Learners’ preference when learning English online …
Research questions
The study was done in order to find out the answers to the following research questions:
1 What are the types of motivation of online language learners at Basic English 1 at tienganh123.com?
2 What are the factors affecting students‟ motivation when they learn English online?
3 What are learners‟ preferences when they learn English online at tienganh123.com?
4 What are appropriate strategies to develop students‟ motivation in learning English online at tienganh123.com?
The study "An Investigation into Online Learners’ Motivation of Basic English 1 at tienganh123.com" explores key aspects of online language learning and learner motivation It focuses on the types of motivations experienced by online learners, the factors influencing their motivation, and effective strategies to enhance student motivation in learning English online This research aims to provide insights that can help improve the learning experience at tienganh123.com.
The study's theoretical framework is grounded in an analysis of various authors' theories regarding motivation and online language learning It employs a comprehensive methodology that includes survey questionnaires, interviews, and course observations to gather data.
In theoretical part, reference materials on motivation and online language learning
Methods of the study
The study's theoretical framework is grounded in various authors' analyses of motivation and online language learning theories It employs a comprehensive methodology that includes survey questionnaires, interviews, and course observations to gather data.
In theoretical part, reference materials on motivation and online language learning
Design of the study
In practical part, a survey questionnaire and interviews are carried out to answer the questions raised for the study
This study highlights the significance of motivation in online English learning and identifies key factors that influence students' motivation The findings aim to assist teachers, learners, and website developers in recognizing the crucial impact of motivation on student outcomes, ultimately guiding them in attracting more learners to online education Additionally, the study proposes effective motivational strategies to enhance results in internet-based learning environments.
The study is designed with three parts as follows:
The part presents the rationale of the study, aims of the study, research questions, scope of the study, methods of the study and the significance
LITERATURE REVIEW
METHODOLOGY
Participants
A study involving 52 randomly selected students from Basic English 1 at tienganh123.com was conducted in 2014, revealing a diverse age range from 12 to middle-aged, with a male-to-female ratio of 21 to 29 Contrary to the author's initial expectation that most learners would be busy adults with limited time for traditional classes, the findings indicated a higher-than-anticipated number of adolescents All participants had been studying English with tienganh123.com for a minimum of two months and had enrolled at various times throughout 2014, completing at least two-thirds of the course.
The teachers joined in the study include:
- Three teachers designing the curriculum and the lessons in the course They all graduated from University of languages and international studies They aged from 24 to 28
- Two supporting teachers who often chat and answer learners‟ questions during the course One of them is English major student at Hanoi national
- One IT engineer who supports the teachers about technology and software to present the lessons on the web He is 24 and has a bachelor degree in information and technology.
Instruments
Three instruments were employed to collect the data for the study as follows:
Survey questionnaires for the teachers:
The teacher questionnaires were structured into three key sections, with the first section focused on collecting personal information, including the teachers' gender, age, and teaching experience.
The second part was designed to get the teachers‟ opinions about issues of teaching online and which techniques they have been using to motivate their students
The last part was designed to get teachers‟ comments on the course content and their suggestion to improve it
Survey questionnaires for the students
The questionnaires for the students were designed with two main parts in Vietnamese
The first part was to get the students‟ personal information about their gender, age, duration they have learnt English
The second part was designed to elicit students‟ opinions on their English learning online in Basic English1, tienganh123.com
The purpose of the questionnaires was to obtain the snapshot of students‟ motivation in learning English online and their comments on the lessons and their expectations on the course
The interview aimed to gather teachers' insights and opinions regarding the challenges they face in motivating online students, as well as the techniques they employ to engage them in the course Conducted in Vietnamese, this informal conversation between the teachers and the researcher featured 10 questions designed to explore these critical aspects of online education.
The researcher analyzed student attendance and assignment scores to assess their commitment to the course, aiming to draw conclusions about their learning outcomes and identify reasons why some learners do not complete the program.
Data collection procedures
In June 2014, data collection took place over three weeks, where students were invited to complete a questionnaire after finishing at least two-thirds of their online language course This approach aimed to gather insights into the challenges they encountered during their online learning experience.
With the permission of the administration of tienganh123.com and the help of one
In the first week, IT engineers distributed questionnaires via email to 60 students, receiving responses from 52 participants The analysis of these detailed answers led to insightful conclusions.
In the second week, the researcher conducted informal interviews with teachers to gather their insights on online language learning The discussion focused on the challenges they face and the techniques they employ to motivate their students Ultimately, conclusions were drawn based on the valuable feedback received from the teachers.
Data analysis
The collected data underwent a thorough process of inspection, cleaning, transformation, and modeling to extract valuable insights, draw conclusions, and aid in decision-making The researcher will independently transcribe and analyze the interviews to ensure consistency and minimize bias, presenting the findings through charts, tables, and figures.
A series of analytical categories from the statements was also conducted in order to quantify the open-ended questions from the questionnaires
This chapter outlines the study's methodology, serving as a framework for the researcher to adhere to throughout the research process The subsequent chapter will provide a detailed analysis of the data and present the findings.
DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS
Demographic information
The total number of learners participated in the study was 52, of which 28 learners are female (54%) and 24 learners are male (46%) The majority is aged from 15 to
Among the 27 learners surveyed, 52% are secondary and high school students, while only 10 learners, or 19%, are under the age of 15 Additionally, 15 individuals, approximately 29%, are aged 18 to 45 and have either graduated from high school or are currently employed.
Table 1: Participants by age and gender
A significant majority of the learners in the study have extensive experience with the English language, with 81% (42 learners) having studied English for over four years, while 13% (7 learners) have engaged with the language for 1 to 3 years, and only 6% (3 learners) have less than a year of experience This indicates that even though Basic English 1 is intended for beginners or those looking to refresh their foundational knowledge, many students are eager to revisit and strengthen their English skills The learners' experiences in English language acquisition are summarized in Table 2 below.
Table 2: Learners’ experience of learning English
The study involves three female teachers aged between 24 and 28, all of whom are graduates of Vietnam National University, University of Languages and International Studies With extensive experience in both learning and teaching English, they design courses for online classes as well as traditional school settings This dual experience allows them to effectively compare and contrast traditional and modern learning methods.
Data analysis and major findings
3.2.1 The identification of students’ motivation
The analysis of the data gathered from the questionnaire aims to identify the various types of motivation among online language learners enrolled in the Basic English course at tienganh123.com This investigation addresses the first research question regarding the motivations driving these learners.
This study adopts the motivation classification proposed by Gardner and Lambert (1972), emphasizing two primary types: integrative and instrumental motivation.
The answer for the question what is the reason for choosing online English learning was displayed in table 3 below
Table 3: The students’ reasons for learning online
A significant percentage of individuals pursue English language skills for various reasons: 31% aim to save time and money, while 22% express an interest in English culture Additionally, 26% seek to gain qualifications, and 15% focus on enhancing future job prospects Passing exams motivates 13% of learners, and 7% find English essential for their education or job requirements.
Many students prefer online learning to save time and money, with 31 learners accounting for 60% of this choice Unlike traditional education, which often prioritizes passing exams or fulfilling requirements, online learners focus on the significant benefits of convenience and cost-effectiveness They typically evaluate both learning methods before selecting a course, and the primary advantage of online education is the ability to study from anywhere—be it home, the office, or any location—using just a laptop, smartphone, or computer with internet access, allowing them to learn English effectively.
In a recent study involving 26 students, it was revealed that many chose to enroll in the online Basic English 1 course on tienganh123.com to obtain qualifications This outcome surprised the researcher, who anticipated that the majority of participants would be adults seeking English skills for their careers Contrary to expectations, the findings indicated a significant presence of adolescent learners, who demonstrated an active engagement in their studies.
Many students are increasingly interested in the culture and people of English-speaking countries, with approximately 42% citing this as their primary motivation for learning English online This trend is understandable, as English is a global language, and a wealth of resources—such as books, films, and songs—offer insights into the cultures of these countries The accessibility of online learning further enhances students' motivation by providing easy access to diverse cultural content.
Learning English for future job opportunities ranks fourth in importance, accounting for 29% of reasons cited by online learners While many believe this factor to be a primary motivator for students in the course, it actually plays a relatively minor role in their overall motivation.
Meanwhile 13 learners out of 52 (25%) reveal that they learn English online to pass the exam And the lowest percentages of students (13%) think that they learn online course because it is compulsory at school or at work This can be easily understood because learning online is not compulsory for them, they choose to learn by themselves, so school or work requirement is not main reason for them to attend the course
Learners choose to study English online at Basic English 1 primarily for time and cost efficiency, the pursuit of qualifications, and a genuine interest in the culture and people of English-speaking countries While motivations such as preparing for future job opportunities, passing exams, or meeting school and work requirements exist, they do not significantly drive the high motivation for online learning.
The analysis indicates a diverse range of motivation types among the students Based on the classification by Gardner and Lambert (1972), the various types of motivation identified in the study are illustrated in Chart 1 below.
Chart 1: Types of learners’ motivation in learning English online
The chart reveals that 32.7% of learners are driven by integrative motivation, seeking to learn English online for qualifications and a deeper appreciation of the culture and people in English-speaking countries In contrast, only 13.5% exhibit instrumental motivation, primarily learning to save time and money or for job-related purposes This indicates that integrative motivation is more significant in online English learning Notably, a substantial 53.8% of learners adopt a blend of both motivations, presenting a solid foundation for online English education while also posing challenges for educators and course designers in effectively motivating students.
3.2.1.2 The students’ interest in learning through the internet
Chart 2: The students’ interest in learning English through the internet
Very interesting Interesting So-so Uninteresting Really uninterested
English has become a mandatory subject in Vietnam, presenting challenges for many students While some dedicated learners enjoy the language, others struggle with its complexities However, learning English online offers a modern approach to mastering a second language A recent survey aimed to assess students' interest in this innovative method of learning.
A significant majority of learners, approximately 53.8%, find online learning to be very interesting, with an additional 25% expressing interest Only 17.3% view it as average, while a mere 3.8% feel uninterested This data indicates a strong positive attitude towards modern online learning methods, suggesting that they effectively engage learners Such results are encouraging for online educators and course developers, providing motivation to enhance and expand English learning opportunities online.
3.2.1.3 Factors affecting students’ motivation in learning through the internet
The research question 2 explores the factors influencing students' motivation in learning English online Data collected from a survey questionnaire indicates that various factors significantly impact students' motivation to learn The most prevalent factors are illustrated in Chart 3 below.
Chart 3: Factors affecting students’ motivation in learning online
According to Chart 3, materials significantly influence students' motivation, with 71.2% of participants acknowledging their importance Out of 52 learners surveyed, 37 agreed that engaging materials enhance their motivation to learn Many noted that online course materials are more appealing than traditional classroom resources, as they are designed attractively and allow students to hear native speakers without the fear of making pronunciation mistakes Additionally, tienganh123 offers various relaxing materials, such as songs, movies, funny stories, and English games, which help learners unwind during their studies.
Suggestions for motivating students in learning at Basic English 1,
Chart 3 highlights that materials and testing and assessment are the two key factors influencing online learners' motivation To enhance student engagement in the course, it is essential for educators and instructional designers to focus on these elements Therefore, the researcher recommends implementing specific strategies aimed at boosting learners' motivation throughout the course.
The course materials have received positive feedback from both teachers and students, particularly the carefully recorded audio and video content featuring native speakers, which significantly motivates students by simulating a native-speaking environment However, interviews with teachers revealed that students prefer audio and video materials over text-based resources, as they find the latter less engaging and sometimes more challenging to comprehend than explanations from real teachers To enhance the learning experience, content designers should consider incorporating more engaging audio-visual materials and strive to make textual resources more interesting and accessible.
The course topics appear to lack interest for many students, with most expressing a lukewarm response While the familiar subjects help boost students' confidence in speaking and writing, they often feel demotivated due to the repetitive nature of these topics from previous English courses To enhance engagement and appeal, it is essential to introduce changes to the course content.
The level of difficulty in this beginner course has been a point of concern, as many students feel the challenges presented are minimal While tasks are often repeated in both written and spoken formats, which allows learners to identify and correct their mistakes, this approach can lead to boredom Consequently, many students complete assignments merely to fulfill course requirements rather than engaging deeply with the material A significant number of learners find the writing tasks too easy, indicating that the overall difficulty does not increase after lessons To enhance engagement and motivation, it is essential to incorporate more challenging exercises and a greater variety of activities into the curriculum.
3.3.2 Developing testing and assessment system
Online courses present unique challenges for teachers in assessing student learning, as many students find that testing can both motivate and demotivate them Quick and accurate feedback on submitted exercises is a key motivator, while lengthy wait times for results—currently around five days—can lead to frustration and disengagement Tienganh123.com requires learners to complete tasks before progressing, which may hinder their motivation if they do not receive timely feedback To improve this situation, the website should focus on reducing waiting times for results and reconsider the necessity of strict task completion requirements for advancing to new lessons Allowing flexibility in these requirements, especially for review lessons, could enhance the learning experience and maintain student engagement.
This is the time for them to reorganize the grammar, structures and vocabulary they have learned
In the assessment of this course, it's crucial to address the issue of learners who do not qualify to progress to the next lesson These students are required to repeat exercises and tasks they haven't passed, which can lead to boredom and demotivation Repeating the same tasks does not effectively teach the language, as it may only help students remember their mistakes without fostering true understanding To enhance the learning experience, web administration should consider implementing a task bank that offers different exercises at the same level for students who need to retake assessments This approach will keep learners engaged while still addressing their learning needs.
This chapter summarizes key findings derived from data analysis aimed at addressing the research questions The information was collected through two survey questionnaires and interviews It thoroughly discusses the primary types of motivation, factors leading to demotivation, and effective motivational strategies.
In this part, conclusions on the research questions set forth in part I of the research will be provided Then, limitations and suggestions for further study will be presented.
Conclusions
This article aims to recommend strategies for enhancing motivation in online English learning among Basic English 1 learners at tienganh123.com The first chapter reviews relevant literature on motivation and online language learning theories, providing a theoretical foundation for the study It highlights key concepts, discusses issues and theories related to motivation, and explores factors influencing students' interest in online language learning Chapter 2 outlines the research methods, including the study's setting, participants, data collection instruments, and procedures for data collection and analysis.
The detailed results and comprehensive analysis of the survey questionnaires and interviews reveal key insights into student motivation This chapter explores the primary types of motivation, influential factors, and offers suggestions for enhancing student motivation effectively.
The major findings of the study together with the suggestions will be summarized as follows:
Learners pursue English courses primarily to obtain qualifications and to explore the culture and people of English-speaking countries Compared to traditional classes, students prefer these courses for their time and cost efficiency Research indicates that integrative motivation is more significant than instrumental motivation for students enrolled in Basic English 1 at tienganh123.com, although both motivations are present Understanding these motivations can help educators design more effective courses to enhance learner engagement.
The study identifies key factors influencing students' motivation in learning English, including materials, testing and assessment, students' background knowledge, and learner success Notably, engaging and relevant materials are crucial for attracting learners, while effective testing and assessment enhance the perceived value of their education However, students expressed the need for improvements in these areas, particularly regarding the lengthy wait times for feedback and the repetitive nature of exercises To boost motivation in the Basic English 1 course on tienganh123.com, it is essential for web administrators to revamp course materials to make them more appealing and appropriately challenging Additionally, reducing the feedback wait time and revising the policy that requires students to pass all tasks before progressing can help alleviate boredom and encourage continued engagement.
The thesis highlights the growing significance of online learning, emphasizing its potential to enhance English language teaching and learning This research aims to assist educators and students in effectively integrating internet-based learning methods Additionally, it provides valuable insights for web administrators to optimize course content, ultimately improving the overall efficiency and effectiveness of the learning experience.
3 Limitations and suggestions for further studies
This study explores the motivation of students learning English online at tienganh123.com, an area previously unexamined Future research is anticipated to investigate why students may not fully engage in online learning, considering factors such as lack of interest or insufficient first language skills that may hinder their confidence in acquiring a second language Addressing these questions is crucial for implementing effective strategies to enhance online English language education The internet offers significant potential to transform language instruction and facilitate foreign language learning, especially when access is provided through school-connected terminals.
Despite the abundance of online resources available for teachers and students, research on their effective utilization remains limited It is essential to explore and identify strategies for leveraging the internet to enhance language teaching and learning outcomes.
The followings are suggested to be taken into consideration in the future research:
1 The future research should study on how to maintain learners‟ motivation during the course they learn online
2 The differences between motivation of online learners and class-context learners
3 A future study should focus on what teachers need to know how to motivate their students
4 The important role of online materials in motivating students is another suggestion for further research
1 Alm, A (2008) Blogging for self-determination with L2 learner journals In M Thomas (Ed.), Handbook of research on Web 2.0 and second language learning Hershey, PA: Information Science Reference
2 Brown, H D (1981) Affective Factors in Second Language Learning cited in Alatis, J., Altman, H and P Alatis, Eds The Second Language Classroom: Direction for the 1980s, New York: Oxford University Press
3 Brown, H D (1990) Principles of Teaching and Learning New Jersey: Prentice Hall Regents
4 Brown, H D (1994) Teaching by Principles: An Interactive Approach to
Language Pedagogy New Jersey: Prentice Hall Regents
5 Brown, H D (2000) Principles of Language Learning and Teaching
Englewood Cliffs NJ: Prentice-Hall
6 Chambers GN (1999) Motivating Language Learners Modern Languages in Practice 12 Clevedon: Multilingual Matters Ltd
7 Dornyei, Z (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press
8 Ellis, R (1994) The Study of Second Language Acquisition Oxford:
9 Ellis, R (1997) Second Language Acquisition Oxford: Oxford
10 Falk, J (1978) Linguistics and Language: A Survey of Basic Concepts and Implications (2 nd ed.) New Jersey: John Wiley and Sons
11 Finegan, E (1999) Language: Its Structure and Use (3 rd ed.) California:
12 Gardner, R.C (1985) Social Psychology and Language Learning: The Role of Attitude and Motivation London: Edward Arnold
13 Gardner, R C & Lambert, W E (1972) Attitudes and motivation in second-language learning Rowley, Massachusetts: Newbury House
14 Gardner, R C., Smythe, P C & Clement, R (1979) Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency Rowley, Massachusetts: Newbury
15 Harmer, J (1994) The Practice of English Language Teaching London: Longman
16 Hudson, G (2000) Essential Introductory Linguistics Blackwell
17 Keller, J.M.(1983) Motivational design of instruction In C.M Reigeluth (Ed.), Instructional design theories and models Hillsdale, New Jersey: Erlbaum
18 Kleinginna, P.J & Kleinginna, A (1981) Motivation and Emotion
19 Lambert, W E (1974) Culture and language as factors in learning andeducation In F F Aboud & R D Meade (Eds.), Cultural factors in learning and education Bellingham: Western Washington State University
20 Meunier, S (1998) Divided but United: European Trade Policy Integration and EC–US Agricultural Negotiations in the Uruguay Round
21 Moore, A (1992) Fast, robust adaptive control by learning only forward models In Advances in Neural Information Processing Systems 4
Available at: http://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf
22 Nagel, D (2010) The Future of E-Learning is More Growth Available at: http://campustechnology.com/articles/2010/03/03/the-future-of-e- learning-is-more-growth.aspx
23 Neuhauser, C (2002) Learning Style and Effectiveness of Online and Face-to-Face Instruction, the American Journal of Distance Education
Available at: http://www.tandfonline.com/doi/abs/10.1207/S15389286AJDE1602_4
24 Nhung, N.T.M (2003) Motivation and Factors Affecting Motivation in Learning English Writing of the Freshmen at the Department of English and Anglo-American culture, VNU-CFL Unpublished MA Dissertation
25 Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press
26 Pintrich, P R., & Schunk, D (1996) Motivation in Education: Theory, Research & Applications, Ch 3 Englewood Cliffs, New Jersey: Prentice-
27 Schachar, M., & Neumann, Y (2003) Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach, The International Review of Research in Open and Distance Learning, Vol 4, No.2
28 Singhal, M (2007) The Internet and Foreign Language Education: Benefit and Challenge The Internet TESL journal vol 6 Available at: http://itselj.org/articles/Singhal-internet.html
29 Sun, Y.-C (2009) Voice blog: An exploratory study of language learning Language Learning & Technology Available at: http://www.education.uci.edu/person/warschauer_m/docs/orientation.pdf
30 Warschauer, M (1996) Computer Assisted Language Learning: an Introduction In Fotos S (ed.) Multimedia language teaching, Tokyo:
31 Warschauer, Mark, Heidi Shetzer and Christine Meloni (2002) Internet for English Teaching Alexandria, Virginia, USA: Teachers of English to
Speakers of other languages, Inc
32 Williams, M & Burden, R (1997) Psychology of Language Teachers
APENDIX A: SURVEY QUESTIONNAIRE FOR THE STUDENTS
Các câu hỏi dưới đây nhằm tìm kiếm biện pháp phát triển động lực học cho học viên trong khóa Tiếng Anh cơ bản 1 của tienganh123.com Những câu trả lời của bạn sẽ được nghiên cứu và góp phần quan trọng vào việc cải thiện phương pháp dạy và học trực tuyến còn mới mẻ tại Việt Nam Vì vậy, xin vui lòng trả lời các câu hỏi một cách trung thực và chính xác.
Chân thành cảm ơn và đánh giá cao sự giúp đỡ của công ty Hãy Trực Tuyến (trang web:tienganh123.com)
Phiếu điều tra được chia thành hai phần, vui lòng đánh dấu (v) vào các câu trả lời phù hợp với bạn hoặc ghi câu trả lời ngắn gọn vào các chỗ trống.
* Bạn đã học tiếng Anh trong bao nhiêu năm? ……… năm
II Ý kiến của em về khóa Tiếng Anh cơ bản 1, tienganh123.com:
1 Tại sao bạn học Tiếng Anh tại tienganh123.com? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
a Vì tiết kiệm được thời gian và chi phí
b Bạn thích học tiếng Anh
c Bạn muốn đạt được trình độ nhất định về tiếng Anh
d Bạn nghĩ khóa học sẽ giúp bạn nhiều trong công việc/ học tập
e Bạn chỉ muốn học để qua được các bài kiểm tra và bài thi/ được thăng chức/ được nâng lương
f Vì Tiếng Anh cần thiết cho công việc, hoặc là một môn học bắt buộc ở trường
g Các lý do khác (vui lòng ghi cụ thể)
2 Bạn nghĩ gì về việc học online?
3 Yế tố nào sau đây có thể ảnh hưởng đến động lực học của bạn? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
a Tài liệu học (chủ đề, độ khó, nội dung…)
b Các bài tập kiểm tra và đánh giá
c Kiến thức nền của bản thân (vốn từ vựng và ngữ pháp, hiểu biết chung )
d Thành công trong việc học
e Các yếu tố khác (vui lòng ghi cụ thể)
4 Điều gì bạn thích nhất khi học online (khóa Tiếng Anh cơ bản 1)? Hãy đánh số thứ tự từ 1-3 theo mức độ yêu thích của bạn (số 1 cho điều bạn thích nhất và số 3 cho điều bạn không thích nhất)
a Có môi trường để thực hành, trao đổi về Tiếng Anh (diễn đàn, câu lạc bộ, kết bạn…
b Tiếp xúc với nguồn tài liệu phong phú
c Ngôn ngữ học đều được ghi âm từ người bản địa
5 Bạn nhân thấy khóa học này như thế nào? (Bạn có thể đánh dấu nhiều hơn một câu trả lời)
6 Bạn nghĩ gì về các dạng bài tập trong khóa học?
7 Theo bạn khóa học nên bổ sung những hoạt động, bài tập như thế nào để thu hút hứng thú của học viên trong khóa học
SURVEY QUESTIONAIRES (FOR THE TEACHERS)
This survey aims to explore student motivation in the Basic English Course at tienganh123.com Your participation is greatly valued, and all information collected will be used exclusively for research purposes Rest assured, your identity will remain confidential in any analysis of the data.
Thank you very much for your kind assistance and support!
3 How long have you been teaching English?
II Your opinions on the course and how to motivate students
1 What do you think of the effect of the course to your students?
a It helps students to improve other skills and linguistic knowledge
b It helps students to broaden their knowledge of the world
c It can bring the pleasure/ enjoyment to the students
d All the above mentioned opinions
2 What problems did you look at when designing the course?
a The lack of students‟ motivation
b The lack of materials to design appropriate and practical activities
c Difficulty to maintain students‟ attendance