VIETNAM NATIONAL UNIVERSITY, ILA NOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, Se IU Adon tobi a a tobi PHAM THI HỒNG V, FACTORS AFFECTING MOTIVATION FOR STUDENTS' PARTICIPATION IN ENGLISIT SPEAKING LESSONS: A SURVEY AT HUNG VUONG VOCATIONAL COLLEGE CAC YEU T6 ANIL HUONG DEN DONG LUC THAM GIA TRONG GIG LOC NÓI CỦA SINH VIÊN HỌC NGHÉ: NGHIÊN CỨI: KHẢO SÁT TẠI TRƯỜNG CĐN HÙNG VƯƠNG M. MINOR PROGRAMME TIIESIS Field: English teaching methodulogy Code: 60.11 Hanoi— 2015 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES. SECOR IGOR A NORIO KH ĐK CEO PHAM THI HONG VAN FACTORS AFFECTING MOTIVATION FOR STUDENTS' PARTICIPATION LN ENGLISH SPEAKING LESSONS: A SURVEY AT HUNG VUONG VOCATIONAL COLLEGE CÁC YẾU TỔ ANH HUONG DEN DONG LUC THAM GIA TRONG GIO HOC NÓI CỦA SINH VIÊN HỌC NGHỆ: NGHIÊN CỨU KHẢO SÁT TẠI TRƯỜNG CDN HÙNG VƯƠNG M. MINOR PROGRAMME THESIS Field: English teaching methodology Code: 60.0111 Supervisor: Nguyén Thi Ngoc Quynh, Ph.D Hanoi — 2015 DECLARATION Thereby cerufy that the thesis entilled.
*“ Factors affecting motivation for students’ participation in English speaking lessons: A survey at Hung Vuong Vocational College" is the result of my own research for the Degree of Master of Arts, and thal this thesis has nol been submitted for any degree at any other university or tertiary institution. Hanoi, 2015 Phạm Thị Hỏng Vân ABSTRACT This study aims lo inveshgale factors alfecting motivation and dilTerences between high achievers and low achievers in speaking lessons of the first -year students of business accounting at Hung Vuong Vocational College. Using correlalion and Man-Whitney U test to analyse the data, the result: shows thal leamers are highly motivated by their job orientation, teacher's good pronunciation, group ochesion and task difficulty. They are also demotivated by extra homework, ineffective L1 & L2 use, L2 use outside the class, their lack of self-contidenee.
The study also finds out some differences between two groups in terms of instrumental orientation, self-confidence, affiliative motive, teacher's L2 use, desire to speak as well as teacher, classroom goal structures, task difficulty and classroom atmosphere.Rationale of the study Tn recent decades, Enghsh has been more and more important in Vietnam. TLis now widely known as the major language of intercommunication, international commerce and business, science and technology and so on. Thus, people with good English proficioncy will have a brighler [uture. Thoy will have a great deal off chances to apply for a good job with high salary.
At Img Vuong Vocational College, English is a compulsory subject with 120 periods. Teachers must teach four skills of which listening and speaking skills must be paid more attention. ‘I'hat is one of the main tasks of the college that must train students to be communicatively competent. After the course, students have to be able to commumicale successfully in social situations.
TL is a big challenge [or teachers because at secondary and high schools, listening skill and speaking skill have been paid little attention As a result, fram my observation and my teaching experient , Trealized (hat only some learners get involved in the spoaking activities while others keep silence or do other things Motivating sindents in Fnglish speaking lessons is every teacher's challenge, especially in vocational college. They are unwilling to take part in speaking activities in class. ‘This may be caused by many factors. ‘herefore, this study will invesligale factors alfocting the sludents’ participation in English spoaking lessons The researcher hopes that this study will help teachers at the vocational college to find suitable methods to motivate leamers.
Aims of the study ‘This study aims at investigating factors affecting leamers’ motivation to speak English among students of business accounting, field at Ilung Vuong Vocational College. Three main purposes are summarized below 1. to investigate factors affecting leamers’ motivation to speak linglish 2. to investigate differences in factors between high achievers and low achievers 3.
lo give molivalional strategies Lo molivale leamers. TABLE OF CONTENTS DECLARATION - - - - 1 ACKNOWLEDGEMENTS. TABLE OF CONTENTS. Ralioralc 1 2, Aims of the StUdY.
Scope of the study 2 4, Methods of the study. Design of the study. Theoretical background of motivation in L2 leatning.à cài non neo 3 1. Importance of motivation in L2 3 1.3: Major approaches and (heories on language learning motivation 4 1.
Psychological- cognitive approach - - 4 1. Achievement motivation theory 1. Self-efficacy theory.24, Self-delermination theory. Socio-cultural and contextual approaches.L Linguistic self-confidence .2, A situated concept of L2 motivation.
A process-oriented approach to 1.4: Factors affecting motivation in L? leaming .2: New factors added to Dornyels rarneWotk. TT iv PARTC- CONCLUBION 4.1, A summary of findings and implications 4.11, Faclors Inghly motivate leamers 4. Factors demotivate learners.3, Factors give learners a moderate level of motivation 4. Diffcronces between two groups in terms of language level.
Differences between two groups in terms of leamer level. Differences between two groups in terms of teacher-related factors 1.7, Differences between two groups in terms of group-related factors. Differences between two groups in terms of course-related factors. Differences between twa groups s in terms of environment-related factors 38 4.
Recommendations to motivate students to speak English in class 39 43. Linmilalions of the study 41 4.4, Suggestions for further studics. Al REFERENCES 42 appendix 1. Questionaire for students ( Vietnamese) appendix 2.
Questionnaire for students (translated into English). ww lV appendix 3. Guiding interview questions for students. „ VI appendix 4, Test.
of normality TX PART A.Rationale of the study Tn recent decades, Enghsh has been more and more important in Vietnam. TLis now widely known as the major language of intercommunication, international commerce and business, science and technology and so on. Thus, people with good English proficioncy will have a brighler [uture. Thoy will have a great deal off chances to apply for a good job with high salary.
At Img Vuong Vocational College, English is a compulsory subject with 120 periods. Teachers must teach four skills of which listening and speaking skills must be paid more attention. ‘I'hat is one of the main tasks of the college that must train students to be communicatively competent. After the course, students have to be able to commumicale successfully in social situations.
TL is a big challenge [or teachers because at secondary and high schools, listening skill and speaking skill have been paid little attention As a result, fram my observation and my teaching experient , Trealized (hat only some learners get involved in the spoaking activities while others keep silence or do other things Motivating sindents in Fnglish speaking lessons is every teacher's challenge, especially in vocational college. They are unwilling to take part in speaking activities in class. ‘This may be caused by many factors. ‘herefore, this study will invesligale factors alfocting the sludents’ participation in English spoaking lessons The researcher hopes that this study will help teachers at the vocational college to find suitable methods to motivate leamers.
Aims of the study ‘This study aims at investigating factors affecting leamers’ motivation to speak English among students of business accounting, field at Ilung Vuong Vocational College. Three main purposes are summarized below 1. to investigate factors affecting leamers’ motivation to speak linglish 2. to investigate differences in factors between high achievers and low achievers 3.
lo give molivalional strategies Lo molivale leamers.1, A summary of findings and implications 4.11, Faclors Inghly motivate leamers 4. Factors demotivate learners.3, Factors give learners a moderate level of motivation 4. Diffcronces between two groups in terms of language level. Differences between two groups in terms of leamer level.
Differences between two groups in terms of teacher-related factors 1.7, Differences between two groups in terms of group-related factors. Differences between two groups in terms of course-related factors. Differences between twa groups s in terms of environment-related factors 38 4. Recommendations to motivate students to speak English in class 39 43.
Linmilalions of the study 41 4.4, Suggestions for further studics. Al REFERENCES 42 appendix 1. Questionaire for students ( Vietnamese) appendix 2. Questionnaire for students (translated into English).
ww lV appendix 3. Guiding interview questions for students. „ VI appendix 4, Test. of normality TX 1.
Theoretical background of speaking in L2 loarning. Communicative language teaching (CLT) 13 1.3 Guidelines for implementing communicative tasks.2, Research setting and participahifs. Techniques of collecting, data.1: Quantitative research : questionnaire. Qualitatwe research- interview.
cung n0 eerereeirriei „16 CHAPTER 3.1, Personal information of the students taking part in the survey 7 3.2 Factors affect stuđents" participation in speaking lessons. Laaming situation level 18 3.1, Teacher-specific components. Group-specific motivational component.3, Course-specific motivational component.Environment-specific component. Differences in factors between high achievers and low achievers .1, Language level esses snnsensnesnentusersinensensonseinet 26 3.
Learing situation level.1 Teacher-specific components. Group-specific motivational component. Course-specific motivational component.4, Environment-specific motivational componen. ACKNOWLEDGEMENTS First of all, T wish to send my sincere thanks lo my supervisor, Nguyen Thi Ngoc Quynh, PhD for her valuable guidance, helpful suggestions and critical feedback throughout the research.
Also, T would like to acknowledge my gratitude to all the lecturers in the Department of Postgraduate Studies, College of Foreign languages, VNU for their usefull lessons from which I have benefited a lot for the accomplishment of this study. Tam greatly mdebled to my first. year students of business accounting from Hung Vuong Vocational Colloge for their participation and assistance without which this study could not have been successful. Last but not least, T would like to express my special thanks to my loving parents, my husband, who offered me their love, care, support and encouragement so that I could accomplish my study.1, A summary of findings and implications 4.11, Faclors Inghly motivate leamers 4.
Factors demotivate learners.3, Factors give learners a moderate level of motivation 4. Diffcronces between two groups in terms of language level. Differences between two groups in terms of leamer level. Differences between two groups in terms of teacher-related factors 1.7, Differences between two groups in terms of group-related factors.
Differences between two groups in terms of course-related factors. Differences between twa groups s in terms of environment-related factors 38 4. Recommendations to motivate students to speak English in class 39 43. Linmilalions of the study 41 4.4, Suggestions for further studics.
Al REFERENCES 42 appendix 1. Questionaire for students ( Vietnamese) appendix 2. Questionnaire for students (translated into English). ww lV appendix 3.
Guiding interview questions for students. „ VI appendix 4, Test. of normality TX PARTC- CONCLUBION 4.1, A summary of findings and implications 4.11, Faclors Inghly motivate leamers 4. Factors demotivate learners.3, Factors give learners a moderate level of motivation 4.
Diffcronces between two groups in terms of language level. Differences between two groups in terms of leamer level. Differences between two groups in terms of teacher-related factors 1.7, Differences between two groups in terms of group-related factors. Differences between two groups in terms of course-related factors.
Differences between twa groups s in terms of environment-related factors 38 4. Recommendations to motivate students to speak English in class 39 43. Linmilalions of the study 41 4.4, Suggestions for further studics. Al REFERENCES 42 appendix 1.
Questionaire for students ( Vietnamese) appendix 2. Questionnaire for students (translated into English). ww lV appendix 3. Guiding interview questions for students.
„ VI appendix 4, Test. of normality TX ACKNOWLEDGEMENTS First of all, T wish to send my sincere thanks lo my supervisor, Nguyen Thi Ngoc Quynh, PhD for her valuable guidance, helpful suggestions and critical feedback throughout the research. Also, T would like to acknowledge my gratitude to all the lecturers in the Department of Postgraduate Studies, College of Foreign languages, VNU for their usefull lessons from which I have benefited a lot for the accomplishment of this study. Tam greatly mdebled to my first.
year students of business accounting from Hung Vuong Vocational Colloge for their participation and assistance without which this study could not have been successful.
