Professional Documents
Culture Documents
Chapter 1: Introduction
1.1 Rationale for the study
We are living in the global world in which English language has rapidly become an
international language. To meet this requirement, English has been taught almost
everywhere in Vietnam, especially in schools, colleges, universities, English is a
compulsory subject.
However, how to speak English well is a problem for many learners of English,
especially for the students of colleges and universities. Despite the fact that most of the
students have been learning English since they were at secondary or high school, they are
deficient in English speaking.
As a teacher of Tourism & Foreign language Department, Sao Do College of
Industry SCI, HaiDuong, from our observation and our own teaching experience, we see
that during the speaking lesson classroom interaction is restricted. Only some students get
involved in the activities conducted by the teacher while others keep silence or do other
things. Thus, one of the challenges to the teacher is to find out the answer to the question
“Why don’t many students of English get involved actively in speaking lesson?”
To find the answer to this question it is necessary to investigate what motivates and
de-motivates students in English learning in general and in speaking in particular. Many
teachers and researchers now believe that motivation is one of the most important factors
that determine the rate and success of L2 attainment: it provides the primary impetus to
initiate learning the L2 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, and there are no appropriate curricula and
good teaching to ensure student achievement.
For the mentioned reasons, we would like to conduct a study on “Motivation in
Learning English Speaking of the Second Year Tourism-Major Students at Tourism
and Foreign Language Department, Sao Do College of Industry”. The study is to
investigate what motivates and de-motivates students in English speaking learning. We do
hope that this study will help the teacher of speaking in some ways to find appropriate
methods to motivate their students.
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reported that there is a link between intelligence measured by IQ tests and second language
learning, some students, in fact, whose academic performance is weak, are successful in L2
learning.
b. Aptitude:
Aptitude refers to the special ability involved in second language learning (Douglas
et al 1995). The relationship between aptitude and second language learning success is a
very important one and various studies, such as Gardner (1980) and Skehan (1989) have
reported that aptitude is a major factor determining the level of success of second language
learning (Douglous et al 1995). Students can have a “good aptitude for learning”. This can
infer various things, such as:
The understanding of the function of words in sentences.
The ability to understand and use grammatical rules.
Memory of key words, what they mean and how to use them.
An important point regarding aptitude and second language learning is that
successful learners may not be strong in all the components of aptitude and can still
succeed at learning a second language. For example, some individuals may have strong
memories but only average abilities in the other components of aptitude (Spada 1999).
c. Personality
Learners’ emotional states have a powerful influence on their behavior and
performance in the classroom and other learning situations. There are various theories that
claim that personality factors are important predictors of success in second language
learning. Personality traits such as extroversion, introversion, risk-taking, independence
and empathy have been the basis of discussions and disputes relating to this topic (Ellis
1986).
d. Learning strategies
As in all school topics, learning strategies are a factor of second language learning.
One definition of learning strategies is: “Steps or actions taken by learners to improve the
development of their language skills” (Gass et al 1993: 265). Different learning strategies
work best for different people when learning a second language. For example, one student
may learn vocabulary through writing and practicing the vocabulary using cue cards,
whereas another student may only read the vocabulary and learn that way.
e. Leaners’ belief
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Most learners have strong belief about how languages are learnt, how their
instruction should be divided. “These beliefs are usually based on previous learning
experiences and the assumption (right or wrong) that a particular type of instruction is the
best way for them to learn. ( Lightbrown, 1999:59)
f. Age of acquisition
Age is another characteristic of learners which affects learners’ success in second
language learning. It is believed that children are better than adults at acquiring a second
language. It is also often claimed that there is a critical period for second language
acquisition ends around puberty or even earlier.
g. Confidence, Anxiety
Learner's motivation can vary tremendously according to their confidence and
anxiety they have toward the language they are learning and the environment they are in.
Not only is anxiety related to motivation, but it is also related to proficiency and
more so to communication proficiency, as suggested by Clement, Dornyei and Noels
(1994).
2.1.4.2.2 Factors related to learning environment
Learning environment involves physical conditions and classroom atmosphere. The
former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin
boards. Harmer, J. (1992), replicated by Nguyen Mai Nhung (2003), confirms that such
conditions had great influence on students’ learning as well as their attitudes toward the
subject matter. These conditions, therefore, affected students’ motivation either positively
or negatively. The other factor related to learning environment is a pleasant and supportive
atmosphere in the classroom as Lightbown, P.M. & Spada, N. (1999) claim that the
supportive and non-threatening atmosphere makes a contribution to learners’ motivation.
2.1.4.2. 3 Teachers’ factors
Based on Dornyei (2001), teachers' factors and appropriate teacher behaviors are
mentioned as follows:
- Enthusiasm
- Commitment to and expectations for the students' academic progress
- Good relationship with the students
- Acceptance
- Ability to listen and pay attention to students
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a. Enthusiasm
An American psychologist, Mihaly Csikszentmihalyi conducted a survey into the
question "Who have been your most influential teachers?” He then addressed in a thought-
provoking (1997) that it was the enthusiastic ones. It is teachers' love; dedication and
passion together will commitment toward the subject matter that instills in students a
willingness to pursue knowledge.
Also, teachers should clearly identify their reasons for loving and being interested
in the subject matter or L2, and then share these reasons with their students (Good &
Brophy, 1994).
b. Commitment to the students' progress
Teachers should show commitment towards their students' learning and progress, at
the same time they should care for what their students have learnt and succeeded (Dornyei,
2001).
In order to express commitment towards the students, teachers should:
+ offer concrete assistance
+ offer to meet students individually to explain things
+ respond immediately when help is requested
+ correct tests and papers promptly
+ send learners copies of relevant interesting articles
+ arrange extra-curricular instructional programs
+ encourage extra- assignments and offer to assist with these
+ Show concern when things are not going on
+ allow students to call at home when they have a problem
+ be available for overtime....
Furthermore, if teachers treat their students "as if they already are eager learners,
they are likely to become eager learners" (Brophy, 1998: 170).
c.Teachers' expectations
In an experiment in educational psychology, an intelligence test to primary school
children, Rosenthal and Jacobson (1968) came to a conclusion that if teachers had high
expectations about how well students could study, their students would probably be able to
reach high level of achievement.
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Naiman et al. (1978) also mentioned certain typical characteristics associated with
motivation, which are displayed by successful learners, namely;
- Positive task orientation
- Ego-involment
- Need for achievement
- High aspirations
- Goal orientation
- Perseverance
- Tolerance of ambiguity
In short, motivation which is affected by a number of factors on both the part of the
teacher and the part of the learner, has been considered to play an important role in L2
teaching and learning. It is, moreover, of significance in teaching and learning L2
speaking. The following part will deal with several features of L2 speaking activities. The
below parts also suggests some ways to motivate learners in learning English speaking
skills.
2.2 Theoretical backgrounds of teaching speaking skills
2.2.1 What does speaking involve?
Learning to speak a foreign language requires more than knowing language
features, its grammatical and semantic rules". Learners must also acquire knowledge of
how native speakers use the language in socially constructed interactions, which involves
many factors.
Hymes (1971) assumes that L2 learners need to know not only the knowledge but
also the culturally acceptable ways of interacting with others in different situations and
relationships. His theory of communicative competence (1971) consists of the interaction
of grammatical, psycholinguistic, sociolinguistic and probabilistic language components.
Built on Hymes’ theory, Canale and Swain (1980) propose that communicative competence
includes grammatical sociocultural competence - later developed in discourse competence
socio-cultural competence (Canale, 1983) and strategic competence. Based on this
framework, we will portray tine abilities underlying speaking proficiency.
Lexis and grammar, the use of a number of common lexical, especially to perform
certain language functions such as agreeing, disagreeing, expressing surprise, approval,
etc.
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information gap to fill. Typically, a teacher asks a "display" question (that is, a question the
teacher knows the answer to), an individual student answers, the teacher evaluates or
corrects the answer, and then the cycle begins again with another student and another
question that everyone already knows the answer to (Liao, 2001).
- Provide opportunities for students to talk by using group work or pair work,
and limiting teacher talk
Research has repeatedly demonstrated that teachers do approximately 50 to 80
percent of the talking time in classrooms. Using pair or group work will help increase the
amount of time that learners get to speak in the target language. Moreover, with teachers
removed from the conversation, learners can take up roles normally filled by teachers (e.g.
posing questions, asking for clarification)
- Plan tasks that involve negotiation of meaning
Research suggests that learners make progress by communicating in the target
language because interaction necessarily involves trying to understand and make yourself
understood. This process is called negotiation of meaning which involves checking to see
if you've understood what someone has said, clarifying your understanding and confirming
that someone has understood you. By asking for clarification, repetition, or explanation
during conversation, learners get those they are speaking with to address them with
language at the level they can learn from and understand.
- Design classroom activities that involve guidance and practice in both
transactional and interactional speaking.
Interactional speech is communicating with, someone for social purposes. It
includes both establishing and maintaining social relationships. Transactional speech
involves communicating to get something done, including the exchange of goods and or
service.
Conversations are relatively unpredictable and can range over many topics with
participants taking turns and commenting freely while transactional encounters of a fairly
restricted kind, in contrast, will usually contain highly predictable patterns (e.g.
telephoning for a taxi). Interactional speech is much more unpredictable than transactional
speech. Speaking activities in classroom thus need to embody both types since learners will
have to speak the target language in both interactional and transactional settings.
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1. A Role-play involves the teacher giving role cards to students for pair work. In
the following role-play, paired students are asked to provide sustained speech for specific
purpose of persuading each other-without causing offense.
Three characteristics for role-plays to work out by Ken Jones (in Harmer, ibid,
p.274)
- Reality of function: student must not think of themselves as real participant in the
situation
- A simulated environment: a classroom is thought of as a social place
- Structure: students must see how the activity is constructed and be given
necessary information to carry out simulation effectively.
Harmer (ibid) also suggests that the teacher should create the right kind
environment for such activity. We need to give clear instruction and make sure that
students know what they need to do. Using role cards is a good support especially! For
students at lower levels as cards help they remember their role. A whole class
brainstorming can be helpful as well to help them predict what vocabulary, grammar, and
idiomatic expressions they might use. Finally, design follow-up activities whose focus can
be either on the content (what they get out of tine activity or language (feedback on
pronunciation and grammar problems the teacher catch or both.
2. A discussion activity: students are given a topic that usually provokes more than
one opinion. Students are asked to discuss the issue in group and give their opinion and the
reasons why they think so.
One of the reasons why discussion fails is that students are reluctant to give opinion
in front of the whole class, particularly when they have nothing to say and are not
confident of the language they may use to say it. "Buzz group" can help teachers avoid
such difficulty. Students will have chance to quickly share their ideas within small group
and in many way rehearse the language to express the ideas before they are asked to speak
in public.
3. An Opinion sharing activity involves identifying and articulating a personal end,
feeling, or attitude. The activity may require using factual information, nulating arguments,
and justifying one's opinions. For some topics, there may be 3 right or wrong responses
and no reason to expect the same answers or responses (different individuals or different
groups. For example, the teacher divides the students into several groups that will discuss
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or describe a common object from different activities. After all groups finish, the teacher
asks the groups to report to the rest of the class.
4. A reasoning gap activity involves deriving some new information from given
information through the process of inference or deduction and the perception of
relationships or patterns. The activities necessarily involve comprehending and eying
information. For example, working out a teacher's time table on the basis of given class
timetables. '
5. Prepared talks: a popular kind of activity in which students make a presentation
on the topic of their own choice with or without agreement with the teacher. Such talks are
not designed for spontaneous conversation and more "writing-like". Prepared talks
represent a defined and useful genre of speaking and if properly organized, can be
interesting for both listeners and speakers.
2.3 Summary
In summary, the chapter has reviewed different view points on motivation in
general and particularly focused on foreign language learning motivation. The two main
types of motivation in foreign language learning motivation which are integrative and
instrumental are investigated.
The chapter has also reviewed the main de-motivating factors affecting students’
motivation in learning process as well as the characteristics of motivated learners. Besides,
the characteristics of the teaching of speaking, its principles and classroom activities are
presented.
The following chapter intends to display the methodology of the study.
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Chapter 3: Methodology
The issues which have been mentioned in the literature review are only the
theoretical matters. To illustrate the theory, in this chapter the description of the study
design and methodology employed are presented.
3.1 An overview of the current situation of learning and teaching English
speaking at Tourism and Foreign Language Department, Sao Do College of Industry.
Tourism and Foreign Language Faculty of SIC now has 17 English teachers aged
between 25 to 45. Six of them are working toward an M.A degree and the rest hold a B.A
degree in English language teaching. Five of them have been completed the short-term
English (for) Tourism course. 6 of the teachers have been teaching English speaking for at
least 3 years. However, during the teaching process, there are no common ways for all the
teachers to motivate their students in teaching process.
The number of the students entering the school anually ranges from 120 to 150.
Entering school they have to pass the entrance exam of English, Math, and Literature. They
are supposed to have the intermidiate level of English. Most of the students have good
proficiency of English, however, their speaking ability is still limited.
The course book used for teaching speaking is designed by the teachers of the
English Division. The course book is task-based designed. The objectives of the course
book is to provide students with necessary words, structures about the tourist destinations,
and help them be able to talk about the tourist destinations in English.
In that context, how to motivate the students to speak English need to be paid
attention to by all of the teachers in the English Division.
3.2 Research questions
The study is seeking the answers to five questions below
1. What are the types of motivation possessed by the 2 nd year tourism major
students in learning speaking?
2. What have the teachers done to motivate their students in speaking learning?
3. What are the factors de-motivating their students in learning speaking?
4. What motivational strategies and techniques can be applied to speaking lessons?
To find answers to the research questions, the study collects data from survey
questionnaires, classroom observation and interview.
3.4. Participants
67 students (55.83% of the population) were selected at random to take part in the
research. The ratio of boy student to girl student is 15/67 (The percentage of boy student to
girl student is 22.38% of the student population). Almost of them came from Northern
provinces of Vietnam. The majority of the population is from the countryside.
The average score of English they got in the entrnace exam ranges from 5 to 7.
These students had at least 3 years of learning English at high schools where the extensive
vocabulary and grammatical structures are the main focus. During the fist year at SCI they
finished 90 periods of General English which focuses on developing 4 skills: listening,
speaking, writing, and reading. Thus, they are supposed to have an intermediate level of
proficiency in English, they have sound knowledge of Grammar, and to some extent are
able to speak in English.
Six teachers (31.50 % of the population) who had been teaching English speaking
skills (using the text book ESP designed by the teachers of English Division in Tourism
and foreign languages Department, SCI) at least for one year were invited to join in the
research. Their average age is 26. These are the six teachers who are teaching English
speaking in the school year 2008-2009 when the study was being carried out.
3.5 Instruments: The study employed 4 main instruments below:
1. The questionnaire for the students.
The questionnaire was adapted from the questionnaire designed by Rajit Kumar
(1996) in Research Methodology. It was conducted in Vietnamese.
The questionnaire was designed with 2 main parts.
Part 1 was to get students’ information about their gender, age, place of birth, the
duration they have learnt English.
Part 2 was designed to elicit students’ opinions on English speaking and their
opinions on factors motivating students in English speaking learning. The part includes 7
questions, 6 of which are closed questions, one is open-ended question.
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During the first two weeks, the classroom performance by the 4 teachers was
observed. The detailed notes were kept and interpreted, and then the conclusions were
drawn out.
Two students were chosen by chance after each classroom observation to join in the
interview. Before the interview began the researcher explained the interviewees the
purpose of the interview and the amount of time to complete the conversation. The
interview was constructed with 10 open-ended questions in a predetermined order. Each
interview lasted for 20 to 25 minutes. The data were recorded, transcribed and then
translated in English.
The next week, the survey to the teachers was delivered to 6 teachers teaching
English speaking skills for the 2nd year tourism major students, the time for them to
complete it was 4 days.
The last week, the questionnaires were delivered to 67 tourism major second year
students. The students had 15 minutes to complete the questionnaire. The purpose and
importance of the study were explained. While students were completing the
questionnaires, any questions were clarified by the teacher.
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The above table revealed that to get the future job was the main purpose of English
speaking learning. The highest percentage of the students identified the major reason for
learning English speaking was to get a job in the future. The reason for this was that most
of the students want to become a tour guide in the future. They have to use a lot of English
in communicating with foreign tourists. In addition to these more than 70% of the students
wanted to learn English for the purpose of communicating with foreigners. Besides, 2
students who joined in the interview revealed that they tried to studied this subject well for
a better chance of jobs in the future as expressed in what they said in the interview: “I am
trying to learning speaking English well to get a good job in the future” or “I will become
a tour guide in the future, so I have to learn speaking English very well”.
In addition to these, 70.14% of the students who completed the questionnaire were
reported to be interested in culture, people of English speaking countries. The students
interviewed also revealed that they want to learn English to get more knowledge of culture
and people of English speaking countries. In their opinions, they will have to communicate
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with many foreign tourists in their jobs, understanding the culture of the tourists will help
them do the job better and avoid culture shock as well as difficulties in communicating.
Only 5 of 67 students claimed that they studied English speaking because it is a
compulsory subject. The same number of the students perceived that they learned English
speaking for a good result at the examination.
In brief, it can be said they the main types of motivation the students had in English
speaking learning are integrative and instrumental motivation. All of them want to English
firstly for a future job, and secondly for better understanding of the foreign tourists.
4.2 Activities and techniques used by the teachers to motivate students
Research question 2: What have the teachers done to motivate their students in
English speaking teaching?
In order to find out the answers to this question, a survey was conducted among the
teachers. The survey concentrated on activities and techniques employed by the teachers in
their speaking lesson.
With the question “Which state of a speaking lesson do you think necessary to
motivate students”, most of the teachers perceived that all the states including the warm
up state, pre-speaking, while speaking and post speaking sates are necessary to motivate
students in speaking.
All of the teachers also claimed that reading and speaking has a close relationship.
Reading provides students with vocabulary and information to speak. This indicated that
during the speaking class the teachers combined reading activities to speaking activities.
Among the activities used by the teachers including individual work, pair work and
group work, pair work and group work was used by the most often the teachers. Besides
individual work was sometimes used. This indicated that in the speaking lessons, teachers
gave students lots of chances to express themselves in pair and group work. This forced
students to work and speak in the lesson. Below is the table of activities used by the
teachers in the speaking lesson.
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Among the kinds of teaching aids including pictures, slide projectors, cassettes,
boards, music…slide projector was the most preferred by the surveyed teacher. This can
be easily explained because all of the classrooms in the school are equipped with slide
projectors. Furthermore, using this aid helps teacher much in teaching processing.
The frequency of using techniques is shown in the table below:
Table 5: The activities used by the teachers by frequency
Frequency of the activities using
(N0of teachers)
alway ofte sometime Rarel Never
s n s y
1.Creating a competitive atmosphere 3 3 0 0 0
2.Combining text books and relevant 2 4 0 0 0
materials
3. Giving feedback regularly 3 3 0 0 0
4.Giving rewards and punishment 0 0 0 1 0
5.Giving classroom tests 6 0 0 0 0
6.Taking students to visit tourist 4 2 0 0 0
destinations
7.Providing students with vocabulary and 6 0 0 0 0
structures to be used for the speaking
tasks
8.Brain-storming ideas or making outline 4 2 0 0 0
for the speaking the speaking tasks
9.Interruping students to correct mistakes 4 2 0 0 0
10.Applying role play 4 2 0 0 0
The table shows that the atmosphere in the class was always paid much attention to
by the teacher; also they teachers always gave feedback to students. This helps them realize
what the strong points are and what their week points are. Besides, all the surveyed
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teachers often combined the textbooks with the relevant materials, role play activities with
others, new words and structures were provided for students for the speaking tasks.
Most of the teachers have the habits of brainstorming the students’ ideas and
making outlines before speaking. Classroom tests were always taken. Especially, all of the
teachers often took the students to the tourist’s destination and guided students in speaking
about these destinations in English.
However, none of the teachers applied reward and punishment policy, this may lead
to de-motivation of the students in learning, besides most of the teachers also interrupted
students to correct mistake. This is a factor de-motivating students in their learning.
According to the survey to the students, the majority of the students were interested
in the activities used by the teacher in the speaking class. These activities were role play,
discussion, explanation of new words and phrases, games. And nearly 90% of the students
liked to practice English speaking at the tourist destinations near the school.
However, during classes some teachers used Vietnamese, which may de-motivate
students in their trying to speak English. The two students interviewed revealed that they
didn’t like the way the teacher explained the new words or the requirement of the
activities.
They said: “I don’t like the teacher speaking Vietnamese in the class. Because if the
teacher speaks Vietnamese, we will be very passive in listening and even speaking” or
“This is a speaking class, I want everything to be expressed in English”.
The way the teachers used the visual aids were the most preferred by the students.
Nearly 90% of the students joining in the survey perceived that the way the teachers used
the modern teaching aids such as slide projectors, cassettes … was very effective.
According to them the modern teaching aids may motivate them by creating anxiety in
learning. The students interviewed said: “I like the teachers using the slide projector very
much, because we can observe lively images which motivate us very much”.
What the teachers have done is also expressed in the class observation adapted
from Brown, 1994. The purpose of the class observation was to access teachers’
preparation, presentation, methods, personal characteristics, teacher and student interaction
in the classroom. From these, an overview of what teachers have done in the class would
be drawn out.
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students. The pair work and group work were used, but it sounded not effective. Whenever
the students were asked to work in groups, they became quietly or did some other things.
In short, the teachers have made great effort to motivate students in English
speaking classes. However, there were a lot of things to do, in which applying reward and
punishment policy and was of great importance and interrupting students while they were
speaking should be ignored during the class. Especially, teacher/student interaction should
be promoted during the speaking class.
4. 3 Factors de-motivating students in English speaking
Research question 3: What are the factors de-motivating students in English
speaking?
The answer to this question will be found out in survey questions 3, 5, 6
(questionnaire for students), question 6 (questionnaire for teachers) and drawn out form the
classroom observation.
The table below reveals the difficulties students cope up with in learning English
speaking skill?
Table 7: The difficulties of students in English speaking learning
Activities N0 of students Percentage
(%)
1. Pronunciation 34/67 50.75
2. Grammar mistakes 30/67 44.78
3. Teacher is not enthusiastic 15/67 22.39
4. Boring speaking activities 17/67 25.37
5. Boring speaking topics 18/67 26.87
6. Crowded class 40/67 59.70
7. Littlee time for speaking activities 43/67 64.18
8. Lack of vocabulary 40/67 59.70
The table shows that the most difficulties they students have to cope up with are
lack of time for speaking activities. The second difficulty was lack of vocabulary.
Moreover, the crowded class is also a disadvantage. The number of students in one class in
SIC ranges from 40 to 60; therefore the teachers do not have enough time to pay attention
to each student. And nearly half of the students were afraid of making mistakes in their
speaking.
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The table below revealed that the classroom atmosphere had the greatest effect on
students’ motivation. The second factor was that the students had no effective methods in
learning English speaking. About 40/67 students perceived that learning English speaking
was very difficult, nearly all of them lacked vocabulary, this led to de-motivation in
speaking lesson. Sometimes, boring activities or crowded class were also the denominative
factors.
All of the teachers perceived that in their speaking teaching, they had some
difficulties. Almost of them revealed that the students lack motivation in learning speaking.
In their opinions, the reasons for these are as follows:
- The students are lazy in pair work and group work. Especially in group work, only
one or two members work, the rest sit quietly and do nothing.
- Students have low English proficiency. Beside general English, they have to get
knowledge of ESP of tourism.
- Class hour is not suitable, it starts too early at 6 am or 12 a.m. This time affects
students’ as well as teachers’ psychology and their attitude to learn and work.
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When asked about the content, topics, exercise kinds, illustration... of the
textbooks. Most of the teachers agreed that the content, topics and exercise kinds were
O.K. The content of the textbook was suitable for the students. The kinds of the exercises
in the books were designed suitably, able to develop speaking skills of the students.
However, most of the teachers revealed that the illustration of the books was boring, this
led to demotivation of the students in learning process,too.
Table 9: Teachers’ comments on the textbook
Number of teachers
Very bad Bad O.K Goo Very
d good
1. Content 0 0 0 0 0
2. Topics 0 0 6 0 0
3. Exercise kinds 0 0 6 0 0
4. Illustration (pictures, enclosed tape, video…) 1 5 0 0 0
5. Order of lessons 0 0 0 6 0
The result of the question 6 (questionaire for the students) revealed that the topics
and the content of the textbooks attracted the students very much. Among 11 t opics in the
textbook, 5 of them (The topics of Vietnam geography, Vietnam pagoda, Vietnam
festivals, Vietnam handicraft villages, Customs and habits of Vietnam) atracted students’
interests. However 6 of them seemed to demotivate students’ learning. The students
interviewed said: “ Vietnam history is the most difficult topic in the text book, sometime I
have no idea, no vocabulary to talk about the topic” The other said “ Buddism is a very
difficult topic, we have no knowledge even knowledge in Vietnamese to say about the
topic”
Table 10: Students’ comments on the topics of the textbooks
Topics Number of students
Dislike Don’t mind Strongly like
1. Vietnam geography 2 0 65/67
2. Vietnam history 45 12 0
3. Vietnam animals and plants 30 37 0
5. Buddhism in Vietnam 46 14 7
6. Vietnam pagodas 10 15 55
7. Vietnam festivals 7 3 57
8. Vietnam handicraft villages 5 5 47
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In short demotivating students’ speaking learning are many factors in which the
main factors are lack of vocabulary of the students, the crowded class, the contents of some
units in the textbook are too difficult or boring. Class hour is also a factor affecting
students’ learning process.
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Obviously, 100% of the students like the modern teaching aids used during the
class, because the teaching aids help students become more motivative and more interested
in the lesson. Also 100% students strongly like going to the tourists’ destinations to
practice speaking. Besides, the other activities attracted students’ attention. Those activities
such as role play, teachers’ compliment, teachers’ English speaking during the class hour
were the activities motivating students.
Sub-question 2: What should we do to improve the textbook?
According to the teachers joining in the study, the topics used in the text book were
suitable. The topics cover a paronama of Vietnam- country, people, histroy, culture, habit
and customs, which are suitable and useful for a future tour guide. However, 6/6 teacher
agreed that to get more effectiveness in boosting students to speak, it is necessary to add
some more kinds of exercises to make the lesson more interesting. 5 of them also thought
that it is necessary to illustrate the textbook with more beautiful pictures. And the most
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important thing to do with the text book is to improve it yearly, this idea was approved by
all of the six teachers.
Table 12:Teachers’ suggestions on ways of improve the textbooks
Suggestions Number of teachers
1. Change the topics 0
2. Add some more kinds of exercises 6
3. Illustrate it with more beautiful pictures 5
4. Improve yearly 6
To conclude, there are many motivational strategies and techniques can be applied
to motivate students, of which the most important are using modern teaching aids, taking
the students to the tourist destinations, giving compliment, … Besides, to reduce students’
de-motivation, it is necessary to pay attention to the material used for teaching. The
material should be checked and improved yearly and more interesting activities should be
added to the textbooks.
In brief, the chapter has presented the data analysis to find out the answers to the
research questions. All the data were obtained from the study instruments which were 2
survey questionnaires, an interview and the classroom observation. In the chapter the main
types of motivation, denominative factors and motivational strategies have been discussed
in details.
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Chapter 5: Conclusion
The chapter will summarize the findings, discussion, recommendations,
suggestions and future directions.
5.1 Summary of the findings and discussion
1. The first reason for students to learn English is to meet the requirement of the
future job. Many students (70%) agreed that the purpose of communicating with
foreigners. Besides many students revealed that they want to learn English to get more
knowledge of culture and people of English speaking countries. A small percentage of the
students claimed that they studied English speaking because it is a compulsory subject, and
the same number of students agreed that they leant English because they wanted to get
good mark at the examination. The main types of motivation the students had in English
speaking learning are integrative and instrumental motivation.
2. Secondly, all the teachers teaching speaking skills have made great effort to
motivate students in English speaking classes. In thier teaching such kinds of activities as
group work or pair work have been utilized. Diffirent kinds of visual aids such as cassette,
slide projector, pictures ... were used much in the class room. The teacher also combined
the course book with relevant materials, guided students to learn well. During the lesson
teachers tried to create a learning atmosphere to promote students. Especially, the teachers
often held the excursions in the tourist destinations, which attracted students’ attention and
promoted them in learning, and provided students with a lot of chances to practice
speaking. However, there were a lot of things to do, in which applying reward and
punishment policy and was of great importance and interrupting students while they are
speaking should be ignored during the class. Especially, teacher/student interaction should
be promoted during the speaking class.
3. Thirdly, there are many demotivating factors affecting students in their speaking.
The main factors are the aptitude and lack of vocabulary of the students. Besides, the
crowded class, the content of some also reduce students’ motivation in learning process.
Class hour (starts too early in the morning or afternoon) had great effect on students’
learning. The way the teacher used Vietnamese in the lesson also de-motivates students in
their trying to express every in English.
4. Fourth, in the lesson the teacher has applied many motivational strategies and
techniques to motivate students, of which the most important are using modern teaching
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aids, taking the students to the tourist destinations, giving compliment, … Besides, to
reduce students de-motivation, it is necessary to pay attention to the material used for
teaching. The material should be checked and improved yearly and more interesting
activities should be added to the textbooks.
5.2 Implications
The findings of the study implicate that:
1. In learning the speaking subject, the students seem to posses 2 main types of
motivation which are instrumental and integrative. These students want to become tour
guides, they will use much English in their future jobs. For them, fluent English speaking
and sound knowledge of people and culture of international tourists is very useful, which
help them to work better with their future jobs. The combination of the two types of
motivation assists in the successful acquisition of an L2. Thus, in English speaking classes,
teachers should provide students with not only language knowledge but also cultural
knowledge of English speaking countries...
2. The motivational strategies are of great importance in which pair work and group
work attracted many students attention. The using of teaching aids like slide projectors,
cassettes … are the factors impressing students’ attention. Besides, teachers should give
students lot of chances to practice speaking at the tourist destinations. However, using
Vietnamese during the speaking lesson is not a good way of motivating students.
3. Demotivating affecting students in their speaking are many factors among which
lack of time and vocabulary, low proficiency in tourism English rank the first. Besides,
crowded class has strong effect on students’ motivation. In addition to these demotivative
factors, the content of some lessons, class hour (starts too early in the morning or
afternoon) are sometimes affect students in English speaking learning.
4. To reduce students’ motivation in English speaking learning, two important
things must be done: Firstly, teacher should apply motivational strategies to motivate
students in speaking learning. Secondly, it is necessary to improve textbook to attract more
students in learning speaking.
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6. The two types of motivation which the students possess are integrative and
instrumental; therefore, in teaching it is necessary for the teachers to provide students with
not only language knowledge but also country and culture knowledge of other countries,
especially English speaking countries.
5.4. Future directions
1. The study on motivation should be applied on students of other faculties in SIC.
2. The relationship between motivation and learning results can be a topic of investigation.
3. The course book and its effects on learning motivation is another direction of this study
in the future.
4. How to reduce demotivative factors in English speaking learning may be taken into
consideration for future research.
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