HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES HÀ THỊ THANH THỦY THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS' MOTIVATION: A SURVEY AT LUONG VAN TUY SPECIALIZED HIGH SCHOOL IN NINH BINH (Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động lực học của học sinh tại trường THPT chuyên Lương Văn Tụy, Ninh Bình) (MA. MINOR PROGRAM THESIS) Field : English Teaching Methodology Code : 60140111 HÀ NỘI - 2015 TIEU LUAN MOI download : skknchat@gmail.com HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES HÀ THỊ THANH THỦY THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS' MOTIVATION: A SURVEY AT LUONG VAN TUY SPECIALIZED HIGH SCHOOL IN NINH BINH (Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động lực học của học sinh tại trường THPT chuyên Lương Văn Tụy, Ninh Bình) (MA. MINOR PROGRAM THESIS) Major: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Le Van Canh HÀ NỘI - 2015 TIEU LUAN MOI download : skknchat@gmail.com i DECLARATION I, Hà Thị Thanh Thủy, hereby certify that the thesis “The influence of teacher variables on students’ motivation at Luong Van Tuy specialized high school, NinhBinh” is submitted for the partial fulfilment of the Degree of Master of Arts at the Faculty of Post Graduate Studies - University of Languages and International Studies - Vietnam National University, Hanoi.
I also declare that this thesis is result of my own research and efforts and that it has not been submitted for any other purposes. Hanoi, 2015 Signature Hà Thị Thanh Thủy TIEU LUAN MOI download : skknchat@gmail.com ii ACKNOWLEDGEMENTS First of all, I would like to express my indebtedness and sincere gratitude to my supervisor Assoc. Le Van Canh for his invaluable guidance and great support without which this thesis would not have been completed. Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of Post Graduate Studies - University of Languages and International Studies - Vietnam National University, Hanoi for their valuable and interesting lectures and assistance during my study at the university.
Many thanks would go to all the teachers of English and students at Luong Van Tuy specialized high school, Ninh Binh whose active participation and cooperation helped me to fulfil this study. Last but not least, I send my special thanks to my husband, my family and my friends who provided abundant assistance and encouragement while this work was in progress. TIEU LUAN MOI download : skknchat@gmail.com iii ABSTRACT This study examines the effects of teacher variables on students‟ motivation at Luong Van Tuy specialized high school in Ninh Binh. This study adopts the survey design.
The research made use of narratives and a standardised questionnaire for data collection. Firstly, guided narrative was conducted and analyzed thematically. Results of this analysis were used to develop the survey questionnaire. After the questionnaire responses were analysed, a number of students were invited to write a free narrative about the teacher that most influenced their learning motivation.
This aims at further enhancing the results got from questionnaire analysis. The findings revealed the teacher variables strongly affecting students‟ motivation. They are personality, teaching methodology, attitude, and English proficiency. TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Page DECLARATION.
iii TABLE OF CONTENTS. iv LIST OF ABBREVIATIONS. vi LIST OF TABLES. vii LIST OF FIGURES.
viii LIST OF APPENDIXES. ix PART A: INTRODUCTION. Rationale of the study. Aims of the study.
Scope of the study. Significance of the study. Structure of the Thesis .6 CHAPTER 1: LITERATURE REVIEW. Definitions of motivation.
Types of motivation. Teacher variables affecting students‟ motivation. The personal characteristics of teachers. Active motivational socialising behaviour .10 CHAPTER 2: RESEARCH METHODOLOGY.
The context of the study .12 TIEU LUAN MOI download : skknchat@gmail. The research site. Data collection instruments. Reliability of the Questionnaire .15 CHAPTER 3: MAJOR FINDINGS AND DISCUSSIONS.
From guided narrative. From Survey Questionnaire. Teacher variables that affects students‟ motivation. Teacher‟s English proficiency.
From free narrative .35 CHAPTER 4: SUMMARY OF FINDINGS AND IMPLICATIONS. Summary of main findings. Limitations of the study. Suggestions for further studies.
I TIEU LUAN MOI download : skknchat@gmail.com vi LIST OF ABBREVIATIONS LVT school Luong Van Tuy specialized high school L2 Second or Foreign language SD Standard Deviation TIEU LUAN MOI download : skknchat@gmail.com vii LIST OF TABLES Page Table 3.1: Motivating factors from teacher 16 Table 3.2: The most influential motivating factors 17 Table 3.3: The most influential demotivating factors 18 Table 3.4: Description of teacher variables 18 Table 3.5: Students‟ rating of the influence of teacher‟s personal 21 characteristics on their motivation Table 3.6: Students‟ rating of the influence of teacher‟s professional 23 skills on their motivation.7: Student‟s rating of the influence of teaching practices on 26 their motivation.8: Student‟s rating of the influence of teacher‟s attitude on 30 their motivation.9: Student‟s rating of the influence of teacher‟s English 32 proficiency on their motivation. TIEU LUAN MOI download : skknchat@gmail.com viii LIST OF FIGURES Page Figure 3.1: Students‟ motivation affected by teacher‟s personal 21 characteristics.2: Students‟ motivation affected by teacher‟s professional 24 skills.3: Students‟ motivation affected by teaching practices.4: Students‟ motivation affected by teacher‟s attitude.5: Students‟ motivation affected by teacher‟s English 33 proficiency. TIEU LUAN MOI download : skknchat@gmail.com ix LIST OF APPENDIXES Page Appendix 1A: Form of guided narrative I Appendix 1B: Survey questionnaire V Appendix 1C: Free narrative XII TIEU LUAN MOI download : skknchat@gmail.com 1 PART A: INTRODUCTION 1. Rationale of the study It is acknowledged that motivation plays a critical role in academic learning in general and it is particularly true of the “sustained process of mastering a second/foreign language (L2)” (Dörnyei, 2005, p.
Motivation is important because it contributes to the achievement, but it is also important itself as an outcome. It is a significant factor in student learning as it is positively correlated with students‟ willingness to learn, high level of cognition, creativity and performance (Liu et al 2012). Regarding the persistent correlation between motivation and success in L2 learning, Dörnyei (1998) asserts that “motivation provides the primary impetus to initiate L2 learning and later the driving force to sustain the long and often tedious learning process. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals.
Similarly, appropriate curricular and good teaching are not enough on their own to ensure students‟ achievement. Additionally, high motivation can make up for considerable deficiency both in one‟s language aptitude and learning condition” and “motivation can lead students to continue learning even after they fulfil a specific goal”. The other reason why some scholars are interested in investigating motivation might be the complexity of the issue. Human motivation to learn is a phenomenon involving a number of different sources and conditions.
Some of the motivational sources are situation_specific that is they are rooted in the student‟ immediate learning environment whereas some others appear to be more stable and generalized, stemming from a succession of student‟s past experience in social world (Dörnyei, 2001). Although there have been numerous studies on factors that influence students‟ motivation such as gender differences, students‟ interest, supportive parental involvement, learning environment, not many studies have been conducted on how teacher variables affect students‟ motivation. I believe that teachers influence students‟ motivation to learn as much as other factors, and therefore I have decided to conduct this study. TIEU LUAN MOI download : skknchat@gmail.com 2 Current learning and teaching English at Luong Van Tuy specialized high school.
Regarding English language teaching and learning, the local and school leaders, teachers, students and their parents pay a lot of attention to it because English is among the most important subjects at the school. Firstly, it is a compulsory subject and one of the required one in the examination the students have to pass in order to be qualified for the General Education Diploma. It is also the subject a large number of students choose to pursuit as the core one to take part in university entrance examination. Furthermore, it is the main one of the students at English major classes.
Last but not least, it is going to be the language of instruction used at classes specialized in natural sciences according to “The Project of Foreign Language Education in the National Educational System for the period 2008-2020”. Normally, at LVT school, students in each class have three periods learning English with the English textbook and extra periods in the afternoon for consolidation every week. In English major classes the total periods are 12 and the materials are not only the text book issued by Ministry of Education and Training but also the ones adapted by the teachers. The responsibility of teaching the language is on the hand of the teachers of English at the school.
There is no foreign teacher here. Identification of the problem I have been a teacher at the school for more than 10 years. During this period of time, I have noticed that though English is quite significant subject, there are two opposite sides of the situation. At some classes, the atmosphere was very cheerful.
Students appeared to be paying attention: they were not displaying any inattentive or disruptive behaviour, they were looking at the teacher and following his or her movements, looking at visual stimuli, turning to watch another student who is contributing to the task, following the text being read or making appropriate nonverbal responses. They actively took part in classroom interaction or worked on assigned activities. At least one third of the students were volunteering without the TIEU LUAN MOI download : skknchat@gmail.com 3 teacher having to coax them in any way. After class, they made every effort to improve their English by attending extra classes, courses or making use of media available and complete all the homework or assignments that they are required.
In contrast, at some other classes, the atmosphere was very dull due to the students‟ passiveness. Many students failed to engage in the classroom activities even when they could perform very well if they tried. Some showed not much interest to the subject and learning the language as expected. They do not fulfil any of the tasks required.
Then, I decided to investigate the situation by several means. First, I attended both types of classes. I noted remarkable features of classes down. Then I had open talks with students.
The talks turned out to be lively discussions in which my students honestly expressed their true feelings about learning English. Most of them shared the view that their teacher had huge influence on their motivation because teacher is not only the instructor, facilitator but also their main input because students do not have exposure to the target language. When this issue was brought to the discussion held at the English Department, it received considerable attention and generated serious argument among teachers. From the reality and their experience, all came to the conclusion that teachers are definitely among the most influential motivating factors.
With a view to clarifying to what extent the teacher variables affect students‟ motivation in the school context in order to better her teaching and help her colleagues gain deeper understanding on the matter, the researcher carried out this research and also submitted it in partial fulfilment of the requirements for the Degree of Master of Art. Aims of the study The study attempts to investigate how teacher related factors or variables affect students‟ motivation within the context of a specialized high school. Objectives The objectives of the study are as follows: - To find out student‟s opinion on teacher variables which influence their motivation to learn English. TIEU LUAN MOI download : skknchat@gmail.