in accordance with each other most of the time; hence they yield some similar pedagogical implications for education Firstly, the study findings concluded the most frequent and effective motivational strategies used in the Social English classroom of second year students From the findings, the teachers at ULIS were aware of the strategies and 55 employed them quite effectively Therefore, they should continue applying these strategies in the future Nevertheless, the teacher should be aware of some of the strategies used quite frequently in class including Signposting 2, Fixed pair/group work, Tangible task product, Neutral feedback but seemed to lose its effectiveness due to the fact that the values of sig (2-tailed) were very high; hence, they should be reconsidered the way of applying to get a better result In addition, although team competition were among the three strategies that most frequently and effectively employed, from the researcher’s observation, the effectiveness of Team competition was depended on the way teacher organized the activity rather than the characteristics of the activity, which was to create a competitive environment of learning Therefore, when applying this strategy in the future, the teachers should consider the way of delivering the activity to make full use of it to encourage students to learn 5.3 Limitations of the study and recommendation for further research To some extent, the paper has depicted an overall picture of the frequency and effectiveness of the motivational strategies employed in Social English class of ULIS second year undergraduates Nevertheless, some limitations could still be identified in this study First and foremost, the research merely looked at the motivational strategies the teachers applied in class from the perception of the second year students This way of viewing the matter could assure the objectiveness of the research However, it should be noted that the teachers employed the motivational strategies so it is advisable to invite teachers of English Division to be the participants of the research, thus, the results could be more accurate Secondly, time constraint does not allow the researcher to have long-term observation in each class for each teacher One-time observation limited the level of generalization of the results Nonetheless, it is undeniable that one-time observation 56 could allow the researcher observe maximum number of lessons in a certain or limited time Thirdly, it would be better if the researcher interviews some of the students to get the in-depth information to explain some of the choices of the students in the questionnaires Summary: So far, the major findings, the pedagogical implications of the study have been presented in the final chapter Moreover, other researchers could consider the current study’s limitations and suggestions to implement further investigation into the issue 57 REFERENCES Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Cherry, K (2015) What is the difference 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College of Arts and Sciences of Ohio University Wang, J (2008) Stimulating students’ motivation in foreign language teaching USChina Foreign language, 6(1), 30-34 William, M & Burden, R (1997) Psychology for language teachers Cambridge: Cambridge University Press 61 ... changes in their approaches or strategies in teaching, one of which is motivational strategies In the context of Faculty of English Teacher Education (FELTE), Hanoi University of Languages and International... the employed motivational strategies in motivating ULIS second- year students in Social English classes? 1.3 Scope of the study The study involves 120 second- year undergraduates at FELTE, ULIS,... Social English class for ULIS second year students and the frequency of utilized strategies? The first questions aimed at investigating the motivational strategies employed by teachers in Social English