INTRODUCTION
Statement of the problem and rationale of the study
In today's globalized world, the ability to communicate in English is crucial, prompting educators and researchers to seek ways to enhance English teaching and learning quality At Vietnam-Poland High School (Viet Ba High School), there is a strong emphasis on improving the effectiveness of speaking lessons, as many students express concerns over their slow progress in speaking skills Despite their enthusiasm for the language, students encounter significant challenges, including a lack of motivation, vocabulary, and engagement, which hinder their ability to present ideas and communicate effectively Consequently, students are eager to discover strategies for speaking English accurately and fluently.
Many teachers, particularly at the Vietnam-Poland high school, have expressed frustration over their inability to enhance students' English communication skills Through my observations and teaching experience, I've noted that classroom interaction during speaking lessons is often limited, with only a few students actively participating while others remain silent or disengaged This raises a critical question for educators: "Why do so many English students fail to engage actively in speaking lessons?"
The saying "You can lead a horse to water, but you can't make it drink" illustrates that the effectiveness of teaching relies heavily on the learners' willingness to engage As noted by Scharle and Szabo (2000), while teachers can create conducive learning environments and provide essential resources, true learning occurs only when students are motivated to participate Therefore, motivation emerges as a crucial factor in successfully mastering a foreign language Without adequate motivation, even the most talented individuals may struggle to achieve long-term goals, regardless of the quality of the curriculum or teaching methods employed.
The study aimed to enhance the motivation of 11th-grade students in English speaking lessons at Vietnam-Poland High School through the implementation of communicative activities.
This study investigates the motivation levels of 11th grade students in speaking lessons at Vietnam-Poland High School, aiming to identify the causes of their low motivation and passiveness in speaking English By exploring the reasons behind students' reluctance during speaking periods, the research seeks to provide better guidance for enhancing speaking skills among students Ultimately, the study aspires to assist teachers in discovering effective methods to further motivate students during oral lessons.
Aims and objectives of the study
This research focused on enhancing the motivation of 11th-grade students in English speaking lessons at Vietnam – Poland High School through the implementation of communicative activities The study aimed to assess the current motivation levels of these students and identify factors that contribute to their demotivation during English speaking activities Additionally, the research sought to develop motivational techniques to improve students' engagement and evaluate the effectiveness of the communicative activities as part of an action research approach The objectives of the study were encapsulated in three key research questions.
1 How motivated are the 11 th grade students in speaking lessons at Vietnam – Poland high school?
2 What are major causes leading to these students’ lack of motivation in learning speaking?
3 How effective are communicative activities in motivating students to learn the speaking skill?
Significance of the study
The research aims to be one of the first studies on student motivation in speaking skills at Viet – Ba High School, contributing significantly to the fields of research, teaching, and learning English as a foreign language It assesses the motivation levels of 11th-grade students during English speaking lessons, helping to enhance their awareness of improving their speaking abilities Additionally, the study identifies challenges faced by students and shortcomings in teaching methods during speaking classes, highlighting factors that demotivate students Ultimately, it offers teachers effective strategies to boost student motivation in speaking lessons.
Scope of the study
This study focuses on the motivation of 11th-grade students at Vietnam-Poland High School and explores effective techniques to enhance student engagement in speaking classes.
Students' motivation can be significantly influenced by various factors, including lesson content, textbooks, materials, teachers, and teaching methods This study specifically examines how teaching methods impact student motivation.
Finally, speaking skill is another matter of the researcher’s concern but not reading, writing and listening.
Method of the study
As mentioned above, this research adopts an action research in an attempt to improve the current situation of teaching speaking in the teacher – researcher’s own class
In so doing, the method including questionnaires and class observation sheets were employed during the process of data collection.
Design of the study
Part I: Introduction provides a general introduction, introducing the background for the research topic and its aims, significance, research questions and the design of the thesis namely Literature Review, Methodology and Results and discussion
Chapter 1: Literature Review mentions to critically examine the theoretical background for the thesis with the focus on the main points: different psychological views on motivation in language learning; Types of motivation in foreign language learning; The importance of motivation in foreign language learning; Factors affecting motivation in foreign language learning; Techniques for improving students’ motivation in speaking lessons; Motivation and English speaking learning; Previous studies of motivation in foreign language learning and speaking skill and communicative activities
Chapter 2: Methodology presents the methodology performed in the study, including the background information of the subjects of the study; the instruments used to collect data, and the procedures of data collection Along with this, the teaching and learning English at Vietnam – Poland high school is described Also, the study – its setting and methodology are displayed in this chapter
Chapter 3: Results and discussion presents analyses and discusses the findings that the researcher found out from the data collected according to the three research questions The chapter also reflects a detailed description of data analysis which is shown based on the survey questionaires and class observation Some explanations, interpretations and discussion of the findings of the study are explored in this In addition, action research procedure was presented in the chapter
Part III: Conclusion is the conclusion of the study, summarizing the findings; providing some implications, the limitation of the research, recommendations how to motivate students in English speaking lessons Some suggestions for further research are also discussed in this chapter.
DEVELOPMENT
This chapter explores theories of motivation in speaking lessons and examines recent research on motivation in foreign language learning, with a focus on speaking skills These insights provide a foundation for investigating students' motivation in English speaking lessons and identifying solutions to their challenges.
1.1 What is meant by motivation?
According to Gardner (1985), motivation plays a crucial role in preparing learners for effective communication It encompasses the effort and desire needed to achieve language learning goals, as well as the positive attitudes towards acquiring a foreign language Essentially, motivation is reflected in the degree to which individuals are willing to engage in and derive satisfaction from the process of learning a new language.
Rod Ellis defines motivation in language learning as the effort learners invest in acquiring a second language (L2) driven by their needs or desires (1994:715) His research demonstrates that learners' performance is significantly influenced by their intrinsic motivations and personal aspirations in the language learning process.
Malone (1981) highlights the significance of challenge in motivating students, asserting that tasks must align with their skill levels Activities that are either too easy or excessively difficult can diminish motivation, while appropriately challenging tasks engage students and foster effective learning.
According to Crookes and Schmidt (1991), the effectiveness of the learning process is significantly influenced by students' interest and enjoyment in class materials and activities Active participation and sustained concentration are essential indicators of engagement, suggesting that when students find joy in their tasks, they are more likely to invest effort and succeed in their learning.
While the term motivation is often assumed to be a rather abstract concept, it could
LITERATURE REVIEW
Theoretical background of motivation
1.1 What is meant by motivation?
According to Gardner (1985), motivation is a crucial element that influences learners' readiness to communicate in a foreign language It encompasses the effort and desire to achieve language learning goals, as well as positive attitudes towards acquiring a new language Essentially, motivation reflects the degree to which individuals are willing to put in the effort to learn a foreign language, driven by their intrinsic desire and the satisfaction they gain from the learning process.
Rod Ellis defines motivation in language learning as the effort learners invest in acquiring a second language (L2) driven by their personal needs or desires (1994:715) His research demonstrates that learners' performance is significantly influenced by their intrinsic motivations related to language study.
Malone (1981) highlights the importance of challenge in motivating students, asserting that tasks must align with their skill levels Activities that are either too easy or too difficult can diminish motivation, while appropriately challenging tasks enhance student interest and promote effective learning.
According to Crookes and Schmidt (1991), the effectiveness of the learning process hinges on students' interest and enjoyment in the materials and activities utilized in the classroom Active participation and sustained concentration are crucial indicators of this engagement Ultimately, students are more likely to thrive academically when they find enjoyment in their tasks and are committed to their learning.
Motivation can be defined as the degree to which individuals make decisions about the goals they want to pursue and the level of effort they are willing to invest in achieving those goals.
Motivation in foreign language learning encompasses the effort, enjoyment, enthusiasm, and persistence that learners invest in their tasks, along with the challenging activities designed by teachers to achieve specific goals To effectively boost learners' motivation in acquiring a foreign language, it is essential to consider various aspects and stages of motivation, as well as the factors that influence it.
1.2 Types of motivation in foreign language learning
There are so many kinds of motivation in foreign language learning studied by the researchers but this research only mention to the main ones
Motivation can be classified into two main categories: intrinsic and extrinsic Intrinsic motivation refers to engaging in behavior for its own sake, driven by pleasure and satisfaction, while extrinsic motivation involves performing actions to achieve external rewards or avoid punishment Intrinsically motivated learners are fueled by curiosity, interest, and personal goals, while extrinsically motivated individuals focus on achieving rewards or avoiding negative consequences In essence, intrinsic motivation stems from internal interests, whereas extrinsic motivation is influenced by external factors.
1.3 The importance of motivation in foreign language learning
The success of language learning is significantly influenced by the learner's motivation to acquire the target language Numerous studies have highlighted the critical role of motivation in the learning process, consistently finding that a positive attitude is closely linked to effective mastery of a foreign language, as noted by Gardner.
In 1985, it was highlighted that motivation is a key factor influencing students' English learning This perspective underscores that motivation encompasses not only goal orientation but also the combination of effort, a strong desire to achieve language learning objectives, and positive attitudes towards the language acquisition process.
Motivation for learning a second or foreign language is defined as the learner’s orientation with regard to the goal of learning a second language (Crookes & Schmidt,
Finegan (1999: 568) sees the vital role of integrative motivation in L2 learning
“Integrative motivation typically underlines successful acquisition of a wide range of register and a native – like pronunciation”
According to Nunan (1991), motivation is a crucial factor in learners' communication preparation, as it influences their effort, desire for achievement, and supportive behaviors in language learning Essentially, motivation serves as a benchmark for learners, driving them to excel in their language studies based on their aspirations and enjoyment throughout the learning journey.
Motivation plays a crucial role in selecting effective strategies for learning a second or foreign language According to Oxford (1994), students with higher motivation are more likely to employ a variety of learning strategies, leading to greater success in language acquisition This suggests that when learners effectively utilize appropriate techniques and strategies, their chances of achieving proficiency in a second language significantly increase.
Motivation is essential for both learning and teaching, as highlighted by Lite (2002), who states, “Motivation is the backbone of any classroom.” When students are motivated, teachers can effectively perform their roles, leading to a more productive educational environment.
In summary, the researcher emphasizes that the drive for achievement and success motivates individuals to take action This motivation is crucial for learners, influencing their success or failure It fosters sustained interest and enthusiasm in second language (L2) learning, encouraging teachers to deliver outstanding performance during their lessons.
1.4 Factors affecting motivation in foreign language learning
Learners' motivation can be significantly influenced by various factors, as highlighted by Lightbown and Spada (1999) Intelligence plays a crucial role, affecting students' abilities to memorize sounds, understand word functions, and deduce grammatical rules Additionally, personality traits such as extroversion, self-esteem, and empathy contribute to motivation Individual learning preferences also impact how students engage with new knowledge, as their beliefs about language acquisition shape their motivation Furthermore, age of acquisition is a vital factor, with research suggesting that children often excel in learning and speaking foreign languages compared to adults.
Motivation plays a crucial role in learning success, making a teacher's ability to inspire students essential for effective teaching Just like parents, teachers significantly influence students' motivation, serving as key figures who enhance the learning experience They provide vital mentoring, guidance, support, and establish boundaries, all of which contribute to fostering a positive motivational environment in the classroom.
1.4.3 The teaching and learning conditions
Overview of speaking
Speaking is a crucial language skill that distinguishes those who are proficient from those who are not According to Pattison (1992), the ability to speak a language is often the primary indicator of language knowledge and learning.
The term "speaking" encompasses various definitions, but this study adopts Bygate's perspective, emphasizing its critical role in social contexts Individuals who possess speaking skills are more likely to assume social roles, highlighting the importance of speaking alongside written communication Bygate (1987) asserts that "speaking is a skill which deserves attention every bit as much as literacy skills, in both first and second language," underscoring the necessity for learners to speak confidently for basic transactions Ultimately, speaking is a key skill through which individuals are often evaluated and can significantly influence their ability to form and maintain friendships.
Language serves as a vital tool for social solidarity, professional growth, and business interactions It plays a crucial role in learning, making strong speaking skills in a foreign language essential for learners.
In brief, Bygate’s definition seems to be the most suitable for the researcher’s view point on speaking
2.2 Characteristics of a successful speaking activity
Effective classroom activities that enhance students' verbal expression are crucial in language courses Designing and implementing these speaking activities can be challenging To successfully organize speaking exercises, it is vital to recognize the key traits that define a successful speaking activity.
Ur (1996: 120) suggests four characteristics which help to define an effective speaking activity:
1 Learners talk a lot As much as possible of the period of time alloted to the activity is in fact occupied by learner talk This may seem obvious, but often most time is taken up with teacher talk or pauses
2 Participation is even Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed
3 Motivation is high Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective
4 Language is of an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy
According to Friederike Klippel, an effective speaking lesson is defined by several key features: it prioritizes message-oriented communication, ensuring that the target language serves as a medium for meaningful interaction Additionally, it incorporates learner-centered activities that focus on students' feelings, purposes, and ideas Lastly, it promotes active learning, cooperation, and empathy, highlighting the importance of students' active engagement in the speaking process.
Ur and Klippel highlight key elements of effective speaking activities, emphasizing the importance of maximizing learners' speaking time and ensuring equal opportunities for all participants Motivation plays a vital role in making speaking lessons engaging and meaningful Educators should consider these factors when creating speaking tasks to enhance student participation and learning outcomes.
Many linguists have identified distinct stages in teaching spoken language Byrne (1976) outlines four stages: presentation, practice, and production Similarly, Harmer (1983) emphasizes three key stages: introducing new language, practice, and communicative activities Matthews et al (1985) also highlight three stages, aligning with Byrne's framework by including presentation, practice, and production These frameworks collectively underscore the structured approach essential for effective spoken language instruction.
Teaching spoken language can be effectively divided into three key stages: the presentation stage, the practice stage, and the production stage Each stage serves a distinct purpose and includes specific activities tailored to enhance language acquisition An overview of these stages is outlined below.
The presentation stage is crucial for students to understand the importance of a new language item, focusing on its meaning, pronunciation, stress, intonation, and spelling, along with grammar During this phase, students act as passive receivers, engaging in role-plays and discussions based on prior knowledge The teacher's role is to introduce new vocabulary and grammatical structures, serving as an informant to facilitate the learning process.
The practice stage aims to provide students with the opportunity to use newly introduced language within a controlled environment, facilitating better memorization of its structure and deeper understanding of its meaning (Matthews et al., 1991).
The goal is to enhance students' confidence in using a new language by guiding them on what is expected in their language production During the guided practice phase, the teacher primarily suggests scenarios and occasionally corrects mistakes, allowing learners more freedom to collaborate and create responses based on visual or written prompts Ultimately, as Ur (1996) posits, this approach aims to improve students' fluency in the language.
The production stage in language learning encourages students to creatively use new language skills while integrating them with previously acquired knowledge in unpredictable contexts During this phase, the teacher transitions from instructor to facilitator, acting as a monitor and consultant, offering guidance only when necessary This approach fosters greater confidence and motivation among students, who engage in freer activities through individual, pair, or group work.
To enhance learners' speaking abilities in a lesson, teachers should implement three sequential stages It is essential for educators to take into account time constraints, the varying levels of students, their motivation, and the materials used when designing speaking activities.
Motivation and English speaking learning
Many students mistakenly believe that knowing a language equates to being able to speak it, with success often measured by conversational ability (Nunan, 1991) Consequently, a lack of speaking opportunities in the classroom can lead to demotivation and disinterest in language learning However, when engaging activities are implemented effectively, speaking practice can become enjoyable, significantly boosting learner motivation and transforming the English language classroom into a lively and dynamic environment.
According to Ur (1996: 120), motivation is a crucial factor that determines the effectiveness of speaking lessons When learners are highly motivated, they are more eager to engage in conversation, driven by their interest in the topic or the desire to contribute to a specific task objective.
General speaking, motivation can be seen as one of keys that decides learners’ success or failure in speaking process.
Communicative activities
Communicative activities are essential for fostering interaction among learners, as they promote speaking and listening skills with peers, program participants, and community members These activities serve a meaningful purpose by facilitating information exchange, breaking down social barriers, sharing personal experiences, and exploring cultural diversity.
A variety of communicative activities can be used to develop speaking skills Below are some of the common ones
Role-play is an engaging activity where students are divided into pairs or groups to act out assigned situations and roles This exercise fosters language development and creativity rather than focusing on performance Multiple groups participate at the same time, making role-plays simple to plan and enjoyable to execute Alongside games and other interactive activities, role-playing is highly recommended for enhancing communication skills in English-speaking classes.
Interactive Group Activities (IGA) are an engaging and effective method for enhancing communication skills in speaking classes To maximize proficiency, teachers can organize students into pairs or small groups, assigning one student as the asker and the other as the answerer After a brief discussion period, roles are switched, allowing all participants to practice both asking and answering questions.
Interactive Group Activities (IGA) can manifest in three distinct ways: First, one student possesses specific information while the other seeks to uncover it through questioning Second, one student shares their knowledge directly with another Lastly, both students hold unique pieces of information and engage in a reciprocal exchange to share their insights.
After a content-based lesson, initiating a discussion serves multiple purposes, such as reaching conclusions, sharing ideas about events, or solving problems within groups It is crucial for the teacher to establish the discussion's objectives beforehand, ensuring that the conversation remains focused and relevant This approach prevents students from engaging in off-topic chatter, maximizing the effectiveness of the discussion.
Students can generate ideas rapidly within a set timeframe on a specific topic, utilizing either individual or group brainstorming methods This approach fosters a creative environment where learners can express their thoughts freely without fear of criticism, encouraging the sharing of innovative ideas.
Students can summarize stories they've heard or create their own to share with classmates, promoting creative thinking and effective communication Storytelling encourages them to structure their narratives with a clear beginning, middle, and end, while also incorporating essential elements like characters and settings Additionally, students can engage their peers by sharing riddles or jokes, further enhancing their storytelling skills.
Students can enhance their speaking skills and socialization by conducting interviews on chosen topics with various individuals It is beneficial for teachers to provide a rubric that outlines potential questions and directions, while encouraging students to create their own interview questions Following the interviews, each student can present their findings to the class, fostering a collaborative learning environment Additionally, students can interview one another and introduce their partners to the class, further promoting engagement and communication skills.
This engaging whole-class activity encourages free speaking as students sit in a circle to collaboratively create a story The teacher begins by narrating a few sentences before pausing, allowing each student to continue the tale from where the last left off Each participant is tasked with adding four to ten sentences, introducing new characters, events, and descriptions, fostering creativity and teamwork among the students.
Games are effective tools for language learners, allowing them to practice and reinforce what they've learned in the classroom By enhancing motivation, games shift learners' focus from the language itself to the engaging activity, facilitating unconscious language acquisition similar to how they learned their mother tongue Incorporating games at the beginning of lessons, during production phases, or when learners feel fatigued can revitalize their attention and reduce stress, making the learning experience more enjoyable and effective.
Communicative activities enable students to apply their language skills in realistic scenarios, fostering collaboration as they devise plans, solve problems, or accomplish tasks together.
Well-structured communicative activities can inspire students to explore and innovate with language, fostering a supportive environment where they feel safe to make mistakes This approach not only boosts their self-confidence as speakers but also enhances their motivation to continue learning.
Previous studies in motivation in foreign language learning and speaking skill
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has significantly contributed to the understanding of motivation in foreign language learning, highlighting its effects and offering strategies to enhance learner motivation in the classroom Their findings empower educators to effectively motivate students for success and inspire further research in various facets of language instruction.
Motivation is essential for everyone, especially for second and foreign language learners, who require opportunities to fulfill their learning goals Research conducted by Sulaiman Hasan H Qashoa in 2006 highlights the importance of providing these learners with the motivation they need to succeed in their language acquisition journey.
A study on English learners in secondary schools along the Eastern Coast of the UAE involved 100 students who completed a questionnaire about their motivations for learning English The results indicated that these students exhibit a greater focus on instrumental motivations rather than integrative ones Additionally, challenges related to vocabulary, grammar structures, and spelling were identified as significant de-motivating factors in their English learning experience.
In a study by Peacock (1997) titled "The Effect of Authentic Materials on the Motivation of EFL Learners," 31 beginner-level South Korean EFL students were observed while using authentic and artificial materials alternately The majority of participants indicated a need for English for future work or study Utilizing on-task behavior, class motivation observation sheets, and interviews, the findings revealed that learners found authentic materials significantly less interesting than artificial ones This highlighted the positive impact of authentic materials on EFL learners' motivation Additionally, the results suggested that interest in the materials is distinct from other motivational components, such as attention and persistence in learning tasks.
Relating to students’ motivation to study English, Wen – chi Vivian Wu and Pin – hsiang Natalie Wu (2008) Chien – kuo Technology University, Taiwan did research on
The study "Creating an Authentic EFL Learning Environment to Enhance Student Motivation to Study English" utilized quantitative methodology to investigate Taiwanese technical university students' perceptions of their EFL learning environment, focusing on physical settings, instructional arrangements, and social interactions Findings indicated that students viewed these aspects of the EFL environment as barriers to their learning Additionally, the research established a positive correlation between the quality of the learning environment and student motivation, highlighting the need for improvements to foster better engagement in English language studies.
He Lina, an English major instructor in China, conducted action research titled "How can I help my students’ motivation in speaking?" to address the lack of speaking skills among her 28 students, who were proficient in reading and memorization but struggled with verbal communication To enhance their motivation, she implemented three strategies: providing equal speaking opportunities, diversifying speaking activities, and encouraging students to showcase their abilities As a result, her students became more engaged, creating an active learning environment, and those who previously hesitated to participate began to contribute in class discussions However, her findings, based solely on her observations without formal data collection methods, raise questions about the reliability of her conclusions.
In a study conducted by Phan Van Hoa and Le Viet Ha (2009) in Quangnam province, Vietnam, the motivation for learning English among upper secondary school students was examined using a modified 8-item survey and a 15-item de-motivating factor survey, administered to 100 EFL students across four schools The research utilized a two-part questionnaire and interviews for data collection Findings indicated that students possess a positive attitude towards learning English, demonstrating high levels of instrumental motivation Additionally, the study revealed that subject-related factors were more likely to demotivate students compared to teacher-related factors.
A study by Hoang Duc Doan (2009) explored the motivation levels of second-year tourism major students learning English at Sao Do College of Industry Utilizing questionnaires, interviews, and class observations, the research involved 67 randomly selected students and 6 teachers with at least one year of teaching experience The findings indicated that efforts to teach speaking skills significantly motivated students in English classes; however, students' aptitude and limited vocabulary emerged as key factors contributing to their demotivation.
While numerous studies have explored motivation in foreign language learning, particularly in English speaking lessons, there is a notable lack of research focused on high school students' motivation in this area This thesis aims to address this gap by utilizing questionnaires and classroom observations The findings from this study are intended to contribute valuable insights to the limited but expanding body of research on student motivation in English speaking lessons.
METHODOLOGY
Research methodology
Action research is an increasingly important method in language education, defined as the systematic collection and analysis of data to implement changes and solve problems (Wallace, 1998; Coles & Quirke, 2001) According to Cohen and Manion (1985), it focuses on identifying and addressing issues within a specific context, aiming to enhance the educational environment The primary motivation for action researchers is to improve their practices, with any external recognition of their work being a secondary benefit.
Action research bridges the gap between theory and practice, enhancing a researcher's professional knowledge and skills in teaching and researching (MacNiff, Lomax & Whithead, 1996; Zuber-Skerritt, 1992) This approach fosters systematic and critical thinking, allowing educators to reflect on both expected and unexpected classroom situations As Dr Moira Laidlaw states, action research is a self-directed learning program that improves teaching actions and reactions, ultimately benefiting learners.
1.2 Key elements of an action research
Action research is beneficial not only for researchers but also for students, as familiarity with this approach fosters their development into autonomous learners According to Warrican (2006, p.2), the primary aim of action research is to cultivate sustainable learning capacities and empower participants to gain greater control over their educational experiences.
Nunan (1992, p.19), Nunan (1993, pp.41 - 42) and Bailey, Curtis & Nunam (2001, p.137) described the process of action research as a series of steps
Figure 1: Steps in the action research cycle
Step 1: Problem identification The researcher identified the problems that had occurred in the classroom from previous experience
Step 2: Preliminary Investigation The researcher further investigated students’ feelings towards their problems and consulted other classes about their problems
Step 3: Hypothesis The researcher formed the hypothesis that most students had low motivation in speaking skill because they had developed negative attitudes towards speaking skill learning in previous classes and teacher’s normal teaching method
Step 4: Intervention After observing the class and forming the hypothesis, the researcher planned the lessons and identified techniques which may solve the problem defined by the hypothesis
Step 5: Evaluation In this step, the researcher’s observer colleagues and her worked through the stages of: act, observe, reflect and revise to evaluate the outcomes in
Step 6: Dissemination Reporting the results was the focus of this step
Step 7: Follow – up The researcher investigates the alternative methods of motivating students
Although there are seven steps in an action research cycle, because of the limited time of study, the researcher conducted her research within 6 steps: Problem Identification,
Preliminary Investigation, Hypothesis, Intervention, Evaluation and Dissemination
Figure 2: Steps in the action research cycle in the current research
Subjects of the study
The study was conducted with the participants of 45 students in class 11A1 at Viet
At Viet Ba High School, a researcher conducted a study involving 45 11th-grade students, aged 17, with a gender distribution of 22 boys and 23 girls These students, who have varying levels of English proficiency, reside in different areas, primarily in Hoang Mai district, including Linh Dam, Van Dien, Thanh Tri, and Ngoc Hoi Despite having studied English for eight years, from grade 6 to grade 12, they have limited opportunities to interact with native speakers The study was observed by two experienced English teachers, each with a decade of teaching experience at the same institution.
Data collection instruments
This study utilizes action research methodology, incorporating questionnaires and class observation sheets for data collection A total of 45 students from an 11th-grade class at Vietnam – Poland High School participated by completing the questionnaires.
The questionnaire consisted of two main sections and a total of 15 questions, with the first part focused on assessing students' motivation levels and the second part aimed at identifying factors that hinder motivation during speaking lessons.
Questionnaire 2 comprised eight questions divided into four sections aimed at evaluating students' attitudes towards speaking skills and their perceptions of the teaching methods employed after six weeks of implementation It assessed the effectiveness of communicative activities in enhancing student motivation and explored their preferences for techniques that could further encourage their speaking skill development.
To make sure that the students understood the questions, the researcher spent about
30 minutes guiding them to answer and explaining difficult terms when she delivered the questionnaires to the students
Class observation served as a vital data collection method for the study, employing a non-participatory approach where the researcher monitored and documented activities in authentic classroom environments This observation took place during the second semester of the 2009-2010 academic year, specifically focusing on the performance of class 11A1.
In this study, class observation was conducted during three speaking lessons for an 11th-grade class, focusing on student engagement, behavior, and teaching methods The observations were carried out by the researcher and two experienced colleagues, each with a decade of teaching experience, to assess the effectiveness of the instructional approach and student participation.
To assess the overall motivation level in the classroom, including students' interest, concentration, enjoyment, enthusiasm, and persistence with learning tasks, the researcher utilized an observation sheet adapted from Matthew Peacock (1997) Each item on the sheet was rated on a scale from 1 (low) to 5 (high).
The observation sheet, adapted from Matthew Peacock (1997), focuses on the on-task behavior of students in class 11A1 It consists of twelve columns and 45 rows, corresponding to the 45 students in the class Two observers discreetly monitored the students after they had been engaged in their work for two minutes, observing each student consecutively in a clockwise manner for five seconds A score of "1" was assigned if a student was on-task, while a score of "0" indicated off-task behavior This process continued until all students had been observed and assessed twelve times.
Data collection procedures
Initially, the gathered data was organized based on the questionnaire inquiries, with the key findings highlighted in the subsequent data discussion.
The author conducted a study involving three observations of colleagues speaking in a research class, aiming to explore student motivation and its underlying causes The observations focused on assessing the teacher's preparation, presentation style, teaching methods, and interactions between the teacher and students Over a period of six weeks, the class was observed six times, with three observations during the preliminary stage and three during the intervention stage.
Unit 9: The Post Office and Unit 10: Nature in Danger in Tieng Anh 11 textbook were taught as usual; three 3 experimental lessons were taught with the use of communicative activities.
Brief description of the three lessons
During the three lessons, the communicative activities were applied for students of 11A1 in order to raise their motivation in speaking periods because the focus was on the students’ interest
Before the three lessons, the researcher informed the students that their lack of engagement in speaking activities could hinder their learning outcomes She emphasized that the success of spoken lessons relies on student motivation and participation Her lesson structure includes five key stages: checking homework, pre-speaking activities, during-speaking tasks, post-speaking reflections, and assigning homework.
The initial phase aimed to ensure that my students demonstrated responsibility by completing assigned exercises and preparing for the upcoming lesson, which included vocabulary and background knowledge.
The pre-speaking stage effectively engages students' interest in speaking activities while also serving as a crucial preparation phase During this stage, teachers provide essential language support, including vocabulary and structures, to equip students for successful participation in speaking tasks.
In while - speaking stage , students participated in the speaking tasks
The researcher facilitated the learning process by observing and supporting students individually, in pairs, or in groups, taking notes, and encouraging shy participants In group settings, a designated leader coordinated activities and assigned a secretary to document the group's work for later submission to the teacher The group leader had the flexibility to either complete tasks themselves or delegate responsibilities among group members.
Post speaking stage (or production) happened when the representatives of some
During the activity, each group reported on their experiences, either through presentations to the class or direct feedback to the teacher The researcher provided comments on the students' performances and assigned marks, focusing on enhancing student motivation Dynamic students received praise, while passive members were encouraged to engage more actively in future lessons As the lessons centered on speaking skills, feedback emphasized both fluency and accuracy, with a particular focus on improving fluency.
For homework, students were assigned to write about a topic discussed in class to enhance their writing skills Additionally, they were required to prepare to discuss their assessments, feelings, and reflections on classroom activities at home Their handwriting and opinions were evaluated and graded in the following lesson.
RESULTS AND DISCUSSION
Level of students’ motivation
Research question 1: How motivated are the 11 th grade students in speaking lessons at Vietnam – Poland high school?
The investigation into students' motivation in the English speaking class utilized survey questionnaire 1 and class observations The results, illustrated in the following charts, focus on questions 1, 2, and 4 from the survey, highlighting key insights into student engagement and motivation levels.
The chart indicates that students generally undervalue the speaking skill in English, with only 2.22% considering it extremely important and 11.11% rating it as very important Furthermore, 20% of students acknowledged its importance, while a significant 66.67% deemed it not important at all This trend suggests a lack of focus on developing English speaking skills among students.
According to Chart 1, a significant majority of respondents, 62.22%, expressed a lack of interest in learning speaking lessons, while 22.22% showed some interest Only 13.33% of participants indicated a strong liking for speaking, and just one student, representing 2.22%, found the speaking skill to be extremely interesting This data suggests a general disinterest in developing speaking skills among the respondents.
According to Chart 1, 48.89% of the 45 students surveyed reported feeling reluctant to speak English in class, with 28.89% indicating they sometimes felt the same way Only 3 students expressed a willingness to participate when they found the topic engaging This reluctance primarily stems from a lack of interest in speaking lessons, leading to decreased motivation to participate actively.
A study on student participation in English classes revealed that 4.44% of students never spoke English with classmates, while 60% reported rarely using the language in class Additionally, 24.44% of students indicated they sometimes engaged in discussions during spoken lessons The majority, 68.89%, admitted to only answering easy questions, and 22.22% of the 45 students were aware of the answers but were too shy to contribute Notably, 8.89% of students never spoke during oral sessions, and there were no volunteers to share their ideas.
In a recent study, 71.11% of participants (32 out of 45) reported that they spoke English when prompted by their teacher, while only 24.44% (11 out of 45) used English in conversations with classmates Notably, the percentage of learners who communicated in English during perceived useful situations and those who found speaking activities engaging was identical at 2.22%.
Table 1: Students’ time of speaking
A You talk with your friends 24.44
D You are interested in speaking activities 2.22
Class observations, alongside questionnaire 1, were utilized to assess students' motivation during lessons on Unit 9: The Post Office and Unit 10: Nature in Danger Observers, who were non-participants in the speaking lessons, employed Class Observation sheets to evaluate overall class motivation and students’ on-task behavior Despite the teacher's careful preparation and adherence to the textbook without introducing additional activities, most students displayed passivity and a lack of interest in speaking tasks This was evident from the observations, where many students struggled to understand task requirements, even after explanations When prompted to speak, students often remained silent or engaged in unrelated activities, indicating a significant disconnect between the teacher's efforts and student engagement.
In Class Observation Sheet 2, it was noted that 55.74% and 63.52% of students demonstrated on-task behavior during class, indicating that nearly half of the students engaged in speaking activities However, this also suggests that many students did not find the speaking lessons engaging or interesting.
The findings indicate that students exhibit a low level of motivation in speaking classes, with many respondents undervaluing the importance of speaking skills and finding the subject uninteresting Consequently, most students are reluctant to engage in English conversation during class, participating only when prompted by teachers rather than contributing freely This raises the critical question of how educators can enhance students' motivation to speak English.
Causes of students’ lack of motivation in English speaking lessons
Research question 2: What are major causes leading to these students’ lack of motivation in learning speaking?
The answer to this question was found out in survey questions 9, 10, 11 The following charts revealed the factors de-motivating students’ speaking learning
A significant 71.74% of students hesitated to speak in class due to their lack of familiarity with verbal participation, which indicates a tendency towards passivity during lessons Additionally, 23.91% attributed their reluctance to monotonous teaching methods Furthermore, 2.17% of students expressed concerns about losing face and noted that their learning objectives did not prioritize communication skills.
A significant factor contributing to students' low motivation in speaking lessons is their limited vocabulary, affecting 93.33% of them Additionally, 44.44% of students struggle with generating ideas, while 48.89% lack self-confidence Time constraints for preparation also pose a challenge, impacting 17.78% of students Other issues, such as difficulty in organizing their thoughts in English and a general dislike for speaking, were noted by only four students.
A survey on factors influencing students' motivation in speaking classes revealed that 55.56% of students believe that available games and activities significantly enhance their motivation Additionally, the teacher's attitude and the classroom atmosphere were also important, with 17.78% and 15.56% of students citing them, respectively Conversely, only 11.11% of students felt that the difficulty level of tasks impacted their motivation.
Numerous factors contribute to students' lack of motivation in speaking, primarily including unfamiliarity with speaking, insufficient vocabulary, unengaging teaching methods, difficulty generating ideas, low self-confidence, and inadequate preparation time To address these challenges, teachers must enhance their instructional techniques to boost student motivation and help them overcome obstacles By incorporating more engaging and dynamic teaching strategies, students are likely to participate more actively in lessons, thereby expanding their vocabulary, generating ideas, and building confidence in their speaking abilities.
Action Research procedure
In the study, the researcher used Nunan’s action research model (1992) as it is suitable for her own class in the limited time and the steps are clear to follow
This action research, conducted over six weeks beginning in the first week of the second semester of the 2009-2010 school year, focused on 45 11th grade students from class 11A1 at Vietnam-Poland High School.
Step 1: Problem identification (the first semester)
In the first semester, the researcher noticed a lack of interest and motivation among her students during speaking lessons To address this issue, she aimed to assess the levels of motivation among 11th-grade students at Vietnam-Poland High School and identify the factors influencing their learning motivation in speaking Consequently, she formulated two key research questions: "How motivated are the 11th-grade students in speaking lessons at Vietnam-Poland High School?" and "What are the major causes contributing to these students' lack of motivation in learning to speak?"
The levels of students’ motivation and affecting factors of students’ motivation in English speaking skill were collected in week 3 order to confirm the problem stated in step
1 and find out the main causes of students’ lack of motivation (the researcher uses questionnaire 1, Appendix 1)
In two speaking lessons from Unit 9: The Post Office and Unit 10: Nature in Danger, the teaching approach was unconventional, focusing on observation through Observation sheet 1 and Observation sheet 2 (Appendix 2) This method aimed to evaluate students' interest, enthusiasm, enjoyment, and excitement during learning tasks and speaking activities, allowing the researcher to accurately assess students' motivation.
The analysis of the initial data revealed that a significant number of students exhibited low motivation in their speaking skills, primarily due to monotonous teaching techniques that failed to engage their interest Consequently, the researcher sought effective solutions to address these challenges, leading to the development of the following hypothesis.
Communicative activities (Discussions, Role Play, Information Gap, Storytelling, Interviews, Brainstorming etc.,) would effectively improve students’ motivation in English speaking lessons
To enhance students' motivation in speaking skills, it is essential to design activities that make the curriculum relevant to learners, incorporate visual aids, diversify teaching methods, and actively involve students in the lesson.
Based on the analysis of questionnaire data, observations, and literature on motivation and speaking activities, lesson plans were developed that incorporate communicative activities aimed at enhancing student motivation during speaking lessons.
Plan implementation: The researcher designed the speaking lesson plans of three units: Unit 11: Sources of Energy; Unit12: The Asian Games and Unit13: Hobbies
In the speaking lessons outlined in Appendix 3, communicative activities were implemented to enhance student motivation and engagement Over a three-week intervention, newly designed lesson plans were utilized with the same group of students, focusing on innovative teaching methods Each lesson was evaluated using Observation Sheet 1 and Observation Sheet 2 (Appendix 2) to assess students' interest, enthusiasm, and persistence in learning tasks The gathered data provided insights into students' attitudes towards speaking skills and their evaluations of the teaching methods, highlighting the effectiveness of communicative activities in boosting motivation and enhancing their desire to improve their speaking abilities.
In this step, the third research question formed was: “ How effective are communicative activities in motivating students to learn the speaking skill?”
3.3 Discussion of the lessons’ effectiveness
The researcher analyzed data from two observation sheets of the last three lessons and compared them with two observation sheets from the first two lessons to evaluate the effectiveness of the suggested solutions in the action plan This comparison served as evidence to demonstrate the impact of the changes implemented by the teacher.
Questionnaire 2 was also analyzed to gather information about students’ attitude towards speaking skill and their assessments of teaching method after 6 weeks of implementation, the effectiveness of communicative activities in improving their motivation, students’ desire of techniques to boost them to learn speaking skill Through students’ responses, the researcher could evaluate the effectiveness of the changes more exactly
3.3.1 Presentation and discussion of survey questionnaire 2 data
Research question 3: How effective are communicative activities in motivating students to learn the speaking skill?
The intervention led to a notable increase in student motivation, as evidenced by Chart 4 Specifically, 66.67% of students expressed that they found the speaking skill to be extremely interesting, while 26.67% reported being very interested Only 6.67% of students indicated that they were interested, and none of the students selected the option of being uninterested.
In a recent survey, over half of the students (59.09%) expressed extreme excitement about participating in communicative activities designed by their teacher, such as games, role-plays, interviews, and discussions Additionally, 27.27% of students reported feeling very excited, while 11.36% showed some level of enthusiasm for speaking English lessons Only one student (2.27%) indicated disinterest Overall, these findings highlight a significant increase in student engagement and enthusiasm in English speaking classes.
In a recent study on speaking lessons with communicative activities, 31.11% of students found the experience easy, while 40% felt it was manageable when they were sufficiently interested However, 11.11% of students indicated that speaking remained challenging due to a lack of ideas or vocabulary Additionally, 8.89% reported facing difficulties in developing their speaking skills Despite these challenges, a significant 75.56% of students expressed confidence in sharing their viewpoints during class discussions, although 24.44% admitted to feeling apprehensive about speaking English in class.
The implementation of communicative activities in teaching has significantly improved students' speaking skills, as evidenced by charts 4 and 5 These engaging activities surpassed the textbook content, leading to increased student participation in speaking lessons Recent evaluations show that 57.78% of students rated the lessons as very good, 31.11% as good, and 8.89% as satisfactory, resulting in an impressive 97.78% satisfaction rate Additionally, 55% of students found the teacher's techniques extremely interesting, 38% very interesting, and 7% simply interesting, indicating that all students perceived the teacher's methods as increasingly meaningful.
A recent evaluation of communicative activities revealed that 91.11% of students believe these activities significantly enhance motivation in speaking lessons Specifically, 24.44% rated the effectiveness as fair, 31.11% as good, and 35.56% as excellent Conversely, only 8.89% of students felt that communicative activities did not contribute to their motivation.
Although there are a variety of communicative activities, the researcher applied seven main ones in teaching namely games, role-play, brainstorming, story-telling, information gap, discussion and interview
Table 2: Students’ comment on teachers’ communicative activities
Number of students Strongly like Like All right Dislike Strongly dislike
Students are highly engaged in classroom games, which enhance their motivation and interest in lessons Additionally, 100% of students find interviews appealing as they provide opportunities for English communication with peers A significant 93% enjoy information gap activities, as these improve their questioning and answering skills Storytelling also captivates all students, drawing their full attention Other effective activities like role-play, brainstorming, and discussions further motivate students in English speaking classes.