The effects of mi based speaking lessons on efl learners’ motivation and performance

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TẠ NHAN NỮ NGUYỆT ANH THE EFFECTS OF MI-BASED SPEAKING LESSONS ON EFL LEARNERS’ MOTIVATION AND PERFORMANCE MASTER’S THESIS IN EDUCATION Nghệ An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TẠ NHAN NỮ NGUYỆT ANH THE EFFECTS OF MI-BASED SPEAKING LESSONS ON EFL LEARNERS’ MOTIVATION AND PERFORMANCE Field: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Assoc Prof Dr NGƠ ĐÌNH PHƯƠNG Nghệ An, 2019 i STATEMENT OF AUTHORSHIP I hereby declare that I am the sole author of this master thesis To the best of my knowledge, the thesis contains no material previously published or written by other people except where the reference is made in the thesis itself Nghệ An, …………, 2019 Author’s signature Tạ Nhan Nữ Nguyệt Anh ii ABSTRACT This study applied Howard Gardner's Multiple Intelligences (MI) theory (1983) in teaching Speaking skill for EFL learners at a gifted high school in Quang Binh province, Vietnam The study design was geared towards Salem, A M S (2013)’s research, utilizing some repeated measurements to investigate 30 tenth graders in the Biology specialized class (10 Biology) The main objectives were to determine the subjects’ dominant intelligences and evaluate on the factors of motivation and oral performance at various points in time to explore the effects of MI-based teaching on these learners In answer to the research questions, both quantitative and qualitative data were obtained via such instruments as an MI inventory, Intrinsic Motivation Inventory (IMI), oral assessment rubric, class observation, field notes, and interviews Before the treatment, the subjects’ MI profiles were determined by using Mary Ann Christison (1996)’s MI inventory and by class observation Besides, the participants’ responses to Deci, E L., & Ryan, R M (1985)’s IMI questionnaire were analysed to measure their learning motivation Regarding the levels of oral performance, the participants were assessed with the presentation rubric After the treatment, the same quantitative instruments (the MI questionnaire and assessment rubric) were used to gauge the subjects’ motivation and performance The qualitative data (classroom observation, focus group interviews and in-depth interviews) were also collected to supplement the quantitative data and further explore the reality The pair samples T-test in SPSS 22 was deployed to produce statistical results Simultaneously, the qualitative input was synthesized to reveal significant findings of the study After all, the program with MI based teaching had great effects on enhancing the students’ learning motivation and also their oral performance ability On the basis of the findings, the study also proposed some implications and recommendations for further research iii ACKNOWLEDGEMENTS This study is a milestone in all my personal and academic endeavors I am eternally grateful to a number of people who assisted in bringing this project to fruition First and foremost, I would like to express my profound gratitude to my supervisor Assoc Prof Dr Ngo Dinh Phuong From the inmost part of my heart, I always treasure his timely and sincere encouragements and reminders in keeping my progress on schedule Without his guidance and valuable suggestions during the planning and development of the research work, I would have been in total confusion My special thanks also go to my dear students at Vo Nguyen Giap (VNG) Gifted High school for participating in the study I greatly appreciate their spending time so generously with me on hot summer days to complete the interviews Indeed, their willingness and eagerness were great inspirations for my work I feel lucky to have all my colleagues and friends (especially Mai Phuong, Khanh Tam, Lan Hanh, sis Oanh) who shared a lot of experience and daily events that enrich my life both professionally and personally during the project time I would never forget the memories with them during my days grappling with the research Last but by no means least, I own a major debt to my beloved family – my parents, my husband and my two daughters No words can truly describe their unconditional sacrifice, understanding and support during my whole journey Their sympathy and tolerance for all my negligence in the hardest time of my writing was the greatest incentive for me to be wholeheartedly dedicated to this thesis In a word, my heartfelt gratitude goes to all of those without whose support my study is far from being finished iv TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix Chapter INTRODUCTION 1.1 Rationale 1.1.1 Learner-centeredness 1.1.2 Overriding importance of Speaking skill 1.1.3 Variety of talents in gifted high schools 1.1.4 Expectations of better learning outcomes 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the thesis Chapter LITERATURE REVIEW 2.1 Multiple Intelligences Theory 2.1.1 Concepts of Intelligence 2.1.2 Multiple Intelligences 2.1.3 The four key points in MI theory 12 2.1.4 MI theory’s credits and criticisms 13 2.2 Integrating MI theory in EFL classrooms 13 v 2.2.1 Implications of MI theory 13 2.2.2 MI strategies and class activities 15 2.2.3 Assessment for multiple intelligences 19 2.3 Previous MI-based studies 20 2.3.1 Previous MI-based studies abroad 20 2.3.2 Previous MI-based studies in Vietnam 22 2.4 Speaking skill 24 2.4.1 Definition of Speaking skill 24 2.4.2 Factors affect EFL learners’ Speaking skill 25 2.4.3 Teaching Speaking skill for EFL learners 27 2.5 Intrinsic motivation 31 2.6 The Pilot Textbook Tiếng Anh 10 31 2.6.1 Overview 31 2.6.2 Textbook structure and programme distribution 32 2.6.3 Textbook contents 32 Chapter RESEARCH METHODOLOGY 33 3.1 Research setting 33 3.2 Research design 34 3.3 Research hypotheses 35 3.4 Data analysis methods 35 3.5 Participants 36 3.6 Research instruments 36 3.6.1 MI lesson plans 37 3.6.2 Multiple Intelligences Inventory 37 3.6.3 Intrinsic Motivation Inventory 38 3.6.4 Class observation 38 3.6.5 Interviews 38 3.6.6 Assessment rubrics 39 vi 3.7 Procedures 39 Chapter FINDINGS AND DISCUSSION 41 4.1 The subjects’ dominant intelligences 41 4.1.1 Preliminary data from MI inventory 41 4.1.2 Dominant intelligences 44 4.2 The effect of MI-based teaching on the EFL learners 48 4.2.1 The effect of MI-based teaching on the learners’ motivation for learning Speaking skill 48 4.2.2 The effect of MI-based teaching on the learners’ oral performance 54 4.2.3 Summary 58 Chapter CONCLUSION 59 5.1 Summary of the research findings 59 5.2 Pedagogical implications 61 5.2.1 Implications for the learner 61 5.2.2 Implications for the teacher 61 5.2.3 Implications for administrators 62 5.3 Limitations of the study 62 5.4 Suggestions for further study 63 5.5 Conclusion 63 REFERENCES 65 APPENDICES 69 APPENDIX A - CONSENT FORM 69 APPENDIX B - MI INVENTORY FOR EFL STUDENTS 71 APPENDIX C - INTRINSIC MOTIVATION INVENTORY 74 APPENDIX D - INTERVIEW QUESTIONS 80 APPENDIX E - SAMPLES OF MI LESSON PLANS 82 APPENDIX F - SAMPLES OF MI EVIDENCE 88 APPENDIX G - ASSESSMENT RUBRIC AND STUDENTS’ SCORES 92 vii LIST OF ABBREVIATIONS CEFR The Common European Framework of Reference for Languages EFL English as a Foreign Language IMI Intrinsic Motivation Inventory IQ Intelligence Quotient MI Multiple Intelligences MOET Ministry of Education and Training VNG Võ Nguyên Giáp viii LIST OF TABLES Table 2.1: Class activities for multiple intelligences 17 Table 3.1 Instruments used to answer the research questions 37 Table 4.1 Raw data from MI inventory results 42 Table 4.2: Descriptive Statistics for MI profile of 10 Biology 44 Table 4.3: Paired Samples Statistics for IMI questionnaires 48 Table 4.4: Comparisons of the participants’ scores on IMI questionnaires 49 Table 4.5: Paired Samples Statistics for the participants’ scores on oral performance tests 55 Table 4.6: Comparisons of the participants’ scores on oral performance tests 55 80 APPENDIX D - INTERVIEW QUESTIONS FOCUS GROUP INTERVIEWS ▪ Question (INTEREST): Were you interested in learning Speaking skill in MI-based method? Follow-ups: Did you enjoy the activities assigned to your group? What you think about the teaching materials? Did they attract your attention much? ▪ Question (PERCEIVED COMPETENCE): Did you find yourselves better at performing the activities? Follow-ups: Were you satisfied with the results? To what extent? Could you follow my teaching instructions well? ▪ Question (EFFORT): Did you try your best in working with your group? Follow-ups: What did you to work effectively with your group? Was it important for you to well in each activity? ▪ Question (TENSION): Did you feel under pressure when working in your group? Follow-ups: Did you feel relaxed in performing the activities? Were you more confident? ▪ Question (VALUE): Did you think that the MI-based activities were beneficial to you? Follow-ups: How did the activities change your thoughts about learning Speaking skill? Can you give an example to show the usefulness that the activities brought to you? 81 IN-DEPTH INTERVIEWS ▪ Question (CONTENT): Did you fully understand the topic that you presented? Follow-ups: How could you present when you didn’t really understand the topic? Why did you so? ▪ Question (COMPREHENSION): Were you able to accurately answer most questions posted by the teacher and classmates about the topic? Follow-ups: What did you when you could not give the answer for the questions? Did you seek help from group members to answer the questions? ▪ Question (CLEAR SPEECH AND PRONUNCIATION): Did you think that you spoke clearly, correctly and fluently? Follow-ups: Did you mumble or mispronounce any word? Did you spoke loud enough? ▪ Question (ENTHUSIASM): What you think about your facial expressions and body language? Follow-ups: How much enthusiasm could be shown through your body expression? Did you pretend to so or were they your natural reactions? ▪ Question (PREPAREDNESS) Did you prepare carefully for the presentations? Follow-ups: Who was the leader of the group? What were your responsibilities in the group? 82 APPENDIX E - SAMPLES OF MI LESSON PLANS Description: This session was designed to teach Speaking skill for 30 Biology majors, who are from 15 to 16 years of age and at elementary level of English The students were divided into groups according to their strongest Intelligences, namely Spatial, Logical-Mathematical, Naturalist, and Interpersonal In their groups, the students cooperated to meet teacher’s instructional objectives ➢ Unit 7: CULTURAL DIVERSITY Lesson 4: Speaking – Traditions around the world A OBJECTIVES: By the end of the lesson, students will be able to: - further explore the topic “Cultural Diversity” and develop their communicative skills - use key terms and key grammatical structures related to “Traditions around the world” - apply language knowledge and skills acquired from the unit to give MI-based group presentation - enhance knowledge about the traditions and customs in the UK and Russia B LANGUAGE FOCUS - Key terms: words and phrases related to the unit topic “Cultural Diversity” in general and Speaking lesson “Traditions around the world” in particular - Key grammar/structures: + We think / believe; In my opinion; Personally, It is believed that…; People believe that…; + I read/ hear/ know about… + In addition; What is more; Moreover; Another point to make is that;/ The most interesting/ strangest thing about them is that… C TEACHING AIDS Textbooks, the board, extra boards, chalks, posters, a laptop and a projector, a 83 number chart, word cards, pictures, worksheets D PROCEDURES I Pre-speaking stage I.1 Lead-in a Warm-up: Kim’s Game - Ask students to look at the pictures and try to remember them (pictures of sandwich, black cat, bride, fish and chips, knives, forks, spoons, umbrella, mirror, leaves, coins, bags, etc.) - Have students write all the items that they can remember - Declare the winner who gives the most correct answers - Lead in: The items in warm-up game are illustrations related to traditions and customs in the UK and Russia To know more about the traditions and customs, let’s start the new lesson b Inform the class of the lesson objectives and learning outcomes I.2 Preparation useful language for learners - Prepare useful language for students by using various techniques to interest different intelligences Make use of items in warm-up activities as a source of useful language (picture, video, synonyms, antonyms, translation, realia, etc.) 84 II While-speaking stage - Assign activities for MI-based groups: Group 1: Logical-Mathematical Activity Discuss and give answers for a quiz about the traditions and customs in the UK and Russia Activity Develop a mind map to compare the traditions and customs in the UK and Russia Group 2: Naturalist Activity 1: Match the animals and plants with the traditions and customs in the UK and Russia Activity 2: Discuss the similarities and differences of people’s viewpoints related to those animals and plants between the countries Group 3: Spatial Activity 1: Match the pictures with statements about the traditions and customs in the UK and Russia Activity 2: Make up an imaginative story about the traditions and customs in the UK or Russia and use drawings to describe that story Group 4: Interpersonal Activity 1: Play a board game about the traditions and customs in the UK and Russia Activity 2: Brainstorm interesting ideas about the traditions and customs in the UK or Russia to make a brochure to convince people to visit the country III Post-speaking stage: Group performance/ Presentation - Have the MI-based groups perform in front of the whole class: Group 1: Logical-Mathematical Activity 3: Based on the designed mind map, present the similarities and differences in the traditions and customs in the UK and Russia Group 2: Naturalist Activity 3: Use the descriptions in activity to present the information on animals and 85 plants related to the traditions and customs in the UK or Russia Group 3: Spatial Activity 3: Use the drawings to present the story about the traditions and customs in the UK or Russia Group 4: Interpersonal Activity 3: Use the brochure and deliver a speech to convince people to visit the UK or Russia - Assess students’ work by using assessment rubrics and summarize key points for the lesson ➢ Unit 9: PRESERVING THE ENVIRONMENT Lesson 4: Speaking – Environmental impacts of human activities A OBJECTIVES: By the end of the lesson, students will be able to: - further explore the topic “Preserving the environment” and develop their communicative skills - use key terms and key grammatical structures related to “Environmental impacts of human activities” - apply language knowledge and skills acquired from the unit to give MI-based group presentation - increase awareness about human impacts on the environment and the environmental preservation B LANGUAGE FOCUS - Key terms: words and phrases related to the unit topic “Preserving the environment” in general and Speaking lesson “Environmental impacts of human activities” in particular - Key grammar/structures: + A series of environmental problems such as… + I read/ hear/ know about… 86 + Accordingly, consequently, as a result, another negative impact is …; what made (type of pollution) is… C TEACHING AIDS Textbooks, the board, extra boards, chalks, posters, a laptop and a projector, a number chart, word cards, pictures, worksheets, color pens, blank posters and glue sticks D PROCEDURES I Pre-speaking stage I.1 Lead-in a Warm-up: LETTER-NUMBER CODING GAME - Give instructions for the game: + In the English alphabet, there are 26 letters If A is coded as 1, B is coded as 2, and so on, what are the two words that are coded as the following numbers? 14 22 9 18 15 14 13 13 16 14 20 12 20 19 Key: ENVIRONMENTAL IMPACTS - Set time, check results, and declare the winner - Declare the winner who gives the most correct answers * Lead in: Humans are facing environmental pollution due to their activities What are the types of pollution, their negative effects and solutions to preserve the environment? We will talk about these issues in this lesson I.2 Preparation useful language for learners - Prepare useful language for students by using various techniques to interest different intelligences (picture, video, synonyms, antonyms, translation, realia,…) II While-speaking stage - Assign activities for MI-based groups: Group 1: Logical-Mathematical Activity Match the number with the types of pollution 87 Activity Develop a map about energy saving Group 2: Naturalist Activity 1: Label the photos with the types of pollution Activity 2: Walk around the school yard and take notes any environmental problems they can observe Group 3: Spatial Activity 1: Use the color pens to match the pictures with the types of pollution Activity 2: Draw a picture about forest preservation Group 4: Interpersonal Activity 1: Find someone who have the pictures of environmental pollution types Activity 2: Design survey questionnaire to investigate the reality of their classmates’ accommodation III Post-speaking stage: Group performance/ Presentation - Have the MI-based groups perform in front of the whole class: Group 1: Logical-Mathematical Activity 3: Based on the designed map to present about energy saving Group 2: Naturalist Activity 3: Report their observation notes about the school’s environment Group 3: Spatial Activity 3: Use the drawings to present the solutions to forest preservation Group 4: Interpersonal Activity 3: Report the survey results to the class - Assess students’ work by using assessment rubrics and summarize the lesson’s key points 88 APPENDIX F - SAMPLES OF MI EVIDENCE Spatial intelligence’s evidence S10 doodling on the worksheet Spatial group’s drawings 89 Logical-Mathematical intelligence’s evidence Ordering activity Mind map Interpersonal intelligence’s evidence Survey activity 90 Naturalists’ evidence Naturalists’ artifacts for Vietnamese food (Unit – Cultural diversity) S1’s artifacts (intergrated with Bodily) S6’s collection of butterflies S21 bringing stainless steel reusable drinking straws to the classroom 91 Naturalist Intelligence groups’ powerpoint slides 92 APPENDIX G - ASSESSMENT RUBRIC AND STUDENTS’ SCORES ➢ ASSESSMENT RUBRIC CATEGORY Content Shows a full understanding of the topic Student is able to accurately answer almost all questions posted by Comprehension classmates about the topic Clear speech and pronunciation Enthusiasm Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words Facial expressions and body language generate a strong interest and enthusiasm about the topic with the others Student is completely prepared and has fully rehearsed Shows a good Shows a good understanding of understanding the topic of parts of the topic SCORE Does not seem to understand the topic very well Student is able to Student is able Student is accurately to accurately unable to answer most answer a few accurately questions posted questions answer by classmates posted by questions about the topic classmates posted by about the classmates topic about the topic Speaks clearly Speaks clearly Often and distinctly and distinctly mumbles or all (100-95%) most (94-85%) cannot be the time, but of the time understood mispronounces Mispronounces OR one word no more than mispronounc one word es more than one word Facial Facial Very little expressions and expressions use of facial body language and body expressions sometimes language are or body generate a used to try to language strong interest generate Did not and enthusiasm enthusiasm, generate about the topic but seem much interest with the others somewhat in topic being pretended presented Student seems The student is Student does pretty prepared somewhat not seem at but might have prepared, but it all prepared Preparedness needed a couple is clear that to present more rehearsal was rehearsals lacking Total score … / 20 18-20: Excellent, 16-17: Good, 14-15: Satisfactory, 12-13: Unsatisfactory,