Rationale
English is recognized as a global language, playing a crucial role in various sectors across countries worldwide In Vietnam, there is a growing awareness of the significance of English in boosting economic growth and strengthening international relations.
English serves as a vital bridge for showcasing Vietnamese culture and people to the world Initially, Vietnamese individuals learned English primarily for job requirements, but today, motivations have diversified; some pursue English for career advancement, while others seek knowledge or learn out of personal interest For university students, English is not only a mandatory subject but also a crucial job requirement upon graduation However, based on my experience at PDU, many students do not enjoy English classes, and their dissatisfaction with the lessons is evident Therefore, it is essential to evaluate the effectiveness of English teaching and learning in schools.
Teaching is often perceived as an easy profession, but effective teaching, especially in language education, is quite challenging While anyone can share knowledge, not everyone can inspire and engage students English teachers frequently encounter issues such as student passivity and a lack of motivation in the classroom To address these challenges, it is essential to understand students' expectations and motivations for learning English, as well as the factors that may hinder their enthusiasm By focusing on these aspects, teachers can develop strategies to encourage active participation and foster a more dynamic learning environment.
Motivation plays a crucial role in language learning, as evidenced by numerous studies from scholars and educationalists They continuously seek effective strategies to inspire students in the classroom, although the success of these methods can differ across various contexts Notably, there has been a lack of research on the motivation of non-majors at Phuong Dong University, one of the oldest private universities in Hanoi, where students' motivation to learn English appears to differ significantly from that of students at other institutions.
This study aims to uncover the factors influencing students' motivation in the classroom, with the goal of identifying pedagogical strategies that can enhance their interest in learning English.
Aims of the study
This study explores the motivation of non-English major students in learning English at PDU, aiming to offer professional recommendations for supporting teachers in enhancing the motivation of these learners.
Research questions
To achieve above aims the study will answer following questions
1) What kinds of motivation do non-English major students at PDU possess?
2) What factors negatively affect non-English major students’ motivation in English learning at PDU?
3) What are their favourite activities and tasks in the English class?
4) What implications can support teachers to improve students’ motivation to learn English?
Scope of the study
This study explores the motivation levels in English learning among first and second-year non-English major students at PDU It aims to provide valuable insights and practical strategies for teachers to enhance student motivation in English classes.
Method of the study
To achieve the aim of the study, the study is carried out by following steps:
- First, a survey questionnaire for students was conducted to investigate students‟ motivation in English learning, factors affecting motivation and expectations in the English class at PDU
A survey questionnaire was distributed to teachers to gather their insights on various motivational tools and effective strategies they employ to inspire and engage their students in the classroom.
- Then data were collected, sorted and analyzed quantitatively to explore non- majors‟ motivation
- Last, some pedagogical implications for improving students‟ motivation in learning English were suggested at the end of the study.
Organization of the study
The thesis consists of three main parts:
PART A- Introduction: provides general introduction of the study with the rational, the aims, the research questions, the scope, the method and the organization of the study
PART B- Development: is divided into four chapters:
Chapter 1 explores the theoretical foundations pertinent to language learning motivation, highlighting various perspectives on motivation, its significance in the learning process, and the different types of motivation It also examines the factors influencing learners' motivation and presents effective strategies to enhance motivation in both foreign and second language acquisition.
Chapter 2 presents the context of the study, data collection instruments and procedure of data collection
Chapter 3 outlines the data collection process and provides a detailed analysis of the gathered data, presenting key findings along with their explanations and interpretations.
Chapter 4 discusses some pedagogical implications on how to motivate non- majored students in learning English at PDU
In conclusion, this study summarizes the key findings and insights gained throughout the research process, while also offering suggestions for future investigations Additionally, the final section includes relevant references and appendices to support the study's conclusions.
LITERATURE REVIEW
Motivation in language learning
Motivation is an internal force that drives individuals to take action, fulfilling their needs and desires to achieve specific goals It can be defined as the process of inspiring someone to engage in tasks that require dedication and effort.
Motivation in language learning is the driving force behind learners' desire to achieve their goals, such as excelling in tests and enhancing future career prospects Its significance in education, especially within the classroom, cannot be overstated, as it greatly influences students' learning outcomes As a vital element of the learning process, motivation encourages student engagement in academic activities and plays a crucial role in determining the extent of knowledge gained from these experiences.
Researchers hold varying perspectives on motivation in language teaching and learning, with many theories emphasizing goal achievement as a key driver These theories suggest that individuals are primarily motivated by the potential for success in their language acquisition journey.
According to Harmer (1983), motivation is an internal drive that compels individuals to take action He emphasizes the significance of goals in motivation, stating that when a goal is perceived as appealing, it can significantly enhance our motivation to achieve it.
Motivation to learn a foreign language is a multifaceted construct that encompasses effort, desire, and a positive attitude towards the language (Gardner, 1985) It serves as a crucial factor in understanding why individuals choose to engage in language learning, the intensity of their commitment, and the duration they are willing to maintain this pursuit (Dürnye, 2001) Additionally, motivation includes various elements such as personal drive, the need for achievement, curiosity, and the desire for new experiences (Littlewood, 1998:53).
Motivation plays a crucial role in the teaching-learning process, as motivated students tend to engage more deeply, working longer and with greater intensity According to Bernaus (1995), motivation significantly influences foreign language learning, accounting for 48.5% of students' English proficiency He concluded that motivation is the primary factor affecting students' acquisition of foreign languages, surpassing socio-cultural influences, and highlighted that motivational factors are more vital than others in enhancing students' English achievement.
According to Littlewood (1998:53), motivation plays a vital role in second language learning, influencing a learner's decision to engage in a task, the level of effort they invest, and their persistence over time.
Motivation plays a crucial role in selecting effective strategies for achieving success in academic pursuits Implementing targeted learning techniques while studying a second language significantly contributes to successful outcomes According to Oxford, these specific strategies are essential for enhancing language acquisition and overall academic performance.
(1994), “more motivated students tend to use more strategies than less motivated students, hence, they tend to be more successful”
Motivation is the driving force behind achieving goals, fueled by the energy to pursue them In educational settings, students are often motivated by the desire for rewards like praise, grades, and certifications However, it's important to note that a learner's motivation can fluctuate over time, which can significantly impact their language acquisition and overall learning experience.
Classification of motivation
Most researchers (Gardner and Lambert: 1959, Harmer: 1983, Dửrnyei: 1998) divided motivation into two types: integrative and instrumental motivation
Integrative motivation, as defined by Gardner and Lambert (1959), is the desire to connect with and become part of a valued target language community This motivation stems from an interest in learning a second language to engage with its speakers, either for social interaction or to participate fully in the community Harmer (1983) distinguishes between strong integrative motivation, which involves a deep commitment to assimilating into the target culture, and a weaker form, characterized by a mere desire to understand the culture of the target language community.
Instrumental motivation in second language learning focuses on practical benefits, including passing exams, earning financial rewards, advancing careers, and gaining promotions This type of motivation drives individuals to learn a new language to achieve specific goals, such as securing a desirable job or attaining social recognition.
Attributing language learning success to specific types of motivation, such as integrative or instrumental, is challenging because these motivations often overlap Most language learning scenarios involve a blend of both integrative and instrumental motivations, as highlighted by Dürnyei (1998) The significance of each motivation type varies depending on the context, particularly whether the language is being learned as a foreign language or a second language, as discussed by Gardner and Lambert (1959) Additionally, motivation can also be categorized into extrinsic and intrinsic types, further enriching the understanding of what drives language learners.
Extrinsic motivation, as defined by Harmer (1983: 3), is linked to goal-oriented behavior, where students learn a language to achieve specific objectives This type of motivation relies on external factors such as rewards and punishments However, it can have detrimental effects on students, as they may engage in learning not out of genuine interest or desire, but rather due to the pressure of seeking rewards or avoiding negative consequences.
Intrinsic motivation is the drive to engage in activities for the sheer enjoyment and satisfaction they provide It significantly influences students' success or failure in language learning, as those who are intrinsically motivated willingly pursue knowledge they deem valuable This internal desire to learn fosters a proactive approach, allowing students to thrive without relying on external rewards or outcomes.
Kathleen Bailey (1986, quoted in Brown, 2000: 165-166) illustrated the relationship between the intrinsic-extrinsic construct and integrative-instrumental orientation with the diagram:
L2 learner wishes to integrate with the L2 culturen(e.g., marriage or immigration)
Someone else wishes the L2 learner to know the L2 for integrative reasons (e.g., Japanese parents send kids to Japanese- language school)
L2 learner wishes to achieve goals utilizing L2 (e.g, for a career)
External power wants L2 learner to learn L2 (e.g., corporation sends Japanese businessman to U.S for language training)
Different types of motivation are interconnected and do not exclude one another According to Gilakjani, Lai-Mei Leong, and Sabouri (2012), motivation cannot be simply classified as internal or external; rather, intrinsic and extrinsic motivations are relevant to both integrative and instrumental motivations in second language (L2) learning Learners may be driven by a combination of intrinsic and extrinsic factors, where extrinsic motivation can evolve into integrative motivation if influenced by social connections, or into instrumental motivation when driven by external requirements Similarly, intrinsic motivation can also transform into integrative or instrumental motivation depending on the learner's goals Notably, learners with similar instrumental motivations may exhibit significant differences in intrinsic and extrinsic motivations, while those sharing integrative motivations can also display vast differences in their intrinsic and extrinsic drives.
Factors affecting students’ motivation
Researchers have extensively explored the factors influencing motivation, with a consensus emerging around the significance of teacher, learner, and physical factors Notably, the perspectives of Harmer and Dornyei stand out, as they provide a nuanced understanding of the interplay between extrinsic and intrinsic motivation, highlighting both positive and negative influences.
Extrinsic motivation in language learning is significantly influenced by students' attitudes toward the language, as noted by Harmer (1983) These attitudes can be shaped by the perspectives of peers and teachers, as well as by students' prior experiences in their educational journey.
He also states factors that can affect intrinsic motivation as follows:
Physical conditions significantly impact learning by influencing student motivation For instance, studying in poorly lit classrooms, overcrowded environments, or spaces with unpleasant odors can diminish students' enthusiasm and engagement in their studies.
The method of teaching significantly impacts student motivation When learners find the teaching approach dull, their motivation tends to diminish Conversely, engaging and interesting teaching methods can enhance student motivation, fostering a more positive learning environment.
Teachers play a crucial role in influencing student motivation, serving as a significant factor in both motivating and demotivating learners According to Denis Girard (1970, cited in Harmer, 1983:5-6), certain qualities are essential for teachers to foster intrinsic motivation effectively.
- The teacher has to make his classes interesting
- The teacher must be fair, treat his students equally and as far as possible understand and act on the worries and aspirations of his pupils
- The teacher must offer a good model as the target language user
- The teacher must be a good technician…
Success is crucial for motivating students, as it hinges on the right level of challenge set by teachers When tasks are either too difficult or too easy, students may become demotivated As noted by Harmer (1983:6), overly challenging activities can negatively impact motivation, while insufficiently challenging tasks can have the same effect Striking the right balance in challenge is essential for fostering student engagement and motivation in learning.
Dornyei (1994) investigated the factors contributing to demotivation among English language learners, focusing on three key areas: language, learner, and learning situation His findings revealed that learners' demotivation is primarily linked to their individual experiences and the context of their learning environment A significant issue identified was the lack of self-confidence among learners, often stemming from negative past experiences Additionally, challenges at the learning situation level included inappropriate group placements, limited freedom of choice, insufficiently skilled teachers, and a lack of consistency in creating a supportive and enjoyable language learning atmosphere.
Moreover, Dornyei (2001, cited in Ghadirzadeh, Hashtroudi, Shokri, 2012) presented nine demotivating factors based on his studies about the possible factors of demotivation:
- Teachers‟ personalities, commitments, competence, teaching methods
- Inadequate school facilities (large class sizes, unsuitable level of classes or frequent change of teachers)
- Reduced self-confidence due to their experience of failure or lack of success
- Negative attitude toward the foreign language studied
- Compulsory nature of the foreign language study
- Interference of another foreign language that pupils are studying
- Negative attitude toward the community of the foreign language spoken
- Course books used in class
A study by Ghadirzadeh, Hashtroudi, and Shokri (2012) investigated the relationship between demotivation factors and motivation strength among university students learning English The research aimed to determine if there were significant differences between highly motivated and less motivated students The findings revealed notable differences in two demotivating factors: a lack of perceived individual competence and a lack of intrinsic motivation However, no significant differences were observed regarding other factors, including inadequate teaching methods, insufficient university facilities, and an emphasis on challenging grammar.
Teachers and their teaching methods play a crucial role in influencing students' motivation, either positively or negatively In the classroom, educators assume various roles, including leader, supporter, and encourager The manner in which teachers motivate and encourage their students significantly impacts their overall motivation and engagement in learning.
Strategies to motivate students in the classroom
Motivating students to learn remains a significant concern for educators and researchers alike Dornyei and Cheng (2007) emphasize that motivation is a crucial factor influencing success in second language (L2) acquisition, highlighting the importance of effective strategies to inspire language learners They advocate for a balanced approach that combines both extrinsic and intrinsic motivation, with a particular focus on fostering intrinsic motivation as the primary driver for long-term student engagement and learning.
Dửrnyei (1998b) offered a set of Ten Commandments for motivating learners All these these ten items focus on what the teacher can and should do to stimulate intrinsic motivation:
1) Set a personal example with your own behavior
2) Create a pleasant, relaxed atmosphere in the classroom
4) Develop a good relationship with the learners
5) Increase the learner‟s linguistic self-confidence
6) Make the language classes interesting
9) Increase the learners‟ goal-orientedness
10) Familiarize learners with the target language culture
Dửrnyei (2001, cited in Gardner.R and Bernaus.M, 2008) then grouped these strategies into four categories:
- Creating basic motivational conditions by adopting appropriate teacher behaviours, having a good relationship with students, maintaining a pleasant and supportive atmosphere in the classroom
- Enhancing learners' language-related values and attitudes, increasing their expectancy of success, increasing their goal-orientedness
- Improving the quality of learning experience, increasing students‟ self- confidence, creating learner autonomy…
- Encouraging positive self-evaluation by promoting attributions to effort rather than to ability, providing motivational feedback and increasing learner satisfaction
Brown (2001: 82) introduces guidelines to teachers to motivate students intrinsically
Teachers play a crucial role as enablers rather than rewarders, focusing on fostering students' self-determination and intrinsic motivation instead of relying heavily on tangible rewards While rewards can serve as supplementary motivational tools when needed, it's essential for educators to assist learners in establishing personal goals and developing effective learning strategies to achieve them This approach not only enhances student engagement but also promotes a deeper sense of self-satisfaction in their educational journey.
Brown highlights several teaching approaches that foster intrinsic motivation, including learner-centered, cooperative, and content-based methods Rather than delivering all essential information directly, these approaches empower students by allowing them to make choices regarding activities, topics, and discussions, enhancing their engagement and ownership of the learning process.
The article emphasizes the significance of tests designed with specific intentions from teachers to foster intrinsic motivation among students It highlights that assessments should incorporate student input and be perceived as valid by the learners themselves.
Oxford and Shearin (1996) provide practical strategies for teachers to enhance student motivation in language learning They emphasize the importance of understanding students' reasons for studying a new language and helping them cultivate their beliefs about success and failure in this process Creating a welcoming and positive classroom environment is essential for addressing psychological needs and minimizing language anxiety Additionally, teachers should encourage students to focus on intrinsic rewards through positive self-talk, guided self-evaluation, and the achievement of personal goals, rather than comparing themselves to their peers.
Educational experts emphasize that the balance between intrinsic and extrinsic motivation in teaching is influenced by various factors, including the teacher's style, the age and characteristics of students, and the lesson's stage Ultimately, it is the teacher who decides on the most suitable methods and strategies While several elements contribute to the effectiveness of motivational resources, it is crucial to consider the preferences and needs of young learners.
Summary of the chapter
This chapter has explored key concepts of motivation theory in language teaching and learning, covering general views, types of motivation, influencing factors, and effective strategies to engage students in the classroom Building on this foundational knowledge, the next chapter will present an investigation into the motivation of non-majored students at PDU.
THE STUDY
The context of the study
Founded in 1994, Phuong Dong University is one of the oldest private universities in Hanoi, currently hosting over 9,000 students across six fields, including Foreign Languages, Economics and Management, Electrical Engineering, Information Technology, Architecture, and Environmental Technology The main campus on Trung Kinh Street accommodates around 6,000 students in four departments: Foreign Languages, Economics and Management, Information Technology, and Environmental Technology The university features a seven-story library that provides reference materials for students, although non-majors do not have access to English learning resources with projectors Additionally, there are four computer rooms dedicated to information technology courses and examinations.
At Phuong Dong University, non-English major students are required to study English as a compulsory subject, completing four general English terms in their first two years and an English for Specific Purposes (ESP) term in the third year Each class consists of 20 to 35 students, and assessments at the end of each term evaluate their listening, speaking, reading, and writing skills Most first-year students enter with English proficiency levels ranging from beginner to pre-intermediate, having previously experienced a grammar-focused translation teaching method in high school As a result, many students face challenges in developing their listening and speaking abilities at the university level.
Among 21 teachers of English currently teaching non-majors at the main campus in Trung Kinh street, 15 of them got the MA degrees They are all female ranking from 24 to 45 and have at least two years teaching non-majors at PDU
The general English courses utilize the New Headway series (third edition) by Liz and John Soars, covering the Elementary book in the first two terms and the Pre-Intermediate book in the latter two To prepare for the final examination, students engage in comprehensive practice across all language skills, including listening, speaking, writing, reading comprehension, and language forms Collaborative activities, such as pair and group work, are particularly favored in the classroom to enhance preparation for the final speaking test.
Subjects
A study involving 325 randomly selected first and second-year students from various departments at PDU was conducted, representing a larger population of 3,000 students The sample included 75 students from Information Technology, 100 from Environment Technology, and 150 from the Economics and Management Department Most participants were aged between 18 and 22, hailing from diverse backgrounds, including urban and mountainous areas, with some residing in central Hanoi Despite having studied English for at least seven years, the majority of students entered the course with low to medium English proficiency levels.
This study focuses on first, second, and third-year students at PDU, as they are required to learn General English By examining first and second-year students who have recently completed their initial terms of English, we can gain valuable insights into their motivations for learning the language and develop effective strategies to enhance their motivation in subsequent terms.
A study focusing on students with similar learning drives and conditions, but varying in majors and learning styles, can effectively clarify the different levels and types of motivation At PDU, students from the Faculty of Economics and Management outnumber those from other faculties and demonstrate a stronger interest in learning English This group generally exhibits higher language proficiency, as English is a key subject in their university entrance exams They are motivated to enhance their English skills to meet future career demands In contrast, students from other departments often view English as less significant, primarily studying it to pass exams rather than for intrinsic motivation or career aspirations.
At PDU, a diverse group of ten teachers aged between 24 and 45 brings a wealth of experience to the classroom, with two educators having taught English for two years and eight others boasting five to ten years of teaching experience While seven of these teachers hold Master's degrees, they have had limited opportunities to engage in discussions about innovative teaching techniques.
Instruments
To gather data for the study, two sets of questionnaires were administered to non-majored students and teachers Questionnaires are a widely used tool for assessing opinions and are highly effective for collecting data from a large group simultaneously.
A questionnaire was administered to students to assess their motivation, the factors influencing it, and their expectations in English class The questions were formulated in Vietnamese and organized into four key sections.
- The first part provides some general information about students in terms of name, gender, age, learning major, province and years of leaning English
The second part of the survey focuses on exploring students' motivation for learning English at PDU It examines their attitudes towards English learning in the classroom, their desire to learn the language, and the types of motivation that non-majors at PDU exhibit.
The third section of the questionnaire comprises 24 items that explore factors potentially hindering students' motivation to learn English at PDU These factors include the textbook and curriculum (items 1-3), facilities (items 4-5), classroom environment (items 6-9), teachers (items 10-13), teaching methods (items 14-21), and learners' challenges (items 22-24) The aim is to assess students' attitudes towards the learning environment, educators, and instructional strategies at PDU, and to determine how these elements impact their motivation in English learning.
The fourth part of the questionnaire consists of 12 items designed to assess students' attitudes towards popular classroom activities and tasks at PDU This section aims to identify students' preferred learning activities and their expectations, enabling the development of strategies to enhance their motivation in the classroom.
The questionnaire for teachers at PDU aims to gather their insights and suggestions on enhancing students' motivation to learn English It consists of five key questions: the first inquires about the roles teachers play in the classroom; the second identifies the preferred skills emphasized during lessons; the third and fourth explore effective methods teachers use to motivate students in English learning; and the fifth seeks teachers' recommendations for further improving student motivation.
Data collection and analysis procedure
The data are collected and analyzed by following steps:
At PDU, questionnaires were administered to students and teachers following English lessons at the conclusion of the first term for first-year students and the second term for second-year students.
- After collecting information, data were consolidated and categorized
- The results then were analyzed and presented in forms of tables, charts and figures
Data analysis and findings will be presented and discussed in the next chapter.
Summary of the chapter
The researcher aimed to gather qualitative and quantitative data through questionnaires distributed to randomly selected teachers and students at PDU, ensuring a more objective representation of the actual teaching environment While acknowledging potential limitations in the research process, the goal was to establish a reliable foundation for data analysis and findings, ultimately providing accurate insights into the teaching situation at the institution.
DATA ANALYSIS AND DISCUSSION
Summary of the chapter
The analysis revealed that students exhibit various types of motivation towards learning English, with many expressing a desire for engaging lessons However, their motivation is hindered by factors such as inadequate teaching facilities, unhelpful instructors, unsuitable teaching methods, and a lack of effort and enthusiasm from the students themselves Understanding students' expectations and the effectiveness of teaching methods used by educators will provide valuable insights for the implications discussed in the subsequent chapter.
IMPLICATIONS
Teachers’ roles, responsibility and awareness
The teacher plays a crucial role in influencing students' motivation, making it essential to define their role in the classroom As noted by Dürnyei (1998), teachers should lead by example and cultivate positive relationships with their students, as their behavior significantly impacts students' attitudes toward learning English A teacher who exemplifies good practices serves as an effective motivator Additionally, Brown (2001) emphasizes that educators should assist learners in setting personal goals and developing strategies to achieve them Research indicates that teachers should adopt specific roles to effectively motivate students in their English learning journey.
While many educators value their roles as instructors and evaluators, it is essential for teachers to also act as encouragers Research indicates that students thrive on constructive feedback and motivation from their teachers Therefore, educators should embrace the role of an encourager, consistently providing insights into students' performance—highlighting their strengths and offering guidance on how to improve in the future.
In the classroom, a teacher should embody multiple roles, including that of a leader, controller, counselor, and supporter Ideally, the teacher should also embrace the roles of a learner, partner, or friend, creating a less stressful environment that encourages students to overcome their anxiety and participate more actively in discussions.
- Teacher- a students’ idol and respectable person
Most of the students in the study highly appreciate teachers‟ personalities This must build up a good rapport between teachers and students in the class
Positive qualities such as enthusiasm, empathy, and sensitivity significantly enhance student motivation in the classroom Strict disciplinary measures can lead to stress and negative reactions from students, while an overly lenient approach may result in a lack of seriousness towards learning When students admire their teachers, they are more likely to engage with the lessons Therefore, one effective strategy for boosting student motivation is for teachers to embody the role of a respected idol in the eyes of their students.
At PDU, teachers emphasize that an enthusiastic and responsible educator is key to motivating students These dedicated teachers consistently strive to deliver engaging lessons While some students may not show interest in English, many teachers express a genuine passion for teaching and a love for their students, highlighting that a teacher's desire for the job plays a crucial role in inspiring student learning.
4.1.3 Teachers’ awareness of students’ interest and expectations in the class
The study highlights the importance of teachers understanding their students' interests and expectations in the classroom It reveals a significant disconnect between teaching methods and student satisfaction, leading to demotivation and minimal learning outcomes To address this issue, it is crucial for educators to explore students' preferred learning styles and interests, allowing them to tailor tasks and lessons that are engaging and relevant By doing so, teachers can create a more motivating learning environment that fosters student success.
Motivational teaching methods
4.2.1 Warm-up activities and visual aids
Teachers recognize that motivation is crucial for effective English learning, and they must identify effective strategies to enhance student engagement Warm-up activities are particularly beneficial at the start of lessons, as they help to concentrate students on the topic, stimulate creative thinking, and encourage the application of knowledge in innovative ways.
Incorporating visual aids, such as pictures, graphs, and real objects, significantly enhances lesson effectiveness by making instruction more meaningful These tools not only help teachers achieve their objectives more easily but also deepen students' understanding of the presented material By clarifying key points and sparking interest, visual aids play a crucial role in engaging learners and improving educational outcomes.
4.2.2 Variety of activities and tasks
To enhance student engagement, it is essential for teachers to introduce new and interesting topics in their lessons According to Brown (2001), rather than simply providing all necessary information, teachers should empower students by allowing them to make choices regarding activities and discussions While selecting relevant topics is crucial, incorporating a variety of new activities is even more important to maintain student motivation Repetitive tasks can lead to boredom, diminishing the effectiveness of even the best techniques To combat this, teachers should diversify tasks and activities, ensuring they align with students' interests, such as friendships, music, and hobbies Additionally, incorporating humor through jokes and entertaining stories can make lessons more enjoyable Engaging students in team activities and fun games can further enhance the learning experience, as each activity offers unique benefits that should be utilized effectively.
Some useful activities for speaking practice suggested are:
Option ranking is an effective method for gauging preferences among various topics with minimal preparation Utilizing a 'pyramid' discussion format fosters inclusive participation, as students begin by discussing in pairs before merging into larger groups This structured approach encourages comprehensive engagement, culminating in a full-group discussion that enhances collaborative learning.
Information gap activities involve two groups or pairs of students, each possessing half of the necessary information to complete a task To successfully finish the assignment, they must exchange their information This engaging approach not only challenges students but also encourages them to be more active and positive in their learning experience.
When selecting speaking activities, choosing relevant and engaging topics is crucial for student participation For instance, a group of male students interested in sports and computers would find discussing fashion uninteresting, while a fashion-focused group may not engage with football The opinion gap activity encourages students to share their personal opinions, thoughts, and feelings in pairs, groups, or as a class, fostering meaningful discussions.
The revision book is an essential resource for students preparing for their final exams, as it contains exercises and suggested writing and speaking topics that mirror the exam format Completing and reviewing this book is one of the most effective strategies for exam success Recognizing its importance, many teachers encourage students to engage with these exercises to achieve their academic goals, a method that effectively addresses students' needs.
4.2 4 Focus on listening and speaking skills
A recent study reveals that most students favor listening and speaking activities over reading and writing, highlighting the need for teachers to balance these four essential skills in the classroom Educators should emphasize the significance of reading and writing, as well as their interconnectedness, to enhance students' overall language proficiency Additionally, a focus on communication skills is crucial, as many students have limited opportunities to practice speaking during high school, resulting in lower-than-expected speaking abilities Furthermore, students are motivated to learn English for future career prospects, which increasingly demand strong speaking and listening skills.
A study at PDU indicates that non-majors express dissatisfaction with the course book and the knowledge it provides To enhance student engagement and learning outcomes, it is essential to redesign existing exercises or create new activities for each lesson Additionally, offering relevant and attainable supplementary materials can significantly motivate students to learn.
4.2.6 Clear instruction and explanation about the goals of each activity and lesson
To enhance student understanding and engagement, teachers should provide clear instructions before each lesson or activity, emphasizing their significance for exams and the benefits students can gain Clear guidance is crucial; without it, students may struggle during activities For unfamiliar tasks, teachers should display new vocabulary and full instructions on the board or projector Additionally, modeling the activity with a proficient student can help demonstrate expectations and ensure all students know what to do.
To enhance student engagement, teachers must clearly explain the purpose and benefits of activities, as understanding the rationale can prevent students from perceiving them as unimportant When students grasp the significance of an activity, they are more likely to participate fully rather than giving up or showing minimal effort Additionally, motivating students by informing them that the topic may appear on midterms or finals, or by providing grades, can further encourage their involvement in class.
To enhance student motivation, it's essential to modify assessment methods Students are more motivated when they receive grades following their activities, so teachers should incentivize them by awarding high marks, such as a 9 or above.
10) for the best group or the winner of the game Then, the teacher need set the rule that the students actively participating in activities will get winning cards after the lesson At the end of the term, the students with more winning cards will get higher midterm mark (30 percent of the final assessment) Using winning cards must be useful because every student wants to get high mark and giving these cards also show the teachers‟ appreciation of student‟s good contribution in the lesson I believe that this method not only encourages students to participate in learning activities and games but also improves effectively their motivation to learn English in general.
Some other proposals to improve students’ motivation in English
Based on the findings of the research and teachers‟ suggestions, I would propose some further suggestions for improving students‟ motivation to learn English as follows:
A recent study reveals that many students are dissatisfied with the quality of teaching facilities in their classrooms and schools Teachers have expressed the need for additional projectors, as some existing equipment is outdated, limiting opportunities for non-majors to engage with multimedia resources and native speakers Furthermore, the scarcity of English reference books in the library significantly impacts student motivation To enhance learning motivation, it is essential to improve the educational environment and teaching resources It is hoped that the school will soon equip both teachers and students with the necessary tools to elevate the quality of foreign language instruction.
To enhance teaching quality at PDU, it is essential to implement ELT training courses for teachers, as many have completed their education with limited exposure to new techniques This lack of ongoing professional development can lead to outdated teaching methods and materials Therefore, teacher education programs are crucial for providing innovative strategies that keep classrooms engaging and educational Additionally, the English department should facilitate regular meetings for teachers to exchange experiences, teaching styles, and challenges, allowing for the development of effective solutions tailored to their needs.
4.3.3 English contests, outdoor activities and English club
To enhance student engagement and passion for the English language, the English department should organize regular singing contests and competitions among pairs, groups, or classes Additionally, improving the English club with captivating activities and language games will attract more students Incorporating outdoor activities and opportunities to interact with native speakers can further motivate students in their English learning journey.
Summary of the chapter
This chapter offers key strategies to enhance student motivation in learning English, starting with increasing teachers' awareness and responsibility in the classroom Additionally, it emphasizes the importance of improving and innovating teaching methodologies Support from the foreign language department and school officials is also crucial in fostering a motivating environment for students to engage with the language.
Summary of the study
In conclusion, the demand for English proficiency among Vietnamese students, especially those at PDU, is increasing Enhancing the quality of English education relies on various factors, with a key element being the creation of a motivating learning environment Thus, it is essential to investigate students' motivation to learn English in order to develop effective improvement strategies.
This study examines fundamental theories of motivation, focusing on definitions, subtypes, influencing factors, and effective strategies for enhancing student motivation in language learning These theories serve as the foundation for the research.
An investigation was conducted using questionnaires for both students and teachers at PDU to gain insights into non-majored students' motivation to learn English The student questionnaire focused on identifying motivational factors, preferred classroom activities, and tasks, while the teacher questionnaire aimed to uncover effective strategies for enhancing student motivation.
Data then were collected and analyzed both statistically and interpretively
A study at PDU reveals that non-majors exhibit various types of motivation, including intrinsic, extrinsic, instrumental, and integrative While most students recognize the importance of English for their future careers, only slightly more than half express a liking for English and its lessons This discrepancy is largely attributed to negative factors impacting their motivation, particularly intrinsic motivation Key factors undermining student motivation include inadequate teaching facilities, teacher characteristics, ineffective teaching methods, and challenges faced by learners.
This study explores students' expectations and preferences regarding classroom activities and tasks, alongside teachers' opinions and teaching methods, to enhance student motivation The findings provide valuable insights that can inform effective teaching strategies.
To effectively motivate students, it is essential for teachers to cultivate strong relationships with their students, serving not only as leaders but also as encouragers and role models When students feel a connection with their English teacher, their appreciation for the subject increases Additionally, teachers should demonstrate enthusiasm, responsibility, and a keen understanding of their students' interests and expectations to foster a positive learning environment.
To enhance teaching methods, educators should implement warm-up activities and visual aids at the start of each lesson, incorporate a variety of classroom activities, and regularly check exercises in revision books Emphasizing listening and speaking skills is crucial, along with designing additional activities and worksheets Clear instructions and explanations regarding the objectives of each lesson and activity are essential, and utilizing winning cards can further engage students.
Enhancing student motivation is a shared responsibility among teachers, the school, and the Foreign Department To create a conducive learning environment, schools should equip classrooms with essential resources like projectors, computer interfaces, VCRs, network connectivity, and audio systems, enabling teachers to deliver high-quality lectures Additionally, regular organization of seminars, conferences, and English contests can foster engagement among students Establishing English clubs, facilitating outdoor activities, and involving native speakers can further inspire students to improve their English skills.
This research aims to provide English teachers with valuable reference materials and helpful information tailored to their teaching needs, enabling them to enhance the effectiveness and engagement of their lessons.
Recommendations for further researches
To enhance the understanding of non-majored students' motivation at PDU, future research should focus on evaluating the impact of teaching methodologies on students' motivation to learn English, assessing their progress and achievement Additionally, it is essential to explore effective strategies for boosting students' motivation in acquiring various English language skills.
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We are coducting the research on non majored student’s motivation to learn
We invite you to participate in our survey regarding English at PDU Your responses to the following questions will greatly contribute to our research, and we would be grateful for your cooperation Please note that all information collected will be used solely for the purpose of this study.
Years teaching English at PDU:………
II MOTIVATION IN ENGLISH LEARNING
Choose the answers that you most agree
1 Do you like English lessons in the class at PDU? a Yes, very much b Not very much c Not at all
2 Do you like English? a Yes, very much b Not very much c Not at all
3 How often do you attend the English club? a Always c Never
4 If English weren’t a compulsory subject taught at PDU, you would… a Do other English courses somewhere b Learn English on your own everyday c Make no attempt to learn it
5 After the English course at PDU, you will… a Study English in other places and try to use English as much as possible b Continue to improve English at home c No attempt to learn and use English any more
6 Why do you want to learn English? Because…? a) It is a school requirement b) I want to get high grades at all subjects and a good degree after graduation c) It is necessary for my future job d) It makes me become a more confident, knowledgeable and skillful person e) It is an interesting subject f) I want to listen to international music, watch films and read English book g) I want to understand English speaking countries and their culture and values h) I want to communicate and make friends with foreign people
III FACTORS NEGATIVELY AFFECTING STUDENTS’ MOTIVATION
How much do following factors affect your motivation in learning English at PDU? Choose the level that you most agree
Factors affecting motivation in the classroom 1 2 3 4 5
1 The textbook is too difficult
2 The textbook is too easy and topics in the book are boring and out of date
3 Curriculum is overload, there is too much homework
4 There are not enough teaching facilities such as cassettes, projectors…
5 There are too few reference books and English materials in the library
6 The classroom is always noisy
7 The classroom is too quiet and boring
8 Students in the class are not friendly and helpful
9 Language levels in the class are too varied
10 The teacher is not helpful and enthusiastic She doesn‟t care whether students understand the lesson
11 Teachers always require too much from us
12 Teacher does not treat us fair
13 Teacher rarely appreciate and encourage us
14 Teaching methods are boring and repeated every lesson
15 There are no warm up activities before the lesson
16 I cannot keep up what the teaching is speaking and teaching
17 English is used too much
18 Vietnamese is used too much
19 Teacher does not correct our mistakes in pronunciation and writing assignments
20 Teachers rarely design and organize new activities and English games in the class
21 English is a difficult subject and I prefer other languages such as Korean, Japan…
23 I don‟t have much vocabularies and basic grammar knowledge
24 I find I do not have the ability to study English although I have tried my best
IV STUDENTS’ INTEREST AND EXPECTATION IN THE ENGLISH
Followings are popular activities in the English classes at PDU Label the level you most agree
4 Make the presentation on a topic required
5 Practice types of exercises in the final test
6 Learn and competed all the tasks in the textbook
7 Study main parts of the textbook and further materials delivered
8 Using pictures, objects and projectors in the class
10 Practice writing and reading skill
11 Practice listening and speaking skill
12 Play language games/ Listen to English songs
Thank you for your cooperation!
Phiếu khảo sát này được thiết kế nhằm nghiên cứu hứng thú học tiếng Anh của sinh viên không chuyên tại trường Đại Học Phương Đông.
Hà Nội đang nghiên cứu các giải pháp nhằm tăng cường động lực và hứng thú học tiếng Anh cho sinh viên Thông tin và phản hồi của các bạn sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu.
Khoa, lớp: ……… Tỉnh (Thành phố):………
Số năm học tiếng Anh……… -
II ĐỘNG LỰC HỌC TIẾNG ANH
Hãy chọn câu trả lời đúng với bạn nhất
4 Bạn có thích các giờ học tiếng Anh ở trường không? a Thích b Bình thường c Không thích
5 Bạn có thích môn tiếng Anh không? d Thích e Bình thường f Không thích
3 Bạn có tham gia câu lạc bộ Tiếng Anh ở trường không? e Có tham gia nhưng không thường xuyên f Chưa bao giờ tham gia
4 ． Nếu Tiếng Anh không phải là môn học bắt buộc ở trường, bạn có muốn tự học thêm Tiếng Anh ở nơi khác không? a Chắc chắn có b Có thể c Không
5 Sau khi học xong chương trình tiếng Anh ở trường, bạn sẽ d Đi học thêm ở các nơi khác e Tự học thêm ở nhà f Thôi không học tiếng Anh nữa
6 Vì sao bạn muốn học Tiếng Anh?_ Bởi vì: a Nó là môn học bắt buộc ở trường b Tôi muốn đạt điểm cao ở tất cả các môn học và có bằng tốt nghiệp loại khá khi ra trường c Tiếng Anh cần thiết cho công việc của tôi sau này d Tiếng Anh giúp tôi trở thành con người tự tin, có nhiều kiến thức và kĩ năng hơn Tôi muốn nghe nhạc, đọc sách va xem chương trình nước ngoài e Tiếng Anh là môn học thú vị f Tôi muốn nghe nhạc quốc tế, xem phim và đọc sách tiếng Anh g Tôi muốn tìm hiểu về các nước nói Tiếng Anh và văn hóa của họ h Tôi muốn giao tiếp và kết bạn với người nước ngoài
III CÁC YẾU TỐ ẢNH HƯỞNG TIÊU CỰC ĐẾN HỨNG THÚ HỌC
Các yếu tố tiêu cực đang ảnh hưởng đến động lực và hứng thú học tiếng Anh của bạn tại trường Đại Học Phương Đông là gì? Hãy đánh giá mức độ phù hợp với bạn nhất.
Các yếu tố ảnh hưởng tiêu cực đến hứng thú học tiếng Anh
1 Giáo trình qua khó, không phù hợp với trình độ của tôi
2 Giáo trình quá dễ và các chủ đề trong sách quá cũ và nhàm chán
3 Chương trình học quá nặng, có quá nhiều bài tập về nhà
4 Trường có quá ít các thiết bị học tập như máy chiếu, phòng lab….
5 Thư viện quá sơ sài, ít sách tham khảo tiếng
6 Lớp học rất mất trật tự, các bạn nói chuyện tự do, trong lớp, có người làm việc riêng
7 Không khí lớp học rất trầm và nhàm chán
8 Các bạn trong lớp không thân thiện và ít khi giúp đỡ tôi
9 Trình độ các bạn trong lớp quá chênh lệch
10 Giáo viên không dạy nhiệt tình, không quan tâm học sinh có hiểu bài hay không
11 Giáo viên luôn đòi hỏi quá cao ở chúng tôi
12 Giáo viên không công bằng trong lớp
13 Giáo viên rất ít khi khen và khích lệ chúng tôi
14 Phương pháp giảng dạy nhàm chán và lặp đi lặp lại
15 Giáo viên không có hoạt động khởi động nhằm gây hứng thú cho sinh viên trước mỗi bài học
16 Giáo viên giảng bài quá nhanh khiến tôi không theo kịp
17 Giáo viên nói tiếng Anh quá nhiều khiến tôi không hiểu
18 Giáo viên nói tiếng Việt trong lớp quá nhiều
19 Giáo viên không sửa bài và các lỗi phát âm của chúng tôi
20 Giáo viên rất ít khi tổ chức các hoạt động mới và trò chơi tiếng Anh trên lớp
21 Tiếng Anh là môn học khó
22 Tôi thích các ngoại ngữ khác hơn
23 Tôi không có nền tảng tiếng Anh, vốn từ vựng của tôi quá ít và tôi bị mất gốc ngữ pháp
24 Tôi tự thấy mình không có khả năng tiếng
Anh Mặc dù tôi đã cố gắng nhưng vẫn không tiến bộ
IV CÁC HOẠT ĐỘNG ƢA THÍCH TRONG LỚP HỌC TIẾNG ANH
Trong lớp học tiếng Anh, có nhiều hoạt động phổ biến mà bạn có thể tham gia Hãy đánh giá mức độ ưa thích của bạn đối với các hoạt động này bằng cách sử dụng các mức độ khác nhau Những hoạt động này không chỉ giúp cải thiện kỹ năng ngôn ngữ mà còn tạo ra một môi trường học tập thú vị và hiệu quả.
1 Học và làm bài tập cá nhân
4 Thuyết trình theo chủ đề
5 Luyện các dạng bài tập có trong kì thi
6 Học các kĩ năng và làm đầy đủ các bài tập trong giáo trình
7 Học theo giáo trình và các tài liệu phát thêm của thày cô
8 Sử dụng máy chiếu, tranh, ảnh, video trong lớp
9 Học từ vựng, ngữ pháp
10 Học kĩ năng đọc, viết
11 Học kĩ năng nghe, nói
12 Chơi các trò chơi tiếng Anh/ Nghe các bài hát tiếng Anh
Chân thành cảm ơn sự hợp tác của các bạn!
I am researching the motivation of non-majored students to learn English at PDU, and your honest responses to the following questions would greatly contribute to this study Please be assured that all information collected will be used solely for research purposes Thank you for your valuable input.
Years teaching English at PDU:………
Please choose and give the approciate answers for the following questions:
1 What are the main roles of the teacher in the class?
E Students‟ idol and respeactable person
2 What skill(s) of English do you focus on in your class?
3 What of the following activities and methods have you applied to motivate students in the class?