INTRODUCTION
Rationale
In today's global landscape, English has emerged as a vital international language, making it essential for students across the globe to learn it As a result, many educational institutions are implementing compulsory programs in schools and universities to ensure that students acquire this important skill.
In Vietnam, English is essential for the country's industrialization and modernization, significantly contributing to its integration and globalization in the global landscape.
Research has extensively examined the current state of English teaching and learning (Le, 1999; Pham, 2007) Despite the requirement for students to pass English examinations for graduation, many struggle to achieve proficiency This has resulted in a decline in communicative competence, with insufficient focus on essential skills like listening and speaking Furthermore, traditional teaching methods have contributed to students' indifference towards these skills, leading them to disengage mentally or adopt minimal effort strategies solely to pass their exams.
Language learning is significantly influenced by various factors, with motivation being one of the most crucial Researchers and educators have extensively explored the concept of motivation, which is defined as the desire that guides one's behavior In her book "Motivation Factors in Language Learning" (2009), Makiko Ebata emphasizes that motivation is essential for initiating and sustaining the often challenging process of learning a second language (L2) Without adequate motivation, students struggle to reach long-term goals, and teachers face difficulties in ensuring student success.
Motivation plays a vital role in second language (L2) learning, as it significantly affects the effort students invest, their use of effective learning strategies, and their interactions with native speakers High motivation leads to increased exposure to the target language, better performance on curriculum-related assessments, and higher overall proficiency levels Furthermore, motivated learners are more likely to retain and maintain their L2 skills long after their studies have concluded.
Research indicates that high motivation significantly contributes to a student's success in learning Recently, the concept of 'demotivation' has gained attention in studies, particularly in the EFL (English as a Foreign Language) field, where it was previously overlooked While motivation drives learners toward their goals, demotivation represents a decline in this desire, often resulting from various factors that hinder the learner's ability to achieve their objectives or enhance skills, such as speaking proficiency.
Demotivation serves as the negative counterpart to motivation and can significantly impact learners' interest in their studies A demotivated learner typically loses interest due to various factors, which can include external influences such as an unprepared teacher or a dull textbook However, research indicates that demotivation is not solely external; scholars like Arai (2004), Falout & Maruyama (2004), and Sakai & Kikuchi (2009) suggest that both internal and external factors contribute to a decline in motivation to study English Understanding these demotivators is essential for fostering a more engaging learning environment.
Speaking is one of the four essential language skills, alongside listening, reading, and writing, and it allows learners to articulate their thoughts and ideas However, various factors can hinder their willingness to speak According to Howarth (2006), challenges such as learner resistance in monolingual classes, where group work may seem inauthentic, and self-consciousness, which leads to nervousness and embarrassment when speaking English, are significant barriers Additionally, managing large classes during pair or group activities can be difficult, often resulting in noise, disruptive behavior, and the use of the mother tongue Furthermore, a lack of motivation can prevent learners from engaging in interaction, and insufficient language proficiency can make it challenging for them to participate effectively.
As an English teacher at Le Van Huu High School in Thanh Hoa for twelve years, I have observed that while many grade 10 students initially show enthusiasm for learning English, their interest significantly declines by grade 11 and nearly disappears by grade 12 This trend raises concerns about the factors contributing to their lack of motivation, prompting me to explore this issue in my study titled “AN.”
INVESTIGATION INTO DEMOTIVATING FACTORS IN SPEAKING LESSONS AMONG HIGH SCHOOL STUDENTS ” As one of the first attempts to explore the demotivation in the context of learning English speaking at
This study investigates the techniques employed by teachers and students at Le Van Huu High School to enhance motivation in English speaking learning, along with students' perceptions of these methods It begins with a review of existing literature on demotivation and speaking skills Conducted as a case study, the research involved 80 out of 1500 students who completed survey questionnaires The analysis of the data revealed the challenges students face regarding demotivation in speaking activities The findings suggest strategies to mitigate these demotivating factors, ultimately aiming to improve students' English learning outcomes.
Aims of the study
The study is carried out to meet the following aims
- to identify the demotivating factors in English speaking lessons among high school students at Le Van Huu high school
- to suggest some possible solutions to eliminate the demotivating factors in English speaking lessons in order to improve students’ speaking skill
Research questions
In order to achieve the above-mentioned aims, the following research questions were asked in the study:
1 What are the main factors that demotivate high school students’ speaking skills at
Le Van Huu High school?
2 What are possible solutions to overcome the demotivating factors in speaking lessons among high school students at Le Van Huu High school?
Significance of the study
The study aims to identify the demotivating factors affecting English speaking skills among high school students at Le Van Huu High School in Thanh Hoa province.
Secondly, the study is carried out with a view to giving some possible solutions to help students overcome demotivation in learning to speak English.
This study represents the inaugural exploration of the demotivating factors affecting English speaking skills at Le Van Huu High School It is suggested that this approach could also be applied to enhance not only speaking skills but other competencies and subjects as well.
Scope of the study
This study specifically investigates the demotivating factors affecting English speaking among students, building on previous research that addressed broader aspects of demotivation in language learning Utilizing survey questionnaires and structured interviews with both students and teachers, alongside five classroom observations, the research focuses on participants from Le Van Huu High School However, the findings may not be applicable to other language skills or to the wider population of Vietnamese high school students.
Method of the study
To achieve the aims of the study, both quantitative and qualitative methods are employed and the following steps are involved:
- Collecting data by survey questionnaires for students and teachers
- Conducting two interviews with students and teachers who were randomly chosen for further information of the study
All comments, remarks, recommendations and conclusion are based on the data analysis This data hoped to confirm and support the results obtained from other sources.
Thesis organization
This thesis is divided into five chapters.
CHAPTER 1: INTRODUCTION, gives the rationale of the study, aims of the study, the research questions, the significance of the study, the method of the study, the scope of the study, and the thesis organization.
CHAPTER 2: THEORETICAL BACKGROUND, presents various concepts related to the research topic such as definition of demotivation, speaking, teachers and student’s demotivation in second language teaching and learning
CHAPTER 3: THE STUDY, describes the methodology underlying the research which includes the general information about the subjects of subject, the current state of teaching and learning English speaking at Le Van Huu High School.This chapter also focuses on the methods of data collection.
CHAPTER 4: FINDINGS AND DICUSSIONS, gives a detailed presentation of data and a detailed description of data analysis Some explanations and interpretations of the findings of the study are also presented.
CHAPTER 5: IMPLICATIONS AND CONCLUSION, summarizes the findings, and pedagogical implications, limitations of the study and suggestions for further study.
THEORETICAL BACKGROUND
Overview of demotivation
Demotivation is often misunderstood as merely low motivation, but it is a distinct phenomenon characterized by a lack of sufficient drive to achieve specific goals (Soureshjani and Riahipour, 2012) A demotivated individual exhibits a deficiency in effort, readiness, and enthusiasm, often stemming from a previous state of motivation that has diminished due to various factors Aydin (2012) defines demotivation as the absence of effort, need, and desire, highlighting its complexity and impact on learners.
(2005) believes that “if motivation pushes learning for life, demotivation cuts learning short” (Cited in Bahramy and Araghi, 2013).
Motivation is essential in second language acquisition (L2), prompting educators to seek effective strategies to engage students While previous research has primarily focused on positive motivational factors, it is crucial to acknowledge the impact of demotivation, which can significantly hinder learning Dornyei (2001) describes motivation as an inducement that varies in strength, highlighting that negative influences can detract from students' drive Recent studies by Christophel and Gorham reveal that the lack of demotivators in the classroom is more influential on student motivation than the presence of motivators Initially, reducing context and teacher behavior demotivators can enhance motivation, leading to the important question: what exactly constitutes demotivation?
Dornyei defines "demotivation" as external factors that undermine an individual's motivation towards a specific behavior He explains that these demotivating influences can effectively negate existing motivation, leading to a decline in engagement Additionally, he introduces the concept of "demotives," which serve as negative counterparts to motivational factors, further illustrating the complexities of motivation in behavioral intention.
“motives on going action” (p.143) A demotivated learner is someone who
“motivated but has lost his or her interest for some reasons” In terms of demotive, it decreases learners’ demotivation to the study of language while motive increases it
While Dornyei defines demotivation in language learning, Sakai and Kikuchi argue for a broader perspective that includes both internal factors, such as a learner’s lack of self-confidence and negative attitudes, and external influences They highlight that Dornyei himself acknowledges reduced self-confidence and negative attitudes as sources of demotivation To better understand demotivation, Sakai and Kikuchi propose expanding Dornyei’s definition to encompass these internal and external factors Dornyei illustrates the concept of a demotivated learner through hypothetical examples, such as a student placed in a lower-ability group, a learner struggling to understand the teacher, or someone feeling embarrassed after speaking in class Ultimately, a demotivated learner is defined as one who has lost their initial motivation and interest in learning, with these factors termed "demotives," which counteract the positive influences of motives and diminish the learner's drive.
Gorham and Christophel identified three categories influencing teachers' communication behavior and learners' motivation: context, structure/format, and teacher behavior Context factors, such as personal laziness and class length, are beyond the teacher's control, while structure/format factors, like class organization and grading, are partially within the teacher's influence Teacher behaviors, including enthusiasm and accessibility, significantly impact student motivation Their research revealed that college students perceive motivation as primarily student-owned, whereas demotivation is largely attributed to teacher behaviors Ultimately, negative teacher behaviors are viewed as the primary source of student demotivation.
Demotivation is not applicable to all reluctant learners, as identified by Dornyei, who outlines three factors that do not qualify as demotivators Firstly, engaging in an attractive alternative activity, such as watching television instead of completing homework, serves as a distraction rather than a reduction in motivation Secondly, a gradual loss of interest in a long-term activity is not considered a demotivator, as it lacks the specificity of incidents that reduce motivation in a single event Lastly, realizing that the costs of pursuing a goal are too high, like balancing an evening course with a daytime job, stems from an internal deliberation process rather than an external trigger In contrast, if an external influence, such as a persuasive friend, leads to a cessation of action, this would be categorized as demotivation.
Dornyei emphasizes that demotivation does not equate to a complete loss of motivation in learners Instead, the initial positive factors that fueled their motivation may still persist For example, a student might remain eager to learn English, a crucial global language, despite facing challenges such as an ineffective or unsupportive teacher.
Dornyei conducted a qualitative analysis through structured long interviews lasting 10 to 30 minutes with 50 high school students learning English as a foreign language The participants were specifically chosen for their demotivation, as identified by teachers or peers, rather than being a cross-sectional group From this study, he identified nine distinct types of demotivators affecting these students.
- the teachers (personality, commitment, competence, teaching method)
- inadequate school facilities (group is too big or not the right level; frequent change of teachers)
- reduced self-confidence (experience of failure of lack of success)
- negative attitudes towards the second language (L2)
- interference of another foreign language being studied
- course book used in the language class.
This study reveals that the compulsory nature of second language (L2) studies significantly contributes to learner demotivation, primarily due to a lack of autonomy and self-determination Among the nine identified factors influencing motivation, the teacher factor is the most critical, encompassing aspects such as the teacher's personality, commitment, attention to students, teaching methods, and rapport These elements can directly affect students' motivation levels, with students often linking their lack of confidence to negative influences from teachers, including rigid classroom management and strict grading practices Consistent with prior research, this underscores the necessity of analyzing the teacher factor to identify effective strategies for addressing demotivation in L2 learners.
Hamada and Kito conducted a study to identify the primary demotivating factors affecting Japanese high school students and their underlying causes Utilizing a quantitative approach, they distributed a questionnaire to 100 second-year students at a public high school in Tohoku, where the students' English proficiency was slightly below the national average The questionnaire included questions aimed at uncovering demotivating influences, such as the impact of peers' attitudes towards English and teachers' pronunciation To gain deeper insights into these factors, the researchers conducted interviews with 26 randomly selected students from the original group.
This study identified five key factors contributing to student demotivation: the learning environment and facilities, teacher competence and teaching style, low intrinsic motivation, non-communicative teaching methods, and the quality of textbooks and lessons Additionally, researchers Hamada and Kito highlighted that some students developed negative feelings towards English during junior high school, while others admitted to lacking interest or purpose in their studies from the outset.
Hamada, Y and Kito, K.'s research presents significant findings; however, it has notable limitations The study fails to differentiate between de-motivated and motivated learners, and it does not explore the specific timing of when students begin to experience demotivation.
Trần Thị Thu Trang and Richard B Baldauf Jr employed the Stimulated Recall method to gather retrospective data on demotivation in English learning This research focused on 100 second-year students at the University of Economics in central Vietnam and aimed to address four key questions regarding factors influencing their motivation in English studies.
1 To what extent, demotivation is a problem?
2 What are the factors that are likely to contribute to demotivates?
3 Are demotivates different in terms of their levels of impact?
4 What are factors that assist students to overcome demotivation?
In a study examining English learning experiences, 100 students were asked to reflect on their journey and write an essay about it The findings revealed that 88 of the participants reported varying degrees of demotivation This demotivation was categorized into two groups: internal attribution, which included personal feelings towards English, experiences of failure, and self-esteem issues, and external factors, such as teacher influence and the learning environment Notably, internal factors accounted for 36% of the demotivation, while external factors comprised 64%, with teachers being the most commonly cited external influence at 35%.
Students have successfully overcome demotivation through a combination of internal (71%) and external (29%) factors Key internal factors include recognizing the importance of English, personal motivations, a desire for self-improvement, self-determination, and maintaining a positive attitude towards the language Meanwhile, external factors such as changes in teacher behavior, innovative teaching methods, improved learning conditions, and external encouragement also play a significant role in fostering student motivation.
Overview of speaking skill
Speaking plays a vital role in the language learning process, enhancing fluency and allowing learners to identify gaps between their thoughts and their expressive abilities It serves as an opportunity to test language hypotheses, making it a focal point of interest in the field of linguistics As a result, numerous definitions of "speaking" have emerged, reflecting its significance in language acquisition.
According to the Oxford Dictionary of Current English (2004, p.414), speaking is "the action of conveying information or expressing ones' thoughts and feelings in spoken languages."
Chaney (1998, p.13), however, considered speaking as "the process of building and sharing meaning through the use of verbal or non-verbal symbols in a variety of contexts".
Sharing the same viewpoint, Florez (1999, p.1) added that speaking is an
"interactive" process, which consists of three main stages "producing, receiving and processing information."
Speaking is a fundamental skill in language teaching and learning, as highlighted by Nunan (2003), who describes it as the productive oral skill that involves creating verbal utterances to convey meaning Bygate (1987) emphasizes the importance of distinguishing between knowledge and skill in speaking lessons, asserting that understanding grammar, vocabulary, and pronunciation alone is insufficient; learners must also develop the ability to effectively use this knowledge for successful communication He identifies two critical sub-skills of interaction: routine skills and negotiation skills Routine skills encompass conventional methods of presenting information, such as descriptions and storytelling, which can be either expository, focusing on factual information, or evaluative, involving reasoning and drawing conclusions Additionally, interaction routines are vital for navigating specific contexts like interviews and discussions.
Speaking can be understood in various ways, including as an action, a process, and a skill This study will specifically focus on "speaking" as a skill pertinent to language teaching and learning.
2.2.2 The importance of learning speaking skill
Speaking is a crucial skill in language proficiency, as it serves as a key indicator of one's ability to communicate effectively According to Pattison (1992), when individuals refer to knowing or learning a language, they primarily imply the capability to speak it.
In social settings, individuals who lack strong speaking skills often assume various social roles It is essential to recognize that verbal communication deserves equal, if not greater, emphasis compared to writing skills.
2.2.3.1 Approaches of teaching speaking skill
Over the past sixty years, language teaching has been shaped by various approaches, with three predominant methods standing out as the most influential in the field.
The Grammar-Translation Method primarily emphasizes reading and writing, focusing on grammar analysis and translation between languages This approach, characterized by its reliance on reading texts to determine vocabulary and treating the sentence as the fundamental teaching unit, fails to adequately prepare students for speaking English As a result, while learners may gain an intellectual understanding of language structure and reading abilities, they often lack oral fluency and communicative competence Speaking practice is limited to reading translations aloud and completing grammar exercises, offering few chances for students to express original thoughts or emotions Despite its shortcomings, this method has historically dominated English language education in Vietnam, particularly in rural areas, leading to a devaluation of speaking skills and insufficient efforts to enhance them.
The direct method and Audiolingualism
Unlike the Grammar-translation Method, the Direct method focuses on
“everyday vocabulary and sentences” (Richard and Rodgers, 1986:9) and the lessons were conducted entirely in the target language.
The Direct Method prioritizes oral communication by introducing new teaching points verbally instead of through written text This approach focuses on enhancing speaking and listening skills, utilizing a structured progression of question-and-answer interactions between teachers and students.
Audiolingualism emphasizes speaking through repetition and memorization of sentences and dialogues, allowing students to become familiar with the language's sounds and structures The teaching approach follows a structured sequence of presentation, practice, and production, where intense repetition helps establish fluent and automatic speaking habits This method ensures that learners can communicate without pausing to think about sentence formation, enhancing their overall speaking proficiency.
The Communicative Approach to language teaching is grounded in the concept of language as a means of communication, aiming to cultivate "communicative competence," a term coined by Hymes (1972) This approach is supported by a diverse theoretical foundation, highlighting several key characteristics that define its communicative perspective on language.
- Language is a system for the expression of meaning.
- The primary function of language is to allow interaction and communication.
- The Structure of language reflects its functional and communicative uses.
- The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.
Communicative Language Teaching (CLT) emphasizes interactive activities, especially at higher proficiency levels, including role plays and information gap tasks These activities require learners to use English to share information that is familiar to them but unknown to their conversation partners, fostering effective communication skills.
- Pair work and group work are typical organizational features of interaction-based lessons in CLT.
In short, current approaches to the teaching of speaking thus reflect the following principles:
- Speaking and oral interaction is seen as the basis for learning.
- Non-native usage as well as native usage both serves as models.
- English for cross-cultural communication is a primary goal.
- Models in classroom materials are often informed by corpus analysis.
- Functional or other types of communicative syllabus predominate.
- Both accuracy and fluency are a primary goal with a greater tolerance of errors.
- Oral proficiency is viewed as dependent upon mastery of lexical phases and conversational routines.
- Pair and group activities predominate in the classroom
Accuracy in language teaching emphasizes the proper use of vocabulary, grammar, and pronunciation During controlled and guided activities, teachers prioritize accuracy and provide feedback to highlight its importance Continuous correction is often necessary in these accuracy-focused tasks In contrast, during freer activities, the goal shifts to encouraging students to use language correctly while effectively communicating.
Fluency in speaking refers to the ability to communicate confidently and spontaneously at a pace that aligns with the norms of the relevant native speech community Students demonstrating fluency should effectively convey their message using their available resources and skills, even if they make grammatical errors or other mistakes.
Teachers should recognize that during the early and intermediate stages of language learning, students often experience a conflict between fluency and accuracy as they develop their proficiency.
During the language learning process, learners often struggle to apply grammar rules and recall essential vocabulary, which can hinder their fluency and make speech appear laborious Conversely, some learners may speak quickly without pausing to consider grammar, leading to an increase in errors and decreased accuracy in their communication.
In short, students should be encouraged during fluency activities In feedback afterwards, on the other hand, favorable comment on strategies is needed to increase their fluency.
In Terry's (2008) presentation about "how to teach speaking in an EFL class", it was proposed that a speaking lesson consists of three main stages.