Những yếu tố ảnh hưởng tới động lực học nói tiếng anh của học sinh lớp 10 trường THPT thanh ba

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  PHAN THỊ THÙY LINH FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh học sinh lớp 10 trường THPT Thanh Ba) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  PHAN THỊ THÙY LINH FACTORS AFFECTING MOTIVATION IN LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh học sinh lớp 10 trường THPT Thanh Ba) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr D HANOI - 2016 ng Th N DECLARATION Title: Factors affecting motivation in learning speaking English of Grade 10 students at Thanh Ba High School I certify that the thesis is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and that this thesis has not been submitted for any degree at any other university or tertiary institution Hanoi, 2016 Phan Th Thùy Linh i ACKNOWLEDGEMENTS This research has been accomplished with the help and encouragement of many people to whom I would like hereafter to express my deep appreciation First and foremost, I would like to express my great attitude to my supervisor, Dr Dương Thị Nụ for her invaluable inspiration, assistance and guidance during the time I tried to complete this paper I am thankful to all lecturers and staff of the Post-Graduate Department of University of Languages and International Studies, Vietnam National University for their scientific knowledge, guidance and enthusiasm during my course I am greatly indebted to my students from class 10A1 to class 10A5 and my colleagues at Thanh Ba high school for their participation and assistance without which this study could not have been successful And my heartfelt thanks are due to my dear family members who are always beside me to support and encourage me to fulfill my study ii ABSTRACT This exploratory research is an attempt to investigate factors affecting motivation in speaking English of the 10th grade students at Thanh Ba high school The main purposes of the study are to find out: types of motivation possessed by grade 10 students at Thanh Ba high school, factors affecting students‟ motivation in speaking English, activities and techniques applied by teachers and students‟ preference and then give some suggested solutions for teachers to stimulate students to speak and overcome the difficulties they face with in teaching speaking This survey study was carried out with the combination of qualitative method and quantitative method with some kinds of research instruments: questionnaires for students and teachers, follow-up interviews and class observations The findings shows that grade 10 students at Thanh Ba high school are not only extrinsically, instrumentally but also intrinsically and integratively motivated Besides, their motivation in speaking is affected much by the factors coming from students‟ themselves, teachers and learning condition Based on theoretical background of motivation and speaking, the researcher‟s knowledge, experience and observation in teaching speaking, some recommendations for motivating students to speak were suggested such as promoting students‟ internal factors, setting up a co-operative atmosphere in class, applying varying speaking activities, combining different materials or changing teachers‟ characteristics The researcher believes that these recommendations will be of help for high school English teachers in general and for English teachers at Thanh Ba high school in particular iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LISTS OF TABLES AND CHARTS vii PART A INTRODUCTION 1 Rationale Aims of the study Research Questions Methods of the study Scope of the study Significance of the study Design of the study PART B DEVELOPMENT CHAPTER THEORETICAL BACKGROUND 1.1 Theoretical background of motivation in L2 learning 1.1.1 Definition of motivation 1.1.2 Types of motivation 1.1.3 Factors affecting motivation inL2 learning……………………………6 1.2.1 Definition of speaking 11 1.2.2 Approaches to the teaching of speaking 11 1.2.3 The roles of the teacher in different stages of teaching speaking 12 1.2.4 Motivation in speaking in classroom 13 CHAPTER METHODOLOGY 15 2.1 The setting of the study 15 2.2 Subjects 16 2.3 Applying techniques and activities of CLT in teaching speaking at Thanh Ba high school 17 2.4 Participants 17 2.5 Data collection instruments 18 iv 2.5.1 Survey Questionnaires 18 2.5.2 Interviews 19 2.5.3 Class observations 20 2.6 Data collection procedures…………………………………………………….16 CHAPTER 3- DATA ANALYSIS 21 3.1 Results from students‟ pre- treatment and post-treatment questionnaires 21 3.2 Results from teacher‟s survey questionnaire (Post-treatment) 37 CHAPTER MAJOR FINDINGS, DISCUSSION AND RECOMMENDATIONS 42 4.1 Major findings and discussions 42 4.1.1 Types of motivation possessed by Grade 10 students at Thanh Ba high school 42 4.1.2 Factors affecting Grade 10 students in learning speaking English 42 4.1.3 Speaking motivational activities and techniques employed by teachers and students‟ preferences 44 4.2 Recommendations for motivating students to speak English in class 45 4.2.1 Promoting students‟ internal factors 45 4.2.2 Varying speaking activities 46 4.2.3 Managing speaking turns in class 47 4.2.4 Setting up a co-operative atmosphere in class 47 4.2.5 Combining the textbook and relevant materials 48 4.2.6 Recognizing the potential value of available facilities of the school and the Internet 48 4.2.7 Being enthusiastic, tolerant, helpful, creative and active 49 PART C CONCLUSION Recapitulation of the study 50 Limitations and suggestions for further study 50 REFERENCES 52 APPENDICES I v LIST OF ABBREVIATIONS BBC British Broadcasting Corporation CLT Communicative Language Teaching FM Frequency modulation L2 Second Language SLA Second Language Acquisition VOA Voice of America vi LISTS OF TABLES AND CHARTS List of tables Table 1.Reason for types of motivations 22 Table Factors making students reluctant to speak English in class 30 Table Factors preventing students‟ speaking process 31 Table Factors encouraging students to speak 33 Table What teachers to motivate students to take part in speaking activities 34 Table Teacher‟s opinions on students‟ motivation of the speaking stages 37 Table Problems teachers facing in teaching speaking 38 Table Activities applied by teachers by frequency 39 Table Techniques applied by teachers 39 Table 10 Activities applied by the teachers and students‟ preferences XV Table 11 Speaking activities applied by teachers XIX List of charts Chart Students‟ average marks in the first semester 21 Chart Students‟ perceived importance of English 24 Chart Students‟ aptitude to learn English speaking 25 Chart Students‟ attitude to learn English speaking…………………………….26 Chart Students‟ effort in learn English speaking 27 Chart Students‟ desire to learning speaking 27 Chart Students‟ interest in speaking English 28 Chart Students‟ frequency of speaking English in class time 29 Chart Students‟ reluctant of speaking English 29 Chart 10 Students‟ results after the treatment 32 Chart 11 Activities enjoyed most by students 34 vii PART A INTRODUCTION Rationale Nowadays, English is widely known as the major language of intercommunication, international commerce and business, science and technology and so on Therefore, people with good English proficiency are extremely needed in any fields of society As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes In general, despite deriving from different purposes, every one wants to turn English to become their own instrument in their lives In the process of teaching and learning English, there are many factors affecting the success of language learners such as attitude, age, personality, motivation and so on, among which motivation plays an important role Researchers on motivation have pointed out that learners who are highly motivated can learn a foreign language better than those who are not and vice versa With some years of experience in teaching English in some foreign language center and two years of experience in teaching English at high school, I have realized that motivation is one of the key factors that determine students‟ success or failure in language learning For teaching and learning speaking skill, the great impact of motivation is not an exception Although motivation in learning English is not a new topic, it still is an unsolved problem of Grade 10 students at Thanh Ba High school This is the reason why I choose studying on factors affecting motivation in speaking English of grade 10 students as the topic for my minor thesis This study will examine types of motivation that students have in speaking and point out some factors that affect their motivation to speak It also investigates the activities and techniques applied by teachers, students‟ preferences and demands, and some difficulties teachers faced in teaching speaking The researcher hopes that this study will figure out a concrete picture of motivation in speaking English of grade 10 students at Thanh Ba high school and it will be of help for teachers who want to increase students‟ motivation in speaking English learning APPENDIX QUESTIONNAIRE DATA AND ON STUDENT MOTIVATION Note: Q1: Pre- treatment Questionnaire Data; Q2: Post- treatment Questionnaire Data Questions Very OK Low or high or Total very low high How is your aptitude to learn speaking Q1 8.9% 21.1% 70% 100% English? Q2 13.3% 43.3% 43.4% 100% How is your attitude to learn speaking Q1 13.3% 43.3% 43.4% 100% English? Q2 22.2% 51.1% 26.7% 100% How is your effort in learning Q1 14.5% 23.3% 62.2% 100% speaking English? Q2 22.6% 51.1% 23.3% 100% How is your desire to learn speaking Q1 51.2% 34.4% 13% 100% English? Q2 54.5% 38.9% 6.6% 100% Questions very rather normal little Not at Total all How is speaking skill Q1 21.1% 43.3% 25.6% 6.7% 3.3% 100% important to you? Q2 25.5% 45.6% 23.3% 5.6% 0% 100% How much you feel Q1 4.4% 11.1% 21.1% 46.7% 16.7% 100% interested in speaking English Q2 20% 45.6% 12.2% 14.4% 100% in class? XIII 7.8% always usually sometimes rarely never Total How often you speak Q1 10% 24.4% 35.6% 24.4% 5.6% 100% English in English class Q2 13.4% 50% 23.3% 10% 3.3% 100% time? Questions Do you feel always Q1 12.2% reluctant to speak English in class? often sometimes No, I like No, I speaking speak very much willingly 20% 13.3% 7.8% 100% 16.7% 14.4% 37.8% 100% 46.7 Total % Q2 6.7% 24.4 % XIV APPENDIX Table 10 Activities applied by the teachers and students’ preferences Speaking activities The activities applied Students enjoyed the by the teachers activities (responded by the students) Students Percentage Students Percentage Completing dialogue practice 72 80 56 62.2 Role play 39 43.3 23 25.6 Interview 21 23.3 10 Games 32 35.6 79 87.8 Free discussion and problem 42 46.7 18 20 Structure- based activities 83 92.2 81 90 Making up sentences orally 83 92.2 81 90 Question and answer exchanges 85 94.4 79 87.8 Picture description 48 53.3 65 72.2 Ranking exercises 41 45.6 61 67.8 Story telling 32 35.6 22 24.4 Rearrangement 16 17.8 49 54.4 Visual aids (pictures, maps, 23 25.6 69 76.7 0 0 solving music, handouts) Topic based discussion Other XV APPENDIX QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for the study of factors affecting motivation in learning English speaking of the Grade 10 students at Thanh Ba high school Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you! Please circle the answer where necessary PART I- PERSONAL INFORMATION Your gender A Male B Female Your age: A Under 25 B From 26- 35 years C From 36- 45 years D From 46- 55 years E Over 56 years Years of teaching English A From – years B From - years C From - 10 years D Over 10 years PART II- TEACHER’S OPINION ON STUDENTS’ MOTIVATION IN SPEAKING ENGLISH AND TECHNIQUES APPLIED TO MOTIVATE LEARNERS What you think of the importance of speaking to your students? A Speaking helps students to improve other language skills and language linguistic knowledge B Speaking can bring students with enjoyment and pleasure C Speaking helps students to broaden knowledge of the world D Students can communicate much through speaking E Others (please specify): ……………………………… Which stages of the speaking lesson you find that it is necessary to motivate your students? A Pre- speaking stage XVI B While- speaking stage C Post- speaking stage D All above mentioned stages What problems are you facing in teaching speaking English? (You can have one more choice) A Large classes B Students‟ different proficiency levels C Students‟ reluctance D Limited time E Poor facilities F Others (please specify): … How often you use the following activities in speaking lesson? (write 1, 2, 3, 4, for each answer) always 2.often 3.sometimes 4.rarely 5.never A Individual work B Pair work C Group work How often you give the following speaking activities to your students to do? (write 1, 2, 3, 4, for each answer) always 2.often 3.sometimes 5.never - Completing dialogue practice - Role play - Interview - Games - Free discussion and problem solving - Structure- based activities - Making up sentences orally - Question and answer exchanges XVII 4.rarely - Picture description - Ranking exercises - Story telling - Rearrangement - Topic based discussion - Visual aids (pictures, maps, music, handouts) - Other (please specify): …… Which of the following techniques you use to motivate students to speak English? (You can have more than one choice) A Combining textbook and relevant materials B Giving feedback regularly by marking and giving comments on students‟ speaking C Creating the competitive atmosphere D Creating the co- operative atmosphere E Applying rewards and punishment policy (giving positive marks for your students‟ participation) F Varying communicative activities G Encouraging them to speak by suggested questions What you to create good relationship with your students to help them speak English better? (You can have more than one choice) A Talking to them in friendly ways B Remaining in the teacher‟s seat C Walking round the class and giving help D Standing near students who speak much E Doing nothing and letting them talk freely F Always being tolerant, enthusiastic and helpful G Others (please specify):… XVIII APPENDIX Table 11 Speaking activities applied by teachers Activities always often sometimes rarely never Completing dialogue practice 0 Role play 1 Interview 1 Games Free discussion and problem 4 Structure- based activities 2 0 Making up sentence orally 0 Question and answer exchanges 0 Picture description 4 Ranking exercises Story telling 4 Rearrangement Topic- based discussion 0 0 10 Visual aids (pictures, maps, music, solving handouts) Others XIX APPENDIX INTERVIEW QUESTIONS Why you want to learn speaking English? What did you think about speaking English when you started Grade 10? What changes you have in your interest in learning speaking English after you have participated into the recent lessons? How often you feel reluctant to speak English in class and what makes you feel so? Does your teacher often encourage you to speak English in class? What you think about teacher‟s attitude and behavior when teaching speaking English in class? Do you believe in your ability to use English in the future? Did you believe it before? Which of the following activities you like your teacher use in your speaking lesson and why? - Completing dialogue practice - Role play - Interview - Games - Free discussion and problem solving - Structure- based activities - Making up sentences orally - Question and answer exchanges - Picture description - Ranking exercises - Story telling - Rearrangement - Visual aids (pictures, maps, music, handouts Which of following activities you like most in a speaking lesson and why? - Working individually - Working in pairs - Working in groups 10 What should your teacher to motivate you to speak? XX CÂU HỎI PHỎNG VẤN Tại em học nói tiếng Anh? Em nghĩ việc học nói tiếng Anh em bắt đầu vào lớp 10? Sau thời gian học tiếng Anh vừa qua, em có thay đổi hứng thú học nói tiếng Anh? Em có ngại nói tiếng Anh lớp khơng? Điều khiến em nghĩ vậy? Giáo viên có thường khuyến khích em nói tiếng Anh lớp khơng? Em nghĩ thái độ cách cư xử giáo viên dạy lớp? Em có tin tưởng vào khả sử dụng tiếng Anh em tương lai không? Trước em tin tưởng khả chưa? Em mong muốn giáo viên sử dụng thủ pháp dạy nói? Tại sao? - Luyện tập hồn thành hội thoại - Luyện tập hình thức đóng vai - Luyện tập hình thức vấn - Luyện tập thơng qua trị chơi - Luyện tập thảo luận giải vấn đề tự - Luyện tập dựa theo cấu trúc câu - Luyện tập luân phiên đặt trả lời câu hỏi - Luyện tập miêu tả tranh - Luyện tập xếp kiện theo thứ tự quan trọng yêu thích (đưa lý do) - Luyện tập kể lại câu chuyện - Luyện tập xếp kiện câu chuyện theo trình tự Em thích hoạt động học nói? Tại sao? - Hoạt động cá nhân - Hoạt động theo cặp - Hoạt động theo nhóm 10 Theo em, giáo viên nên làm để gây hứng thú cho em nói tiếng Anh? XXI APPENDIX INTERVIEW TRANSCRIPT Kind of motivation Uhm…, I learn English for the final examination Yes, I am easier to get high oral marks than other skills Because it is a part of my compulsory subject at school I like it I like learning English and I want to understand more about British and American culture Oh, I want to study abroad when I have a chance If I speak English well, I will be easy to find a job in the future I think so I want to pass the university entrance exam and I want to become a teacher of English I am truly fond of listening and singing songs in English When listening an English song which I understand it‟s meaning, I feel very satisfied I know when I study at university; I have to study English, too So, why don‟t I study it now? Though I am very busy with studying Math, Physics and Chemistry for my subjects of university entrance exam, I sometimes use time for English 10 Yes, I study English speaking because I see it will be necessary for my job in the future It is easier to get a good job with higher salary if our English speaking skill is good Increasing interests in learning speaking English I not want to learn English speaking because I feel it very difficult I am often pressured when learning it My teacher always encourages me Although I try my best to learn, my English seems not to improve much At first, I felt very difficult to express my opinions in English Now, it is XXII easier I can talk with my friends and teachers in English Of course, my English has improved much I dare I will get high oral marks I like speaking English much, especially in recent lessons, I see it is interesting and easy to learn Really, I not know much about English though I have tried I not like English especially English speaking Yes, I have realized that English is not difficult Now I am not afraid of speaking English any longer Perhaps, I will take university examination in English When I started to learn English, I like it very much However, the teaching method unmotivated me Now, my interest has considerably increased Yes, my English has improved much 10 I think my English will be more fluent and accurate if I try harder Factors making students unwilling to speak English I am not confident enough to speak in front of my teacher and classmates I am afraid of making mistakes I like speaking, but I cannot speak much My vocabulary is poor I see teacher‟s behavior and attitude are very important It encourages me to speak I want to be better in English but the teacher‟s bad pronunciation and poor knowledge of English language decrease my desire I like speaking English But I sometimes cannot find words and structures to express my ideas My English knowledge is not very good That is the reason why I not speak much in class I don‟t want to speak in class although I know class is a good environment for me to practice I don‟t feel self- confident I am afraid of making XXIII mistakes No, I am not accustomed to speaking in class I feel very ashamed when I stand in frond of my classmates I know the importance of speaking English in my study and future, but I don‟t know why I can‟t speak willingly Indeed, I am afraid every one will laugh me if I make mistakes 10 I know practising speaking is useful but no one speaks to me, so I don‟t Students’ preferences in teaching techniques and communicative activities Of course I like to work in groups because my group members and I can share ideas and help to find words and structures to express our idea I strongly like communicative games in class because they make me funny and easy to remember new words I enjoy working in pairs I feel more self-confident because my classmates often help me and it has more time to practice in pairs Ah.Yes, of course Pair work and group work are suitable and useful We can help each other correct mistakes and share ideas Yes, I want the teacher to guide me before I speak because I will speak in the right direction Sometimes, I want to speak freely after some tasks I like to make a speech by my self Visual aids? Oh, they are wonderful I like them very much But I don‟t like communicative games because they are too noisy I enjoy role-play too It is interesting and useful Certainly, games before speaking motivated me much 10 Yes, I like rearrangement activity It‟s easy What prevents students’ speaking English process XXIV It is hard for me to find out the words to express my ideas My vocabulary is poor My teacher is not enthusiastic Sometimes I find quite difficult to express my idea, but my teacher has no help My teacher often gets angry when I make mistakes This makes me under pressure I cannot speak any more My teacher talks too much She is not time- saving We haven‟t got enough time for speaking Sometimes I have no idea to say My teacher often interrupts me She wants to express her ideas That‟s why I don‟t want to speak Yes, My teacher sometimes interrupt me when I am speaking, which confuses me much I hope my teacher will be more enthusiastic For example, she can help us to find out words and structures to speak Sometimes I can‟t finish my presentation because I can‟t find words and structures to express my ideas 10 May be my teacher is not enthusiastic She doesn‟t usually listen to me What teacher should to motivate students to speak I think marks are very important If I speak well, she should encourage me with high marks Teacher should accept a variety of our answers In speaking, I think we can express our ideas though they are very different from teacher‟s In fact, we are often pressured in speaking lessons I think communicative games can help They help us reduce stress and be easy to speak out Of course, I want my teacher to vary speaking activities Monotonous activities make me tired My teacher should be more tolerant She should not repeat our mistakes XXV many times We feel to lose face if she does so I want my teacher to be more enthusiastic, friendly and helpful Because her behavior will encourage us to speak I feel tired of the same teaching way every lesson Teachers can motivate us with communicative games or communicative activities such as interviewing, working in groups or pairs I think teachers are not only friendly, enthusiastic, helpful and tolerant but also good at English Yes, I want my teacher to be friendlier Now, he‟s quite strict 10 Teacher‟s clear instruction is very important It helps us easy to speak out and speak in the right direction XXVI APPENDIX CLASSROOM OBSERVATION CHECKLISTS A Lesson profile Aims: …………………… Setting: ………………… - Time allowance: ……… - Class: …………………… - Unit: …………………… Teacher: ……………… Learners: …………… B Observation Aspects observed Comments/ options (v) Students‟ motivation on the speaking lessons Students‟ attitude Very like Like Normal Little towards speaking activities Not at all Students‟ reactions to teacher‟s techniques Very like Like Normal Little Not at all Students‟ interaction Very much Much Normal Little Not at with each other while completing the tasks Students‟ preferences for teacher‟s techniques all Take part in immediately Take part in after some Do not take part in requirements Students‟ involvement Group work Pair work Individual in the speaking activities How the teacher deals with noise and silence in class Overall comments: ………………………………………………………………… XXVII ... LEARNING SPEAKING ENGLISH OF GRADE 10 STUDENTS AT THANH BA HIGH SCHOOL ( Những yếu tố ảnh hưởng tới động lực học nói tiếng Anh học sinh lớp 10 trường THPT Thanh Ba) M.A MINOR PROGRAMME THESIS Field:... speaking English of the 10th grade students at Thanh Ba high school The main purposes of the study are to find out: types of motivation possessed by grade 10 students at Thanh Ba high school, factors... survey questionnaires were 90 students of two classes (10 A1 and 10 A5) which were selected randomly from class 10 A1 to class 10 A10 and 10 teachers of English These students have learnt the