VIETNAM NATTIONAL,UNIVERSITY, HANOL UNIVERSITY ©E LANGUAGKS AND INTRRNATIONAI, STUIDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THUY LAN ANH A SURVEY ON LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO TAKE EXTRA COURSES LN ENGLISH NGIDEN CUU DILU TRA BONG LỰC HỌC SINII TRƯNG LIỌC CƠ SỞ THAM GIA CÁC LỚP HỌC THÊM TIẾNG ANH M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES. FACULTY OF POST-GRADUATE STUDIES NGUYEN THUY LAN ANH A SURVEY ON LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO TAKE EXTRA COURSES LN ENGLISH NGIDEN CUU DILU TRA BONG LỰC HỌC SINII TRƯNG LIỌC CƠ SỞ THAM GIA CÁC LỚP HỌC THÊM TIẾNG ANH M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.
Lc Van Canh HANOI, 2018 DECLARATION Thereby declare that the minor study entitled “A survey on lower secondary school students’ motivation to take extra courses m English” was conducted by me [or the degree of Master in English teaching methodology at University of Languages and Intemational Studies under the guidance and supervision of Dr Le Van Canh, University of Languages and International Studies, Hanoi, Vietnam. The interpretations of the collected data were based on my reading of the target topic and they are not published in any form of books or articles. Far this study, no degree or diploma has been conferred on me before. TIST OF CHARTS Chart 4.
Reasons for prefsrences of English extra classes. Reasons for preferences of English class at school Chart 4. Reasons for choosing boll classes Chart 4.4, Reasons for disliking both classes. Evaluation of English extra classes TABLE OF CONTENTS DECLARATION.
- - i LIST OF TABLES - - - v LIST OF CHARTS ABSTRACT'. cưng re CHAPTER ONE.2 General statement of the problem 1 1.3 ‘The significance of the study .5 Contes of the stasdy 2 1.6 Organization of the thesis.1 Definition of motivation.2 Motivational oriontations in language learnig.3 Molivaliem and the sucial eoritext 2.1 The intergroup model 2.2 Situated language identity - lọ 2.3 Social theory of motivation.4 Motiyational impact of learning situation.4 Role of motivation in language learning.cc nhìn hen "—.3 Data collection procedures.4 Data analysis procedures - - - 16 ABSTRACT Fnglish is more aud more essential in the modern world because this language supports people a Jot in their academic career or jobs. For students, Hnglish is vital if they want to get scholarships for studying abroad or it is the important factor which provides Icamers access to gifted schools. Although teaching and Ieaming English are improved a lot in Vietnamese schools, many students find extra courses to help them promoting their English proficiency.
I wonder if English teaching now in public school is fit with their needs or not. Hence, | conducted the study with the purpose of finding out what motivates students joining extra English classes. The findings of the study investigate students’ needs as well. Thanks (o information on the paper, T could benefit, my teaching at the secondary school where I am working now.
In this study, a questionnaire and interviews were used to collect data. Findings showed that students’ amotivalion participating in Bnglish exIra classes mosily resulted trom social impact Moreover, there is a casual relationship between English teaching at school and students’ molivalion to lake extra classes. Additionally, the findings of the study also describe factors that attract students in classrooms. Results from questionnaire and findings from interviews can be used as resources of Lnglish teaching and learning at lower secondary schools vũ CHAPTER FOUR.
FINDINGS AND DISCUSSIONS.2 Interview Findings 31 4/2 LiscU88i0nã. co on 33 4,3 Pedagogical implications .2 Limitation of the study 5.3 Recommendations for future and ftrther research. 44 iv TIST OF CHARTS Chart 4. Reasons for prefsrences of English extra classes.
Reasons for preferences of English class at school Chart 4. Reasons for choosing boll classes Chart 4.4, Reasons for disliking both classes. Evaluation of English extra classes CHAPTER FOUR. FINDINGS AND DISCUSSIONS.2 Interview Findings 31 4/2 LiscU88i0nã.
co on 33 4,3 Pedagogical implications .2 Limitation of the study 5.3 Recommendations for future and ftrther research. 44 iv ACKNOWLEDGEMENTS Tam so grateful io Universily of Languages ard Talernational Studies and the Facully of Post Graduate Studies for making it possible for me to study here. 1 would like to heartily express my deepest appreciation and gratitude to all the Professors and lecturers of the university, ospecially my supervisor, Professor Le Van Canh who encouraged and directed me to finish this paper Tam also thankful to all of the students at PCT Secondary schools who helped me to do the survey as well as the interviews despite their busy time studying for their examiuation al school. LIST OF TABLES ‘Table 4.1, Number of students in extra Linglish cÏasS6s.
Teacher(s) in extra English classes 19 Table 4. The frequency of English extra classes - - 19 Table 4.4, Length of each class session vaca sessessseevesenseenineeneeneneenetnnerstnnsn lO Table 4. Reasons for participating in English extra classes - - 20 Table 4. Additional reasons for choosmg, English extra classes Table 4.
Evaluation of English extra classes. Students’ comments on English extra elasses.30 TIST OF CHARTS Chart 4. Reasons for prefsrences of English extra classes. Reasons for preferences of English class at school Chart 4.
Reasons for choosing boll classes Chart 4.4, Reasons for disliking both classes. Evaluation of English extra classes ABSTRACT Fnglish is more aud more essential in the modern world because this language supports people a Jot in their academic career or jobs. For students, Hnglish is vital if they want to get scholarships for studying abroad or it is the important factor which provides Icamers access to gifted schools. Although teaching and Ieaming English are improved a lot in Vietnamese schools, many students find extra courses to help them promoting their English proficiency.
I wonder if English teaching now in public school is fit with their needs or not. Hence, | conducted the study with the purpose of finding out what motivates students joining extra English classes. The findings of the study investigate students’ needs as well. Thanks (o information on the paper, T could benefit, my teaching at the secondary school where I am working now.
In this study, a questionnaire and interviews were used to collect data. Findings showed that students’ amotivalion participating in Bnglish exIra classes mosily resulted trom social impact Moreover, there is a casual relationship between English teaching at school and students’ molivalion to lake extra classes. Additionally, the findings of the study also describe factors that attract students in classrooms. Results from questionnaire and findings from interviews can be used as resources of Lnglish teaching and learning at lower secondary schools vũ CHAPTER ONE.1 Background Tn the context of this globalized world, English has beeome the Icading language that rolls the wheel of intemational communication (Phillipson, 1992).
It is generally learned as a second language and used as an official language of many countries and world organizations. Vietnam is not the exception which is influenced on the expansion of English. With the development of intemational businesses and trades, the capacity of communicating in English plays a key role in all fields. To meet the new trends, the Vietnamese Mistry of Education and Training bas made national projects on education, especially on English subject, The latest national project is the Decision N" 1400/QD-TTg on approving tie 10-year National plan for “Teaching and Teaming Foreign Language in the national Formal Education System in the Period of 2008 2020” which was issued on September 30 2008.
However, until now, the effort of changing in public education system is still not as good as it was expected. To supply a service which meets students’ needs, many Linglish institutions mushroom all over the country, especially in big cities. As a matter of fact, these institutions attract a lot of students at varied ages 1.2 General statement of the problem When teaching English for lower sccondary students, I recognized that a lot of students at PCT Secondary school took private English courses after school although at the time T conducted this research, students did not need to take part in an English jest [or the graduation exam. I wonder what motivates them to take those courses.
1 would like to find out whether there is any causal relationship between the formal teaching of English al the school and the studenls’ motivation to take extra courses. The TABLE OF CONTENTS DECLARATION. - - i LIST OF TABLES - - - v LIST OF CHARTS ABSTRACT'. cưng re CHAPTER ONE.2 General statement of the problem 1 1.3 ‘The significance of the study .5 Contes of the stasdy 2 1.6 Organization of the thesis.1 Definition of motivation.2 Motivational oriontations in language learnig.3 Molivaliem and the sucial eoritext 2.1 The intergroup model 2.2 Situated language identity - lọ 2.3 Social theory of motivation.4 Motiyational impact of learning situation.4 Role of motivation in language learning.cc nhìn hen "—.3 Data collection procedures.4 Data analysis procedures - - - 16 TABLE OF CONTENTS DECLARATION.
- - i LIST OF TABLES - - - v LIST OF CHARTS ABSTRACT'. cưng re CHAPTER ONE.2 General statement of the problem 1 1.3 ‘The significance of the study .5 Contes of the stasdy 2 1.6 Organization of the thesis.1 Definition of motivation.2 Motivational oriontations in language learnig.3 Molivaliem and the sucial eoritext 2.1 The intergroup model 2.2 Situated language identity - lọ 2.3 Social theory of motivation.4 Motiyational impact of learning situation.4 Role of motivation in language learning.cc nhìn hen "—.3 Data collection procedures.4 Data analysis procedures - - - 16 ACKNOWLEDGEMENTS Tam so grateful io Universily of Languages ard Talernational Studies and the Facully of Post Graduate Studies for making it possible for me to study here. 1 would like to heartily express my deepest appreciation and gratitude to all the Professors and lecturers of the university, ospecially my supervisor, Professor Le Van Canh who encouraged and directed me to finish this paper Tam also thankful to all of the students at PCT Secondary schools who helped me to do the survey as well as the interviews despite their busy time studying for their examiuation al school.1 Background Tn the context of this globalized world, English has beeome the Icading language that rolls the wheel of intemational communication (Phillipson, 1992). It is generally learned as a second language and used as an official language of many countries and world organizations.
Vietnam is not the exception which is influenced on the expansion of English. With the development of intemational businesses and trades, the capacity of communicating in English plays a key role in all fields. To meet the new trends, the Vietnamese Mistry of Education and Training bas made national projects on education, especially on English subject, The latest national project is the Decision N" 1400/QD-TTg on approving tie 10-year National plan for “Teaching and Teaming Foreign Language in the national Formal Education System in the Period of 2008 2020” which was issued on September 30 2008. However, until now, the effort of changing in public education system is still not as good as it was expected.
To supply a service which meets students’ needs, many Linglish institutions mushroom all over the country, especially in big cities. As a matter of fact, these institutions attract a lot of students at varied ages 1.2 General statement of the problem When teaching English for lower sccondary students, I recognized that a lot of students at PCT Secondary school took private English courses after school although at the time T conducted this research, students did not need to take part in an English jest [or the graduation exam. I wonder what motivates them to take those courses. 1 would like to find out whether there is any causal relationship between the formal teaching of English al the school and the studenls’ motivation to take extra courses.
The CHAPTER ONE.
