VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYEN THI ANH DUONG FACTORS AFFECTING MOTIVATION FOR 1U” GRADERS’ ENGAGEMENT IN ENGLISH SPEAKING CLASSES: A SURVEY AT SAPA HIGH SCHOOL, LAO CAL (Các yêu tố ảnh hưởng dến dòng lực than giá vào các heat dong noi tiếng Anh trong, giờ học nói cửa bọc sinh lép 10 Trường T.T Sapa, Lào Cai) MA. MINOR THESIS: English Teaching Methodology 60.1410 Ila Noi, 2011 Abstract i Abstract With an investigation into the reality of teaching and learning English speaking at SPHS, and an examination of the factors affecting motivation for 10 Graders’ engagement in English speaking classes (ESC), this rescarch is aimed al (1) investigaling types of motivation possessed by grade 10 students at SPHS, (2) finding out some factors affecting motivation for students” engagement in TSC, (3) exploring teachers’ and students’ attitudes towards speaking skill and spcaing activitics in ESC, (4) surveying the activitics and techniques applied by teachers and students’ preferences at this school and recommending some strategies for teachers and students to enhance grade 10 studenls of engagement in ESC. The research data collection instruments are questionnaire, interview and classroom observation. The result taken from the questionnaire, interview and observation reveals that the majority of students possess instrumental and extrinsic motivation, some of them infegratcly and intrinsically lesm it, resullafivs motivation ranks the smallest number of participants.
It also indicates that the factors affecting motivation and demotivation come from students, teachers and classroom leaming environment. ‘Ihe activities and techniques wachers apply have the great inlucnce on sludenls’ engagement, Basing on the findings of the research, the study suggested some recommendations for both teachers and students to improve the teaching and learning speaking in the school Table of Contents IV Table of Contents CANDIDATE'S STATEMENT ACKNOW LEDGEMENTS. TABLE OF CONTENTS. LIST OF TABLES LIST OF FIGERES LIST OF ABBREVIATIONS AND CONVENTIONS.
PART 1: INTRODUCTION 1, Rationale for the study. Aims of the study 3. Methods of the study 4. Scope al the study 5.
Organization of the study PART 2: DEVELOPMENT. CHAPTER ONE: LITERATURE REVIEW. An overview of speaking in L2 learning. Definition of speaking.
Approaches to the teaching ofspeaking. The Grammar translation Method (GTM The Direct Method (DM) and Audiolingualism. Communicative Language Teaching. The roles of the teacher in differentstages“of teaching speaking .4, Motivationin speaking in classroom 14.
Motivation in 1 the classroom. Factors affecting students suwilling teto 5 speak iin | elassroom. Some conditions for effective motivation in speaking. Motivational macrost ategies.
Concept of students’ engagement and factors affecting motivation for students’ engagement. Concept of students’ engagement. Factors affecting students’ engagement. Sndents’ learning styles.
Leacher's teaching techniques Table of Contents v 2. Teachers’ personal qualities and characteristics. Effective classroom learning environment B CHAPTER TWO: METHODOLOGY. An overview of the research site 2.
Deseription of the teachers of English and students. The materials of teaching and learning. Detailed de: niption of participants 17 3.4, Data collection instrurn 3. Data Collection Proecdurcs.
DATA ANALYSIS, DISCUSSION OF MAJOR FINDINGS AND RECOMMENDATIONS. s rơm Studs 5° Ques jommaire. Students’ motivation in engaying in ESC. Factors affecting motwation for students’ emtagenient im ESC and, ‘ytadents’ cattinade towards activities and technicnies applied by teachers.
wn Dd 2, Data analysis from Teachers’ Questionnaire. Major findings and discussions. Research question4 - - co A. Recommendations for motivating students to engage better in ESC.1, Recommendations for teachers.
Promoting students’ internal factors. Building effective classroom learning environment. Varying speaking activities. Mangging spedling tương in elggs.
Combining the textbook and relevant materials and recognize the potential value of availahle facilities of the school and the Internet 38 3. Being enthusiastic, tolerant, helpfil, friendly, creative and active 38 Table of Contents v 2. Teachers’ personal qualities and characteristics. Effective classroom learning environment B CHAPTER TWO: METHODOLOGY.
An overview of the research site 2. Deseription of the teachers of English and students. The materials of teaching and learning. Detailed de: niption of participants 17 3.4, Data collection instrurn 3.
Data Collection Proecdurcs. DATA ANALYSIS, DISCUSSION OF MAJOR FINDINGS AND RECOMMENDATIONS. s rơm Studs 5° Ques jommaire. Students’ motivation in engaying in ESC.
Factors affecting motwation for students’ emtagenient im ESC and, ‘ytadents’ cattinade towards activities and technicnies applied by teachers. wn Dd 2, Data analysis from Teachers’ Questionnaire. Major findings and discussions. Research question4 - - co A.
Recommendations for motivating students to engage better in ESC.1, Recommendations for teachers. Promoting students’ internal factors. Building effective classroom learning environment. Varying speaking activities.
Mangging spedling tương in elggs. Combining the textbook and relevant materials and recognize the potential value of availahle facilities of the school and the Internet 38 3. Being enthusiastic, tolerant, helpfil, friendly, creative and active 38 schaot level in SP. So itis difficult for us to hold placcrnent test for students which leads to amulti-level students in the classes.
Ihescription of the teachers of English and students In SPHS, there are 5 tcachers af English aged from 26 to 45. Their oxpericnee in teaching English varies from 3 to 20 years. Most of them graduated from Foreign Language Teachers’ Training Universitics. Thesc teachers arc qualified for the job.
SPHS has two teachers of English who are key teachers of LC province, They both have rich teaching experience and subject matter knowledge. They had been teaching English for more than ten years in high school. Generally, all of the teachers of English in this school love teaching and have positive attitudes to supporting their students” leaming Students in SPIIS come from a variety of socio-economic groups. Students come from SP Lown have betler learning condition outside classroom.
Many of thern are able students and have had quite good results during their secondary education, Some of them have a tol of chance to practise speaking English with native speakers so their speaking skill is quite good. On the contrary, students coming from zihnic minority groups live very far From the centre of the town and their families’ income comes trom farming which is considered one of the lowest income groups in Vietnam. They have their own traditional cultwe and languages and their mother languages are not Vietnamese. ‘They finished secondary education in local secondary schools in their villages which have poor leaming condition sơ they have had not very good results in secondary school education.
Although the local government has priority policies to provide education for these groups and encourages students 10 go to school as offered cthnie students free accommadations in the school’s hoslel and [ree food, thos: dents need extra help from teachers afler school time in order lo improve their quality of work 1. The materials of teaching and learning The texthooks currently used lo teach English are Finglish 10, English 11 and English 12 published by Ministry of Education and ‘Iraining, { would like to focus on Linglish L0 in my thesis. The teaching content of English 10 textbook follows the theme-based approach and is developed on six broad homes whicl are subdivided into 16 topics corresponding to 16 units and a “Test yourself” after every 3 units, All units have the same structure, starting iy (4). What techniques could be applicable to enhance the students’ motivation in engaging in English speaking clasves? 3.
Methods of the study ‘The study employed survey research. In my study, data were collected via questionnaires, inlerviews and classrooms observation in order lo increase the credibilily of the findings: (1) Giving queshonnaires for both teachers and students, (2) Interviewing students, (3) Oserving classroom to get information about both teachers” approach of teaching and sludents’ habil of learning in class as well as ascertain the prevalent problems forwarded by the students and teachers during the mnterview and questionnaize, 4. Scope of the study “There exist a variety factors affecting motivation for 10th graders’ engagement in English speaking classes. Tlawever, is nol my inlention lo cover all of them because of the time and length constraint of the study, I only focus on the factors come from learners, teachers and classroom learning environment.
In this study, students’ engagement happened only in speaking aclivili METHODOLOGY 1. An overview of the research site SP is onc of the districls in a mountainous province of LC. There are many differsness between SP town and the villages. SP town is rich and cxciting because of tourism; on the other hand, the villages in SP where four minontty ethnic groups Mong, Tay, Dao, Giay lve in are very poor.
Therefore, students’ learning condition in SP is much different trom each other. SPHS is located in the centre of SP town, 60% of school students are minority ethnic students, Despite the fact that LC province has achieved national standards in the universalization of junior secondary education (Repart by Lao Cai PPC, 2007), in some remote areas, SP included, it is very hard lo consul students lo cantinne their study to high school level. That is because of many reasons, such as: the poverty, traditional culture of carly mariage, the limited aaron of the benefit of having higher edue im the ethnics groups. For that reason, annually, there are not cnough students to cnrol in high Table of Contents v 2.
Teachers’ personal qualities and characteristics. Effective classroom learning environment B CHAPTER TWO: METHODOLOGY. An overview of the research site 2. Deseription of the teachers of English and students.
The materials of teaching and learning. Detailed de: niption of participants 17 3.4, Data collection instrurn 3. Data Collection Proecdurcs. DATA ANALYSIS, DISCUSSION OF MAJOR FINDINGS AND RECOMMENDATIONS.
s rơm Studs 5° Ques jommaire. Students’ motivation in engaying in ESC. Factors affecting motwation for students’ emtagenient im ESC and, ‘ytadents’ cattinade towards activities and technicnies applied by teachers. wn Dd 2, Data analysis from Teachers’ Questionnaire.
Major findings and discussions. Research question4 - - co A. Recommendations for motivating students to engage better in ESC.1, Recommendations for teachers. Promoting students’ internal factors.
Building effective classroom learning environment. Varying speaking activities. Mangging spedling tương in elggs. Combining the textbook and relevant materials and recognize the potential value of availahle facilities of the school and the Internet 38 3.
Being enthusiastic, tolerant, helpfil, friendly, creative and active 38 Table of Contents v 2. Teachers’ personal qualities and characteristics. Effective classroom learning environment B CHAPTER TWO: METHODOLOGY. An overview of the research site 2.
Deseription of the teachers of English and students. The materials of teaching and learning. Detailed de: niption of participants 17 3.4, Data collection instrurn 3. Data Collection Proecdurcs.
DATA ANALYSIS, DISCUSSION OF MAJOR FINDINGS AND RECOMMENDATIONS. s rơm Studs 5° Ques jommaire. Students’ motivation in engaying in ESC. Factors affecting motwation for students’ emtagenient im ESC and, ‘ytadents’ cattinade towards activities and technicnies applied by teachers.
wn Dd 2, Data analysis from Teachers’ Questionnaire. Major findings and discussions. Research question4 - - co A. Recommendations for motivating students to engage better in ESC.1, Recommendations for teachers.
Promoting students’ internal factors. Building effective classroom learning environment. Varying speaking activities. Mangging spedling tương in elggs.
Combining the textbook and relevant materials and recognize the potential value of availahle facilities of the school and the Internet 38 3. Being enthusiastic, tolerant, helpfil, friendly, creative and active 38 INTRODUCTION 1, Rationale for the study The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. In Vietnam, the importance of Linglish as a Tanguage of inlernational communication has been acknowledged by the Govermnent and it is considered as a compulsory subject in the school curriculum. Motivation plays an important role in the success of language leamers in learning a foreign language in general and Isarning fregn language skills in particular.
Learning speaking skill is not an exception.
