An investigation into high school students motivation to learn english

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN XUÂN THÀNH AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ MOTIVATION TO LEARN ENGLISH MASTER’S THESIS IN EDUCATION Nghê An, 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYỄN XUÂN THÀNH AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ MOTIVATION TO LEARN ENGLISH Major: Theory and methodology of English language teaching Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR Assoc Prof Dr LÊ VĂN CANH Nghê An, 2016 TABLE OF CONTENTS Page TABLE OF CONTENTS………………………………………………………… ii ABTRACT ………………………………………………………….… ……… iv CHAPTER 1: INTRODUCTION ………………………………………… 1.1 Rationale ………………………………………………………… ………… 1.2 Aims and objectives of the study…………………………………………… 1.3 Significance of study………………………………………………… 1.4 Research questions …………………………………………………………… 1.5 Scope of the study …………………………………………………………… CHAPTER 2: LITERATURE REVIEW …………………………………… 2.1 Definition of motivation in language learning………………………………… 2.2 Types of motivation…………………………………………………………… 2.3 The role of motivation in language learning………………………………… 11 2.4 Factors affecting students’ motivation………………………………………… 12 2.4.1 Personality variables ………………………………………………………… 12 4.2 Attitudes of learners………………………………………………………… 14 2.4.3 Learning styles……………………………………………………………… 15 2.4.4 Teacher as a motivating factor……………………………………………… 16 2.4.5 Teacher teaching methodology as a motivating factor……………………… 19 2.4.6 The Text……………………………………………………………… …… 22 2.4.7 The Task…………………………………………………………………… 23 2.4.8 The Test……………………………………………………………………… 25 2.5 Teachers’ role in motivating the students……………………………………… 27 2.6 Previous studies on language students’ motivation…………………………… 29 i CHAPTER 3: METHODOLOGY …………………………………………… 36 3.1 Design of Research Methods ………………………………………………… 36 3.2 Participants …………………………………………………………………… 36 3.3 Research instrument …………………………………………………………… 36 3.3.1 The questionnaire…………………………………………………… 37 3.3.2.The interview………………………………………………………………… 39 3.4 Data collection ………………………………………………………………… 39 3.5 Data analysis………………………………………………………………… 39 3.6 Procedures …………………………………………………………………… 41 CHAPTER 4: FINDINGS AND DICUSSIONS …………………… ……… 43 4.1 Findings from questionnaire and data analysis………………………………… 43 4.2 Findings from interview and data analysis…………………………………… 53 4.2.1 Motivating factors…………………………………………………………… 54 4.3 Discussion of the questionnaire and interview findings ……………………… 60 CHAPTER 5: CONCLUSION AND IMPLICATIONS ……………………… 60 5.1 Conclusions…………………………………………………………… …… 66 5.2 Pedagogical implications ……………………………………………… …… 67 5.2.1 For teachers…………………………………………………………… …… 69 5.2.2 For students………………………………………………………… 71 5.2.3 For facilities, teaching and learning equipment …………………………… 72 5.3 Recommendation……………………………………………………………… 72 5.4 Limitations……………………………………………………………… …… 73 REFERENCES…………………………………………………………………… 75 APPENDICES…………………………………………………………………… 82 ii ABTRACT The research entitled “An investigation into high school students’ motivation to learn English” was conducted in an attempt to provide high school teachers with a deep, comprehensible view of the role of motivation in language learning, factors affecting students’ motivation and their role in motivating the students To fulfill the above purposes, the research paper consists of five chapters Chapter provides background information, rationale, the aim of the research and then states three research questions In the chapter 2, the relevant theories and documents of the previous researchers on this field are selected carefully and cited appropriately for the content and scope of this study Next, in the chapter 3, the data for this research are gathered from the questionnaires and interviews Questionnaire was distributed to 100 students in Tinh Gia high school The results taken from questionnaire are clarified and reinforced through in-depth interviews with students The study is continually developed in the chapter The first section focuses on analyzing the information and discussing involving the role of motivation in language learning of high school students The aim of second section is to get an overall view of the type of dominant motivation effecting high school students In the final section, the research provides best factors motivating students to learn English by synthesizing and analyzing students’ ideas of this matter Finally, standing firmly on these reliable foundations, the research draws out conclusion of the role of motivation in language learning, effective suggestions for motivating students to learn English Besides, implications for teachers are presented with a view to fostering students’ learning motivation and enhance the efficiency of English teaching iii CHAPTER 1: INTRODUCTION 1.Rationale Motivation is perhaps the single most important factor affecting the outcome of second language learning Indeed, Dörnyei (2001, p 5) contends that when second language learners have sufficient motivation, most of them can acquire a working knowledge of the language He further maintains that second language learners’ ultimate success or failure is determined by their sustained ‘enthusiasm, commitment and persistence’ in the long and drawn out process of language learning While there have been a large number of studies on student motivation, little has been researched regarding the motivation to learn English in a rural high school in Vietnam This is the rationale for conducting this study, which is aimed at gaining information about students’ motivation at Tinh Gia High School The understanding gained could have positive implications for current teaching and learning practices, based on the adopted motivational theory Furthermore, students’ motivation to learn English may be enhanced, thus enabling them to better integrate into their new learning environment, eventually improve their careers, and ultimately contribute more to society Aims and objectives of the study The research was conducted with the aim of investigating the students’ motivation to learn English, what type of motivation that dominates and factors shaping their motivation in language learning The findings of this research would make an attempt to raise awareness of teachers of the importance of motivation towards students’ success in learning English and find suggestions for motivating students in English classes Therefore, the study is designed to achieve the following objectives:  To find out the students’ motivational orientations in learning English as a curriculum subject;  To find out the factors that shape the students’ motivational orientation Significance of study It is hoped that through this research, I will get deeper insight into about the reality of teaching and learning English at Tinh Gia High School in Thanh Hoa The wonderful thing is that, the researcher is thirsty for gaining better knowledge of motivation as well as its impact on English teaching and learning process with a view of applying them to teach efficiently My further desire is that this study’s outcome will make small contribution towards boosting the efficiency of English teaching and learning, which will be helpful for the researchers as well as counterparts in teaching job in the future Research questions In order to fulfill the purpose mentioned above, this study was designed and conducted to seek answers to the following questions: How motivated are the students in learning English? What are their motivational orientations? What factors shape their motivational orientations? Scope of the study Motivation in second language learning achievement has been a heated issue attracting attention of researchers However, unlike other researches, this study only focuses on exploiting and analyzing the kind of dominant motivation and factors shape students’ motivation at Tinh Gia High School in Thanh Hoa Due to time limit, to implement the study, 100 students of three graders at Tinh Gia High School were chosen randomly in order to fill out questionnaire Then, 20 students were invited to interview for in-depth and valuable information CHAPTER 2: LITERATURE REVIEW Motivation in learning English as a second or foreign language is not a new topic In fact, it has been investigated by many scholars and researchers However, because motivation is, as reported by scholars and researchers, dynamic and context-specific, the researcher of this study did not have adequate information about the motivation in learning English of the students at Tinh Gia High School This chapter reviews the relevant literature in order to develop a conceptual framework for the study 2.1 Definition of motivation in language learning Motivation in language learning is defined differently from different theoretical perspectives According to Oxford Advanced Learner Dictionary - 7th edition (2005), motivation is “that which moves or induces a person to act in a certain way; a desire, fear, reason, etc which influences a person’s volition: also often applied to a result or object which is desired.” To think of motivation as belonging only to the initial stages of an action, - that is as concerned with arousing initial interest and turning it into a decision to engage in some activity - is only a limited understanding of the term The need to maintain this state of arousal, to determine someone to make the necessary effort to complete an action is also of great importance This idea is reflected in the definition given by Williams and Burden (1997, p 120) who see motivation as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/or physical effort” Thus intellect and affect combine with volition and perseverance to result in what is known as motivated behavior The same idea is conveyed in different words by Gardner (1985), who seems to explain the term with the precision of mathematical demonstration: motivation is a combination of effort plus desire to achieve a goal plus favorable attitudes towards the goal to be accomplished ( p.11) Thus the simple existence of desire, strong reasons for doing something or favorable attitudes towards a particular thing or action not reflect motivation in and of themselves The same R.C Gardner gives the example of individuals who may have a strong desire to something or may enjoy an activity and who can not be considered to be motivated, since their intentions are not linked with a striving to accomplish that particular thing Similarly, a person can put a great deal of effort toward a goal without being necessarily motivated: the decision to accomplish something may be triggered by different causes, both internal – such as interest, curiosity, or even a general desire to achieve – and external ones such as another person, social pressure, material rewards, etc Since the emergence of conception of motivation, it has grabbed special attention of a lot of researchers, experts on this field The major reason is that motivation plays an indispensable part in English learning success Until now, there have been some various theories of motivation Geen (1982) confirmed that motivation refers to the initiation, direction, intensity and persistence of human behavior Apparently, motivation is the desire, determination and willingness to something According to Little Wood (1984) “Motivation is the crucial force which determine if a learner motivation centers on the task at all, how much energy he devotes to it, how long he preserves” However, there are opposing views of theories of motivation Dornyei (2001) confirmed “There are over 20 internationally recognized theories of motivation with many opposing point of views” Kong (2009) has contrasting opinion of concept of motivation He believed that motivation is something like the engine and steering wheel of automobile that can move students from boredom to interest This means that motivation is inner power that pushes students forward, encourages them to study harder Cook (1996) stated the conception of motivation for teachers “The meaning of 34 Miller, P (2012) Ten characteristics of a good teacher English Teaching Forum, 1, 36-38 35 Oxford Advanced Learner Dictionary- 7th edition(2005) Oxford: Oxford Publishing House 36 Oxford, R L & Shearin, J (1994) Language learning motivation: Expanding the Theoretical Framework¸ The Modern Language Journal, 78, 12-28 37 Parsons, R., Hinson, S., Brown, D (2001) Educational psychology : practitioner – researcher models of teaching University of Virginia: Wadsworth Thomson Learning 38 Qashoa, S (2006) Motivation among learners of English in the secondary schools in the eastern coast of the UAE M.A thesis, British University in Dubai 39 Spolsky, Bernard – Conditions for Second Language Learning, 1989, Oxford University press 40 Renandya, W.A (2013) The Ts of motivation in the language classroom Paper presented at the KOTESOL International Conference, Seoul, 12-13 October 41 Renandya, W.R (2014a) Effective strategies for motivating L2 learners Paper presented at the KAPEE International Conference, Chuncheon University, 18 January, 2014 79 42 Renandya, W.A (2014b) Motivation in the language classroom TESOL, USA 43 Ryan, R M., & Deci, E L (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions Contemporary Educational Psychology, 25(1), 5467 44 Tomlinson, B & Masuhara, M (2004) Developing Language Course Material RELC Portfolio Series 11 Singapore: Regional Language Centre 45 Rossier, J (1975) Extroversion-Introversion as a Significant Variable in the Learning of English as a Second Language, Unpublished doctoral thesis, University of Southern California, Dissertation Abstracts International, 36: 7308A7309A 46 Sarjit Kaur (1993) Analysis of the English language needs of consultants at NCVC M.A thesis, University of South Australia 47 Saville-Troike, M (2006) Introducing second language acquisition New York: Cambridge University Press 48 Spolsky, B (1990) Conditions for second language learning Hong Kong: Oxford University Press 49 Subel, D (1968) Educational Psychology McGraw-Hill, Boston 50 Truer.(2002) Motivation Retrieved 25 December 2007, from http:// www.d.um.edu/ students/loon/acad/motivate.html 80 51 Ur, P (1996) A course in Language Teaching Great Britain: Cambridge University Press 52 Vijchulata, B., & Lee, G (1985) A survey of students' motivation for learning English.RELC Journal, 16 (1), 68-81 Cambridge University Press 53 Williams, M., and Burden, R – Psychology for Language Teachers, 1997, Cambridge University Press 54 Wright, Tony – Roles of Teachers and Learners, 1987, Oxford University Press 81 APPENDICES Appendix 1: Survey Questionnaire Below are statements with which some people agree and others disagree There is no right or wrong answers since many people have different opinions I would like you to indicate your opinion about each statement by ticking the boxes below which best indicates the extent to which you disagree or agree with that statement Table Instrumental Motivation Statements S.disagree disagree uncertain agree S.agree Reasons for learning English Your teachers’ methods are 31 22 28 10 38 14 30 50 36 41 51 interesting and attractive You want to compete with your 12 friends for the learning achievement You want to pass the exams at the high school Being proficient in English can lead 82 to more success and achievements in life you'll need English for your future 10 28 58 39 29 11 41 46 32 23 27 13 44 34 29 24 33 career English is a compulsory subject at 15 school Studying English can be important for you because you think it will someday be useful in getting a good job Studying English can be important 11 for you because other people will respect you more if you have knowledge of L2 You aspire to pass University Entrance exam 10 You want to meet your parents’ expectation and teacher 83 Table Integrative Motivation Statements S.disagree disagree uncertain agree S.agree Reasons for learning English 11 Studying English can be important 11 20 35 27 10 52 32 14 22 48 10 to you as it will allow you to be more at ease with other people who speak English 12 Studying English can be important for you because it will allow you to meet and converse with more and varied people 13 Studying English can be important for you because it will enable you to better understand and appreciate British and American art and literature 84 14 Studying English can be important 17 39 33 12 63 18 17 26 51 30 27 26 17 47 19 for you because you will be able to participate more freely in the activities of other cultural groups 15 Studying English enables you to understand English books, movies, pop music etc 16 Studying English enables you to better understand and appreciate the ways of life of native English speakers 17 Studying English enables you to 15 behave like native English speakers: e.g accent, using English expressions 18 Studying English helps you to be an 15 open- minded, and sociable person like English speaking people 85 19 English is your favourite subject 25 20 You wish you were fluent in English English 86 24 20 34 11 22 51 15 Appendix Interview questions Is English your favorite subject ? 2.What is your aim of learning English? In your view, What factors contribute to your motivation in learning English? What other factors you desire to motivate you to learn English ? Appendix which ones of the following factors motivated you when studying English? Tick the ones you agree Table Agree which ones of the following factors motivated you when Percentage studying English? The teacher of English speaks clearly and slowly during 40% the lesson The teacher doesn’t use much Vietnamese in the 45% English lesson The teacher motivates you when you answer right or 15 75% wrong The teacher usually uses the modern technological 12 60% aids The English textbook is challenging and interesting 17 85% The number of lexical items which we should 30% memorize is not very large 87 English structures (grammatical rules) are suitable for 11 55% each level You desire to communicate with English speakers 18 90% English is your favorite subject 10 50% 10 Your parents always encourage you to learn English 13 65% 11 Your friends always encourage you to speak English 15% 12 You want to compete with your friends for the learning 40% achievement 13 Tests are suitable with your level to get good marks 10 50% 14 Professional reasons make you learn English 20 100% 15 Class atmosphere is supportive 14 70% Appendix A PHIẾU ĐIỀU TRA ( Dành cho học sinh) Hệ thống câu hỏi thiết kế nhằm mục đích lấy tư liệu cho luận văn “ khảo sát động học tiếng anh học sinh khối 10,11và khối 12 trường THPT Tĩnh Gia Thanh Hóa”, mà khơng nhằm mục đích khác Những câu trả lời từ phía bạn nguồn tư liệu thực q giá hữu ích, giúp tơi hồn thành tốt nghiên cứu mình.Vì thế, tơi hi vọng bạn học sinh cố gắng dành thời gian quý giá để trả lời câu hỏi Để trả lời câu hỏi đây, bạn đánh dấu trước câu trả lời mà bạn lựa chọn *Động hoc: động xuất phát từ nhân tố bên nỗ lực thân mình, sở thích, tị mị, để giao tiếp với người nói tiếng Anh Bên ngồi điểm, để làm vui lịng bố mẹ, thầy cơ, phần thưởng, cơng việc tương lai, 88 vượt qua kì thi trường, tốt nghiệp, vào đại học, phương pháp dạy học quý thầy cô vv Để trả lời câu hỏi đây, bạn khoanh tròn số sau câu trả lời mà bạn lựa chọn = hồn tồn khơng đồng ý = khơng đồng ý = không biết/ không rõ = đồng ý = hoàn toàn đồng ý Câu 1.Em học tiếng Anh thầy dạy lơi hấp dẫn Câu 2.Vì em muốn cạnh tranh với bạn bạn bè thành tích học tập Câu 3.Vì em muốn vượt qua kiểm tra kì thi trường Câu Vì muốn nói tốt tiếng anh để đạt thành cơng sống Câu 5.Vì tiếng Anh cần cho công việc tương lai em Câu 6.Vì tiếng Anh môn học bắt buộc trường Câu Vì học tiếng Anh có ích để xin công việc tốt Câu Có kiến thức tiếng Anh người kính trọng em Câu Vì em mong muốn thi đậu vào đại học Câu 10 Vì em muốn làm hài lịng cha, mẹ thầy Câu 11 Vì em cảm thấy thoải mái với người nói tiếng Anh1 Câu 12 Vì em giao tiếp với người nước ngồi Câu 13 Vì em hiểu biết tốt văn hóa nghệ thuật Anh mỹ Câu 14 Vì em tham gia tự vào hoạt động văn hóa nước Câu 15 Vì em hiểu biết sách, phim, âm nhạc nước Câu 16 Vì em hiểu biết lối sống người Anh ngữ Câu 17.Vì em thể người Anh ngữ Câu 18 Vì giúp em trở thành người hịa đồng rộng lượng người Anh 345 Câu 19 Vì mơn học sở trường em Câu 20 Em xác định học tốt tiếng Anh để đạt mức độ chuẩn lưu loát 89 Appendix B CÂU HỎI PHỎNG VẤN 1.Tiếng Anh có phải mơn học u thích em khơng ? ………………………………………………………………………………………… Mục đích học tiếng Anh em ? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… Theo em yếu tố tạo động lực cho em học tiếng Anh? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… 90 …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………… Những yếu tố khác mà em mong muốn có để tạo động lực cho em học tiếng Anh? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………………………………… 91 Appendix C Những yếu tố khích lệ em học tiếng Anh Hãy đánh dấu vào câu em đồng ý Những yếu tố khích lệ em học tiếng Anh Hãy đánh dấu vào câu bạn đồng ý Giáo viên giảng rõ ràng , nói tiếng Anh chậm học tiếng Anh Giáo viên không sử dụng nhiều tiếng việt suốt học Giáo viên động viên em cho dù em trả lời hay sai Giáo viên sử dụng giáo cụ trực quan đại Sách giáo khoa thú vị thử thách Số lượng từ vựng không nhiều dễ nhớ Cấu trúc ngữ pháp phù hợp với trình độ học sinh Khát khao em giao tiếp với người nói tiếng Anh Tiếng Anh mơn học u thích em 10 Bố mẹ em động viên em học tiếng Anh 11 Bạn bè em động viên em học tiếng Anh 12 Em muốn so đo với bạn em trình độ tiếng Anh 13 Các thi, kiểm tra phù hợp với trình độ em để dễ đạt điểm cao 14 Vì việc làm tương lai khiến em học tiếng Anh 15 Khơng khí học khích lệ 92 Đồng ý Appendix D CÂU HỎI PHỎNG VẤN 1.Tiếng Anh có phải mơn học u thích em khơng ? Mục đích học tiếng Anh em ? Theo em yếu tố tạo động lực cho em học tiếng Anh? Những yếu tố khác mà em mong muốn có để tạo động lực cho em học tiếng Anh? 93 ... ideas on how to identify the dominant motivation of high school students and the factors shape their motivation to learn English language The issues of learners’ motivation and factors have not... entitled ? ?An investigation into high school students? ?? motivation to learn English? ?? was conducted in an attempt to provide high school teachers with a deep, comprehensible view of the role of motivation. .. shape high school students? ?? motivation to learn English and fit the rural high school students context The items of the questions were translated into Vietnamese by the researcher to prevent any