An investigation into demotivating factors in speaking lessons among high school students

MINISTRY OF EDUCATION AND TRAINING VINHUNIVERSITY - HOÀNG THỊ HIẾU AN INVESTIGATION INTO DEMOTIVATING FACTORS IN SPEAKING LESSONS AMONG HIGH SCHOOL STUDENTS MASTER’S THESIS IN EDUCATION Nghệ An, 2017 MINISTRY OF EDUCATION AND TRAINING VINHUNIVERSITY HOÀNG THỊ HIẾU AN INVESTIGATION INTO DEMOTIVATING FACTORS IN SPEAKING LESSONS AMONG HIGH SCHOOL STUDENTS Major: Teaching English to Speakers of Other Languages(TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION Supervisor:TrịnhThịThơm, Ph.D Nghệ An, 2017 DECLARATION I, Hoang Thi Hieu, certify that this thesis is the result of my own study and that it has not been submitted to any other university or institution wholly or partially Author: Hoang Thi Hieu ii ACKNOWLEDGEMENTS First and foremost, my sincere thanks are due to my respectful supervisor Trinh Thi Thom, Ph.D for her continual, invaluable support, encouragement, guidance and ideas I would like to express my great gratitude to all the teachers and colleagues at Le Van Huu high school for their help in answering surveys and their willingness to share their ideas on the relevant problems with me I would also like to give my special thanks to the students in classes 10A5, 11B3 and 12C6 who actively participated in doing the surveys and responding to my interviews It is my pleasure to acknowledge my debt to my family, my relatives who encouraged and helped me to check the thesis Eventually, the study has been completed to the best of my knowledge; however, mistakes and shortcomings are unavoidable Therefore, I am looking forward to receiving comments and suggestions from any readers for the perfection of the course work iii TABLE OF CONTENTS DECLARATION ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv ABSTRACT viii LIST OF ABBREVIATIONS ix LIST OF TABLES AND CHARTS x Tables x Charts x CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Method of the study 1.7 Thesis organization CHAPTER 2: THEORETICAL BACKGROUND 2.1 Overview of demotivation 2.1.1 Definition of demotivation 2.1.2 Research studies on Demotivation 10 2.1.3 Demotivation in learning speaking 13 2.1.3.1 The features of spoken language 13 2.1.3.2 Demotivation in learning speaking 15 2.1.4 Demotivating factors in English speaking lessons 17 2.1.4.1 Teachers’ factors 17 2.1.4.1.1 Roles of the teacher 17 2.1.4.1.2 Teacher as a demotivating factor 19 2.1.4.2 Equipment: 21 2.1.4.3 Classroomutility: 22 2.1.4.4 Learners’ factors: 22 2.1.5 OvercomingDemotivation ‘Remotivation’ 23 iv 2.1.6 The relationship between Demotivation and speaking skill 24 2.2 Overview of speaking skill 24 2.2.1 Definitions of speaking skill 24 2.2.2 The importance of learning speaking skill 25 2.2.3 Teaching speaking skill 25 2.2.3.1 Approaches of teaching speaking skill 25 2.2.3.2 Stages of a speaking lesson 29 2.2.3.3 Assessing students’ speaking competence 29 2.2.3.4 Teaching speaking in rural high schools 30 2.2.4 Characteristics of a successful speaking activity 31 2.2.5 Problems with speaking activities 32 2.2.6 Ways of organizing speaking activities 33 2.2.7 Principles in teaching speaking skills 34 CHAPTER 3: THE METHODOLOGY 36 3.1 Research questions 36 3.2 Study setting 36 3.2.1 Theoretical setting 36 3.2.2 Practical setting 37 3.3 The role of textbook and curriculum 38 3.4 Participants 40 3.5 Materials 41 3.5.1 Questionnaire for students 41 3.5.2 Questionnaire for teachers 42 3.5.3 The structured interview 42 3.5.4 Class observation 43 3.6 Procedure 44 CHAPTER 4: FINDINGS AND DISCUSSIONS 46 4.1 Findings 46 4.1.1 Data analysis from students’ survey questionnaire and structured interview 46 4.1.1.1 Section 1: Demotivating factors in students’ learning to speak English 46 4.1.1.2 Section 2: The students’ attitude towards English speaking skill 50 4.1.1.3 Section 3: The students’ interest and motivation 53 v 4.1.2 Data analysis from teacher’s survey questionnaire and structured interview 56 4.1.2.1 Section 1: Teachers’ perception of demotivating factors in learning English speaking skill among high school students 56 4.1.2.2 Section 2: Teachers’ attitude towards unwilling speakers and mistake makers 58 4.1.2.3 Section 3: Their current teaching techniques and communicative activities used in class to encourage the students to speak 60 4.1.3 Data analysis from classroom observation 62 4.2 Discussions 63 4.2.1 Demotivating factors in English speaking lessons among high school students at Le Van Huu high school 63 4.2.2 The teachers’ perception of the demotivating factors in classroom 65 4.2.3 Possible solutions to overcome the demotivating factors in speaking lessons among high school students at Le Van Huu High school 66 4.2.4 Recommendations for increasing students’ participation in speaking activities 68 4.2.4.1 Teachers should vary speaking activities 68 4.2.4.2 Teachers should help students to improve their knowledge of grammar and enrich their vocabulary 68 4.2.4.3 Teachers should manage speaking turns suitably 69 4.2.4.4 Teachers should build a cooperative atmosphere in class 69 4.2.4.5 Teachers should help students to be confident 70 4.2.4.6 Teachers should be enthusiastic, friendly, helpful and tolerant 70 4.2.4.7 Teachers should create interesting and appropriate topics 71 4.2.4.8 Teachers should form a habit of speaking English in the class 71 CHAPTER 5: CONCLUSION 72 5.1 Conclusion 72 5.2 Pedagogical implications 74 5.3 Limitations of the study 78 5.4 Suggestions for further research 78 REFERRENCES 79 APPENDICE 84 APPENDIX 1: STUDENTS’ QUESTIONNAIRE 84 APPENDIX 2: TEACHERS’ QUESTIONNAIRE 88 vi APPENDIX 3: QUESTIONS FOR THE INTERVIEW (FOR STUDENTS) 90 APPENDIX 4: QUESTIONS FOR THE INTERVIEW (FOR TEACHERS) 92 APPENDIX 5: CHECKLIST FOR CLASSROOM OBSERVATION 93 vii ABSTRACT The current study aims at investigating the demotivating factors in speaking lessons among high school students at Le Van Huu High school, Thanh Hoa province Demotivation is a relatively new issue in the field of second language (L2) motivation In this study, several previous studies were reviewed to investigate demotivation of learners of English in order to identify common demotivating factors It also reports a survey study which explored demotivating factors for students at Le Van Huu high school in the speaking lessons.Through the data analysis, five demotivating factors were extracted: (1) teachers’ competence and teaching style; (2) learning environment and facilities; (3) assessment of speaking skill; (4) lack of self-confidence and (5) minor intrinsic motivation The results showed that the teachers’ competence and teaching style were demotivating factors for many Le Van Huu high school students, especially for less motivated learners Contrary to what previous research suggested, textbook and curriculum were not a very strong source of demotivation Based on the results, some pedagogical implications were put forward for solving the problem viii LIST OF ABBREVIATIONS L1:Firstlanguage L2:Secondlanguage FL:Foreignlanguage EFL: English as a Foreign Language TL:Targetlanguage MOET: Ministry of Education and Training CLT: Communicative Language Teaching ix aspects of demotivation such as impact of demotivation, how demotivating factors are different in term of the levels of impact, distinction between demotivated learners and motivated learners etc studies are not only in speaking lessons but also other skills like listening or writing; or when the students start getting demotivated, especially in junior secondary school and to study what demotivates them in junior high school REFERRENCES 79 Afrough,T.,Rahimi,b,A.,&Zarafshan,M.(2014).ForeignLanguageLearning Demotivation:AConstructValidationStudy.ProcediaSocialandBehaviouralSciences,136,49 -53 Al- Kairy,M.H.(2013).EnglishasaForeignLanguageLearningDemotivationalFactorsasP erceivedbySaudiUndergraduates.EuropeanScientificJournal,9(32), 365-372 Andrew, G (1984) Communicative Language Teaching Singapore University Press Bailey, M.K and Savage L (1994) New Ways in Teaching Speaking Illinois, USA Brown, G and Yule, G 1992 Teaching the Spoken Language Cambridge: Cambridge University Press Bygate M (1987) Speaking Oxford: Longman Chambers, G (1993) Taking the “de” out of demotivation Language Learning Journal Chaney, A L, and T.L.Busk (1998) Teaching Oral Communication on Grades K-8 Boston: Allyn & Bacon Christophel, D.M, & Gorham, J (1995) A test –retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes Communication Education, 44, 292 – 305 10 Creswell, J.W (1997) Qualitative Inquiry and Research Design: Choosing Among Five Traditions Thousand Oaks, CA: Sage 11 Doff, A Teach English: A Training Course for Teachers Cambridge: Cambridge University Press in Association with the British Council, 1990.6 Dornyei, Z (1994) Motivation and motivating in the foreign language classroom The Modern Language Journal, 78, 273-284 12 Dornyei, Z (1998) Demotivation in foreign language learning Paper presented at the TESOL 98 Congress, Seattle, WA, March 13 Dornyei, Z (2001) Teaching and researching motivation London: Longman 80 14 Ellis, R (1990) Instructed second language acquisition Oxford: Basil Blackwell 15 Falout, J., & Maruyama, M (2004) A Comparative Study of Proficiency and Learner Demotivation The Language Teacher, 28(8), 3-9 16 Florez,M.A.(1991).ImprovingAdultEnglishLanguageLearners'SpeakingSkills Applied Linguistics, 1-4 Retrieved from: http://resources.marshalladulteducation.org/pdf/briefs/ImprovingPronun.Florez.pdf Good, 17 Gardner, R.C (1985) Social psychology and second language learning: the role of attitudes and motivation Edward Arnold, London 18 Gillham, B (2000) Developing the questionnaire New York Continuum 19 Gorham,J&Christophel,D.M behaviours as motivating and (1992) Students’ demotivating perceptions factors in of teacher college classes Communication Quarterly, 40, 239 -252 20 Gorham, J (1997) A comparative analysis of teacher and student perceptiona of sources of motivation and demotivation in college classes Communication Education, 46 (4), 245-261 21 Hamada, Y &Kito, K (2007) Demotivation in Japanese high schools JALT Conference Proceedings, Tokyo: JALT (168 – 178) 22 Hammerly, H (1991) Fluency and Accuracy: Toward Balance in Language Teaching and Learning Oxford Journals, Clevedon, Avon, England: Multilingual Matters 23 Howarth, P (2006) Increasing student interaction Retrieved October 2006 from www.teachingenglish.org.uk/think/speak/interaction.shtml 24 Hymes, D (1972) On Communicative Competence In J.B Pride &J.Holmes (Eds.) Sociolinguistics Harmondsworth, England:Penguin Books 25 Makiko Ebata (2009): Motivation Factors in Language Learning Digital Hollywood University (Tokyo, Japan)cocomaki4(at)hotmail.com 81 26 Norris,J H (2001) Contributing Factor in Second Language Acquisition.The Internet TESL Journal, Vol 7, No 6, June 2001 27 Nunan, D (1996) Language Teaching Methodology Phoenix ELT & Prentice Hall Macmillan 28 Oxford, R.L (1998) The unraveling tapestry: teacher and course characteristics associated with demotivation in the language classroom Demotivation in Foreign Language Learning Paper presented at the TESOL 98 Congress, Seatle, WA, March 29 Pattison, P (1992) Developing Communication Skills Cambridge University Press 30 Richard,J.C& Rodgers, T.S (1986) Approaches and Methods in Language teaching Cambridge University Press 31 Richards, J & Lockhart, C (1994) Reflective teaching in second language classrooms Cambridge: Cambridge University Press 32 Soureshjani, K H., &Riahipour, P (2012) Demotivating Factors on English Speaking Skill: A study of EFL Language Learners and Teachers' Attitudes World Applied Sciences Journal, 17(3), 327-339 33 Terry, C (2008) How to teach speaking in an EFL class Peru: ICPN SanMiguel pp 1- 29 Retrieved Mai 12, 2013 from www.fr.slideshare.net/suartini/how-to-teach- speaking-in-an-EFL-class-ii-carolinaterry-8386560 34 Ur,P.(1991).Acourseinlanguageteaching:Practiceandtheory.Cambridge:Cambridg eUniversityPress 35 Le Van Canh (1999) A historical review of English Language Education in Vietnam Hanoi National University 36 Pham HoaHiep (2007) Communicative Language Teaching: unity within diversity.EFL Journal 82 37 Pham Van Hoa& Le Viet Ha (2009) NghiêncứuvềđộngcơhọcTiếngAnhcủahọcsinhtrunghọcphổthơng Quảng Nam TạpchíKhoaHọcvàCơngNghệ ĐạihọcĐàNẵng – Số (34), 163- 171 38 Nguyen ThiThuy Minh (2007) Textbook Evaluation: The Case of English Textbooks currently in use in Vietnam’s upper secondary school Seameo Regional Language Centre 39 Hoang ThiNgan (2007) Motivating students to speak at GiaLoc senior secondary school M.A Minor Thesis CFL – VNU 40 Tran ThiHuyen (2007) A study on how to motivate students at Hanoi University of industry to speak English M.A Minor Thesis CFL –VNU 41 Tran Thi Thu Trang& Richard B Baldauf Jr (2007) Demotivation: Understanding Resistance to English Language Learning – The Case of Vietnamese Students The Journal of ASIA TEFL, Vol 4, 1, 79 – 105 83 APPENDICE APPENDIX 1: STUDENTS’ QUESTIONNAIRE DEAR ALL STUDENTS, This survey questionnaire is designed for my research into “An investigation into demotivating factors in speaking lessons among High school students” Your assistance in completing the survey is highly appropriated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your corporation! Please choose the answer(s) you think it is correct For questions 1, 2, 3,4,5,6 and 10 participants must choose only one answer while for others (questions 7, and 10) they can choose more than one answer How much you feel interested in learning English speaking skill? A very interested B interested C quite interested D not very interested E not interested at all What was your grade of English when you were at lower secondary school? A – 10 B – C – D - E < How you think of the importance of learning English speaking skill? A Very important B Important C Quite important D Not very important E Not important at all 84 How is your effort in learning English speaking skill? A very high B high C quite high D low E very low How much time you spend learning speaking English every day? A Under one hour C hour – hours B hours – hours D over hours 6.Below is a list of statements about demotivating factors in learning English speaking skill Please indicate whether you agree or disagree with each statement by ticking the column that best represents your answer I feel demotivated in learning speaking English because (of) Strongly Statements agree Agree Undecided Disagree My peers not like speaking English I am not encouraged to speak English at school and in the place I live My class size is too big, therefore I rarely have opportunity to speak Technologies projector, video, such as TV and Internet are not used very often 5.Teacher’s personality (unpleasant, not enthusiastic, lack of caring, like criticizing 85 Strongly disagree students, easy to get angry ) and competence I lost interest in English or the purpose for study English I am not confident and afraid of losing face in speaking lessons I not like teacher’s teaching style Ways of correcting mistakes and errors are rude 10 Classroom activities are boring and overload 11 Speaking skill is not assessed very often and no exams for it 12 The English use in textbooks is too difficult and long 13 The topics in textbooks are boring and difficult How does teacher’s teaching style demotivate you? A Using old-fashioned teaching methods and materials B.Not giving clear enough instructions C Using inferior equipment D Not giving sufficient explanations E Neglecting to give any feedback F Less interacting with students 86 Other ideas…………………………………………………………………………… ……………………………………………………………………………………… …………….………………………………………………………………………… To what extent, classroom activities demotivate you? A boring B overload C repetitive D irrelevant What is your opinion on the following communicative teaching activities used by your teacher? Activities Much like Like Ok Dislike Not like at all Repetition drills with word cues guided dialogues role plays information gaps free discussion and problemsolving pair work or group work 10 What you think motivates you to learn English speaking skill? A teacher’s interesting teaching methods B teacher’s enthusiasm and help C friends and teacher’s encouragement D interesting topics and comprehensible inputs E meaningful and helpful classroom activities F proper assessment Other ideas…………………………………………………………………………… ……………………………………………………………………………………… …………….………………………………………………………………………… 87 APPENDIX 2: TEACHERS’ QUESTIONNAIRE DEAR TEACHERS, This survey questionnaire is designed for my research into “An investigation into demotivating factors in speaking lessons among High school students” Your assistance in completing the survey is highly appropriated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your corporation! General information Full name………………………………………………………………………… Gender: Male  Female  Age: ……………………………………………………………………………… How long have you been teaching English: year(s)? To answer question 2, 3, and teachers must select only one answer among alternatives, meanwhile, with question they could choose more than one what demotivates your students to learn English speaking skill? a the class size is too big, therefore students rarely have chance to speak b teachers are not encouraging c classroom activities are boring and overload d Students lost interest in English or the purpose for study English in rural areas e Students are not confident and afraid of losing face in speaking lessons f the English use in textbooks is too difficult and long g the topics in textbooks are boring and difficult h technologies such as projector, video, TV and Internet are not used very often i speaking skill is not assessed very often and no exams for it Other ideas………………………………………………………………………… .……………………………………………………………………………………… …………….…………………………………………………………………… How tolerant are you when students keep making mistakes? 88 a very tolerant (silent until they finish their task, smile and help them realize correct mistakes) b tolerant (silent but not willing enough to smile and supportive) c a bit tolerant (stop them and correct) d impatient (get angry) e pay no attention to their mistakes When your students are reluctant to speak, what can you do? a get angry and ask them to stand b get them to speak c encourage them to speak by asking easier questions d let them sit down and not ask again e encourage them to speak by using different teaching techniques Other ideas………………………………………………………………………… .……………………………………………………………………………………… …………….…………………………………………………………………… What you to create good relationship with students to help them participate in speaking activities? (You can choose more than one) a remain in the teacher’s seat b stand in front of the class near the blackboard c stand close to students who tend to speak much d stand near the students who are not willing to speak e go round the class to give help How often you use the following communicative teaching activities? Activities Always Usually Sometimes Rarely repetition drills with word cues guided dialogues role-plays information gaps 89 Never free discussion and problem-solving Thank you very much! APPENDIX 3: QUESTIONS FOR THE INTERVIEW (FOR STUDENTS) Question 1: Have you ever been demotivated in learning English speaking skill? If 90 yes, when? Question 2: In your opinion, what makes you feel demotivated in learning English speaking skill? Question 3: What you think about speaking skill? Difficult or easy? Question 4: In your opinion, is practice English important? Question 5: Why you learn speaking in the class? (your interest, improve your knowledge of English, chance to speak to foreigners or future jobs?) Question 6: How is your attitude and effort in learning English speaking skill? Question 7: Have you ever been not able to complete a speaking task? Why? Question 8: How you feel about your aptitude of English speaking skill? Question 9: Do you make great effort in learning English speaking skill? Question 10: Apart from the lessons in the classroom, you often use English for communication? Question 11: What you think about the curriculum and textbook? (difficult, easy, long or boring ? 91 APPENDIX 4: QUESTIONS FOR THE INTERVIEW(FOR TEACHERS) In your opinion, what problems your students face in learning English speaking skill? How you check your students’ mistakes in speaking lesson? What speaking activities you use to encourage your students to speaking English in class? Which speaking activity is the most effective for your students’ participation? What can you to help your students to take part in speaking activities? 92 APPENDIX 5: CHECKLIST FOR CLASSROOM OBSERVATION Class: ……………………………………………………… Date: ……………………………………………………… Unit: ……………………………………………………… Lesson: …………………………………………………… Teacher in charge: ………………………………………… Section Kinds of speaking activities teacher uses: ……………………………………………………………………………………………… ……….……………………………………………………………………………………… ……………….……………………………………………………………………………… Section Students’ time of participation in speaking activities in class ……………………………………………………………………………………………… ……….……………………………………………………………………………………… ……………….……………………………………………………………………………… Section 3.The ways the teacher assessed students’ speaking performance ……………………………………………………………………………………………… ……….……………………………………………………………………………………… ……………….……………………………………………………………………………… Section Teacher’s competence and teaching style ……………………………………………………………………………………………… ……….……………………………………………………………………………………… ……………….……………………………………………………………………………… Section The learning environment and facilities in class ……………………………………………………………………………………………… ……….……………………………………………………………………………………… ……………….……………………………………………………………………………… ……………………….……………………………………………………………………… 93 ... overcome the demotivating factors in speaking lessons among high school students at Le Van Huu High school 66 4.2.4 Recommendations for increasing students? ?? participation in speaking activities...VINHUNIVERSITY HOÀNG THỊ HIẾU AN INVESTIGATION INTO DEMOTIVATING FACTORS IN SPEAKING LESSONS AMONG HIGH SCHOOL STUDENTS Major: Teaching English to Speakers of Other Languages(TESOL)... study aims at investigating the demotivating factors in speaking lessons among high school students at Le Van Huu High school, Thanh Hoa province Demotivation is a relatively new issue in the field