An exploratory study of teacher’s motivational strategies in teaching english speaking into grade eighth students at a junior high school in ha noi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -  - NGUYỄN THỊ TRANG AN EXPLORATORY STUDY OF TEACHER’S MOTIVATIONAL STRATEGIES IN TEACHING ENGLISH SPEAKING INTO GRADE EIGHTH STUDENTS AT A JUNIOR HIGH SCHOOL IN HANOI (Nghiên cứu tìm hiểu chiến thuật tạo động lực dạy kĩ nói giáo viên học sinh khối trường cấp Hà Nội) M.A MINOR THESIS Field : English Language Teaching Methodology Code : 8140231.01 Hanoi – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES -  - NGUYỄN THỊ TRANG AN EXPLORATORY STUDY OF TEACHER’S MOTIVATIONAL STRATEGIES IN TEACHING ENGLISH SPEAKING INTO GRADE EIGHTH STUDENTS AT A JUNIOR HIGH SCHOOL IN HANOI (Nghiên cứu tìm hiểu chiến thuật tạo động lực dạy kĩ nói giáo viên học sinh khối trường cấp Hà Nội) M.A MINOR THESIS Field : English Language Teaching Methodology Code : 8140231.01 Supervisor : Vũ Thị Thanh Nhã, Ph.D Hanoi – 2021 DECLARATION I certify that this minor thesis submitted in partial fulfillment of the requirements for the degree of the Master of Arts is the result of my own work The data and findings in the thesis are true and have not been published elsewhere Signature Nguyễn Thị Trang i ACKNOWLEDGEMENTS To accomplish this study, I am indebted to many people for their meaningful help First of all, I would like to express my deepest gratitude to my supervisor Vu Thi Thanh Nha for her valuable guidance, enthusiastic support, critical feedback, and especially, her enormous encouragement for the completion of the study I am also grateful to all the lecturers of Post-graduate Department, Hanoi, University of Languages and International Studies, Vietnam National University for their enthusiastic guidance and valuable lectures during the course I would like to express my sincere thanks to all my colleagues and my students at Thuong Mo Junior High School for their helpful participation in my questionnaires and my interviews, without which my thesis could not have been accomplished Finally, I am indebted to my friends and my family, especially my husband for his love, his care, his help and his enormous encouragement, which gave me great inspiration and spiritual support for the completion of this study ii ABSTRACT In the age of globalization, most people are supposed to speak English well for a better and brighter future life Hence, teaching and learning English, especially developing students’ speaking skills has emerged as one of the leading foci of interest The problem is that a number of students not appear to speak English, even a couple of sentences after several years studying this subject at school This is the common case in Vietnam, especially those in suburban areas and in the countryside This research is an attempt to investigate the common factors that are perceived as speaking demotivatives by grade-eight students in a Junior High School in Vietnam and the common strategies teachers use to motivate their students to speak English in class The questionnaire was delivered to 70 students at grade eight and interviews for both teachers and students were carried out The data generated were descriptively analyzed The findings are quite surprising as most of the students in the survey admitted that they were forced to learn English and found speaking lessons boring and difficult Students also felt demotivated mainly because of the factors related to textbooks; monotonous teaching methods; difficult English vocabulary and grammar More importantly, teachers’ inappropriate behaviours were among the foremost factors that discouraged students to get involved in the lessons Teachers’ fast pace of speaking, losing temper during classes, inadequate interactive activities together with insufficient use of modern teaching aids resulted in students’ lack of motivation in English speaking classes The results of the study also revealed that teachers of English were unlikely to use motivational strategies very often when teaching speaking Based on these findings, the study attempted to make some suggestions:1) Using media is very important both to increase the learners’ motivation and to give a big opportunity to learners to explore their idea in speaking 2) Giving more variations techniques in teaching and learning process in general and in teaching speaking skills in particular so as not to monotonous 3) Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well 4) Creating favorable atmosphere in the classroom iii LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as Foreign Language L1: First language L2: Second language No: Number TEFL: Teaching English as Foreign Language TM: Thuong Mo Junior High School iv LIST OF TABLES Table 1: Types of students’ motivation 30 Table 2: Difficulties students encounter when taking part in English speaking classes 34 Table 3: Student –related demotivators in speaking English 36 Table 4: Classroom and textbook-related demotivating factors 38 Table 5: Ice-breaking techniques motivating students best before starting a speaking lesson 43 Table 6: Strategies dealing with low motivated students 52 Table 7: Frequency of feedback on students’ performance 53 Table 8: The frequency of application of different motivational strategies by their language teachers 55 LIST OF CHARTS AND FIGURES Figure 1: The components of motivational teaching practice in the L2 classroom 18 Chart 1: Students’ perception of their English proficiency 33 Chart 2: Students’ attitudes toward speaking lessons 34 Chart 3: Teachers’ frequency on creating basic motivation condition in speaking class 40 Chart 4: Frequency of using different speaking activities 45 Chart 5: Frequency of using different classroom arrangement 47 Chart 6: Students’ preference for classroom arrangement 49 Chart 7: Frequency of using teaching aids 51 Chart 8: Frequency of using teaching aids 51 v TABLES CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v LIST OF CHARTS AND FIGURES v TABLES CONTENT vi CHAPTER I: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Methods of the study Scope of the study Significance of the study Orangisation of the thesis CHAPTER II: LITERATURE REVIEW 2.1 Theoretical background of motivation 2.1.1 Definition of motivation 2.1.2 Motivation in foreign language learning 2.1.3 The importance of Motivation in language learning 2.1.4 Main de-motivating factors affecting motivation in foreign language learning 2.2 Teaching Speaking and Motivational Strategies 11 2.2.1 Teaching speaking in foreign language 11 2.2.2 Motivational strategies in teaching speaking 13 2.2.3 Strategies in Improving Students’ Motivation in Speaking Skill 15 2.3 Previous studies 19 2.4 Chapter summary 21 CHAPTER III: METHODOLOGY 23 3.1 Context of the study 23 3.1.1 Teachers 23 3.1.2 Textbook 24 3.1.3 Teaching and learning English at TM 24 3.2 Methodology 25 vi 3.2.1 Participants of the study 25 3.2.2 Instruments of the study 26 3.2.3 Data collection procedures 27 3.2.4 Data analysis 28 3.3 Chapter summary 28 CHAPTER IV: FINDINGS 30 4.1 Students’ attitude toward learning English 30 4.2 Students’ demotivation in speaking English 32 4.2.1 Students’ difficulties in speaking English 32 4.2.2 Demotivating factors related to teacher 35 4.2.3 Demotivating factors related to classroom and textbook 37 4.3 Motivational strategies commonly used in speaking class 39 4.3.1 Creating the Basic Motivational Conditions 39 4.3.2 Generating initial motivation 42 4.3.3 Maintaining and creating motivation 45 4.3.4 Giving feedback 53 4.3.5 Students’ perceptions on teachers’ motivational strategies in speaking classes 54 4.3.6 Chapter summary 57 CHAPTER V: DISCUSSION AND CONCLUSION 59 5.1 Summary of the research 59 5.2 The research findings 60 5.3 Recommendations 62 5.3.1 Various use of motivational teaching strategies in Vietnam 62 5.3.2 Contribution to classroom practices 63 5.4 Limitations of the study 64 5.5 Suggestion for further research 65 REFERENCES 67 APPENDICES I APPENDIX I SURVEY QUESTIONNAIRE I PHIẾU ĐIỀU TRA VII APPENDIX XII GUIDELINES OF EXPLORATORY INTERVIEW XII vii CHAPTER I: INTRODUCTION Rationale of the study English is widely regarded as the world’s lingua franca It has long become one of the most effective tool to involve Vietnam with other countries in the world The global demands make communicating in English fluently the new standard In the past decades, Vietnam has witnessed a dramatic rise in the number of people using English in daily life and business communication Being aware of the importance of English on the remarkable growth of society, as well as other nations, the Government of Vietnam decided to make English compulsory to learn in general education curriculum To meet the demand of developing the full potential of learners’ speaking competence, most of the text books in Vietnam are published in communicative forms with a wide range of activities to keep students engaged Also, communicative language teaching approach has been applied instead of traditional methods in which grammatical competence is much more paid attention to However, a large number of students fail to fluently communicate in English The underlying reason is that students, mostly, follow traditional approach that focuses on grammatical competence, developing reading skills and use of written language, which is to meet the requirements of national examinations Often, knowing a foreign language is associated with speaking that language fluently and using language orally for different purposes in today‘s globalizing world Though its high importance in interaction, this language skill is commonly undervalued and simply perceived as rehearsing vocabularies and sentences in an accurate order In fact, speaking skill is much more than uttering words and putting vocabularies into a sequential order; it necessitates mastering the grammar of the target language, paralinguistic elements of the speaking skill, such as stress, intonation, non-linguistic elements of communication (e.g., gestures and body language), discourse, and sociolinguistic competence (Shumin, 2002) Achieving Bashir, M., Azeem, M., & Dogar, A.H (2011) Factor Effecting Students’ English Speaking Skills British Journal of Arts and Social Sciences, 2(1), 3840, 48Brown, Nation (2008) “Teaching Speaking: Suggestion for the Classroom.” January Bernaus M & Gardner R C (2008) "Teacher motivation strategies, student perceptions, student motivation, and English achievement," The Modern Language Journal, vol 92, no 3, 387-401 Brown, H.D (1994) Teaching by principles: An interactive approach to language Brown, H D (1994) Principles of language learning and teaching (3rd ed), London: Longman Bygate, M (1987) Speaking (1sted.) New York, NY: Oxford University Press Deci E L and Ryan R M (1985) Intrinsic Motivation and SelfDetermination in Human Behavior, 1st Ed New York: Plenum Dornyei Z (1994) "Motivation and motivating in the foreign language classroom," The Modern Language Journal, vol 78, no 3, 273-284 Dornyei Z and Csizer K (1998) "Ten Commandments for motivating language learners: Results of an empirical study," Language Teaching Research, vol 2, 203-229 10 Dưrnyei, Z & Ottó, I (1998) Motivation in action: A process model of L2 motivation Working Papers in Applied Linguistics, 4, 43-69 11 Dörnyei, Z (2001a) Motivational Strategies in the Language Classroom UK: Cambridge University Press 12 Retrieved from https://core.ac.uk/download/pdf/98002.pdf 13 Dörnyei, Z., & Ushioda, E (2011) Teaching and researching motivation (2nd ed) Great Britain: Pearson Education Limited 14 Dörnyei, Z., & Ushioda, E (2013) Teaching and researching: Motivation New York: Routledge 15 Ellis, R (2012) Language teaching research and language pedagogy Malden, Mass, Wiley-Blackwell 68 16 Gardner R C (1985) Social Psychology and Language Learning: The Role of Attitudes and Motivation, 1st ed London: Edward Arnold 17 Gardner, R (2004) Attitude/Motivation Test Battery: International AMTB research project [English version] Canada: The University of Western Ontario 18 Retrieved from http://publish.uwo.ca/~gardner/docs/AMTBmanual.pdf 19 Gardner R C (2010) Motivation and Second Language Acquisition: The Socio-Educational Model, 1st ed New York: Peter Lang Publishing 20 Norris-Holt J (2002) Motivation as a contributing factor in Second Language Acquisition, Cambridge University Press, Cambridge 21 Phan, H T H (2010) Factors affecting the motivation of Vietnamese Technical English Majors in their English Studies Otago University Press, 27, 204-209 22 Keblawi, F (2006) Motivational Orientations, Attitudes, and Demotivation: A review of language learning motivation theories Aberdeen University Press, 12, pp 26-27 23 Malamah, A T (1987) Classroom Interaction Oxford University Press 24 Noni, N (2004) A hybrid of Face to face teaching and computer assisted language learning (CALL) to improve students’ English Achievements based on Indvidual Learning Differences Post Graduate study Programme Hasanuddin University 25 Pintrich P and Schunk D (1996) Motivation in Education: Theory, Research & Applications, 3rd ed Englewood Cliffs, New Jersey: Prentice-Hall 26 Ushida E (2005) "The role of students' attitudes and motivation in second language learning in online language courses," CALICO Journal, vol 23, no 1, 49-78 27 Santrock, John W “Educational Psychology” New York:McGrawHill,Second Edition.2004 28 Rivers W (1983) "Psychology: Linguistics and language teaching," A Forum, 3-11 69 29 Ur, P (1996) A course in language teaching: Practice and theory Cambridge: Cambridge University Press 30 Ryan R M & Deci E L (2000) "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being," The American Psychologist, vol.55, no.1, 68-78 31 Walqui A (2000) Contextual factors in second language acquisition 32 Williams M and Burden R (1997) Psychology for Language Teachers, 1st ed Cambridge: Cambridge University Press 70 APPENDICES APPENDIX SURVEY QUESTIONNAIRE The purpose of designing this survey is to find out the factors that make students at TM demotivated to speak English, and explore the motivational strategies teachers apply to teaching English speaking skills Your completion of this questionnaire is highly appreciated Please be sure that the data collected are used in the research paper only and that you are not identified Thank you for your help Part - Background information: - Gender: Male / Female - Age:……………………………… - Years of learning English: …………… Please circle the option that is true to you! What is (are) the reason(s) of your learning English? (You can choose more than option) A I want to get scholarship and study abroad B English is a beautiful language, it is quite easy to learn and I like it C I can communicate and make friend from around the world D Because I want to understand films, music, newspapers, stories or books in English E Because I can get pass the interview and get a better job F I want to study at university in the future and English is the core subject in the exam G Because it makes me look more knowledgeable and people will respect me H I like English because I always score high mark in this subject and make me feel more confident I Because English is a compulsory school subject, I will get scold by my parents if I I fail the test If other(s), please specify …………………………………………………… How you rate your English proficiency? A Very poor B Poor C Medium D Good E Very good How you think about your English speaking class? A Boring B Difficult to understand C Interesting D Other (please specify) ……………………………………………… What are your difficulties in taking part in English speaking lessons? (you can choose more than option) A I don’t understand what teacher and my friends are saying B I don’t have enough vocabulary to express my ideas C My pronunciation is poor, so teacher can’t understand what I mean D English structures (grammatical rules) are complicated E I am not confident to speak F I am afraid of making errors G I am afraid of being mocked by friends H I am not used to talking in class I I find it difficult to express words or sentences J I am confused how to use appropriate words Which of the following behaviors of your teacher make you demotivated in speaking lessons? (you can choose more than one option) A Teachers of English not use English in class all the time B Teachers not explain in Vietnamese II C Teacher often interrupts me when I make mistakes, which makes me unconfident D Teacher does not go around working with students frequently, so it is not convenient for me to ask for help when I have difficulties E Teacher often does not give clear enough explanation and instruction before each task, so I frequently not know what to F Teacher speaks fast, so I have difficulty understanding G Teacher’s language competence is not good H Teacher is so yielding that he or she cannot maintain discipline in class I Teacher and students’ relationship is not good J Teachers are not enthusiastic enough K Teacher criticizes me when I say anything wrong Which of the following factors discourage you from participating speaking lessons willingly? A English textbook is difficult and boring B The speaking topics are not familiar for me C The class is so large, so I rarely have an opportunity to speak How often your teachers use the following strategies to create the motivation condition in your speaking classroom? Strategies Never Seldom Sometimes Often A Share of his or her own personal interest in the foreign language with his or her students B Develop a personal relationship with the students C encourage risk-taking and have mistakes accepted as a natural part of learning D Bring and encourage humor E Use small group tasks regularly to promote students cooperation, interaction and sharing III Very often create group norms to maintain a cooperative group of the students How often you practise English through the following activities? Activities Never Sometimes Often Very often information gap activities role plays discussions and debates interviews storytelling picture describing (orally) picture narrating by several sequential pictures What types of learning modes does you teacher often request in speaking class most? A Individually B In pairs C In groups with 4-8 students D In groups with more than students Which you prefer? Please state reasons: ……………………………………………………………………………………… ……………………………………………………………………………………… 10 What types of teaching aids your teacher often use in speaking lessons most? (you can choose more than 1) A Pictures B Slide projectors C Music D Videos E Boards F Cassettes G Real objects What is your favourite teaching aids? Please state reasons: ……………………………………………………………………………………… IV ……………………………………………………………………………………… ……………………………………………………………………………………… 11 How does your teacher deal with low motivated students? You can choose more than one option A Let them work with smart students B Engage them in various tasks C Provide them with supporting vocabulary and structures D Carry out on-going assessments E Make them read aloud F Make them share their own experiences G Ignores them 12 How does your teacher give feedback on your performance? Give 1, 2, 3, 4, to these statements = strongly agree, = strongly disagree Feedback Teachers correct errors as soon as they hear them Teachers have an error correcting segment after an activity Students correct each other Most students' errors are treated in classes 13 How often your teachers use the following strategies to motivate students in speaking class? My English teacher … Never create a pleasant and supportive atmosphere (for studying English) in the classroom make assessment completely transparent (graded or not-graded) share my personal interest in the L2 (English) learning (e.g in learning strategies or target culture with my students V Rarely Sometime s Ofte n Always assess each students’ achievement improvement, not by comparing with other students but by its own virtue help learners accept the fact that they will make mistakes as part of the learning process bring in and encourage humor (wits, jokes) in the classroom keep the class goals/activities achievable/doable encourage learners to attribute their failures to lack of effort vary/differentiate the learning tasks and other aspects of my teaching as much as I can 10 provide regular feedback about the areas in English on which they should particularly concentrate or focus 11 apply continuous or holistic assessment that relies on many measurement tools other than pencil-and paper tests 12 provide multiple opportunities for success in the language class 13 serve as an example or role model in language use 14 include tasks that involve public display of students’ skills Thank you very much for your cooperation! VI PHIẾU ĐIỀU TRA Mục đích phiếu điều tra nhằm tìm hiểu nhân tố khiến học sinh khối lớp trường TM hứng thú tham gia vào buổi học nói Tiếng Anh Trước tiên, tơi xin cảm ơn tất bạn đồng ý tham gia làm phiếu điều tra Tôi xin đảm bảo thông tin cá nhân bạn giữ kín Phần thơng tin cá nhân: - Giới tính: Nam / Nữ - Tuổi: ………………………………… - Số năm học Tiếng Anh: …………… Phần câu hỏi: Khoanh tròn câu trả lời: 1.Lý bạn học Tiếng Anh (Bạn chọn nhiều lựa chọn) A Tôi muốn nhận học bổng du học quốc gia nói Tiếng Anh B Tiếng anh ngơn ngữ hay, dễ học tơi thích C Tơi giao tiếp kết bạn tồn thể giới D Vì tơi muốn hiểu phim, âm nhạc, báo, truyện sách Tiếng Anh E Tơi muốn qua vấn có cơng việc tốt F Trong tương lại, muốn học đại học Tiếng Anh mơn học thi G Bởi khiến tơi có học thức người tôn trọng H Bởi Tiếng anh mơn học bắt buộc Tơi bị bố mẹ mắng thi trượt môn Lựa chọn khác …………………………………………………………………………………… 2.Bạn đánh giá trình độ Tiếng Anh bạn nào? A Rất tệ B Tệ C Trung bình D Tốt E Rất tốt 3.Bạn nghĩ tiết học nói lớp? A Nhàm chán B Khó hiểu C Thú vị Khác: ……………………………………………………………………………………… 4.Những khó khăn bạn tiết học nói gì? (Bạn chọn nhiều đáp án) VII A Tôi không hiểu giáo viên bạn nói B Tơi khơng có đủ vốn từ vựng để thể suy nghĩ C Phát âm tơi tệ, giáo viên khơng hiểu tơi muốn nói D Ngữ pháp Tiếng Anh phức tạp E Tơi khơng tự tin nói F Tơi sợ mắc lỗi G Tơi sợ bị bạn bè trêu trọc H Tơi khơng quen nói chuyện lớp I Tơi thấy khó khan việc thể từ câu J Tôi thấy phân vân việc chọn từ phù hợp 5.Những hành động giáo viên khiến bạn cảm thấy động lực tiết học nói? (Bạn chọn nhiều đáp án) A Giáo viên không sử dụng hồn tồn Tiếng Anh học nói B Giáo viên khơng giải thích Tiếng Việt C Giáo viên thường ngắt lời mắc lỗi, điều khiến thấy tự tin D Giáo viên không quanh lớp để tương tác với học sinh, thật khó để tơi nhờ giúp tơi gặp khó khan E Giáo viên thường khơng đưa lời giải thích hướng dẫn rõ rang trước tập, tơi thường khơng biết phải làm F Giáo viên nói q nhanh, tơi thấy khó hiểu G Năng lực ngơn ngữ giáo viên không tốt H Giáo viên hiền / thầy khơng thể trì tính kỷ luật lớp I Mối quan hệ học sinh giáo viên không tốt J Giáo viên không đu nhiệt tình K Giáo viên phê bình tơi nói sai 6.Yếu tố khiến bạn khơng sẵn sang tham gia vào học nói? A Sách giáo khoa Tiếng Anh khó nhàm chán B Chủ đề nói khơng quen thuộc với tơi C Lớp học q đơng, tơi có hội nói 7.Giáo viên bạn thường sử dụng chiến lược sau để tạo tảng động lực tiết học nói nào? Chiến lược Khơng Hiếm Thỉnh Thường Rất thoảng xuyên thường xun VIII Chia sẻ u thích ngơn ngữ họ với học sinh Phát triển mối quan hệ thân thiết với học sinh Khuyến khích tập mang tính thử thách, coi việc mắc lỗi vấn đề tự nhiên Khuyến khích hài hước Sử dụng tập nhóm nhỏ để khuyến khích hợp tác học sinh 8.Bạn thường học nói thơng qua hoạt động đây? Hoạt động Không Thỉnh Thường Rất thường thoảng xuyên xuyên Hoạt động khoảng trống thơng tin Đóng vai Thảo luận tranh luận Phỏng vấn Kể chuyện Miêu tả tranh Kể chuyện tranh 9.Các hoạt động tiết học nói thường tổ chức theo hình thức nhất? A Cá nhân B Theo cặp C Theo nhóm từ 4-8 học sinh D Nhóm lớn học sinh Bạn thích cách tổ chức nhất? Tại sao? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 10.Loại phương tiện dạy học thường giáo viên sử dụng? A Tranh ảnh IX B Máy chiếu C Âm nhạc D Phim E Đài F Vật thực tế Dụng cụ trợ giảng bạn thích gì? Tại sao? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 11 Giáo viên thường giải với học sinh thiếu động lực học nói nào? A Cho họ làm nhóm với học sinh giỏi B Cho họ tham gia vào loại tập khác C Cung cấp từ vựng cấu trúc cho họ D Thực đánh giá liên tục E Yêu cầu họ đọc to F Đề nghị họ chia sẻ kinh nghiệm G Bỏ qua họ 12.Giáo viên thường chữa lỗi thuyết trình bạn nào? Đánh dấu vào 1-5 = hồn tồn đồng ý, = hồn tồn khơng đồng ý Nhận xét Giáo viên chữa lỗi nghe thấy Giáo viên tập hợp lỗi chữa sau hoạt động Học sinh chữa lỗi cho Hầu hết lỗi học sinh chữa trước lớp 13.Giáo viên bạn thường sử dụng chiến lược sau vào việc dạy nói nào? Giáo viên Tiếng Anh … Không Hiếm Thỉnh thoảng Thường xuyên Rất thường xun Tạo khơng khí học tập thoải mái có tính hỗ trợ tiết học Đánh giá minh bạch (bằng điểm không) X Chia sẻ mối quan tâm cá nhân tới Tiếng Anh với học sinh Đánh giá tiến học sinh không thông qua so sánh với học sinh khác mà đánh giá nỗ lực họ Giúp học sinh chấp nhận thật họ mắc lỗi trình học kỹ nói Áp dụng khuyến khích hài hước lớp nhằm tạo hứng thú cho học sinh Đưa mục tiêu có khả thi q trình học Khuyến khích học sinh tin thất bại họ chưa cố gắng Làm phong phú hoạt động dạy nói hết mức 10 Đưa nhận xét thường xuyên vấn đề mà học sinh cần cải thiện q trình học nói 11 Áp dụng biện pháp đánh giá liên tục toàn diện 12 Tạo nhiều hội để học sinh thành công việc học 13 Nêu gương vấn đề sử dụng ngôn ngữ với học sinh 14 Đưa tập thể rõ kỹ nói học sinh Những biện pháp khác: ……………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Cảm ơn hợp tác bạn! XI APPENDIX GUIDELINES OF EXPLORATORY INTERVIEW  Teacher interview guidelines How can you describe your students’ motivation in the English language classrooms? Do you think it is important to use motivational strategies to develop students’ motivation? In your opinion what is the motivational strategies that should be used in speaking classroom? At the beginning of the speaking class or task, how can you initiate your student’s motivation? How can you keep your student motivated during the classroom, or during a task? At the end of the classroom or task, what strategies you use to motivate your students? Tell me about a motivated classroom, what you to keep them motivated? Now, tell me about a demotivated classroom, what you to encourage students’ motivation? What you think are the most important motivational strategies, especially in the context of Vietnam? 10 Do you have anything to add? XII ... motivational strategies in teaching English speaking into grade eighth students at a junior high school in Hanoi” By doing that, I desire to investigate the associations with EFL learners’ motivation... succeed in teaching and learning a foreign language, many factors are pay attention to Among these factors, motivational strategies are the focal point of the study as a main factor in teaching speaking. .. motivational teaching practice via both quantitative and qualitative data that supplement each other The quantitative data is obtained by means of two survey questionnaires for teachers and students,