- The first one is that teachers should help their students set their own proximal sub-goals. Setting proximal sub-goals has a powerful motivating function by providing advance organizers as well as immediate incentive and feedback.
According to Oxford and Shearin (1994: 19), goal setting is very important because it can stimulate foreign language learning motivation. It' is necessary to spend time and energy in the foreign language classroom on goal-setting.
- Increasing learners' self-confidence is the second motivational strategies. As Dornyei (2001b: 130) emphasized, it is important to maintain and increase students' self-confidence and self-esteem in the language classroom, because it is often face-threatening for learners. Dornyei also recommends that language teachers can foster students the belief that enables them to avoid worrying about language competence. Favourable self-conception of foreign language competence can be promoted by providing regular experiences of success and emphasizing what students can do more than can not do.
- The third one is promoting self-motivating learner strategies. Teachers play an important role in stimulating students' motivation; therefore, teachers should raise their students' awareness of relevant strategies and remind students at appropriate times of the usefulness of these.
(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study
- Another motivational strategy is that teachers should use visual aids in learning. It has been proved that memory is often connected to visual images. With preparation of visual aids for the lectures such as pictures, drawings or three-dimensional objects, teachers can help most of their students feel motivated enough to take part in the lesson.
- In addition, teachers should vary their teaching methods instead of using the same strategies all the time. A variety of teaching activities and methods such as discussion, role plays, group work or pair work, etc. should be applied during the course to help increase students' motivation.
- Last but not least, to motivate students in learning a foreign language, teachers should consider the relevance of the curriculum for their learners. Emphasizing the significance of "relevance" in foreign language teaching, Chamber (1999: 37) points out that "if the teacher is to motivate pupils to learn, then relevance can be the red thread permeating activities; if pupils fail to see the relationship between the activities and the world in which they live, then the point of the activity is likely to be lost on them; if pupils do not see the relevance of a subject, the teacher has from the outset a major challenge".
It has been found that each researcher employs different instruments to measure students' level of motivation before and after conducting a certain research.
According to Dornyei (2001b), level of motivation can be measured through survey questionnaires which address attitudinal/motivational issues and contain a scale assessing the participants' willingness to communicate. As Hopskin (1985) suggests, observation can be employed to measure level of motivation among students. He also points out the observation sheets that focus on students' On-task behaviour and overall class motivation. Specifically, in this study the researcher decided to select survey questionnaires for students and class observation to see the changes in her students' level of motivation after implementing the action because these instruments are quite easy to apply and suitable for the situation of teaching and learning English speaking at the university
(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study(LUAN.VAN.THAC.SI).Using.Using.Discussion.Activities.to.Increase.Motivation.and.Speaking.Proficiency.of.Second.Year.EFL.Students.at.Hanoi.University.of.Business.and.Technology.An.Action.Research.Study