Rationale
Following the historic upheaval, Vietnam has experienced significant transformations in its economy, politics, and culture The implementation of the open-door policy has established diplomatic relations with countries worldwide English has emerged as an essential means of communication, serving as the primary international language that facilitates access to global scholarship and trade Consequently, English is now a mandatory subject in the Vietnamese curriculum, receiving increased focus in teaching and learning efforts.
In high school English education, speaking skills are essential and should be taught equally alongside listening, reading, and writing However, various objective and subjective factors often lead to the integration of speaking with other skills or even its neglect As a result, students frequently do not enjoy speaking activities and struggle to engage in them effectively.
At Hoa Lu A High School, as in many other Vietnamese high schools, English has been a mandatory subject in the secondary curriculum for years However, due to the emphasis on grammar and vocabulary driven by high school and university entrance exams, students often neglect the development of their speaking skills.
With six years of experience teaching English at the high school level, I have observed that various factors influence language learners' success, including aptitude, age, personality, and motivation Among these, motivation is particularly crucial, especially when it comes to developing speaking skills It is clear that motivated students are more likely to engage actively in their learning, which significantly enhances their speaking abilities.
- up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist
All the above mentioned reasons have inspired the writer to conduct a research title “How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school”.
Aims of the study
The aims of the study are:
- To investigate the current situation of teaching and learning speaking skill in grade 10 at Hoa Lu A high school
- To identify types of the motivation and factors affecting students’ motivation in learning speaking skill
- To suggest speaking teaching techniques used to motivate students to take part in speaking activities.
Research questions
The study intends to find out the answers to the following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English?
2 What have teachers done to motivate students in learning speaking English?
3 What are students’expectation of speaking teaching?
Methods of the study
This study will employ both quantitative and qualitative research methods, gathering data from two key sources: 10th-grade student respondents and English teacher respondents at Hoa Lu A High School in Ninh Binh.
The study will utilize two questionnaires—one targeting students and the other for teachers—alongside informal interviews with students as data collection tools All insights, recommendations, and conclusions drawn from the research will be grounded in the analysis of this data.
Scope of the study
Research has increasingly focused on the role of motivation in second language acquisition This M.A minor thesis specifically examines the types of motivation among Grade 10 students learning to speak English, the activities employed by teachers to enhance their speaking skills, and the students' expectations regarding these teaching methods Additionally, the study offers recommendations for educators to better motivate students to engage in English speaking activities.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction - deals with the rationale, aims, research questions, methods, scope, design of the study
Part B: Development - consists of four chapters
Chapter I - Theoretical Background - is intended to give some theoretical background related to motivation and speaking
Chapter II - Methodology - presents the Research site, Methodology (including the participants, instruments, data collection and analysis procedure)
Chapter III - Major findings, discussions - shows major findings and discussions
Chapter IV – Recommendations - offers some recommendations for teachers to motivate students to speak more in speaking lesson
Part C: Conclusion - conclusion, limitations of the study, suggestions for further research.
Theoretical Background
Motivation in second language learning
Motivation plays a crucial role in language education, significantly impacting second language (L2) achievement and proficiency High levels of motivation are associated with better learning outcomes, as motivated learners tend to engage more actively in the learning process Conversely, unmotivated students may disrupt the classroom environment, highlighting the importance of understanding motivation in educational settings.
Motivation, as defined by Williams and Burden (1997:20), is a cognitive state that triggers the decision to take action, leading to sustained intellectual or physical effort aimed at achieving a specific goal.
Another linguist, Woolfolk (2001:366) defines motivation as “an internal state that arouses, directs, and maintains behavior”
Motivation plays a crucial role in determining individuals' decisions to engage in activities, the intensity of their efforts, and the duration of their commitment, as highlighted by Dornyei (2001) Brown (2000) also supports this notion, emphasizing the significance of motivation in driving sustained engagement and effort in various pursuits.
“motivation is some kind of internal drive which pushes someone to do things in order to achieve something”
Different researchers define motivation in various ways, but this study will adopt Gardner's (1982) definition, which identifies motivation as comprising three key elements: effort, desire, and affect Effort relates to the time and energy dedicated to language study, while desire reflects the learner's aspiration to attain proficiency Affect pertains to the emotional responses associated with learning a language Gardner also emphasizes that motivation encompasses a goal, the effort to achieve it, a desire to succeed, and positive attitudes towards the learning process Ultimately, motivation in this context is defined as the combination of effort and desire to reach language learning goals, alongside favorable attitudes towards the language.
Gardner and Lambert (1972: 10) distinguished integrative and instrumental as two types of motivation
Integrative motivation: Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt
Integrative motivation plays a crucial role in language learning, particularly for students who admire the culture and people of the target language Those who wish to integrate into a community where the language is spoken tend to achieve greater proficiency This motivation not only facilitates social interactions but is also essential for becoming an active member of the community Furthermore, research suggests that integrative motivation is linked to successful acquisition of various language registers and achieving native-like pronunciation.
Instrumental motivation refers to the practical benefits of learning a new language, focusing on its value for academic or career advancement (Lambert, 1974; Ur, 1996) This type of motivation is driven by the desire to achieve concrete outcomes, such as fulfilling educational requirements, enhancing job prospects, earning higher wages, or accessing specialized knowledge through reading and translation (Hudson, 2000) Often seen in second language acquisition, instrumental motivation may occur without the need for social integration into communities that use the target language, as learners prioritize utilitarian goals over social connections.
Intrinsic motivation is defined as the drive to engage in an activity for its own sake, without the need for external rewards or punishments (Woldkowski, 1999) It reflects our natural inclination to seek out and overcome challenges while pursuing personal interests and exercising our capabilities Key factors that support intrinsic motivation include competence, which is the belief in one's ability to perform tasks; autonomy, the freedom to engage in activities independently; and relatedness, the sense of connection with others, such as helping those around us While traditionally viewed as a unidimensional construct, recent research by Vallerand and colleagues (as cited in Dornyei, 2001) suggests that intrinsic motivation may consist of three distinct subtypes.
+ To learn: engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying one’s curiosity, and exploring the world
+ Towards achievement: engaging in an activity for the satisfaction of surpassing oneself, coping with challenges, and accomplishing or creating something
+ To experience stimulation: engaging in an activity to experience pleasant sensations
Extrinsic motivation, as noted by Harmer (2001: 51), arises from external factors such as the need to pass exams, the desire for financial rewards, or the potential for future travel Dornyei (2001) further explains that self-determination theory categorizes motivation along a continuum from intrinsic (self-determined) to extrinsic (controlled), based on the degree to which regulation has been internalized by the individual There are four distinct types of extrinsic motivation that can be identified within this framework.
+ External regulation refers to the least self-determined form of extrinsic motivation, coming entirely from external sources such as rewards or threats (e.g the teacher’s praise or parental confrontation)
+ Introjected regulation involves externally imposed rules that the students accept as norms to be followed in order not to feel guilty (e.g rules against playing truant from class)
Identified regulation refers to the motivation behind engaging in an activity that an individual values and identifies with, recognizing its importance and utility For instance, a person may learn a language that is essential for pursuing their hobbies or interests, demonstrating how personal significance drives their behavior.
Integrated regulation represents the highest level of extrinsic motivation, characterized by behavior that aligns seamlessly with an individual's values, needs, and identity For instance, a person may choose to learn English not just for practical reasons, but because they embrace the cultural sophistication associated with proficiency in the language.
Intrinsic and extrinsic motivations significantly influence language learning and teaching, with most scholars acknowledging their interaction Learners may be driven by internal factors, such as personal interest, or external factors, like rewards and recognition, depending on the specific circumstances and conditions of the learning environment.
I.2.3 Global motivation : Brown (1994) definies global motivation as a general orientation to the goal of an L2 learning which may be affected by such factors as previous education, social factors as well as the teachers’attitudes
I.2.4 Situational motivation : refers to the learning context: classroom, total environment assumed to be influenced by teacher action Brown (1994) distinguishes the difference in situational motivation according to the situation in which learning takes place Thus the motivation in the classroom setting differs from that in natural setting
I.2.5 Task motivation : This motivation occurs when learners are performing some particular tasks in learning performance An attractive task designed by the teacher in class may encourage learners to invest their effort and energy in
I.2.6 Resultative motivation : In some cases, motivation is the result of learning
Hermann (1980) stated that “it is success that contributes to motivation rather than vice
According to Ellis (1997), the relationship between motivation and achievement is interactive; a high level of motivation enhances learning, while perceived success in achieving second language (L2) goals not only sustains existing motivation but can also foster new types of motivation.
I.3 Factors affecting learners’motivation in language learning
Speaking in second language learning
Speaking is a multifaceted skill that encompasses more than just correct pronunciation; it requires the use of appropriate sounds, rhythm, intonation, word choice, and inflection to effectively convey meaning (Mackey, 1965, cited in Bygate, 1997) For students aiming to excel in speaking, it is essential to select the right forms, arrange them correctly, and sound like a native speaker while accurately expressing their thoughts Additionally, Bailey (2005) emphasizes that speaking is fundamentally a productive oral skill.
Speaking is the systematic production of verbal utterances to convey meaning, as noted by Chaney (1998) It involves the process of building and sharing meaning through both verbal and non-verbal symbols across various contexts.
II.2 Importance of speaking in language teaching and learning
Speaking is a crucial language skill that distinguishes those who understand a language from those who do not According to Pattison (1992), the ability to speak signifies true knowledge of a language Furthermore, Ur (1996) emphasizes that individuals who possess language proficiency are often labeled as "speakers," suggesting that speaking encompasses all other forms of language comprehension.
Oral English plays a crucial role in enhancing reading and writing skills, as highlighted by Rivers (1968), who states that our understanding of language is rooted in our oral knowledge He emphasizes the importance of a connection between reading and speaking; when students engage in reading, they also utilize their oral English skills Consequently, a student with limited proficiency in spoken English may struggle with reading comprehension as well Additionally, Rivers asserts that writing is closely tied to oral ability, further underscoring the interdependence of these language skills.
II.3 Approaches to the teaching of speaking
II.3.a The Grammar - translation Method
The Grammar-Translation Method focuses on analyzing grammar and translating between languages, but it does not effectively prepare students for speaking English As a result, this method falls short in enhancing learners' fluency, oral production, and overall communicative competence.
II.3.b The Direct Method and Audio - lingual Method:
The Direct Method prioritizes everyday vocabulary and sentences, with lessons conducted entirely in the target language (Richards and Rodgers, 1986) This approach introduces new teaching points orally rather than in writing, focusing on speaking and listening skills Lessons are structured around a carefully graded progression of question-and-answer exchanges between teachers and students (Richards and Rodgers, 1986; Bailey, 2005).
The Audio-lingual Method focuses on teaching speaking through repetition of sentences and memorized dialogues from textbooks This approach emphasizes repetition drills to help students become familiar with the sounds and structural patterns of the language However, relying solely on memorization does not effectively promote fluent and practical communication in real-life situations (Bailey, 2005:17).
II.3.c Communicative Language Teaching : At the end of the 1960s, the Audio -
The Lingual Method faced significant criticism from American sociolinguistics and British functional linguistics for its narrow focus on language study Traditional approaches like the Grammar Translation Method, Direct Method, and Audio-Lingual Method often failed to facilitate fluent and effective communication in real-life situations In contrast, Communicative Language Teaching (CLT) emphasizes developing communication competence as its primary goal In a CLT classroom, learners are encouraged to actively participate and learn independently, promoting interaction in small groups to maximize language use, share information, and negotiate meaning effectively.
Types of stimulating activities in teaching speaking skill
After a content-based lesson, facilitating a discussion can serve multiple purposes, such as reaching a conclusion, sharing ideas about an event, or brainstorming solutions within discussion groups To ensure the discussion remains focused and productive, it is crucial for the teacher to establish a clear purpose for the activity beforehand This approach helps keep the conversation aligned with the intended objectives, preventing students from veering off into unrelated topics.
Role-play is a highly effective teaching method that enhances English language learners' communicative abilities, as noted by Maxwell (1997) It serves to improve students' speaking skills, boost their motivation and attitudes toward learning, and help them overcome shyness By engaging in role-play, students can develop both verbal and nonverbal communication skills in structured and improvised scenarios This method addresses the common challenge faced by Vietnamese students, who often lack opportunities to practice conversation in the classroom Therefore, incorporating role-play into English language instruction can significantly enhance learners' overall proficiency and confidence in using the language.
Simulations differ from role-plays in their complexity, offering a more intricate and immersive experience They create a rich communicative environment that mirrors real-world systems, allowing students to engage actively in predetermined roles within a group Importantly, as participants immerse themselves in the simulation, the distinction between the simulation and reality diminishes, leading to a deeper sense of engagement and authenticity (Crookall & Oxford, 1990).
Games are effective tools for enhancing student motivation in speaking activities As noted by Carrier (1980), games encourage student participation and build confidence Hadfield (1987) categorizes language games into various types, including sorting, ordering, information gap, guessing, matching, labeling, and puzzle-solving games.
Using language games, which have long been advocated for assisting language learning, in speaking classes seems to be a good choice for the following reasons:
Games enhance engagement in language learning, which can often be a challenging and demanding process They motivate students to maintain their interest and effort over extended periods, crucial for mastering a new language By incorporating games, learners are more likely to sustain their commitment and enthusiasm, making the long-term effort of language acquisition more enjoyable and effective.
* The variety and intensity that games offer may lower anxiety and encourage shyer students to take part in speaking classes positively, especially when games are played in small groups
Games enable teachers to create engaging contexts where language becomes meaningful and practical Students are motivated to participate, which requires them to comprehend their peers and articulate their own opinions or share information effectively.
Games promote a student-centered learning environment by actively engaging students in gameplay, allowing them to take on leading roles while teachers serve as facilitators.
Incorporating drama and drama activities into language learning offers significant benefits, as it promotes student engagement and communication, even with limited language skills Through non-verbal cues like body movements and facial expressions, students can effectively convey their thoughts Additionally, Desiatova (2009) highlights several key areas where drama serves as a powerful tool for both language learners and educators, enhancing the overall learning experience.
Engaging learners in a dry-run experience of genuine communication is essential for real-life language use Drama serves as an effective tool to motivate learners to infer the meanings of unfamiliar words within context To communicate successfully, learners must utilize a blend of language structures and functions, often referred to as "chunks."
* To make language learning an active, motivating experience
Empowering learners to build confidence and self-esteem in language use is essential for spontaneous communication By adopting specific roles, students can step outside their everyday identities, allowing them to "hide behind" a character This approach encourages them to fully embrace their roles, helping to overcome shyness and enhancing their overall language skills.
Incorporating real-world elements into the classroom enhances problem-solving and research skills, allowing students to consult dictionaries and engage with cross-curricular content Utilizing drama in education goes beyond language learning; it enables students to reenact historical scenes and explore relevant ideas across subjects Additionally, drama serves as a valuable tool for introducing the culture associated with a new language, providing context through stories and customs while facilitating discussions on various behaviors.
* To emulate the way students naturally acquire language through play, make- believe and meaningful interaction
* To make what is learned memorable through direct experience and affect (emotions) for learners with different learning styles
Dramatization engages students through multiple sensory channels, including sight, hearing, and physical movement, allowing each individual to connect with the material in their preferred way This active involvement ensures that language learning is more effective, as it resonates through the channels that suit each student best.
* To stimulate learners' intellect and imagination
* To develop students' ability to empathize with others and thus become better communicators
* Helps learners acquire language by focusing on the message they are conveying, not the form of their utterance
Stories are essential for children's growth, as they stimulate imagination, enhance understanding of the world, and foster language development while cultivating a love for literature.
Short stories serve as an effective tool for teachers to develop the four language skills across various proficiency levels According to Murdoch (2002: 9), when chosen and utilized effectively, short stories can offer high-quality text content that significantly enriches English Language Teaching (ELT) courses for intermediate learners.
The primary reason to recommend storytelling in the EFL speaking classroom is that stories are motivating and immensely interesting, can best attract listeners and promote communication
Stories represent a vast linguistic treasure, with thousands created and shared over centuries Many classic tales serve as cultural touchstones and models of language, offering valuable reading and storytelling opportunities for learners of all ages and proficiency levels.
Previous studies
Numerous studies conducted by Vietnamese researchers focus on enhancing speaking skills in English language instruction Several of these studies emphasize the importance of motivating students to engage actively in speaking lessons In their M.A theses in linguistics, researchers propose specific activities designed to encourage student participation and improve their speaking abilities.
Nguyen Hong Minh explores “Three ways to motivate students at the Banking Academy – Bacninh branch in English speaking activities,” while Lai Thi Dua discusses “Using information gap activities to engage first-year non-English major students at Phuong Dong University.” Vu Thi Kim Loan emphasizes the importance of “Using visual aids to inspire first-year non-major English students at Hanoi Tourism College.” Additionally, Dang Thuy Chi highlights “Using pictures to encourage tenth graders to participate in speaking activities at Le Quy Don High School.” Nguyen Thi Thanh My focuses on “Using language games to motivate tenth form non-English majors in speaking lessons at Phan Boi Chau Specializing High School, Nghe An.” Furthermore, several researchers in their M.A theses in linguistics examine factors influencing motivation in learning English speaking, such as Nguyen Thi Anh Duong.
This article explores various factors influencing motivation for 10th-grade students' engagement in English speaking classes, referencing Luu Thi Lan's research on Grade 10 students at Yendinh 1 High School It also highlights Tran Thi Thanh Xuan's M.A thesis, which examines motivation in speaking skills among second-year non-English majors at Hanoi University of Education Both studies focus on the motivation of students in educational settings, contributing to the understanding of how to enhance speaking skills in language learning.
This chapter reviews key theories related to motivation in second language learning, the importance of speaking skills, and various stimulating activities for teaching speaking These foundational concepts provide a solid theoretical framework to support the successful completion of my thesis.
Methodology
Overview of the research site
Hoa Lu A High School, established in 1972 in Thien Ton town, Ninh Binh province, has become a trusted educational institution for students and parents in the Hoa Lu district over its 40 years of development This public school offers 27 classes and employs over 70 teachers across various subjects, serving approximately 1,200 students in grades 10, 11, and 12, with each grade comprising 9 classes and an average of 35 students per class.
42 students in a class Most of the students come from nearby villages
In the 10th grade, there are 361 students, predominantly 16 years old, with a few aged 17 These students have been studying English as a foreign language for four years in Junior High School, and some have prior experience from Primary School They attend three English classes each week, enhancing their language skills.
Hoa Lu A High School employs nine Vietnamese English teachers, five of whom are female, with ages ranging from 31 to 43 Their teaching experience varies, with the youngest having six years and the oldest boasting 16 years in the field Among them, one teacher holds a Master’s degree from the Vietnam National University, Hanoi - University of Languages and International Studies, while another is currently pursuing a Master’s at the same institution The remaining teachers graduated from Hoa Lu College, now known as Hoa Lu University All English teachers at Hoa Lu A High School are known for their helpfulness, friendliness, enthusiasm, and openness to innovative teaching methods.
At Hoa Lu A High School, English is taught using a new textbook developed by Hoang Van Van et al., which adheres to a standard syllabus and incorporates learner-centered and communicative approaches The textbook, Tieng Anh 10, features 16 units divided into five sections: reading, speaking, listening, writing, and language focus This comprehensive resource emphasizes both linguistic knowledge and skill development, with a dedicated lesson for speaking in each unit aimed at enhancing students' communicative competence in English.
I.4 Teaching and learning English in 10 th Form
English lessons primarily rely on traditional teaching aids such as blackboards and textbooks, with the recent addition of cassettes for listening exercises Classrooms are overcrowded, limiting opportunities for interactive activities, and there are few competitions or outdoor events for students While students recognize the necessity of English for university entrance exams, they often overlook the importance of speaking skills Although English tests assess language ability, speaking exams are not conducted, resulting in generally poor English proficiency among students Their limited exposure to the language in the classroom hampers their communicative skills, leading to significant challenges in teaching English, particularly in speaking.
Methodology
The participants of this study consist of 6 teachers of English teaching the 10 th form students at Hoa Lu A High School Besides, 120 students at this school from six
10 th form classes are randomly selected from 361 students.
1 1 The students
The subjects of the study are a sample of 120 in the 10 th form randomly selected at Hoa Lu A High School They are from six classes, 10A, 10B, 10 C, 10 K,10H, 10I
Approximately 90% of individuals originate from rural areas, with the remaining percentage being urban residents Their English proficiency varies significantly, particularly in speaking skills While a few excel and actively participate in speaking classes, the majority tend to be passive and quiet.
1 2 The teachers
The 6 teachers of English who are currently teaching the 10 th form are asked to complete the questionnaires for teachers Among them, there are one male and 5 females Their ages range from 31 to 39 They have been teaching English at Hoa Lu A High School from 6 to 13 years One of them got M.A degree at Vietnam National University, Hanoi - University of Languages and International Studies
II.2 The data collection instruments
Data for the study was obtained with two different instruments: questionnaire and informal interview.
2 1 The questionnaire
The study intends to find out the answers to the 3 following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English ?
2 What have teachers done to motivate students in learning speaking English ?
3 What are students’expectation of speaking teaching ?
Two questionnaires were developed, targeting both students and teachers, featuring a mix of close-ended and open-ended questions This approach was selected for its ease of construction, versatility, and efficiency in collecting a substantial amount of information in a brief period.
The first questionnaire for students consisting of 9 questions was delivered to
A study involving 120 tenth-grade students at Hoa Lu A High School aimed to explore their attitudes towards speaking skills in English, assess their motivation for learning to speak the language, and identify factors influencing this motivation Additionally, the research examined the current methods and techniques employed in teaching speaking skills, as well as students' interests and preferences regarding speaking activities.
A second questionnaire comprising nine questions was administered to six teachers at the research site to gather insights on their perceptions of student motivation in speaking English It aimed to explore teachers' attitudes towards reluctant speakers and those who make mistakes, as well as the challenges they face in teaching speaking skills at Hoa Lu A High School Additionally, the survey sought to identify the activities and techniques employed by the teachers in their instruction.
2 2 Informal interview
An informal interview was conducted in Vietnamese between the researcher and
Six students from the 10A class were randomly selected for informal interviews, each lasting approximately five minutes This conversational format allowed interviewees to freely express and elaborate on their ideas, fostering a cooperative and expansive dialogue rather than the constraints of a traditional questionnaire.
II.3 Data collection procedure and data analysis
3 1 Data collection procedure
A total of 120 students from six 10th grade classes participated in the study, with the teachers' consent The researcher distributed questionnaires written in Vietnamese to ensure comprehension, allowing approximately 10 minutes for students to respond Additionally, two informal interview sessions were conducted, during which the researcher asked questions and recorded the students' answers.
It was easy for the questionnaire for teachers 6 copies were given to the 6 teachers teaching grade 10, and a date was made for the questionnaire to be given back.
3 2 Data analysis
The data analysis involved descriptive statistics, focusing on percentages and interpretations Questionnaire results were organized into tables, while insights from interviews were documented as reflective notes and quotations.
Concluding remark
This chapter outlines the research questions, participants, instruments, and data collection and analysis procedures By implementing a robust scientific methodology, the goal is to ensure the reliability and validity of the study's data The subsequent chapter will focus on presenting the data analysis and discussion.
Major findings and discussion
Questionnaires for students
I.1 Students’attitude towards speaking skill
Questions 1 and 2 are designed to discover Students’attitude towards speaking skill The specific questions and students’responses are shown in Table 1 below:
1 Theo em kỹ năng nói quan trọng như thế nào ?
2 Mức độ thích học nói tiếng Anh như thế nào ?
Table 1: Students’attitude towards speaking skill
A recent survey revealed that 81.7% of 120 students recognize the significance of English speaking skills, with 98 students affirming its importance Only 19 students considered speaking to be of little importance, and none dismissed it entirely All interviewees highlighted the critical role that English speaking skills play in their education and future opportunities.
S1: “Good speaking English is very important If I speak English well, I can be confidend to communicate with foreign people”
S2: “I have the same ideas, and I want to introduce Ninh Binh tourism city to foreign tourists in all over the world”
S3: “Yes It’s good for my future job”
S4: “I do think so, and I want to go abroad to study”
S5: “Yes, It’s good for me to sing English songs”
S6: “I want to work for a foreign company, so good speaking English is very important”
The result from the questionnaire and informal interview shows that generally the students were aware of the importance of speaking in learning a foreign language
A recent survey revealed students' varying levels of interest in speaking English during class Specifically, 19.2% of students expressed a strong interest, while 34.2% showed moderate interest Additionally, 39.2% indicated they were indifferent to speaking English, and 7.4% reported a lack of interest altogether.
In short, most of the students (97.5%) realiazed the importance of speaking skill in EFL acquisition process However, nearly a half is not interested in speaking skill
I.2 Students’motivation in learning speaking English
In Chapter 1 of this study, the researcher identified various types of motivation, specifically focusing on Grade 10 students at Hoa Lu A High School The key types of motivation explored include integrative, instrumental, resultative, intrinsic, and extrinsic motivation.
3 Tại sao em muốn học nói tiếng Anh?
A Nó giúp em hiểu và nghe bài hát tiếng
B Em muốn đi du học hoặc làm việc cho công ty nước ngoài
C Em nghĩ nó cần thiết cho em trong công việc tương lai
D Nó nâng cao kiến thức ngữ pháp, từ vựng, và ngữ âm
E Nó cho phép em nói chuyện với người nói tiếng Anh và hiểu văn hóa của họ
F Lý do khác (hãy chỉ rõ):………
A significant majority of students, 65%, expressed that proficiency in English is essential for their future careers, as indicated by Table 2 However, only 39.2% of respondents recognized the importance of English in modern life, primarily citing communication with English speakers and cultural understanding as key motivations for learning the language Additionally, 28.3% of students appreciated that improving their speaking skills enhanced their ability to enjoy English songs, while 35% believed that mastering speaking would bolster their grammar, vocabulary, and phonetics, ultimately aiding their academic performance Furthermore, 25% of students viewed English proficiency as a pathway to securing university placements abroad or employment with international companies after graduation.
2 students gave other opinion, according to them, they want to learn English because they would take English as a main subject in the university entrance exam
Besides, three interviewees shared their ideas that they want to learn English because “English is good for future job” And here are the rest opinion:
- “I like this subject, If I am good at English, I can be confident to go abroad for holiday”
- “I do like this subject too Moreover, I want to become a translator in the future”
- “I want to learn English because I want to introduce Vietnamese culture to foreign tourists and Ninh Binh tourist”
Grade 10 students exhibit a diverse range of motivation for learning English The predominant motivation is instrumental, with many students aiming to pass university entrance exams, secure good jobs, or pursue studies abroad In contrast, fewer students are driven by integrative and extrinsic motivations, which relate to an interest in the English language and culture A small percentage of students display intrinsic motivation, learning English for personal enjoyment Overall, those with instrumental motivation demonstrate a strong eagerness to learn the language.
I.3 Factors affecting students’motivation in learning speaking English
In Chapter 1, the researcher identified three key factors influencing learners' motivation in language learning: learner-related factors, teacher-related factors, and teaching conditions This study primarily concentrated on the first two factors, emphasizing the roles of both learners and teachers in enhancing motivation.
A survey revealed that 46.7% of students, totaling 56 out of 120 respondents, feel reluctant to speak English due to shyness Additionally, 15% expressed their unwillingness to engage in conversation because they find the topics in textbooks or presented by teachers to be boring Furthermore, 9.2% indicated that their primary learning goal is not communication Alarmingly, 18.3% of the respondents, equivalent to 22 students, criticized the teaching methods as unengaging Among other concerns, 9.2% of respondents cited a lack of grammar skills and vocabulary as reasons for their reluctance, while an equal percentage pointed to poor pronunciation The remaining students reported difficulties in understanding English, which hampers their learning experience.
4 Những yếu tố nào khiến em không sẵn lòng nói tiếng Anh trên lớp ?
B Các chủ đề nói nhàm chán
C Phương pháp dạy nhàm chán
D.Mục đích học của em không phải là để giao tiếp
E Lý do khác (hãy chỉ rõ):…
Table 3.1: Factors affecting students’motivation in learning speaking English
5 Yếu tố nào ngăn cản quá trình nói tiếng Anh của em ?
A Không tìm được từ và cấu trúc diễn đạt
B Không tìm được ý diễn đạt
C Sự thiếu nhiệt tình của giáo viên
D Việc ngắt lời của giáo viên
E.Giáo viên nói quá nhiều trong giờ dạy
F Giáo viên tức giận khi em nói sai
G.Lý do khác (hãy chỉ rõ)……
Table 3.1: Factors affecting students’motivation in learning speaking English
A survey of 120 high school students revealed that 69.2% struggled to articulate their opinions when speaking, primarily due to a lack of vocabulary and grammatical knowledge Many students exhibited reluctance to memorize new words and structures previously taught by their teachers Additionally, 44.2% of respondents reported difficulty generating ideas for their speeches, a challenge attributed to insufficient background knowledge in English Other factors affecting their speaking abilities included teachers' unenthusiasm (0.8%), interruptions (1.6%), anger (5%), and excessive talking (0.8%) Furthermore, 3 out of 120 students noted that limited opportunities to practice speaking English hindered their progress.
Four interviewees expressed their reluctance to speak in front of peers due to shyness and fear of making mistakes stemming from limited vocabulary and grammar weaknesses One participant highlighted a lack of cooperation from classmates during group or pair work, while others mentioned their unwillingness to engage in speaking activities because they felt their pronunciation was inadequate.
In summary, the primary factor influencing students' motivation in speaking lessons is their self-perception Many students hesitate to participate due to limited English skills, such as inadequate vocabulary, a lack of ideas, and grammatical weaknesses Additionally, shyness in front of peers further hinders their willingness to speak.
I.4 Current Methods and Techniques Applied to Teach Speaking Skill
6 Em nghĩ gì về thời lượng nói của giáo viên trong giờ học kỹ năng nói ?
Table 4.1: Current Methods and Techniques Applied to Teach Speaking Skill
According to the data presented in Table 4.1, a significant majority of students, specifically 84.2% (101 out of 120 respondents), believe that their teachers' speaking time during lessons is adequate Only 16% of students feel that their teachers talk slightly too much, while no respondents indicated that teachers talk excessively Additionally, 2.5% of students expressed that their teachers talk too little.
According to Table 4.2, 40% of respondents report that their teachers frequently correct their mistakes after speaking tasks, while 35% indicate that teachers encourage self-correction among students Additionally, 19.2% of students feel that teachers interrupt them to correct mistakes without displaying anger Conversely, 5% express dissatisfaction, stating that teachers often react angrily and interrupt them during errors, and 0.8% feel that their mistakes are ignored entirely by their teachers.
7 Khi em mắc lỗi trong khi nói, giáo viên của em:
A Giận dữ và ngắt lời để chữa lỗi
B Không giận dữ nhưng ngắt lời để chữa lỗi
C Đợi cho em nói xong, sau đó chỉ ra lỗi và chữa lỗi
D Đợi cho em nói xong, sau đó yêu cầu em hoặc các bạn trong lớp chữa lỗi
E Không đả động gì đến lỗi sai của em
Table 4.2: Current Methods and Techniques Applied to Teach Speaking Skills
According to the findings in Tables 4.1 and 4.2, a significant majority of respondents (84.2%) express satisfaction with their teachers' level of communication during speaking lessons This suggests that the teaching approach adopted by the instructors effectively meets students' needs Furthermore, teachers tend to prioritize fluency and content over accuracy, as they rarely interrupt students to correct mistakes while they are speaking.
I.5 Students’interest and desires for speaking activities
8 Em muốn giáo viên của em làm gì để khích lệ em nói ?
A Không ngắt lời khi em mắc lỗi
B Khuyến khích em nói bằng điểm hoặc khen
C Chấp nhận nhiều phương án trả lời của em
D Nhiệt tình, thân thiện và tận tình giúp đỡ
9 Em nghĩ gì về các hoạt động được sử dụng bởi giáo viên trong giờ nói?
- Làm việc theo cặp hoặc theo nhóm
- Sử dụng các phương tiện trực quan
- Đóng vai, đóng kịch hoặc bắt chước vai
Table 5: Students’interest and desires for speaking activities
The study highlights the importance of teachers' characteristics and behaviors in the classroom, with a significant majority of students (78.3%) expecting their educators to be enthusiastic, friendly, and helpful Additionally, 22.5% of respondents expressed a desire for teachers to motivate them through grades and praise, while 14.2% valued the acceptance of diverse answers Only 6.6% of students were concerned about teachers' reactions to mistakes made during learning.
A recent survey revealed that a significant majority of students enjoy games during speaking lessons, with 49.2% expressing a strong preference and 30% liking them These activities not only reduce stress but also enhance motivation to participate in tasks Following games, pair work and group work ranked highly, with 16.7% of students liking them very much and 45.8% liking them overall, as these formats help shy students improve their interaction skills and speaking abilities Additionally, visual aids, storytelling, and role-play activities also captured student interest, with approval ratings of 53.6%, 52.4%, and 49.2%, respectively, although they were less favored than games and collaborative work.
Being asked about their expectation of speaking teaching, the interviewees expressed their opinions about teachers’behaviors and attitudes:
- S1: “Teachers should be friendly, use English more in speking lessons, let students practice speaking more”
- S2: “Yes, and teachers should be joyful, shouldn’t force students to speak”
-S3: “I think teachers should be good - humoured and communicate with students by English”
- S4: “I think teachers should encourage students to speak English, and when students make mistakes, teachers should correct them”
Questionnaires for teachers
II.1 Teachers’ opinion on students’ motivation in speaking English
1 In which stage of a lesson do you find it necessary to motivate students to speak ?
E All the above mentioned stages
2 What do you think of the importance of speaking to your students ?
A Speaking helps students to improve other language skills and linguistic knowledge
B Speaking can bring students enjoyment and pleasure
C Speaking helps to broaden knowledge of the world
D Student can communicate much through speaking
Table 6: Teachers’ opinion on students’ motivation in speaking English
Table 6 indicates that all teachers in the study recognized the importance of motivating students to speak throughout every stage of the lesson They unanimously agreed on the necessity of fostering student motivation from the warm-up phase to the post-speaking stage Consequently, the teacher's role is primarily that of a motivator throughout the entire lesson.
The findings from question 2 indicated that all teachers recognized the significance of speaking in language learning, with 83.3% agreeing that it enhances student communication This same percentage noted that speaking contributes to the development of other language skills and linguistic knowledge, highlighting a strong connection between speaking and these skills They observed that reading enriches speaking by providing vocabulary and background knowledge, while listening aids in mastering pronunciation, intonation, colloquialisms, and practical speaking models Additionally, 33.3% of teachers mentioned that speaking brings enjoyment and pleasure to students, with the same percentage acknowledging its role in expanding their understanding of the world.
II.2 Teachers’attitude towards unwilling speakers and mistake makers
3 How do you evaluate your students’ level of participation in classroom speaking activities ?
A My students are very afraid of participating in speaking activities
B My students are quite afraid of participating in speaking activities
C My students are very willing to speak
Table 7.1: Teacher’attitude towards unwilling speakers and mistake makers
According to Table 2.1, all teachers reported that their students fear participating in speaking activities This fear stems from factors such as shyness, insufficient grammar skills, limited vocabulary, and difficulty in articulating thoughts and ideas during conversations.
4 When your students keep making mistakes, you ……
A are angry and interrupt to correct
B are not angry but interrupt to correct
C Wait untill your students have finished speaking, then point out their mistakes and correct
D Wait untill your students have finished speaking, points out their mistakes and ask them or their classmates to correct them
Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers
Table 7.2 illustrates that teachers' results align closely with those of their students During speaking activities, teachers typically refrain from interrupting to correct mistakes, with 83.3% opting to highlight errors after students finish speaking, encouraging self-correction or peer correction In contrast, only 16.7% of teachers directly correct students' mistakes This indicates that the educators at this school prioritize fluency and content over accuracy and form.
II.3 Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school
According to Table 8, all teachers (100%) identified low English proficiency among students as the primary challenge in teaching speaking skills Additionally, 50% of teachers reported that large class sizes and student shyness also posed significant difficulties Furthermore, 33.3% of teachers attributed challenges to students' reluctance to speak English, while 16.7% pointed to a lack of motivation among students.
5 What are the difficulties that you have experienced when teaching speaking to
10 th form students ?(You can choose more than one)
C Students’ reluctance to speak English
Table 8: Teachers’difficulties in teaching speaking at Hoa Lu A high school
II.4 Activities and techniques used by the teachers
6 How often do you use the following activities to motivate your students to participate more in oral activities ?
- Using visual aids (pictures, real objects, or video… )
- Role play, drama, or Simulations
7 What do you often do to make your students interested in speaking activities ? (choose more than one opinion) ?
A Encourage them by good mark
C Design speak tasks suitable to learners abilities
D Accept a variety of students’ answers
E Being enthusiastic, friendly and helpful
Table 9.1:Activities and techniques used by teachers to motivate students to speak
According to the statistics from 9.1, all teachers employed various teaching techniques to engage students in speaking activities, though the frequency varied by teacher Notably, 100% of teachers frequently utilized games to encourage English speaking during lessons Pair work and group work were consistently used to provide students with speaking practice In contrast, storytelling was rarely or never used by half of the teachers, while discussions were conducted always or sometimes by the same percentage Visual aids were sometimes used by 50% of the teachers, with the remainder using them either often (16.7%) or rarely (33.3%) Role play, drama, and simulations were less frequently employed, with 16.7% of teachers using them always, often, rarely, or never, while 33.3% used these activities sometimes.
Engaging students in lessons is a crucial aspect of effective teaching According to a survey, all teachers emphasized the importance of their characteristics and behaviors in capturing student attention To foster participation in speaking activities, teachers should be enthusiastic, friendly, and supportive Additionally, 66.7% of educators reported that providing positive reinforcement through good marks encourages student involvement Half of the teachers believe that designing speaking tasks tailored to learners' abilities enhances engagement, while the same percentage advocates for accepting diverse student responses Only 33.3% of teachers felt that grades should be the primary motivator for students.
8 What do you often do to create a close relation with your students in speaking classes ?
A Remain in the teacher’s seat
B Stand in front of the students near the blackboard
C Stand near the students who tend to speak much
D Walk around the class and give help
9 What teaching methods are currently being applied in your speaking lesson ?
Table 9.2:Activities and techniques used by teachers to motivate students to speak
To foster strong relationships with students and enhance their interest in speaking lessons, teachers at this school employ various strategies The findings reveal that to cultivate a sense of closeness, educators avoid remaining seated at their desks or standing in front of the class Instead, they actively engage with students by moving around the classroom and providing support, particularly to those who are more vocal.
Most teachers demonstrate a solid understanding of Communicative Language Teaching (CLT), recognizing its emphasis on learner-centered approaches and its ability to foster effective communication and a supportive language environment Approximately 66.7% of educators favor CLT over other teaching methods, while 33.3% indicate that they integrate various methods when teaching spoken English.
Chapter III has presented the data, which were obtained from the two survey questionnaires and informal interview and the detailed description of the data analysis and findings The major types of motivation possessed by the stydents, the activities used by teachers to motivate students in learning speaking and students’expectation of speaking teaching I hope that these findings and discussions are helpful for some recommendations in the next chapter.