An analysis of students’ motivation in esp methodology course the case of pre service language teachers at felte ulis vnu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER AN ANALYSIS OF STUDENTS’ MOTIVATION IN ESP METHODOLOGY COURSE: THE CASE OF PRE-SERVICE LANGUAGE TEACHERS AT FELTE, ULIS - VNU Supervisor: Nguyễn Thị Thanh Vân (M.Ed) Student: Trần Hoài Linh Course: QH2016.F1.E2 HÀ NỘI - 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ĐỘNG LỰC CỦA SINH VIÊN KHI HỌC KHÓA PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH CHUYÊN NGÀNH: MỘT NGHIÊN CỨU VỀ GIÁO SINH KHOA SƯ PHẠM TIẾNG ANH Giáo viên hướng dẫn: Th.S Nguyễn Thị Thanh Vân Sinh viên: Trần Hồi Linh Khóa: QH2016.F1.E2 HÀ NỘI - 2020 ACCEPTANCE I hereby state that I: Tran Hoai Linh, class QH2016.F.1.E2, being a candidate for the degree of Bachelor of Arts (English Language Teaching Education) 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 Tran Hoai Linh Date: ACKNOWLEDGEMENTS The journey to the completion of this graduation paper has never been easy, and needless to say, it could be impossible for me to finish the paper without the detailed guidance and enormous support from my supervisor, teachers, friends, and of course, my family First and foremost, I would like to express my sincere appreciation to my supervisor, M.A Nguyen Thi Thanh Van, who had the substance of a mother – she brought in the comfort despite the high intensity of the deadlines Her persistent dedication and consultancy were, without doubt, significantly contributed to the fulfillment of this research I also wish to show my gratitude to all the teachers as well as my peers, the final-year students at FELTE, ULIS, whose assistance as participants of the study was such a blessing to me They were the ones who directly contributed to this research paper, and their unconditional supports throughout the study were truly appreciated In addition, I am indebted to my classmates, my spirit animals from QH2016.E2.SP.CLC for the joyful and cozy chitchats, which lifted my mood up during the national lockdown I would like to give my special thanks to my beloveds, Le Thuy Duong, Ngo Thu Phuong and Vu Phuong Anh for the continuous and timely encouragement, and their presence itself was a milestone in the completion of this paper Last but not least, I would like to express my whole-hearted appreciation to my family, my grandparents, my parents, my sisters and brother for the extraordinary love and understanding Without them, I would be in the middle of nowhere during such hard time ABSTRACT In response to the dominance attached to motivation and its significant effect on the language teaching field in general and students’ enthusiasm to learn in a better way particularly, the present study targeted at a discrete group of pre-service teachers, which has been proved in the literature review to be the neglected subjects in the motivational field The present study aimed at identifying the types of motivation possessed by the pre-service teachers in a teacher training course namely ESP Methodology at a prestigious university in Vietnam, investigating the motivation factors affecting this particular group of learners together with some suggestions to increase the level of motivation Data were collected through the questionnaire distributed among 121 students participating in the course, as well as the semistructured interviews with ten students and two teachers, focusing on the students’ motivational factors The questionnaire on types of motivation was developed using the Academic Motivation Scale (AMS) and Intrinsic Motivation Inventory (IMI) based on the Self-determination theory, while the motivational factors were adapted from the Dörnyei’s Framework of L2 motivation Results show that students tended towards being intrinsically motivated in an autonomous way The students also found teachers, classmates and course-specific elements enormously influence their motivation level As suggested by the participants, appropriate adjustments to the course projects, enhanced involvement of the practical elements and intimate interactions between students and teachers are able to effectively promote the students’ participation in the course Notably, the study found out that student teachers’ “mental prejudice” towards the ESP Methodology course might affect their active roles in the class, which accordingly impacts teachers’ enthusiasm and teaching practices TABLE OF CONTENTS ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS LIST OF FIGURES LIST OF TABLES CHAPTER INTRODUCTION 10 1.1 Introduction 10 1.2 Background of the study 10 1.3 Statement of research problem & research questions 12 1.4 Scope of research 14 1.5 Significance of the study 15 1.6 Method of the study 15 1.7 Organization of the study 16 CHAPTER LITERATURE REVIEW 17 2.1 Introduction 17 2.2 What is motivation? 17 2.3 Theories and Views of Motivation 20 2.3.1 Behavioral View 21 2.3.2 Humanistic View 22 2.3.3 Cognitive View 23 2.3.4 Social learning theory 24 2.4 Self-determination theory 25 2.5 Factors affecting the level of motivation 29 2.5.1 Gardner’s model of motivation 30 2.5.2 Williams and burden’s framework of L2 motivation 31 2.5.3 Dörnyei and Otto’s process model of L2 motivation 31 2.5.4 Dörnyei’s framework of L2 learning motivation 32 2.6 ESP defined 34 2.7 Motivation of Learners in ESP courses 35 2.8 Related studies on motivational analysis of undergraduates 35 2.9 Conclusion 37 CHAPTER METHODOLOGY 38 3.1 Introduction 38 3.2 The setting of the study 38 3.3 Research design 39 3.4 Sampling method 40 3.5 Participants 41 3.5.1 Student participants 41 3.5.2 Teacher participants 42 3.6 Research instruments 43 3.6.1 Students’ Questionnaire (See Appendix D) 43 3.6.1.1 Questionnaire development 44 3.6.1.2 Piloting the questionnaire 44 3.6.1.3 Questionnaire description 44 3.6.2 Semi-structured interviews 46 3.6.2.1 Semi-structured interviews for students (See Appendix E) 47 3.6.2.2 Semi-structured interview for teachers (See Appendix F) 48 3.7 Data collection procedures 49 3.7.1 Data from the questionnaire 49 3.7.2 Data from the two interviews 49 3.8 Data analysis 50 3.8.1 Quantitative data analysis 50 3.8.2 Qualitative data analysis 51 3.9 The researcher stance as the participant 52 3.10 Conclusion 52 CHAPTER DATA ANALYSIS 54 4.1 Introduction 54 4.2 Students’ questionnaire data analysis 54 4.2.1 Section 1: Types of motivation 54 4.2.2 Factors affecting students’ motivation 60 4.3 Students’ interviews 62 4.3.1 Students’ experiences in the course 62 4.3.2 Factors affecting the students’ motivation 68 4.3.3 Suggestions to increase the level of motivation 72 4.3.3.1 Adjustments to the coursebook 72 4.3.3.2 Adjustments to the course projects 73 4.3.3.3 Practicability-focused course 73 4.3.3.4 Teachers 74 4.4 Teachers’ interviews 76 4.4.1 Issues related to the ESP Methodology course 76 4.4.2 Factors affecting students’ motivation 77 4.4.3 Suggestions to increase the level of motivation 79 4.5 Conclusion 79 CHAPTER 5: FINDINGS AND DISCUSSION 80 5.1 Introduction 80 5.2 Research question 1: The motivation types possessed by the pre-service teachers in the ESP Methodology course 80 5.3 Research Question Factors that affect students’ level of motivation in the classroom settings 83 5.4 Research question Suggestions proposed by the teachers and students in the course 87 5.5 Conclusion 91 CHAPTER CONCLUSION 92 6.1 Introduction 92 6.2 Summary of findings 92 6.3 Limitations 94 6.4 Suggestions for further research 95 REFERENCES 96 APPENDICES 109 APPENDIX A TABLE OF RELATED STUDIES ON MOTIVATION OF UNDERGRADUATES 109 APPENDIX B WILLIAM AND BURDEN’S (1997) FRAMEWORK OF L2 MOTIVATION 111 APPENDIX C DÖRNYEI AND OTTO’S PROCESS MODEL OF L2 MOTIVATION 112 APPENDIX D: STUDENTS’ QUESTIONNAIRE 113 APPENDIX E STUDENTS’ INTERVIEW QUESTIONS 118 APPENDIX F: TEACHERS’ INTERVIEW QUESTIONS 120 APPENDIX G STUDENTS’ INTERVIEWS INITIAL CODING RESULTS 121 APPENDIX H TEACHERS’ INTERVIEWS INITIAL CODING RESULTS Error! Bookmark not defined APPENDIX I DETAILED DESCRIPTIVE STATISTICS ANALYSIS IN EVALUATING MOTIVATIONAL FACTORS 141 LIST OF ABBREVIATIONS ESP English for Special/Specific Purposes EFL English as a Foreign Language ESL English as a Second Language EGP English for General Purposes EAP English for Academic Purposes FELTE Faculty of English Language and Teacher Education ULIS University of Languages and International Studies VNU Vietnam National University AMS Academic Motivation Scale IMI Intrinsic Motivation Inventory SDT Self-determination theory TESOL Teaching English to Speakers of Other Languages CEFR Common European Framework of Reference reading books, especially books [filled with words] - Value of the course: It was [helpful], especially for those who would teach ESP in the future, professional knowledge [knowledge that only experts can get access to] As I got the chance to be a part of the course, I felt more confident, [separated from other classes that wasn’t = in a higher class] I was enlightened with new teaching methods besides the 6-gold-butold teaching methodology we have been frequently trained in another English language teaching methodology course (ELT for short) The teachers’ experience in the field inspire me much more than those cliché theories “I myself highly regarded the teaching methodology, so I felt motivated.” - I has long set myself up for teaching general English education (e.g high school), therefore, I wouldn’t focus to much on ESP-related philosophy but more on teaching-related [knowledge] - Opinions about the coursebook: The coursebook is full of theories while I learn best audio-lingually [=learning style], so I found it hard to concentrate in class - Opinions about the projects: - My goal I aims at learning something important kind of mood is what demotivates ‘superior’ in the course, which I have them sometimes achieved - Practicability The knowledge acquired from the course is applicable in not only ESP but also GE - Classmates I believe every student in this world agrees with me on this When the class atmosphere Is [up], and all students in the class tried their best to contribute to the lesson, they compete, they discuss, they answer all the questions from the teacher, we are motivated ourselves [= peer influence] Teammate is also a factor When you work with partners who correlates with your working/learning styles, then you are more motivated to complete the projects Or even, the cooperation/ willingness to learn/ attitude from your [instant] partners in in-class activity affects the mood to learn E.g I used to work with a team who does not bother to take steps in dealing with group projects until one day before deadlines That is completely not my style, so I felt so demotivated at one time 128 S6 Interview Mind map: Interesting, but some students did it for fun and tried to justify themselves as ‘complete the task’ by few bullet points besides some fully copied sentences from the coursebook It devalues [expected benefits of] the task - For other projects, I personally found it intriguing enough, especially microteaching, as I [like to teach], plus it is quite practical The only thing that makes me [uninterested] is my preference for [the on-the-spot or improvised style of teaching] Sometimes, I felt that when you taught ESP for a specific group of people, with a view to reach an ultimate goal, in a certain amount of time, you need to follow a structured/typical lesson That is what I reflected after the microteaching Regarding the textbook evaluation, I don’t think it is a good fit, not everyone likes to evaluate a coursebook, rather, they [adapt its nature], together with other coursebooks, to save time -Pre-course: The university signs us up for this course - While course: It has a lot of tasks, difficult, the teacher’s enthusiasm, helpful - Post-course: Not applicable in my current situation, so not really filtered out something helpful What affects you? - Marks - The course is somewhat relevant to my teaching experiences – I taught a group of adults and a mixed ability class, so it is essential that I talk to each of them and [have on my mind] their needs 129 - Choose your partner wisely - The passion from the teacher, as I am strongly influenced by the teacher She should be supportive and give me detailed feedback for each of my performance - Classroom facility S7 Interview - Opinions about the course: The course is like a formal introduction to ESP, which means it is rather general I felt the urge to dig deeper into it My intention was to use the knowledge required from this ESP methodology course as a tool for my current job (i.e teaching communicative English for adult learners), not aiming at exploring deeply ESP This course, eventually, is just an option among many For me, it is a little [sultry] when being forced to learn something, however, I have to admit that this is a good chance for those who are still in the middle of nowhere and have not yet had themselves oriented - Opinions about the coursebook: Easy to follow, understandable, copied from various sources [result in what? bad or good?] - Opinions about the projects: Not really difficult, can be helped from other courses (syllabus design, etc) My motivation starts high, but then gradually decrease Pre-course: Difficult, arise from the course title ‘specialized’ - While course: A lot of complicated steps As time goes by, I can tell that it has certain similarities with other courses [in - The teacher is dedicated, she explains everything carefully, even for the second time were someone in class not to understand what she said I was motivated and touched What affects you? - Mark - My confidence (in ELT knowledge) - Teacher: She is funny, comfortable to us, sometimes gives us rewards to [stir us up] [encourage desired behaviour by rewarding it] 130 - I set the goal for the final assignment, keep looking for advice from the teacher, raise problems and have them answered Once I have everything clear in mind, I tasks best - The teacher knows it well, she teaches us without following the order set in the course the semester] The teacher did reduce few tasks for us - Post course: Easy [=such a magical change] I felt more confident in building a curriculum - Opinions about the course: Valuable, I think anyone who passed the course can design his/her own curriculum/course for his/her students, regardless of [fields, group of learners] As pre-service teacher, our opportunities expand Whether you are high school teachers, you teach at an English centre or tutor or you open your own class at home, it is beneficial in helping you to design courses for your own specific group of learners [+ add more] Pre-service teachers, as I observed, often bear in mind its importance, but also ‘it might important to someone, but not to me’ - Opinions about the coursebook: Neat, clean, beautifully written Some of the methodology is similar to the course ‘Syllabus design’ - Opinions about the projects: Mind map: Not really useful, as students might copy classmates’ product and make small changes to make it him/her This failed to help them get well-prepared for the new lesson - Coursebook As the coursebook is densely written, filled with words and knowledge, I would like to make it like a notebook I demand spaces between each line so that I can note what I want [+add more suggestions] - The in-class activities: Ask & answer, recall [learnt knowledge], practical cases - A motivated class to you: Students raise hands, take active roles, take notes of what is important, show that they learnt something/get something out of the lesson, [lively] discuss in in-class activity - Why aware but uninterested? Last year students, so they are overburnt with deadlines and tasks [tired] The interference of smartphones [distractions] and the urge to make a living Plus, there are some students who not really pay attention to what has been learnt in the third year, the knowledge from which requires to best support the ESP lesson 131 guide/coursebook She also makes changes in the [grading system] by raising the weight of final assignment and reduce the weight of others If we find the course objectives overhead, she had them adjusted too All in all, she did things to get the students fitted in class S8 Interview My most interested project: The final one, design a syllabus I like that it is highly applicable in my job as a teacher My least interested project: book evaluation I don’t think it is a project that weights certain percent in the [total grade] It could be better an exercise to get bonus points or something similar For me, as long as my students liked the book, I can adapt it anyway [=subjectively choose the core book] The microteaching aids us well in dealing with students of the target situation, [plus I like teaching] -Pre-course: A bit difficult, I don’t know what it means by ‘specialized English’ - While-course: I recognized what involved and what was learnt Also, I realized that we could not teach ‘specialized English’ in just one go - Post-course: Not [so different from the ELT course] - Opinions about the course: Too many theories, least practices I think the course is helpful to some extent It gets us prepared for another composition of English language teaching Yet for me if you are to branch out and be interested in it, it would be really [helpful], whereas for others, not really Factors: - The teacher (1st): My ideal teacher would be inspirational, sociable, relatable, take friendly approach to her students I value the interpersonality/interactions between the teacher and her students Her delivery also - Mark (2nd) - Teammate/Peer pressure - Most of my motivations come from external factors - When the class goes alive, I am motivated 132 - Reorganize the coursebook, prefer condensed knowledge - Scaffold the projects/assignments/tasks - Expertized teacher - Students should be active in asking questions - Motivation line: Flat “All I think about was to fight for myself, slide through the day, earn medium grades and get out” - Opinions about the coursebook: Badly written, too much information, impractical, a bit beating-about-the-buss [in some modules] I would want it to jump right into the main problems (what is ESP? how to teach? Which methods to use?) - Opinions about the projects: Mind map: Forceful, we did learn something ourselves, However, the teacher facilitates the sharing sessions unsuccessfully, which [decreases] the expected effectiveness of the task She [talked about it] all over again, while we ourselves have read about them already I’d prefer her to let us pose the questions from what we’ve read at home, and she answered them then linked to the lesson Design a syllabus: a bit rush We learnt everything about syllabus design in one lesson, and have to design our own course in few weeks We are given the case study of teaching a group of students how to discuss, which I consider not very ‘ESP’ or ‘specialized’ I expect that the projects go from part to whole, so that we can build up the necessary knowledge for each project with detailed guidance [At last], we have the products, and we learn something/have an overview about ESP 133 S9 Interview - Pre-course: Kinda excited, I like the name of the course, which motivates me to learn - While-course: The course felt nice, but the teacher’s delivery was not quite my thing - Post-course: I learnt a lot of new skills, be more knowledgeable about ‘specialised English’ “I think this course is valuable to me, maybe the most helpful among other courses, as it introduce to me one road I can take in case I lost on the way” - Opinions about the course: For others who is not really ‘specialized’ like us, the course might cause certain difficulties As pre-service teacher, based on what I observed, I found the course kinda situational, as not everyone is interested in the course or able to see the big picture of how the course can help in the future I did not find it helpful [while learning] until after the course [have to deal with real situation] - Opinions about the coursebook: Lengthy, some formatting errors, using too many words to talk about one problem - Opinions about the projects: Mind map: I felt like being forced to read Book evaluation: Difficult, since the ‘choosing the book’ step, in which we must find a book that reasonably fits the - What demotivates me: time-restraint, or when I have to teach something a lesson that I not know thoroughly what it is Often, we will design the course, then mock teach a lesson, however in the course, we reversely - What motivates me: I learnt a bit through each lesson, I felt like I’ve grown up in the teaching field Some modules have nice topics, plus, I’ve got to learn with my friends, which stimulates the sense of community I like to teach, that’s the point - Confidence did bring benefits, especially when I work on the projects with my friends or in in-class activity, I dare to raise hands and actively play a role in the discussion Sometimes the teacher, or my friends By doing these, I am a lot motivated - I expect that my teacher has a personality, something unique of her own, the hidden vibe she contains in herself [most affective] - The presence of my friends, the conversations we have, the competitiveness we breathe into each class activities I love my proactive friends We everything together, and that cohesiveness motivates me 134 - I want the teacher to make use of a variety of activities in each lesson I also expect a raise in the delivery quality and interactions between the teacher and the students - Regarding the projects, I stand for more materials provided so that we can be best prepared for each assignment - Bonus points for enthusiasm in class, for correct answers, for help my friends - The class atmosphere, the environment: students can freely raise their ideas in response to the problems proposed by the teacher - The teacher’s teaching style/facilitation fits my learning style - I really want to raise my voice more, and expose to a larger amount of knowledge, not be bound to the limited theories mentioned in the coursebook - My overall motivation: Decrease up to the end of the course - I think the coursebook, along with the projects is a bit difficult to mainstream students S10 Interview 10 case I expect the teacher to provide the list of books Microteach: I love to teach, however, the process of making lesson plan is hard, when the knowledge we need to convey to the ‘imagined students’ is challenging for us ourselves We also are required to allocate suitable activities to reach the overall aim of the lesson - Pre-course: I don’t know much about the course My assumptions are that we learn how to teach English for young learners, adults, or more general, English across subjects or specialized fields I capture in my mind to learn something new - While course: I get to know about the difference between teaching English for ‘special purposes’ vs what we generally teach as being a teacher trainee We have to devote to finding sources of materials or design the customized syllabus for the teaching/learning subjects It is quite different from teaching what I consider ‘communication English’ - Post-course: Preparation matters, I think it is one of the most important phases in teaching an ESP course I also need to get to know what my learners expect from the teacher and from the course I think to the students, it is really helpful [ways of learning, learning environment to What affects you? - Myself As I get more involved in the course, I find it more beneficial, not now but maybe in the near future - Mark - The teacher: Passionate yet insist more professional delivery and confidence The knowledge division in each lesson is not quite reasonable and logical - Classmate: Supportive, enthusiastic, competitive - Games/Activities/ Small exercises 135 - I prefer this course have a course overview/introduction in form of video/post on Facebook, like the ‘Quoc te hoc’ division - Real-life experience, visual learners → use of images/illustrations - Your motivation line: fluctuate but in positive trend I’m not so motivated, but I have goals that need to be achieved, have responsibility with myself, my teammates and my teacher, and loads of deadlines needed to be dealt with - Why aware but not motivated? A teacher used to talk to me that ‘CLC students have great mindset, but not make best use of their potential They are lazy and demotivated all the time.” So they will learn and won’t stop learning, but not with high motivation in class Or maybe the teaching style does not fit theirs foster], but it requires hard work from the teacher The teacher themselves need to identify areas of knowledge that the students need to know in order to meet the target - Opinions about the course: (1) Helpful/Interesting It introduces a new composition of English language teaching [Nice ] content, [detailed] orientation, still I find the course difficult, especially when we have to deal with the cases of medical, economic students, the fields that we merely know about (2) Rich in knowledge (3) Every student majored in English language teaching should learn the course - Pre-service teacher’s prejudice: We often teach GE, IELTS, TOEFL, etc, and it acts as a source of income Therefore, when we get to learn about ESP, we question ourselves whether it is worth it, it is helpful, since as I can see, few teachers are qualified to teach ESP Yet we acknowledged that this course is helpful and [have] certain values even though we are not sure this is going to the road we would take in the future - Opinions about the coursebook: Too many words packed in one book The theories are clearly/well-divided, going from introduction to ESP/some 136 need-to-knows, to the requirements, teaching methods, necessary teaching skills, and assessment in ESP - Opinions about the projects: Mind map: Beneficial for in-class discussions, encourage lazy students, who represent most of us, to read and prepare the lesson before class Other projects: Reasonable, a bit difficult, limited access to various specialized book source, so I would prefer the teacher to provide us some sources 137 APPENDIX E TEACHERS’ INTERVIEWS INITIAL CODING RESULTS Teachers T1 Interview 11 Opinions about the course The reason the pre-service teachers need to learn ESP - Pre-service teachers have various directions after graduating from university They can either stay at the university to teach academic English, or GE As of my 10 years of experiences, the number of pre-service teachers choose GE to teach is even less than ESP That’s why this ESP Methodology course is included so that they can be best prepared Teaching ESP earns a lot, I have to say Pre-service teachers’ prejudice - Not all of the students know their directions, and not all can find a job right upon graduation Their experiences as a tutor, or in practicum might create the delusion “I can teach children, or high school students, and I can make a living out of it” - I think no one knows their future beforehand, when you have to face with employment challenges and employment opportunities, we have to prepare ourselves - Their attitude is based on the “labour market” they are exposed to (English centres, IELTS courses), but there exists hidden market they don’t know about In fact, none Factors affecting students’ motivation Factors: - Teacher: Same teacher, some liked, others don’t When the teacher is happy, lively, they are more excited to learn I can see that only lecturing does not excite the students, but activities and discussions - Students’ attitude “I won’t use it in the future, it isn’t necessary for me I learn to an extent I felt enough” - Others: Teachers’ delivery, course requirements, students’ orientation, marks - The important thing is, the thing teacher scared of the most, is the students’ indifference Opinions about the projects: Projects: Lesson planning is hard, each lesson plan is different in each course Book evaluation: difficult, but helpful, but through the activity, they learned something, even if they did it badly Syllabus design: Academic syllabus is hard, for ESP is even harder I changed the scale, the expectations of the project 138 Suggestions to increase motivation level Suggestions: - Lecture no more than 30 mins, then alternate into another activities - Group discussion - Share with the students, talk about their interests, struggles – create a relationship - Support the students - Ask Ss to read before class T2 Interview 12 of the company or office invited the preservice teacher to teach them Opinions about the ESP course: - This ESP course, for me, does not involve something too expertized ESP is GE but upgraded, including the terms, require instant application of the language, that’s why we need to separate it into a new composition Actually, it is quite similar to GE The only difference is that we use this type of English to apply in real-life situation We heard a lot about task-based, CLT, project-based teaching and learning approach, but rarely can it be used in GE “I always remind them that it is not something too classy, it is just another branch of ELT But you cannot deny it The reason the pre-service teachers need to learn ESP - High application, new opportunities are all in front of them - Beneficial when they are called out to teach particular subjects/ unfamiliar group of learners, so that they are not in the passive side Pre-service teachers’ prejudice - Practical elements are missing, when the students not have the chance to expose to the real situation, due to the faculty’s capacity - After graduation, when they are more experienced, they will realize how important the course is Factors: - Students’ health and workload (6, courses in a semester) - The difficulty of the course - Teachers’ personality: fun, have ways to excite their students - Teachers’ delivery, approaches, interactions with students, enthusiasm - The teachers are affected by the students’ attitude and affection “The teacher themselves are motivated and demotivated accordingly with the students” Opinions about the coursebook and projects: 139 Suggestions: - Diversify the delivery - Tell personal experience - Add activities for each theory section - Show sympathy “We, as teachers, acknowledge the students’ difficulty However, they are needed so that the students get the hang of teaching ESP That is also what we assess their performance, not the perfection of products, but to what extent they can get out of the course.” - I expect students to have prior knowledge, attitude – which is hard Not everyone feels they need it In the future, when they meet any groups of learners, they can adapt and teach Students’ behaviour: - Demotivated: “I am busy”, “I need to the assignment of the….” The teacher knows when they looked tired, they are inattentive in class - Motivated: They ask questions, they can answer questions, better products - Coursebook: Cases, too many theories might cause them confusion There are not many of the new or official expertized sources, so the teachers tried to collect from various sources, sometimes there are similarities with other ELT courses I myself make effort to give the students most updated materials “I know that only theories can’t anything; the students expect something practical and challenging; plus, little difference (of this course) from other courses might get them bored But we can’t anything.” 140 APPENDIX I DETAILED DESCRIPTIVE STATISTICS ANALYSIS IN EVALUATING MOTIVATIONAL FACTORS No 34 35 36 37 38 39 40 41 42 Motivational components Need for achievement Teacher-specific motivational components Group-specific motivational components Course-specific motivational components Relevance Course-specific motivational components Interest Need for achievement Course-specific motivational components Need for achievement 43 Course-specific motivational components Relevance Self-confidence 44 Self-confidence 45 Group-specific motivational components Items Mean SD My marks are influential on how much I invest myself in learning the subject The effort I put into learning this course largely depends on my feelings for the teacher The effort I put into learning this course largely depends on the quality of the classes My attempts as to learn this course depends on whether the course projects are in a comfortable schedule for me I have special interest for learning to teach ESP 4.4 1.78 4.7 1.75 3.2 1.63 3.7 1.49 3.4 1.45 This course helps me to learn other academic subjects at university more easily I intend to teach ESP after graduating this university 4.7 1.75 3.0 1.53 I intend to have a prestigious-high paid job which is possible when being an ESP practitioner I greatly become interested in this course because I like its practicality in learning languages 3.4 1.40 3.9 1.45 3.8 1.49 3.4 1.49 3.5 1.63 Considering the difficulty of this course, the teacher, and my skills, I think I did well in this class I am confident that I could an excellent job on assignments and tests in this course When I did an assignment, I think about how well I am doing compared with other students 141 46 47 48 49 50 Group-specific motivational components Group-specific motivational components Group-specific motivational components Teacher-specific motivational components Self-confidence Working in team for the assignments is better than doing it by myself If my friends can explain some difficult terms of the subject, I want too I enjoy learning this course with my class 4.9 1.75 4.3 1.64 4.5 1.66 I agree with the teacher when s/he points out my mistakes in the projects work So far, I am happy with my progress in learning this course 5.2 1.38 4.3 1.55 Table Detailed descriptive statistics analysis in evaluating motivational factors 142 ... entitled An analysis of students’ motivation in ESP Methodology course: The case of preservice language teachers at FELTE, ULIS with a view to investigating the motivation of the student teachers. .. aimed at identifying the types of motivation possessed by the pre- service teachers in a teacher training course namely ESP Methodology at a prestigious university in Vietnam, investigating the motivation. .. Furthermore, both intrinsic and extrinsic types of motivation are always present in separated levels, which can be influenced The key feature in the transformation of extrinsic to intrinsic motivation