Motivation in learning english speaking of the second year tourism major students at tourism and foreign language department, sao do college of industry

Motivation in learning english speaking of the second year tourism major students at tourism and foreign language department, sao do college of industry

1 Chapter 1: Introduction 1.1 Rationale for the study We are living in the global world in which English language has rapidly become an international language To meet this requirement, English has been taught almost everywhere in Vietnam, especially in schools, colleges, universities, English is a compulsory subject However, how to speak English well is a problem for many learners of English, especially for the students of colleges and universities Despite the fact that most of the students have been learning English since they were at secondary or high school, they are deficient in English speaking As a teacher of Tourism & Foreign language Department, Sao Do College of Industry SCI, HaiDuong, from our observation and our own teaching experience, we see that during the speaking lesson classroom interaction is restricted Only some students get involved in the activities conducted by the teacher while others keep silence or other things Thus, one of the challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?” To find the answer to this question it is necessary to investigate what motivates and de-motivates students in English learning in general and in speaking in particular Many teachers and researchers now believe that motivation is one of the most important factors that determine the rate and success of L2 attainment: it provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals, and there are no appropriate curricula and good teaching to ensure student achievement For the mentioned reasons, we would like to conduct a study on “Motivation in Learning English Speaking of the Second Year Tourism-Major Students at Tourism and Foreign Language Department, Sao Do College of Industry” The study is to investigate what motivates and de-motivates students in English speaking learning We hope that this study will help the teacher of speaking in some ways to find appropriate methods to motivate their students 1.2 Aims of the study The study aims at investigating the motivation in English speaking learning among the second year tourism-major students at Tourism and Foreign Language Faculty, Sao Do Industrial College The four main purposes of the study are summarized below: To examine kinds of motivation possessed by the second year tourism major students at Tourism and Foreign Department, Sao Do College of Industry To examine methods and techniques used by teachers of speaking to motivate their learners in speaking activities To investigate factors de-motivating students in English speaking learning? To suggest motivational strategies and techniques, which can be applied to stimulate learners in teaching speaking skill 1.3 Scope and significance of the study: There are many factors affecting the success or failure of learning a foreign language, in which motivation is one of the key factors The focus of this study is on motivation as a separate factor in English speaking learning The results of the study will be applied to improve the speaking skills of second tourism major students of Tourism & Foreign Language Department, SCI It can not be said that the results are general to all students in Vietnam 1.4 Design of the study The study is designed with chapters Chapter one presents the rationale for study, aims of the study, research questions as well as the scope of the study Chapter two displays the background of motivation and speaking teaching In the chapter, the main approaches to motivation and de-motivation in foreign language teaching are discussed The main theories of foreign language speaking teaching are also presented in the chapter Chapter three presents the methodology performed in the study The chapter also deals with documentation, data analysis The analysis and discussion on the data is based on the survey questionnaire, interview and classroom observation Chapter four summarizes the findings, implication, recommendations and future directions for future research are also provided in the last chapter Chapter 2: Literature review This chapter is concerned with the conceptions of motivation, motivation in foreign language learning, and the theoretical backgrounds of speaking skills 2.1 Theoretical background of motivation 2.1.1 Conceptions of motivation Many researches have been undertaken and there is much in the research literature regarding the definition of motivation All the motivation theories in general want to explain the fundamental question of why humans behave as they do, and therefore we cannot assume any simple and straightforward answer Motivation is described as the impetus to create and sustain intentions and goal seeking acts (Ames & Ames, 1989) Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concerned with such issues as why people decide to act in certain ways and what factors influence the choice they make It also involves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals The role of the teacher thus becomes one of helping and enabling learners to make suitable decisions” Dornei (2001:613) defined motivation as “a general ways of referring to the antecedents (i.e the causes and the origins” He also stated that “motivation explains why people decide to something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7) The author mentioned two dimensions of human behavior: direction and magnitude (intensity) which motivation concerns Motivation, “the process whereby goal-directed activity is instigated and sustained” (Pintrich& Schunk, 2002) From the above, it can be deduced that motivation is a psychological trait which leads people to achieve a goal Motivation is what drives you to “behave” in a certain way or to take a particular action Simply, it can be understood that motivation is your “WHY” 2.1.2 Motivation in foreign language learning In recent years, motivation has become a familiar term in second language learning Motivation in foreign language learning has been defined in different ways According to Dornyei, 1988, motivation refers to the efforts learners make to learn a foreign language Motivation is one of the keys that influence the rate and success of language learning Park (2002:2) believes that motivation is shaped as “ sets of belief about language learning, the target culture, their culture, the teacher, the learning task, ect.” Holt (2001:1), referring to Cookes and Schmidt (1991), defines motivation as “ the learner’s orientation with regard to the goal of learning a second language” Motivation in this context can be understood as one relating to attitude and vice versa with both having an influence on learning and acquisition Gardner (1985) as as cited in Dornyei, (2001), assumed that motivation involved desire to learn a language, intensity of effort to achieve this, and attitudes toward learning the language According to the framework by Dornyei (1994), motivation consists of main levels which are language level, learner level and learning situation level Language level refers to integrative motivational subsystem and instrumental motivational subsystem Learner level depends on need for achievement, self-confidence which is language use anxiety, perceived L2 competence, casual attributions and self-efficacy Learning situation level refers to course specific motivational components, teacher specific motivational components and group specific motivational components Below is Dornyei’s (1994) framework of L2 motivation Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001) Language level Integrative motivational subsystem Instrumental motivational subsystem Learner level Need for achievement Self-confidence + Language use anxiety + Perceived L2 competence + Casual attributions + Self-efficacy Learning situation level Course specific motivational components Interest (in the course) Relevant (of the course to one’s needs) Expectancy (of success) Satisfaction (one has in the outcome) Teacher specific motivational components Affiliative motive Authority type Direct socialization of student motivation - Modeling - Task presentation Group specific - Feedback motivational Goal-orientedness components Norm and reward system Group cohesion Classroom goal structure Another comprehensive attempt to summarize the motivational components that are relevant to L2 instruction has been made by Marion and Bob Burden (1997) as a part of a larger overview of psychology for language teachers The motivational components summarized consist of internal factors and external factors The components of these factors are displayed in the framework below Table 2: William and Burden’s (1997) framework of L2 motivation (Adapted from Dornyei, 2001) Internal factors Intrinsic interest of activity - arousal of curiosity - optimal degree of challenge External factors Significant others: - parents - teachers - peers Perceived value of activity The nature of interaction with significant - Personal relevance others - anticipated value of outcome - mediated learning experiences - intrinsic value attributed to the activity - the nature and amount of feedback - rewards - the nature and amount of appropriate praise - punishments, sanctions Sense of agency The learning environment - locus of causality - comfort - locus of control RE process and - resources outcomes - time of the day, week, year - ability to set appropriate goals - size of class, school - class and school ethos Mastery The broader context - feelings of competence - wider family networks - awareness of developing skills and - the local education system mastery in a chosen area - conflicting interests - self efficacy - cultural norms - societal expectations and attitudes Self-concept - realistic awareness of personal strengths and weaknesses in skills required - personal definitions and judgments of success and failure - self-worth concern -learned helplessness Attitudes - to language learning in general - to the target language - to the target community and culture Other affective states - confidence - anxiety, fear Developmental age and stage Gender In conclusion, motivation is one variable, which, combined with other factors, influences a learner’s success 2.1.3 Types of motivation in foreign language learning Motivation can be classified in different ways In some studies, motivation is categorized into two types: intrinsic and extrinsic motivation Tracing the word “intrinsic” down to its roots, it means “innate” or “within”, thus intrinsic motivation originates in the individual itself Concerning learning it can be said that the drive or stimulation to learn comes from within the students, hence, the teacher or instructor does not have to ‘manipulate’ the student in any way in order to make him learn It is an inner desire of the student to fulfill a positive learning outcome Intrinsic motivation itself is goal related, therefore, it is independent of any kind of external value Extrinsic motivation can be regarded as the opposite of intrinsic motivation The goal connected with intrinsic motivation is a positive learning effect that lasts a long time, but the goal of an extrinsic motivated student is completely different “When individuals are extrinsically motivated, they hold some desired outcome as a goal (e.g., getting a good grade or avoiding punishment), they recognize that a certain way of behaving is an expedient means to that goal, and they make plans to modify their behavior in such a manner that they are likely to experience the desired outcome” However, motivation in foreign language learning is more broadly categorized into two types: integrative and instrumental motivation In a pioneering study, Gardner and Lambert (1972: 132) highlighted “integrative motivation” which stresses “a sincere and personal interest in the people and culture represented by the other group” and “instrumental motivation” which stresses “the practical value and advantages of learning a new language” Gardner’s later socio-educational model (1982) adds three aspects of student motivation: effort (time and drive), desire (extent of language proficiency wished for) and effect (emotional reactions to language study) Integrative motivation is the desire on the part of the student to feel an affinity with the people, the society and the culture of the language that is learned, and is usually referred to in the context of living in the target language community (Falk 1978, and Finnegan, 1999) Instrumental motivation, on the other hand, concerns the practical and concrete rewards that student’s desire (Hudson, 2000) This relates to achievement purposes for instance passing an exam or getting a degree A student’s opinion of a given language is significantly shaped by its perceived usefulness and relevance to future career goals (Chambers, 1999) 2.1.4 Main de-motivating factors affecting motivation in learning foreign language 2.1.4.1 Conceptions of de-motivation Dornyei (2005: 143) defined de-motivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” Deci and Ryan (1985) used a similar term “a-motivation”, which means “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when faced with the activity.” Dornyei pointed out that de-motivation does not mean that all the positive influences that originally made up the motivational basis of a behavior have been got rid of It only means that a strong negative factor restrains the present motivation with some other positive motives still remain ready to be activated 2.1.4.2 De-motivating factors affecting motivation in learning foreign language According to Dornyei, factors de-motivating students’ learning are as follows The teacher (personality, commitment, competence, teaching method); Inadequate school facilities (group is too big or not the right level, frequent change of teachers); Reduced self-confidence (experience of failure or lack of success); Negative attitude towards the L2; Compulsory nature of L2 study; Interference of another foreign language being studied; Negative attitude towards L2 community; Attitudes of group members; Course-book Basing on Dornyei’s study, factors affecting students’ motivation can be classified into learner’s factors, teacher’s factors, environment factors, and teaching and learning conditions 2.1.4.2.1 Learner’s factors a Intelligence: Intelligence is the term referring to performance on certain kinds of tests ( Lightbown & Spada), 1999:52) Through these tests, teachers are able to classify successful or unsuccessful students in the class performance While some studies have reported that there is a link between intelligence measured by IQ tests and second language learning, some students, in fact, whose academic performance is weak, are successful in L2 learning b Aptitude: Aptitude refers to the special ability involved in second language learning (Douglas et al 1995) The relationship between aptitude and second language learning success is a very important one and various studies, such as Gardner (1980) and Skehan (1989) have reported that aptitude is a major factor determining the level of success of second language learning (Douglous et al 1995) Students can have a “good aptitude for learning” This can infer various things, such as: • The understanding of the function of words in sentences • The ability to understand and use grammatical rules • Memory of key words, what they mean and how to use them An important point regarding aptitude and second language learning is that successful learners may not be strong in all the components of aptitude and can still succeed at learning a second language For example, some individuals may have strong memories but only average abilities in the other components of aptitude (Spada 1999) c Personality Learners’ emotional states have a powerful influence on their behavior and performance in the classroom and other learning situations There are various theories that claim that personality factors are important predictors of success in second language learning Personality traits such as extroversion, introversion, risk-taking, independence and empathy have been the basis of discussions and disputes relating to this topic (Ellis 1986) d Learning strategies As in all school topics, learning strategies are a factor of second language learning One definition of learning strategies is: “Steps or actions taken by learners to improve the development of their language skills” (Gass et al 1993: 265) Different learning strategies work best for different people when learning a second language For example, one student may learn vocabulary through writing and practicing the vocabulary using cue cards, whereas another student may only read the vocabulary and learn that way e Leaners’ belief Most learners have strong belief about how languages are learnt, how their instruction should be divided “These beliefs are usually based on previous learning 10 experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn ( Lightbrown, 1999:59) f Age of acquisition Age is another characteristic of learners which affects learners’ success in second language learning It is believed that children are better than adults at acquiring a second language It is also often claimed that there is a critical period for second language acquisition ends around puberty or even earlier g Confidence, Anxiety Learner's motivation can vary tremendously according to their confidence and anxiety they have toward the language they are learning and the environment they are in Not only is anxiety related to motivation, but it is also related to proficiency and more so to communication proficiency, as suggested by Clement, Dornyei and Noels (1994) 2.1.4.2.2 Factors related to learning environment Learning environment involves physical conditions and classroom atmosphere The former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin boards Harmer, J (1992), replicated by Nguyen Mai Nhung (2003), confirms that such conditions had great influence on students’ learning as well as their attitudes toward the subject matter These conditions, therefore, affected students’ motivation either positively or negatively The other factor related to learning environment is a pleasant and supportive atmosphere in the classroom as Lightbown, P.M & Spada, N (1999) claim that the supportive and non-threatening atmosphere makes a contribution to learners’ motivation 2.1.4.2 Teachers’ factors Based on Dornyei (2001), teachers' factors and appropriate teacher behaviors are mentioned as follows: - Enthusiasm - Commitment to and expectations for the students' academic progress - Good relationship with the students - Acceptance - Ability to listen and pay attention to students a Enthusiasm An American psychologist, Mihaly Csikszentmihalyi conducted a survey into the question "Who have been your most influential teachers?” He then addressed in a thought- 32 Table 6: Result of class room observation Note: A: applicable NA: not applicable Categories Criteria I Preparation Well-prepared, well-organized in class Appropriately prepared objectives of the class II Presentation Clear and concise instruction language Authentic materials are added The lesson is smooth Material is presented at the students’ level of comprehension The teacher show interest and enthusiasm III Methods Teacher moves round class, use eye contact There are balance and variety of activities 10 Examples and illustrations used effectively 11 Instructional aids and resource material used effectively 12 Drills are used 13 Teacher explores genuine situations in the class 14 Structures are taken out of artificial drill contexts and applied to the real contexts of the students’ culture and personal experiences IV Personal characteristics 15.Patience in eliciting responses 16 Clarity, tone, and audibility of voice 17 Pronunciation, intonation, fluency are appropriate and acceptable use of language V Teacher/student interaction 18 Teacher is a facilator 19 Students are communicators 20 Teacher encourages students 21 The students are attentive and involved 22 The students are active 23 Teacher organizes effectively individual, pair and group work 24 The students are encouraged to ask questions, to disagree, or to express their own ideas 25 Teacher controls and directs the class Results (%) N NA 100% 75% 25% 75% 50% 50% 50% 75% 25% 50% 50% 50% 25% 50% 75% 50% 100% 100% 50% 75% 50% 25% 50% 50% 50% 25% 50% 50% 75% 25% 25% 50% 25% 25% 25% 25% 75% 75% 50% 75% 75% 75% 75% 50% 50% 50% 25% The classroom observation was conducted with the four teachers who joined in the study The result shows that all of the teachers prepared the lesson very carefully; the lessons went smoothly and logically because all of the teachers were keen on the subject they taught However, in all classes many students were passive, the teacher did not perform the role of a facilator, and he/she talked a lot trying to explain everything to the students The pair work 33 and group work were used, but it sounded not effective Whenever the students were asked to work in groups, they became quietly or did some other things In short, the teachers have made great effort to motivate students in English speaking classes However, there were a lot of things to do, in which applying reward and punishment policy and was of great importance and interrupting students while they were speaking should be ignored during the class Especially, teacher/student interaction should be promoted during the speaking class Factors de-motivating students in English speaking Research question 3: What are the factors de-motivating students in English speaking? The answer to this question will be found out in survey questions 3, 5, (questionnaire for students), question (questionnaire for teachers) and drawn out form the classroom observation The table below reveals the difficulties students cope up with in learning English speaking skill? Table 7: The difficulties of students in English speaking learning Activities N0 of students Percentage (%) Pronunciation Grammar mistakes Teacher is not enthusiastic Boring speaking activities Boring speaking topics Crowded class Littlee time for speaking activities Lack of vocabulary 34/67 30/67 15/67 17/67 18/67 40/67 43/67 40/67 50.75 44.78 22.39 25.37 26.87 59.70 64.18 59.70 The table shows that the most difficulties they students have to cope up with are lack of time for speaking activities The second difficulty was lack of vocabulary Moreover, the crowded class is also a disadvantage The number of students in one class in SIC ranges from 40 to 60; therefore the teachers not have enough time to pay attention to each student And nearly half of the students were afraid of making mistakes in their speaking To investigate what factors affecting students’ English speaking, a question of 15 criteria was given to students 34 Table 8: The factors de-motivating students’ speaking learning Factors 10 11 12 13 14 15 The classroom atmosphere Crowded class Boring and difficult topics Learning speaking is very difficult Learning speaking is not useful to you Your learning methods not effective Boring actitivities Lack of information about tourist destination The content of the textbook is not suitable Lack of objectives in learning speaking Your language learning ability is limited You don’t have a chance to practice at the destinations Teacher doesn’t use much English in speaking lesson Other members are not active in group work Lack of vocabulary N0 of students 62/67 40/67 21/67 40/67 12/67 50/67 30/67 23/67 12/67 14/67 30/67 15/67 15/67 43/67 40/67 Percentage (%) 92.54 59.70 31.34 59.70 17.91 74.63 44.78 34.33 17.91 20.90 44.78 22.39 22.39 64.18 59.70 The table below revealed that the classroom atmosphere had the greatest effect on students’ motivation The second factor was that the students had no effective methods in learning English speaking About 40/67 students perceived that learning English speaking was very difficult, nearly all of them lacked vocabulary, this led to de-motivation in speaking lesson Sometimes, boring activities or crowded class were also the denominative factors All of the teachers perceived that in their speaking teaching, they had some difficulties Almost of them revealed that the students lack motivation in learning speaking In their opinions, the reasons for these are as follows: - The students are lazy in pair work and group work Especially in group work, only one or two members work, the rest sit quietly and nothing - Students have low English proficiency Beside general English, they have to get knowledge of ESP of tourism - Class hour is not suitable, it starts too early at am or 12 a.m This time affects students’ as well as teachers’ psychology and their attitude to learn and work When asked about the content, topics, exercise kinds, illustration of the textbooks Most of the teachers agreed that the content, topics and exercise kinds were O.K The content of the textbook was suitable for the students The kinds of the exercises in the books were designed suitably, able to develop speaking skills of the students However, most of the 35 teachers revealed that the illustration of the books was boring, this led to demotivation of the students in learning process,too Table 9: Teachers’ comments on the textbook Very bad Number of teachers Bad O.K Goo Very Content 0 d good Topics 0 0 Exercise kinds 0 0 Illustration (pictures, enclosed tape, video…) 0 Order of lessons 0 The result of the question (questionaire for the students) revealed that the topics and the content of the textbooks attracted the students very much Among 11 t opics in the textbook, of them (The topics of Vietnam geography, Vietnam pagoda, Vietnam festivals, Vietnam handicraft villages, Customs and habits of Vietnam) atracted students’ interests However of them seemed to demotivate students’ learning The students interviewed said: “ Vietnam history is the most difficult topic in the text book, sometime I have no idea, no vocabulary to talk about the topic” The other said “ Buddism is a very difficult topic, we have no knowledge even knowledge in Vietnamese to say about the topic” Table 10: Students’ comments on the topics of the textbooks Topics 10 11 Vietnam geography Vietnam history Vietnam animals and plants Buddhism in Vietnam Vietnam pagodas Vietnam festivals Vietnam handicraft villages Customs and habits of VN Museums Vietnamese food Dislike 45 30 46 10 10 20 25 Number of students Don’t mind Strongly like 65/67 12 37 14 15 55 57 47 10 57 27 37 25 27 In short demotivating students’ speaking learning are many factors in which the main factors are lack of vocabulary of the students, the crowded class, the contents of some units 36 in the textbook are too difficult or boring Class hour is also a factor affecting students’ learning process 37 4.4 Motivational strategies and techniques to motivate students Research question 4: What motivational strategies and techniques can be applied to motivate students? Sub-question 1: Which of the below activities you like most in the speaking class? Table 11: Students’ comment on teachers’ activities Activities Number of students Strongly Like Dislike like Role play Discussion Explanation of new words and structures Practice conversations in pairs Teachers interrupt and correct mistakes while you 37 20 34 10 30 12 33 50 10 35 57 are speaking Games Teachers use English during the class hour Compliment Teachers often use modern teaching aids 10 Excursions at tourist destinations 30 45 45 67 67 20 12 12 0 17 0 0 Obviously, 100% of the students like the modern teaching aids used during the class, because the teaching aids help students become more motivative and more interested in the lesson Also 100% students strongly like going to the tourists’ destinations to practice speaking Besides, the other activities attracted students’ attention Those activities such as role play, teachers’ compliment, teachers’ English speaking during the class hour were the activities motivating students Sub-question 2: What should we to improve the textbook? According to the teachers joining in the study, the topics used in the text book were suitable The topics cover a paronama of Vietnam- country, people, histroy, culture, habit and customs, which are suitable and useful for a future tour guide However, 6/6 teacher agreed that to get more effectiveness in boosting students to speak, it is necessary to add some more kinds of exercises to make the lesson more interesting of them also thought that it is necessary to illustrate the textbook with more beautiful pictures And the most important thing to with the text book is to improve it yearly, this idea was approved by all of the six teachers 38 Table 12:Teachers’ suggestions on ways of improve the textbooks Suggestions Change the topics Add some more kinds of exercises Illustrate it with more beautiful pictures Improve yearly Number of teachers 6 To conclude, there are many motivational strategies and techniques can be applied to motivate students, of which the most important are using modern teaching aids, taking the students to the tourist destinations, giving compliment, … Besides, to reduce students’ demotivation, it is necessary to pay attention to the material used for teaching The material should be checked and improved yearly and more interesting activities should be added to the textbooks In brief, the chapter has presented the data analysis to find out the answers to the research questions All the data were obtained from the study instruments which were survey questionnaires, an interview and the classroom observation In the chapter the main types of motivation, denominative factors and motivational strategies have been discussed in details 39 Chapter 5: Conclusion The chapter will summarize the findings, discussion, recommendations, suggestions and future directions 5.1 Summary of the findings and discussion The first reason for students to learn English is to meet the requirement of the future job Many students (70%) agreed that the purpose of communicating with foreigners Besides many students revealed that they want to learn English to get more knowledge of culture and people of English speaking countries A small percentage of the students claimed that they studied English speaking because it is a compulsory subject, and the same number of students agreed that they leant English because they wanted to get good mark at the examination The main types of motivation the students had in English speaking learning are integrative and instrumental motivation Secondly, all the teachers teaching speaking skills have made great effort to motivate students in English speaking classes In thier teaching such kinds of activities as group work or pair work have been utilized Diffirent kinds of visual aids such as cassette, slide projector, pictures were used much in the class room The teacher also combined the course book with relevant materials, guided students to learn well During the lesson teachers tried to create a learning atmosphere to promote students Especially, the teachers often held the excursions in the tourist destinations, which attracted students’ attention and promoted them in learning, and provided students with a lot of chances to practice speaking However, there were a lot of things to do, in which applying reward and punishment policy and was of great importance and interrupting students while they are speaking should be ignored during the class Especially, teacher/student interaction should be promoted during the speaking class Thirdly, there are many demotivating factors affecting students in their speaking The main factors are the aptitude and lack of vocabulary of the students Besides, the crowded class, the content of some also reduce students’ motivation in learning process Class hour (starts too early in the morning or afternoon) had great effect on students’ learning The way the teacher used Vietnamese in the lesson also de-motivates students in their trying to express every in English 40 Fourth, in the lesson the teacher has applied many motivational strategies and techniques to motivate students, of which the most important are using modern teaching aids, taking the students to the tourist destinations, giving compliment, … Besides, to reduce students de-motivation, it is necessary to pay attention to the material used for teaching The material should be checked and improved yearly and more interesting activities should be added to the textbooks 5.2 Implications The findings of the study implicate that: In learning the speaking subject, the students seem to posses main types of motivation which are instrumental and integrative These students want to become tour guides, they will use much English in their future jobs For them, fluent English speaking and sound knowledge of people and culture of international tourists is very useful, which help them to work better with their future jobs The combination of the two types of motivation assists in the successful acquisition of an L2 Thus, in English speaking classes, teachers should provide students with not only language knowledge but also cultural knowledge of English speaking countries The motivational strategies are of great importance in which pair work and group work attracted many students attention The using of teaching aids like slide projectors, cassettes … are the factors impressing students’ attention Besides, teachers should give students lot of chances to practice speaking at the tourist destinations However, using Vietnamese during the speaking lesson is not a good way of motivating students Demotivating affecting students in their speaking are many factors among which lack of time and vocabulary, low proficiency in tourism English rank the first Besides, crowded class has strong effect on students’ motivation In addition to these demotivative factors, the content of some lessons, class hour (starts too early in the morning or afternoon) are sometimes affect students in English speaking learning To reduce students’ motivation in English speaking learning, two important things must be done: Firstly, teacher should apply motivational strategies to motivate students in speaking learning Secondly, it is necessary to improve textbook to attract more students in learning speaking 41 5.3 Recommendations and suggestions Basing on the findings of the study, here are some recommendations and suggestions to the teachers of Tourism and Foreign Language Faculty and Sao Do in industrial college To make speaking learning motivating activities, besides the classroom activities, the teachers need to make great effect to develop programmers which attract students’ participation It is suggested that the faculty cooperate with the tour operators to create students chances to act as tour guide to practice speaking English, or the teaches may send students to hotel or tourist sites to learn and practice speaking English And one of the most effective activity which can be applied is the teachers themselves may take their students to some famous destinations near the school to study and practice guiding in English To reduce the factors de-motivating students in speaking, it is necessary to reduce the number of the students in the class The administrators need to pay attention to this to create an effectiveness of English learning process in general and of English speaking in particular Besides, the time to start class should be changed to be later, not too early as present The course book should be improved with more interesting and easier topics, illustrated with more beautiful and clearer pictures, the difficult exercises should be replaced It is suggested that more vocabulary exercises should be used to fill in the gap of vocabulary which students lack Also, to motivate students, the course-book should be improved every year, added with update information after each course The teacher should play the active role as a facilator to encourage students in learning process to sustain long term motivation In the English speaking class, the stages such as warm up, while speaking and post speaking should be applied Clarification and whole-hearted guidance are influential factors which help stimulate learners The teachers’ instructions should be brief, easy to understand and clear so that all students know what they have to These help attract students’ commitment to the lesson and avoid confusion The teachers’ attitudes are of great importance in increasing students’ motivation The teachers’ sense of humor and friendliness as well as the attention will attract students’ during the whole lesson The two types of motivation which the students possess are integrative and instrumental; therefore, in teaching it is necessary for the teachers to provide students with 42 not only language knowledge but also country and culture knowledge of other countries, especially English speaking countries 5.4 Future directions The study on motivation should be 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Aims of the study The study aims at investigating the motivation in English speaking learning among the second year tourism- major students at Tourism and Foreign Language Faculty, Sao Do Industrial... current situation of learning and teaching English speaking at Tourism and Foreign Language Department, Sao Do College of Industry Tourism and Foreign Language Faculty of SIC now has 17 English teachers... displays the background of motivation and speaking teaching In the chapter, the main approaches to motivation and de -motivation in foreign language teaching are discussed The main theories of foreign