VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE FACTORSAFFECTING THE STUDENTS’ MOTIVATIONIN ENGLISH SPEAKING CLASSROOM: A CASE STUDY ON THE FIRST YEAR STUDENTS AT THE UNIVERSITY OF LABOR AND SOCIAL AFFAIRS. NGHIÊN CỨU NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC CỦA SINH VIÊN TRONG GIỜ HỌC NÓI TIẾNG ANH. NGHIÊN CỨU TRƯỜNG HỢP VỚI SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC LAO ĐỘNG – XÃ HỘI M. MINOR THESIS Field: English Teaching Methodology Code: 60.10 Hanoi, 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ HUYỀN AN INVESTIGATION INTO THE FACTORSAFFECTING THE STUDENTS’ MOTIVATIONIN ENGLISH SPEAKING CLASSROOM: A CASE STUDY ON THE FIRST YEAR STUDENTS AT THE UNIVERSITY OF LABOR AND SOCIAL AFFAIRS.
NGHIÊN CỨU NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC CỦA SINH VIÊN TRONG GIỜ HỌC NÓI TIẾNG ANH. NGHIÊN CỨU TRƯỜNG HỢP VỚI SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC LAO ĐỘNG – XÃ HỘI M. MINOR THESIS Field: English Teaching Methodology Code: 60. Dương Thị Nụ Hanoi, 2013 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION This thesis is a presentation of my original research work.
Wherever contributions of others are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions. The work was done under the guidance of Dr. Duong Thi Nu.The research reported in this thesis was approved by University of Languages and International Studies, Vietnam National University, Hanoi. Hanoi, September 27th,2013 Tran Thi Huyen i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS I would like to express my gratitude to all those who gave me the possibility to make my thesis reach an end.
I would like to express my faithful gratitude to my supervisor, Dr. Duong Thi Nu for her patient guidance, stimulating suggestions and encouragement throughout my research. I wish to thank all the staff members of the faculty of Post Graduate Studies, University of Language and International studies, VNUfor providing me the best environment to fulfill my thesis. Especially, my sincere thanks send to my friend Truong Thi Thuy, M.
for her assistance in statistics as well as useful suggestions for writing this thesis. I am greatly indebted my colleague at ULSA for their participation and assistance without which this study could not have been successful. Last but not least, I would like to express my special thanks to my loving parents, my younger brother and my close friends who offered me their love, care, support and encouragement so that I could accomplish my study. Hanoi, September 2013 ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This study aims to investigate the factors affecting students‟ motivation in English speaking class room with the first - year students at the University of Labor and Social Affairs (ULSA).
In this study, 110 first-year students from different faculties of ULSA were chosen as the subjects. A questionnaire and an interview were used as the major data collection instruments. The data were computed and analyzed. The major findings of the study showed that the factors affecting students‟ motivation in English speaking classroom consist of four categories: student- related factor, teacher – related factor, learning and teaching conditions and course book.
The study also demonstrated that among 4 factors, the student – related factor was proved to be the most affected whereas teacher – related factor was ranked as second. Based on the findings of the study, some discussion and implications were made along with recommended suggestions for further research. iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS CLT: Communicative Language Teaching L2: Second Language M: Mean SD: Standard Deviation SLA: Second Language Acquisition SDT : Self – Determination Theory ULSA: The University of Labor and Social Affairs iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Background information of participants Table 2: Learner – related factor Table 3: Teacher – related factor Table 4: Teaching and learning condition Table 5: Course book Table 6: The comparison among 4 factors v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF FIGURES Figure 1: Student – related factor Figure 2: Teacher – related factor Figure 3 : Teaching and learning condition Figure 4 : Course book Figure 5 : The comparison among 4 factors vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION. iii LIST OF ABBREVIATIONS.
iv LIST OF TABLES. v LIST OF FIGURES. vi TABLE OF CONTENTS. Statement of problem and the rationale for the study.
Aims and objectives of the study. Scope of the study. Significance of the study. Method of the study.
Organization of the study .Theoretical background of motivation in second or foreign language learning. The role of motivation in L2 learning. Motivation as seen from different theories and modes. Gardner‟s Socio- educational model of L2 acquisition.
Deci & Ryan (1985): Self-Determination Theory. Definition of motivation in L2 acquisition. Types of motivation. Intrinsic and extrinsic motivation .Factors affecting motivation in learning speaking English.
14 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Teacher – related factors. Teaching and learning condition.Motivation in L2 speaking classroom. Related issues of speaking skill.
Some concepts of speaking skill. Types of classroom speaking performance. Motivation in speaking classroom. Factors affecting students unwilling to speak in classroom.
Some conditions for effective motivation in speaking .An overview of case study .Description and context of the study .Data collection instrument. Questionnaire for students. Interview for teachers .Data collection procedures and data analysis. RESULT AND DISCUSSION.
Data analysis of students‟ survey questionnaire and interview. Personal information of the students taking part in the survey. Student related factors. Teacher – related factor.
Teaching and learning condition factor. Course book factor. The comparison among factors affecting students‟ motivation in English speaking classroom. Data analysis of teacher interviews.
Discussions of findings on factors that motivate students in English speaking classroom. Student – related factor. 39 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Teacher – related factors.
Teaching and learning conditions. Suggestion for further research. IX ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Statement of problem and the rationale for the study No one remains to deny or to be suspicious of the role of English in our society nowadays.
It can be seen easily that the importance of this subject is emphasized. Likewise, speaking skill is also paid more attention as a result of increasing international communication. Despite the fact that many students are exposed to English from the very early stages, their oral English level is deficient. To integrate with the English community, the learners should be equipped with the basic interactive skills such as to express themselves, to transfer the information or to exchange the knowledge, culture, etc.
For these demands, improving the students‟ English speaking learning is becoming the key point. As a teacher of English at ULSA (The University of Labor and Social Affairs), I realized that the students (all are non English major students) are quite passive in the oral English class. Their interactions are restricted in the speaking lesson because some find it hard to follow the teacher‟s activities and some don‟t get involved. Facing this situation, the researcher wonders whether the student‟s motivation is the predictor of students‟ involvement and interest.
Because motivation colors and shapes students‟ involvement in learning and it stimulates feelings that students associate with these experiences (Winne, 1985), why the students have the low motivation of learning oral English and how to solve this problem become the necessity and emergency among the educators. As a fact, motivation arose the students‟ performance in the oral English classroom. To learn the target language, motivation seems to be very crucial in the development of speaking skill. Without the sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals.
1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com There have been numerous studies conducted by the international teachers and researchers to investigate factors that may affect motivation in L2. Among all, some typical scholars are Deci and Ryan in Sefl determination Theory, Williams and Burden‟ L2 motivation framework (1997) or Dornyei‟s extended motivational framework However, in Vietnam, to the researcher‟s knowledge, although there have been some research works on motivation for learning English, most of them focused on investigating the motivation for learning English among students and factors affecting students‟ motivation (Cao, 2011; Dinh, 2011; Ha, 2008; Ngo, 2008; Pham, 2009). There have also been some researches investigating factors affecting motivation in speaking classroom ( Luu, 2008). However, the subjects of the study are the high school students.
For these above reason, I would like to conduct a study “An investigation into the factors affecting the students’ motivation in English speaking classroom: A case study on the first year students at the University of Labor and Social Affair. Aims and objectives of the study The study aims at investigating the factors affecting motivation in English speaking classroom among the first year students at ULSA. Specifically, the project is carried out with the following purposes: - To explore what factors motivate students‟ oral English proficiency. - To suggest motivational strategies to stimulate learners in speaking skill.
With the mentioned aim of study, the researcher attempts to answer twoquestions as follows: 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail. What are the factors motivating students in learning English speaking? 2. What motivational strategies / technique can be applied in oral English classroom? 3. Scope of the study Although the motivation is of great impulse to learner‟s academic achievement, this study just makes a deep insight in only narrower area: the oral English proficiency.
Moreover, within the framework of the study, the author just focuses on the case of the 1st year students at ULSA instead of all the students. Significance of the study The study is designed to provide statistical evidence about the real motivation of students in the speaking English classroom. It is believed that the study will raise a proper awareness for the teachers and educators about students‟ motivation in language learning and provide them an appropriate tool to predict students‟ speaking English learning‟s outcomes. Through this prediction, teachers can come to reasonable decisions about teaching methods, materials design, measures of evaluation as well as classroom activities to raise students' interests and motivation in oral English classroom learning.
Method of the study The study was carried by using mixed methods for data collection and analysis. Survey questionnaires were used to gather information and evidence from students. The interviews for teachers were used to find out their ideas about factors affecting students in speaking English classroom. 3 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Organization of the study This study consists of three parts: Introduction, Development and Conclusion. - Introduction - discusses the reasons for carrying out this study, defines the specific purposes, research questions, and the scope of the study. The significance and the outline of the study are also presented. Part B – Development- consists of 3 chapters: Chapter 1 - Literature Review - provides an overview of literature on the issues of motivation in second or foreign language learning especially motivation in speaking English.
Some related issues of speaking English are also presented. Chapter 2 - Methodology - discusses the methodology for this study and the procedure for carrying out the research such as the selection of the sample, the data collection procedures, and the data analysis. Chapter 3 - Results and Discussion - reports the results of the data analysis and discussion.