Statement of problem and the rationale for the study
The significance of English in today's society is undeniable, with its role increasingly highlighted in various contexts As international communication grows, the emphasis on speaking skills has intensified However, despite early exposure to the language, many students still struggle with their oral English proficiency.
To effectively integrate into the English-speaking community, learners must develop essential interactive skills, including self-expression and the ability to share information and cultural knowledge Consequently, enhancing students' English speaking skills has become a crucial focus in language education.
As an English teacher at ULSA (The University of Labor and Social Affairs), I have observed that non-English major students tend to be passive during oral English classes, with limited interaction due to difficulties in following activities or lack of engagement This raises the question of whether student motivation influences their involvement and interest in learning Motivation plays a crucial role in shaping students' engagement and the emotional responses they associate with their learning experiences (Winne, 1985) Therefore, addressing the reasons behind students' low motivation in oral English and finding effective solutions is essential for educators.
Motivation plays a vital role in enhancing students' performance in oral English classes It is essential for developing speaking skills in the target language Without adequate motivation, even highly skilled individuals may struggle to achieve their long-term language learning goals.
Numerous studies by international educators and researchers have explored the factors influencing motivation in second language (L2) learning Notable contributions include Deci and Ryan's Self-Determination Theory, Williams and Burden's L2 motivation framework from 1997, and Dornyei's extended motivational framework, all of which provide valuable insights into enhancing L2 motivation.
In Vietnam, existing research on motivation for learning English primarily targets students and the factors influencing their motivation (Cao, 2011; Dinh, 2011; Ha, 2008; Ngo, 2008; Pham) However, there is a noticeable gap in studies that explore broader aspects of motivation beyond the student demographic.
2009) There have also been some researches investigating factors affecting motivation in speaking classroom ( Luu, 2008) However, the subjects of the study are the high school students
This study aims to investigate the factors influencing students' motivation in English speaking classrooms, focusing specifically on first-year students at the University of Labor and Social Affairs.
Aims and objectives of the study
This study investigates the factors influencing motivation in English speaking classrooms for first-year students at ULSA The project focuses on understanding these motivational elements to enhance student engagement and learning outcomes.
- To explore what factors motivate students‟ oral English proficiency
- To suggest motivational strategies to stimulate learners in speaking skill With the mentioned aim of study, the researcher attempts to answer twoquestions as follows:
1 What are the factors motivating students in learning English speaking?
2 What motivational strategies / technique can be applied in oral English classroom?
Scope of the study
While motivation significantly influences academic achievement, this study specifically explores its impact on oral English proficiency among first-year students at ULSA, rather than all students.
Significance of the study
This study aims to deliver statistical insights into the true motivations of students in English speaking classrooms, enhancing teachers' and educators' understanding of language learning motivation By identifying these motivations, the research will equip educators with valuable tools to anticipate students' speaking outcomes, enabling informed decisions regarding teaching methods, material design, evaluation measures, and engaging classroom activities Ultimately, this will help boost student interest and motivation in oral English learning.
Method of the study
The research utilized a mixed-methods approach for data collection and analysis, incorporating survey questionnaires to collect insights from students Additionally, teacher interviews were conducted to explore their perspectives on the factors influencing students' performance in English speaking classrooms.
Organization of the study
This study consists of three parts: Introduction, Development and Conclusion
This study aims to explore the underlying reasons for its execution, clearly defining its specific objectives, research questions, and scope Additionally, it highlights the significance of the research and provides an outline of the study's structure.
Part B – Development- consists of 3 chapters:
Chapter 1 - Literature Review offers a comprehensive examination of existing literature regarding motivation in second or foreign language learning, with a particular focus on the motivation to speak English It also addresses various related issues that influence English speaking skills.
Chapter 2 - Methodology outlines the research methodology employed in this study, detailing the sample selection process, data collection methods, and data analysis techniques used to ensure comprehensive and reliable results.
Chapter 3 - Results and Discussion - reports the results of the data analysis and discussion
In the conclusion of the study, we outline key implications derived from our findings, acknowledge the limitations of the research, and offer recommendations for future studies This chapter culminates with a comprehensive summary that encapsulates the overall insights gained from the entire research endeavor.
The final section of the thesis includes a comprehensive list of references, detailing all books and materials cited, both directly and indirectly, throughout the study Additionally, the appendices provide all relevant documents that support the research conducted.
LITERATURE REVIEW
Theoretical background of motivation in second or foreign language
1.1.1 The role of motivation in L2 learning
Motivation has been extensively studied by scholars in psychology and education, including Gardner and Dornyei, who agree it is a critical factor in learners' second language (L2) achievement Gardner and Lambert (1959) identified aptitude and motivation as the two most significant elements influencing L2 success In his Socio-educational model of second language acquisition (SLA), Gardner proposed that learners with positive attitudes towards the target culture and its people are more likely to succeed in learning the language Additionally, motivation is considered essential for student engagement in language learning, as highlighted by Dornyei (2009).
“ motivation and a vision of knowing second language” emphasized the importance of motivation to the students‟ participation in the classroom lesson as follows
Motivation is the key factor that not only sparks the initiation of second or foreign language (L2) learning but also sustains the often lengthy and challenging process It serves as a powerful catalyst, fostering learners' initial interest while maintaining their passion throughout the more monotonous aspects of their education.
1.1.2 Motivation as seen from different theories and modes
1.1.2.1 Gardner’s Socio- educational model of L2 acquisition
The model was laid the foundation by the work of Gardner and Lambert
In the 1960s, a model was developed by Gardner that highlighted the significance of attitude and motivation in second language (L2) learning, which has since been revised multiple times (1979, 1985, 2001) Gardner emphasized that L2 acquisition differs from traditional classroom subjects, as it involves acquiring skills and behaviors characteristic of another cultural community The model identifies four key variables influencing L2 acquisition: social milieu, individual differences, the context of second language acquisition, and outcomes Within the social milieu, cultural beliefs regarding the target language community and the learning environment significantly impact a learner's language proficiency.
Individual differences in language learning achievement are influenced by factors such as intelligence, aptitude, motivation, and situational anxiety (Gardner, 1979) Gardner (1985) refined this model by introducing integrative motive and instrumental orientation Integrative motive reflects a learner's interest in the target language community and culture, fostering a desire to connect and assimilate with its members In contrast, instrumental orientation focuses on practical benefits of language acquisition, such as job opportunities and educational advancement While integrative motivation is linked to a learner's personality and tends to sustain long-term learning efforts, instrumental motivation, driven by external rewards, is generally less effective in promoting language learning success.
1.1.2.2 Deci & Ryan (1985): Self-Determination Theory
Deci and Ryan significantly contributed to the development of self-determination theory with their 1985 publication, "Intrinsic Motivation and Self-Determination in Human Behavior." This theory distinguishes between intrinsic and extrinsic motivation, where intrinsic motivation drives individuals to engage in tasks for their inherent satisfaction, emphasizing the importance of volition and the process of achievement Conversely, extrinsic motivation is centered on obtaining external rewards, prioritizing the outcomes of tasks over the engagement in the process itself.
Self-Determination Theory includes five mini theories derived from extensive research on motivation, highlighting key factors that influence intrinsic and extrinsic motivation Central to this theory are three basic psychological needs, with autonomy and competence identified as crucial elements in enhancing intrinsic motivation.
1.1.3 Definition of motivation in L2 acquisition
Motivation plays a crucial role in second language acquisition, serving as a key affective variable in the learning process Numerous researchers and theories highlight the significant correlation between motivation and language learning Despite various attempts to define motivation in the context of second language acquisition, theorists offer differing perspectives on its meaning and implications.
Gardner, a pioneering researcher in motivation, defined it as "the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language" (1985, p 21) His concept of motivation comprises three key components: a clear goal, the desire to achieve that goal, and positive behaviors to reach it In his socio-educational model, Gardner identified complex variables influencing motivation, such as integrativeness and attitude Despite his significant contributions to the understanding of motivation in second language acquisition (SLA), his focus on the integrative motive has faced criticism for emphasizing individual learners' directed efforts over other influencing factors.
From Dửrnyei‟s (1998, p 117) point of view, motivation is defined as the
Motivation is a driving force that initiates actions and sustains them until goals are achieved, provided there are no opposing forces that diminish this drive In essence, it compels individuals to start and persist in their efforts until they reach their desired outcomes.
According to Ellis (1994), motivation plays a crucial role in influencing language learners' persistence, the behaviors they exhibit during the learning process, and their overall achievements in mastering a new language.
Numerous theorists have explored the concept of motivation, resulting in a complex and diverse understanding of the subject Various classifications of motivation exist, but this article will concentrate on two prominent mainstream categories.
Intrinsic and extrinsic motivation are two contrasting concepts that have been extensively studied (Covington & Kimberly, 2001; Deci & Ryan, 1985; Noels et al., 1999; Noels, Clément, & Pelletier, 2001; Noels, Pelletier, Clément, & Vallerand, 2003; Schmidt et al., 1996) A prominent framework for understanding this distinction in the context of language learning is Deci and Ryan's (1985) self-determination theory According to this theory, intrinsic motivation refers to engaging in activities that are genuinely enjoyable and satisfying, originating from within an individual Those who are intrinsically motivated participate in tasks voluntarily, highlighting the significant role of intrinsic motivation in educational settings.
High-quality learning and creativity emerge when learners engage in tasks not merely to complete them, but to explore and understand them for their own benefit Key factors such as a sense of competence and self-determination play a crucial role in motivating learners to achieve their goals.
Extrinsic motivation is defined as an external force that drives individuals to take action, in contrast to intrinsic motivation, which is self-endorsed According to Deci & Ryan (1985), extrinsic motivation involves learning or performing tasks to achieve specific outcomes, such as earning rewards or avoiding punishments This means that learners often engage in activities not out of genuine passion, but rather for external incentives or to evade negative consequences.
Intrinsic motivation is widely regarded as a positive and significant phenomenon compared to extrinsic motivation Research in social psychology has shown that extrinsic rewards can diminish intrinsic motivation However, Self-Determination Theory highlights that extrinsic motivation can vary in its level of autonomy For instance, students who complete homework because they recognize its value for their future careers are extrinsically motivated, just as those who do so solely to comply with parental expectations While both scenarios involve an instrumental approach rather than enjoyment of the task, the former reflects personal endorsement and a sense of choice, whereas the latter is characterized by compliance with external control.
Factors affecting motivation in learning speaking English
Motivation plays a crucial role in second language acquisition (SLA), as evidenced by extensive research highlighting the need to explore factors that enhance or diminish motivation Various frameworks, such as Deci and Ryan's Self-Determination Theory, Williams and Burden's L2 motivation framework, and Dornyei's extended motivational framework, identify different variables influencing students' motivation Each framework offers a unique perspective, with Deci and Ryan's SDT outlining five mini-theories that address key factors affecting human motivation They argue that when psychological needs for autonomy, competence, and relatedness are met, individuals are more likely to experience enhanced self-motivation.
According to Williams and Burden's L2 motivation framework (1997), motivation is shaped by a combination of internal and external factors Internal influences encompass intrinsic interest, perceived value, sense of agency, mastery, self-concept, attitudes, and emotional states like confidence and anxiety, as well as developmental age and gender Conversely, external influences involve significant individuals such as parents, teachers, and peers, the nature of interactions with these individuals, the learning environment, and the broader contextual factors.
Domyei's influential model of motivation in second language acquisition (L2) identifies three key levels: language level, learner level, and learning situation level The language level emphasizes motives connected to various aspects of L2, including the culture it represents, the community in which it is spoken, and the practical benefits of achieving proficiency in the language.
The learner level encompasses individual traits that influence the learning process, including the need for achievement and self-confidence Self-confidence is shaped by factors such as language anxiety, perceived competence in a second language (L2), reflections on past experiences, and overall self-efficacy.
The learning situation level encompasses three key aspects of motivation: (1) course-specific motivation, which involves the syllabus, teaching materials, methods, and learning tasks; (2) teacher-specific motivation, which focuses on the teacher's personality, behavior, and whether their teaching style is controlling or autonomy-supporting; and (3) group-specific motivation, which includes elements such as goal orientation, group cohesiveness, classroom goal structure, and the norms and reward systems in place.
Despite differing perspectives among three typical researchers, they collectively agree on a classification of factors that influence student motivation.
Intelligence and aptitude play crucial roles in language learning According to Lightbown and Spada (1999), intelligence is often measured through performance on specific tests, while aptitude, as defined by Dornyei (2005), refers to an individual's language learning ability Lightbown and Spada identify four key components of aptitude: the ability to identify and memorize new sounds, understand the function of words in sentences, deduce grammatical rules from language samples, and memorize new vocabulary.
The factor personality is seen the prominent component contributing to the success in second language learning
Lightbown and Spada (1999) identified key personality traits that significantly impact second language learning success, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness However, they also noted that personality is not the sole factor influencing the outcomes of second language acquisition.
Learning strategies, as defined by Oxford (1990), are specific actions that enhance the efficiency, enjoyment, and effectiveness of the learning process The choice of appropriate learning strategies significantly influences learners' motivation It is essential to implement diverse learning strategies tailored to the unique needs of each learner, especially when acquiring a second or foreign language.
According to Horwitz (1987), second language learners possess diverse beliefs about language acquisition, influenced by their past experiences and cultural backgrounds These beliefs encompass various aspects, including perceptions of the language's nature, its difficulty level, the effectiveness of different learning strategies, the time required to master a foreign language, the role of language aptitude, and the impacts of age and gender on learning.
Confidence, as defined by Coopersmith (1967), is the self-assessment that an individual consistently holds about their abilities It reflects the degree to which a person believes in their own competence and success.
However，Oxford（1999）believes that unsuccessful learners often have lower confidence than successful language learners, which slows down progress and impedes success in SLA
Teaching history has seen a variety of methods, as outlined by Stern (1983), which include the Grammar-Translation method, Direct method, Reading method, Audio-lingual method, Audiovisual method, and Communicative Language Teaching (CLT) Recently, CLT has gained significant attention from both language learners and educators due to its focus on developing communicative skills.
Selecting the right teaching method is crucial for teachers, as it significantly influences student engagement in lessons Conversely, using an unsuitable approach or lacking flexibility in adapting methods to fit a specific class can lead to decreased student participation.
Teacher enthusiasm is a key characteristic that significantly impacts student learning, as highlighted in studies by Murray (1985) and Perry & Magnusson (1987) Defined by Patrick et al (2000), teacher enthusiasm encompasses instructional behaviors, primarily involving expressive nonverbal cues such as gestures, posture, and facial expressions This enthusiasm is often assessed through ratings from observers or students, emphasizing its importance in the educational experience.
Experimental research by some scholars such as Rosenthal and Jacobson (
1968) has shown that teacher expectation may influence students‟ achievement If teacher set higher target to the students, their students probably reach higher level of achievement
Good and Brophy (1994) explored the impact of teacher expectations on student behavior, highlighting that teachers' established expectations can influence how they respond to different students.
Motivation in L2 speaking classroom
1.3.1 Related issues of speaking skill
1.3.1.1 Some concepts of speaking skill
Speaking skill is a productive one that must be mastered As Jones, (1989:
86) defines, “Speaking is a form of communication, so it is important that what you say conveyed in the most effective way.”
According to Florez (1999), speaking is defined as an interactive process of constructing meaning that encompasses the production, reception, and processing of information This implies that speaking involves generating systematic verbal expressions to effectively convey meaning.
Brown and Yule (1983) assert that spoken language is characterized by brief, fragmented utterances and varied pronunciation They emphasize that spoken language tends to be less conceptually dense compared to other forms of communication.
Many L2 learners struggle with speaking in a foreign language due to its complexity, which involves multiple factors Fluency in speaking requires not only an understanding of language features but also the capacity to process both information and language effectively (Harmer, 2001).
1.3.1.2 Types of classroom speaking performance
According to Brown, there are six types of classroom speaking performance
Imitative speaking performance involves the ability to replicate words, phrases, or sentences, emphasizing specific aspects of language such as phonetics, prosody, vocabulary, and grammar While this technique aids in understanding language structure, it lacks the goal of facilitating meaningful communication.
Intensive speaking performances involve producing brief oral language segments that showcase competence in specific areas of grammar, phrases, vocabulary, or phonology To excel in this type of performance, speakers must be cognizant of semantic properties to provide effective responses, although interaction with the interlocutor or test administrator is typically limited.
Responsive: Responsive assessment tasks include interaction and test comprehension but just in the level of very short conversations, standard greetings and small talk, simple requests and comments
Transactional communication is an advanced form of responsive interaction aimed at exchanging specific information and language Unlike responsive speech, conversations in this context often involve a more negotiation-oriented nature, focusing on clarity and purpose in the exchange of ideas.
Interpersonal (dialogue): Conversation is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information
Oral production tasks encompass a variety of activities, including speeches, oral presentations, and storytelling These tasks often require a more deliberative and formal language style, as they involve careful planning However, informal monologues, such as casual speeches, can also be included in this category.
1.3.2.1 Factors affecting students unwilling to speak in classroom
In his investigation, Oxford (1998) stated some factors that decrease students‟ motivation in classroom:
- The teacher‟s personal relationship with the students, including a lack of caring, general belligerence, hypercriticism and patronage
- The teacher‟s attitude towards the course or the material, including lack of enthusiasm, sloppy management and close- mindedness
Style conflicts between teachers and students often arise from differing preferences in classroom dynamics These conflicts can manifest in various forms, such as disagreements over the level of structure in lessons and the degree of seriousness or closure expected in class discussions Understanding and addressing these style conflicts is essential for fostering a productive learning environment.
- The nature of the classroom activities, including irrelevance, overload and repetitiveness
1.3.2.2 Some conditions for effective motivation in speaking
Nunan (1999) pointed out some preconditions for effective motivation
Supportive Environment: including orderly classroom, teacher is skilled in classroom management; students are non -anxious and feel comfortable taking risks, feedback is positive
Appropriate level of difficulty: tasks are neither too easy nor too difficult; students know what they have to do; criteria for success are clear
Meaningful learning occurs when students understand the purpose behind their education, engaging in activities that hold significance and relevance Clear connections between these activities and learning objectives enhance comprehension, while a well-structured sequence of tasks allows new concepts to build on prior knowledge This approach not only fosters a deeper understanding but also provides students with compelling reasons to participate actively in class.
Strategies: motivational strategy is matched to instructional need; particular strategies are not overused; teacher uses a range of strategies; there is a learning- how- to- learn dimension to instruction
Content: students can relate content to own experience; topics are interesting (Nunan, D 1999: 235)
RESEARCH METHODOLOGY
An overview of case study
A case study, as defined by Yin (2009), is an empirical investigation that explores a contemporary phenomenon in detail within its real-life context, particularly when the distinctions between the phenomenon and its context are not clearly defined.
This research employs a case study design to gain a comprehensive understanding of the factors influencing English speaking motivation among 110 first-year students.
Yin (2003) categorizes case studies into three types: explanatory, exploratory, and descriptive A descriptive case study focuses on detailing an intervention or phenomenon within its real-life context Consequently, this study will utilize a descriptive case study approach.
Description and context of the study
The survey included 112 students from various faculties at ULSA, with 28 from the Accounting Department, 27 from Labor Management, 28 from Insurance, and 27 from Social Work Participants, aged 19 to 21, represented a population of approximately 1,750 students across 29 classes Among the sample, 28 students (25.5%) were male and 82 students (74.5%) were female, primarily hailing from northern and central provinces of Vietnam All participants had prior experience in learning English, with most having studied the language for 7 to 12 years before entering university.
In this study, participants in their second year completed two end-of-term English examinations and received their final English grades from the previous year.
Many students from Hanoi and other cities demonstrate strong oral English proficiency, while others struggle with spoken English skills As a result, only a few students show genuine motivation in speaking classes, while the majority feel significant pressure to succeed in exams.
Teachers and their background : 9 teachers who take charge of teaching
Basic English conducted interviews with a team comprising four individuals holding Master's degrees and the remainder possessing Bachelor's degrees in English Language Teaching Notably, five members of the team bring over five years of teaching experience to the table.
The primary textbook for first-year students at ULSA is "Lifeline – Elementary" by Tom Hutchinson, published by Oxford University Press This course book features 14 units, each covering diverse topics relevant to everyday life, including entertainment, survival, travel, fashion, health, and personal experiences Each unit is structured into five sections: grammar, vocabulary, reading and writing, listening and speaking, and pronunciation Additionally, the book offers supplementary materials such as a grammar reference, functional language, tape scripts, workbooks, and answer keys, with a particular emphasis on enhancing spoken English skills.
to develop students‟ ability to use spoken and written English
to encourage them to interact with people from English-speaking and other cultures
to help students have fundamental daily communication with the foreigners
Data collection instrument
To fit the purpose of the study, the researcher of this study decided to choose questionnaires and interview as main tool
This study utilizes a questionnaire designed by the researcher, consisting of two parts The first part includes five questions focused on gathering background information from respondents, such as age, gender, year of study, faculty, and the duration of English studies Specifically, Question 1 addresses the students' age, Question 2 collects gender information, Questions 3 and 4 inquire about the participants' year of study and their respective faculties, while Question 5 assesses the length of time students have studied English The data obtained from these background questions is crucial for analyzing how factors like age, gender, year of study, faculty, and duration of English study may influence students' motivation in English speaking classrooms.
The second section of the questionnaire, comprising questions 9 to 13, is self-designed and adapted from Gardner's "Attitude/Motivation Test Battery: Technical Report" (1985) This part aims to explore the factors influencing students' motivation in English speaking classrooms It includes 38 items rated on a 5-point Likert scale, allowing responses to range from 1 to 5.
The questionnaire utilizes a scale ranging from "strongly disagree" to "strongly agree," replacing the original six-point Likert scale It comprises 38 items categorized into four distinct groups: student-related factors, teacher-related factors, learning conditions, and course materials.
An interview was conducted with nine participants at the Faculty of English, UlSA, featuring informal and friendly 20-minute conversations in English centered around four specific questions (see appendix 3) The primary aim of this interview was to investigate key insights related to the topic at hand.
- Teachers‟ ideas about factors stimulating students in speaking lesson
- What activities they often hold in speaking class and which activities in their point of view work the best
- The strategies teachers applied to deal with reserved students
- Some evaluations about the present course book are also included.
Data collection procedures and data analysis
The data collection procedures and data analysis are described as follows:
The researchers distributed questionnaires to participants in their classrooms, explaining the study's purpose and providing detailed instructions to ensure comprehension They emphasized that there were no right or wrong answers and assured confidentiality of the responses While students completed the questionnaire, which took about 45 minutes, the researcher was present to assist if needed.
The data gathered from the questionnaire were analyzed to assess learners' background information and motivation in learning English speaking Descriptive statistics, including means, standard deviations, and minimum and maximum values, were reported to identify factors influencing student motivation On a 5-point Likert scale, scores ranging from 3.5 to 5.0 indicated high motivation, scores from 2.5 to 3.4 reflected moderate motivation, and scores between 1.0 and 2.4 represented low motivation.
Results
3.1.1 Data analysis of students’ survey questionnaire and interview
3.1.1.1 Personal information of the students taking part in the survey
As mentioned in Chapter 2, Part 1 of the questionnaire includes five items seeking the participants‟ background information.The information collected is presented in Table 1 below:
(%) Length of studying English (Mean)
Table 1: Background information of the participants
The survey included 110 students, with 25.45% identifying as male and 75.54% as female, averaging around 19 years of age Participants were drawn from four different university faculties, with each department contributing approximately 25% to the total Despite having studied English for between 7 and 12 years, most students indicated that their English learning began in secondary school, with an average starting age of 7.86 years.
The first 13 statements in questionnaire are designed to investigate the student – related factors motivating students in English speaking classroom It can be shown in table 2 and figure 1 below
( A = Learner – related factor2, A2 – A14 = Question 2 – 14 about stdentrelated factor)
Table 2 and Figure 1 reveal that items 8, 9, 10, 11, and 12 received the highest scores, with item 12 standing out at a mean of 4.12 and a standard deviation of 1.08 This group reflects students' confidence in speaking English, yet many express a lack of confidence when speaking in front of others Common sentiments include feelings of inadequacy compared to peers, with students voicing concerns such as, "I always feel that the other students speak English better than I do," and "I am afraid the other students will laugh at me when I speak English."
The data presented indicates that items 2, 3, 5, and 14 achieved notably high scores, with item 5 having a mean of 3.84 This suggests that students' beliefs significantly influence their performance in speaking lessons.
A moderate position belongs to item 6 and 7 with mean = 3.36 and 3.32 respectively As a result, students moderately agree that possessing an appropriate learning strategies can help them stimulate in English speaking classroom
By contrast, item 8 received the lowest score from the participants ( Mean
= 2.74, SD = 1.46) This item is designed to investigate how the component
The influence of personality on students' motivation in speaking is evident, although only a minority believe it significantly impacts their oral participation Notably, item 8 and item 4 received low scores, with a mean of 2.82 and a standard deviation of 1.67, indicating that students generally disagree with the statement regarding their ability to acquire speaking skills effectively.
English vocabulary and expression It can be inferred that the factors “ intelligence / aptitude” don‟t affect much students‟ involvement in English speaking lesson
The statements 15-29 support researcher studying the factor teacher affecting students‟ participation in English speaking The table below will show the explicit statistic
Teacher– related factor N Mean SD Min Max
Table 3: Teacher – related factor (B: teacher – related factor, B1-B15: Question
The data presented in Table 3 and Figure 2 indicate that participants exhibited minimal variation in their responses; however, items B1, B2, B9, B11, and B14, which reflect the teacher's teaching methods, received the highest average score (Mean of B9 = 3.673, SD = 1.237) Students largely agree that these teaching methods significantly impact their engagement in speaking activities Notably, no items scored low, with all others achieving medium averages, the lowest being 2.45, while means for other items ranged from 3.018 to 3.46 Specifically, items B4, B5, and B6 ranked second with means of 3.245, 3.46, and 3.45, respectively, highlighting that students feel teachers' praise and positive encouragement enhance their motivation in English speaking Additionally, students noted that teachers' efforts to avoid embarrassing them during feedback sessions also contribute positively to their motivation Overall, respondents express a strong appreciation for teachers' dedication to fostering student progress, with items B8 and B13 showing a slight decrease in scores.
The mean scores of 3.227 and 3.382 indicate that the students' motivation levels fall under the "moderately motivated" category Notwithstanding this classification, a positive correlation exists between a good teacher-student relationship and increased motivation, which in turn serves as a stimulus for students to improve their English oral proficiency.
3.1.1.4 Teaching and learning condition factor
In this section, the teaching and learning condition factor is described in the following table
Teaching and learning condition N Mean SD Min Max
Table 4: Teaching and learning condition
(C: teaching and learning condition, C1- 5; Question 30 -34 about learning and teaching condition)
Figure 3: Teaching and learning condition
The analysis presented in Table 4 and Figure 3 indicates that the statistics can be divided into two distinct groups: Group 1, which includes items C1 and C2, and Group 2, encompassing items C3 to C5 Notably, Group 2 demonstrates higher scores compared to Group 1 Additionally, a limited number of students (n = 29) believe that class sizes are conducive to learning English speaking, with a comparable number (n = 30) expressing similar sentiments.
The adequacy and modernization of teaching and learning facilities received lower average ratings of 2.4 and 2.5, in contrast to the higher scores of 3.67, 3.5, and 3.7 for items C3, C4, and C5 This suggests that a positive and supportive classroom environment significantly encourages student participation and engagement.
The results about course book factor are described in the table and figure as follow:
Course book N Mean SD Min Max
( D: course book factor, D1-5: Question 35-38 about course book factors)
The chart reveals that items D4 and D2 received similar high scores, with means of 3.4 and 3.42, indicating that providing output before tasks and familiar topics encourages students to engage in speaking Conversely, items D1 and D3 garnered significantly lower means of 2.36 and 2.46, suggesting a lack of interest among students Notably, around one-third of students (n=39) strongly disagreed that the speaking tasks in the coursebook are sufficiently interesting, and a similar number expressed dissatisfaction with the relevance of the speaking topics to their needs.
3.1.1.6 The comparison among factors affecting students’ motivation in English speaking classroom
This table and figure will show the comparison among 4 factors to students‟ motivation in English speaking classroom
Table 6: The comparison among 4 factors
Figure 5: The comparison among 4 factors
The analysis of four major factors influencing students' motivation in English speaking classrooms reveals a clear hierarchy of impact The factors are ranked based on their mean scores, ranging from 3.36 to 2.91 Notably, learner-related factors emerged as the most significant motivators, with a high mean score of 3.66, indicating that students are most motivated by elements associated with their own learning experiences Following closely, teacher-related factors also play a crucial role, with a mean score of 3.308 In contrast, course book factors were found to have the least influence on students' motivation, scoring only 2.91 This data underscores the importance of focusing on learner and teacher-related elements to enhance student motivation in oral proficiency.
3.1.2 Data analysis of teacher interviews
To gain a deeper understanding of student motivation in English speaking classrooms and explore potential solutions, interviews were conducted with nine teachers from the Basic English department who taught during the first two semesters.
1 In your opinion, what stimulate your students’ participation in English speaking lesson?
To enhance student engagement in English speaking, teachers identified several key factors Notably, three teachers emphasized that incorporating physical activities captivates students' interest This approach transforms speaking lessons into a supportive environment where students feel comfortable and confident to express themselves.
Of 9 teachers, 6 agreed that what stimulated their students speaking English was their ability They faithfully said “ I realize that my student will speak more if their vocabulary or background knowledge about that topic are relatively adequate.” The lack of structure, vocabulary or ideas were always their big hindrance occupied in their worry
At the start of the first semester, many teachers observe that students tend to be reserved and disengaged from one another, leading to quiet speaking lessons However, as students become more familiar with their peers, discussions gradually become more lively and interactive Educators emphasize that fostering a friendly and comfortable environment is essential for enhancing student participation during speaking activities.
Almost half of the teachers believe that students are more engaged when discussion topics are relevant or familiar to them This group finds it challenging to involve students in discussions on unfamiliar subjects One teacher noted, "My students are eager to share their experiences on topics they know, which gives them more opportunities to use English."
2 What speaking activities do you often hold in your speaking classroom? In your opinion, which one can motivate your students speaking most?
Discussions of findings on factors that motivate students in English
The analysis identifies four key factors that significantly influence students' motivation in English speaking classrooms This section will delve deeper into these factors, drawing on the findings presented in section 3.1.
The study identified five key sub-factors that influence students' motivation in English speaking classrooms: confidence, belief, learning strategies, personality, and aptitude.
Students' confidence is the most significant motivating factor influencing their performance, largely due to fears of negative evaluation and feelings of inadequacy compared to peers A strong correlation exists between student anxiety and academic performance; thus, increasing students' confidence can lead to greater willingness and comfort in expressing their ideas Therefore, it is essential for teachers to assist students in managing and reducing their anxiety levels.
Student motivation is significantly influenced by their beliefs about learning In a study with 82 participants, most expressed confidence that the English class would meet their expectations, while others recognized that mastering spoken English could enhance their communication skills This understanding can lead to students gradually adopting a more native-like proficiency The findings indicate that teachers can effectively motivate students by fostering their belief in the value and potential of spoken language, thereby enhancing their overall motivation to learn.
Another motivated factor found in this study is students‟ ability
Approximately 80 of 90 asked affirmed that low English proficiency and lack of background knowledge discouraged them from participation This finding is also consistent to question 1 in “ teacher interview” Teachers also reveal that students will increase their level of motivation if they can ignore the worry about the lack of structure, vocabulary and expression It can be elicited that teachers should use various techniques to build students‟ vocabulary before giving them speaking tasks and activities
One more finding in this study is students‟ learning strategies Half of responses appreciated the suitable learning strategies to their speaking motivation
Students at ULSA find academic learning strategies essential for staying on track and achieving success They emphasize the importance of memorizing vocabulary and structures as effective tools in speaking lessons Therefore, it is crucial for ULSA teachers to provide guidance on various learning schemes, including vocabulary acquisition strategies, methods for mastering native expressions, and techniques for improving English pronunciation.
Personality plays a significant role in predicting student motivation, with extroverted learners eager to share their ideas, while introverted students may hesitate to voice their thoughts in group settings This difference in personality affects how students engage with speaking tasks and activities As educators, recognizing and understanding these diverse characteristics within a speaking classroom is essential, as it enables the development of effective teaching strategies tailored to individual needs.
The analysis of the questionnaire revealed that teacher enthusiasm, positive relationships with students, and teacher expectations received moderate scores, while teaching methods and teacher commitment to student progress emerged as the strongest predictors of student motivation in English speaking lessons Insights from teacher interviews further emphasized the importance of varied teaching methods in enhancing student engagement Students expressed a preference for diverse speaking activities, such as games, role plays, interviews, and discussions, which are believed to boost intrinsic motivation by connecting learning to real-world scenarios and personal interests Therefore, it is essential for teachers to design or select tasks that are relevant to real life and to provide clear explanations and instructions before each activity to keep all students on track.
A teacher's commitment to fostering student progress is crucial, as a positive attitude towards mistakes can significantly alleviate student anxiety and worry When students are recognized for their improvements, they gain confidence and become more willing to share their ideas in the future.
It‟s concluded that to enhance students‟ motivation in speaking lesson, 2 above variables should be enhanced
A comfortable and pleasant learning environment significantly enhances student engagement in oral lessons, as indicated by student feedback Teachers have observed that students tend to be more introverted at the beginning of the semester, highlighting the importance of a friendly atmosphere in encouraging student expression To foster cooperation, educators should design activities and tasks that promote collaboration among students Furthermore, the support and respect from both teachers and peers are essential components of an ideal learning environment.
Students believe that familiar topics and the structured output for tasks significantly enhance their engagement in speaking lessons Teacher responses from interviews further support this notion, indicating that providing relatable topics linked to everyday situations can reduce student hesitation When students feel comfortable with the subject matter, they can express their ideas spontaneously and naturally Conversely, new or challenging topics can hinder their ability to communicate effectively, as they may struggle to formulate their thoughts.
Teachers and students agree that providing input before each task is crucial for success When students have a wealth of ideas, they are more likely to engage in speaking activities Thus, it is important to offer relevant vocabulary, expressions, and information related to the topic prior to each speaking exercise.
This chapter summarizes the conclusions of the current study, highlighting its implications It also addresses the study's limitations and offers suggestions for future research in the final section.
Conclusions
This study aimed to explore the factors influencing students' motivation in English speaking classes among first-year students at ULSA Four key factors were investigated: student-related factors, teacher-related factors, learning and teaching conditions, and course book factors The questionnaire results identified five critical issues affecting motivation: students' confidence, beliefs, abilities, learning strategies, and personalities Additionally, teacher-related variables, such as teaching methods and commitment to student progress, were found to significantly impact motivation The research highlighted that a comfortable learning environment enhances student motivation, while course materials that include familiar topics and background knowledge effectively encourage student participation.
Pedagogical implications
This section will explore the implications of the study for enhancing student motivation in English speaking lessons, focusing on promoting positive motivational factors while minimizing negative ones Key strategies will be discussed to effectively motivate students and foster a more engaging learning environment.
Confidence significantly influences student performance, making it essential to reduce anxiety in the English speaking classroom Teachers should foster a supportive and accepting environment that encourages close relationships between educators and students This approach allows students to express their opinions, build on their strengths, and feel comfortable making mistakes When students are free from anxiety, they engage more actively in English tasks (Hughes, 2009) Furthermore, teachers should view mistakes as learning opportunities rather than failures By providing support and encouragement, teachers can alleviate student anxiety and enhance their motivation.
Teachers play a crucial role in enhancing students' performance in English learning by implementing engaging and moderately challenging activities that spark curiosity Well-chosen games, such as guessing games, gap filling, and chain story games, significantly boost students' interest and intrinsic motivation Additionally, incorporating role play, songs, and summer English camping trips further enhances motivation Real-life discussions and creative projects, like advertising creation, should also be integrated into the curriculum These innovative and practical methods, featuring vibrant visuals and interactive elements, effectively capture students' interest and promote their intrinsic motivation in learning English.
Moreover, teacher should create a corporative learning environment with a view of consolidating students‟ motivation in teachers as well as the English class
For example, during the English lesson, teachers can go round the class to check students‟ learning, encourage them to study and give help to them when necessary
Attentively listening to students' ideas and offering constructive advice while refraining from criticism fosters a positive learning environment When students feel respected, they are more willing to express themselves and share their thoughts.
Limitation
This study thoroughly examines the factors influencing motivation in English speaking classrooms among first-year students at ULSA However, it also acknowledges certain limitations that may affect the research findings.
Researchers primarily relied on questionnaires and teacher interviews to assess factors influencing student motivation; however, incorporating additional methods like observation could enhance the reliability of the findings Furthermore, the study's sample size of only 110 students limits the generalizability of the results Lastly, due to constraints in time and resources, other factors related to student motivation in oral English were not included in the research.
Suggestion for further research
To enhance future research on student motivation in oral English, it is essential to explore a broader range of influencing factors Additionally, a deeper analysis of how these factors correlate with students' academic outcomes is necessary for a comprehensive understanding of motivation in language learning.
Brown, G., & Yule, G (1983) Teaching the spoken language: An approach based on the analysis of conversational English Cambridge: Cambridge University Press
Covington, M V., & Kimberly, M J (2001) Intrinsic versus extrinsic motivation: an approach/avoidance reformulation Educational Psychology Review, 13(2), 157-
Crookes, G., & Schmidt, R W (1991) Motivation: reopening the research agenda
Deci, & Ryan (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum Press
Dửrnyei, Z (1998) Motivation in second and foreign language learning Language Teaching, 31, 117-135
Dornyei, R (2001) Teaching and Researching Motivation Longman
Dửrnyei, Z (2009) Motivation and a vision of knowing second language.Language
Ellis, R (1994) The study of second language acquisition New York: Oxford
Finegan, E (1999) Language : Its structure and use (3rd ed.) Harcourt Brace
Florez, M A C (1999) Improving adult English language learners‟ speaking skills Washington, DC: Clearinghouse for ESL Literacy Education
Harmer,J.(1992) Classroom Dynamic Oxford: Oxford University Press
Horwitz, E K (1987) Surveying student beliefs about language learning In A
Gardner, R C., & Lambert, W E (1959) Motivational variables in second language acquisition Canadian Journal of Psychology, 13 (4), 266-272
Gardner, R C., & Lambert, W E (1972) Attitudes and motivation in second language learning New Jersey: Lawrence Erlbaum Associates, Inc
Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London, UK: Edward Arnold
Gardner, R C., & MacIntyre, P D (1991) An Instrumental Motivation In Language Study Studies in Second Language Acquisition, 13(01), 57-72
Gardner, R C., & MacIntyre, P D (1992) A student's contributions to second language learning Part I: Cognitive variables Language Teaching, 25(04), 211-
Gardner, R C., & MacIntyre, P D (1993) A student's contributions to second- language learning Part II: Affective variables Language Teaching, 26(01), 1-11
Good, T.L.&/riogt,J.E.(1987) Looking in classroom (4 th Ed.).New York: Harper & Row
Lukmani, Y M (1972) Motivation to learn and language proficiency Language Learning, 22(2), 261-273
Lightbown, M.P., Spada, N (1999) How Language are learned OUP
Macintyre, P D (1999) Language Anxiety: A Review of the Research for Language Teachers In D J Young (ed.) Affect In Foreign Language And Second
Language Learning: A Practical Guide To Creating A Low-Anxiety Classroom Atmosphere Boston: McGraw-Hill, pp 24-45
Murray, H G (1985) Classroom teaching behaviors related to college teaching effectiveness In J G Donald and A M Sullivan (eds.), using research to improve teaching San Francisco: Jossey-Bass
Nunan, D (1999) Second Language Teaching & Learning Heinle& Heinle
Noels, K A., Clément, R., & Pelletier, L G (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation The Modern
Noels, K A., Clément, R., & Pelletier, L G (2001) Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English Canadian Modern
Noels, K A., Pelletier, L G., Clément, R., & Vallerand, R J (2003) Why are you learning a Second Language? Motivational orientations and self-determination theory.Language Learning, 53(1), 33-64
Oxford, R L (1998) The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom Demotivation in foreign language learning Paper presented at the TESOL‟98 Congress, Seattle, WA
Perry, R P., & Magnusson, J L (1987) Effective instruction and students' perceptions of control in the college classroom: Multiple-lecture effects Journal of educational psychology
Rosenthal and Jacobson (1968) Teacher expectations for the disadvantaged
Stern, H.H 1983 Fundamental Concepts of Language Teaching Oxford: Oxford University Press
Taylor, D.M., Meynard, R., & Rheault, E (1977) Threat to ethnic identity and second-language learning In H Giles, Language, ethnicity and intergroup relations (pp 99-118) Academic Press
Ur, P (1996) A course in language teaching Cambridge: Cambridge University
This survey aims to explore the factors influencing students' motivation in English speaking classrooms Your participation is invaluable and will contribute significantly to our research, ultimately enhancing the English language program's modules Rest assured, all information provided will remain confidential and will not impact your course assessment in any way.
We urge you to be truthful in responding to the items in this questionnaire
Part 1: Please provide the following information about yourself
2 Gender: M/ F(Please circle the appropriate option)
5 Length of studying English: (years)
Part 2: Please tick one of the five possible responses for each statement according to the level of your agreement or disagreement with that item
1 Learning speaking English is a hobby for me
2 Learning speaking English enables me to communicate with foreigners
3 This English class will definitely help me improve myoral English
4 I am able to acquire English vocabulary and expression
5 I believe that learning speaking English enables me to be more native – like speakers
6 When I make mistakes, I try to remember and avoid for next times
7 I find the effective ways of memorizing vocabulary and structure
8 I am not used to expressing my thought in front of crowd
9 It embarrasses me to volunteer answers in our English class
10 I never feel quite sure of myself when I am speaking in our English class
11 I always feel that the other students speak English better than I do
12 I get nervous and confused when I am speaking in my English class
13 I am afraid the other students will laugh at me when I speak English
14 My English vocabulary and my background knowledge are not adequate enough for me to communicate
15 Teachers give student more chance to speak out
16 Teachers design the variety of speaking activities for students to get involved
17 Teachers listen attentively when students make oral presentation
18 Teachers provide praise and positive encouragement if necessary
19 Teachers express a positive attitude when students generate an interesting idea
20 Teachers try to avoid embarrassing students when giving feedback
21 Teachers involve in the process of setting students‟ learning goals
22 Teachers share personal interest with students
23 Teachers use authentic task to attract students‟ participation
24 Teachers give detailed feedback after students‟ presentation
25 Teachers‟ assessment and explanation are easy to follow
26 Teachers provide us supplementary tasks besides ones in course book
27 Teachers use humor to create a comfortable environment
28 Teachers provide careful and sufficient instruction for speaking task
Teachers are always ready to give help while we are discussing in group or in pairs
30 Class sizes are reasonable to learn
31 Teaching and learning facilities are adequate and updated
32 My ideas are considered and highly appreciated
33 I have chance to cooperate with other members
34 I get faithful support and advice from teachers and friends
35 The speaking tasks and activities in course book are interesting enough
36 In each speaking tasks or activities your are provided with output to speak
37 The speaking topics in course book meet students‟ demand
38 The speaking topics in course book are familiar
APPENDIX 2 PHIẾU ĐIỀU TRA SINH VIÊN
Phiếu điều tra này nhằm tìm hiểu các yếu tố ảnh hưởng đến động lực học tập của sinh viên năm nhất tại trường Đại học Lao Động Xã Hội Chúng tôi rất mong các bạn dành thời gian trả lời các câu hỏi một cách trung thực Xin cam kết rằng thông tin các bạn cung cấp chỉ được sử dụng cho mục đích nghiên cứu và tên của các bạn sẽ hoàn toàn được bảo mật.
Phần 1:Làm ơn điền đầy đủ những thông tin cá nhân sau:
2 Giới tính: Nam / Nữ ( khoanh tròn vào sự lựa chọn thích hợp)
5 Thời gian học tiếng Anh: ……….( năm)
Phần 2: Hãy cho biết quan điểm của bạn về những lời phát biểu dưới đây bằng cách tick vào một cột tương ứng
Nhân tố động lực liên quan đến sinh viên
1 Học tiếng Anh là một thú vui của tôi
2 Học nói tiếng Anh có thể giúp tôi giao tiếp với người nước ngoài
3 Lớp học tiếng Anh này chắc chắn sẽ giúp tôi cải thiện vốn tiếng Anh nói của mình
4 Tôi có khả năng tiếp thu được vốn từ vựng và cách diễn đạt bằng tiếng Anh
5 Tôi tin rằng việc học nói tiếng Anh có thể giúp tôi nói tiếng Anh giống với người bản địa hơn
6 Khi mắc lỗi tôi cố gắng nhớ và tránh mắc phải những lần sau
7 Tôi tìm ra một cách hiệu quả để nhớ từ vựng và cấu trúc
8 Tôi không quen với việc thể hiện suy nghĩ của mình trước đám đông
9 Tôi cảm thấy bối rối mỗi lần phát biểu ở lớp
10 Tôi cảm thấy không tự tin khi nói tiếng
Anh trong giờ học nói
11 Tôi luôn nghĩ rằng các bạn trong lớp nói tiếng Anh tốt hơn tôi
12 Tôi cảm thấy căng thẳng và hồi hộp khi nói trong giờ tiếng Anh
13 Tôi sợ các bạn khác trong lớp sẽ cười mình khi tôi nói tiếng Anh
14 Kiến thức nền và vốn từ vựng của tôi không đủ để giao tiếp
Nhân tố động lực liên quan đến giáo viên
15 Giáo viên thường tạo cho chúng tôi nhiều cơ hội để nói tiếng Anh
16 Giáo viên thường thiết kế nhiều hoạt động nói khác nhau để thu hút sinh viên tham gia
17 Giáo viên lắng nghe chăm chú khi sinh viên thuyết trình
18 Giáo viên đưa ra lời khen và động viên kịp thời
19 Giáo viên thể hiện một thái độ hài lòng khi sinh viên đề xuất một ý tưởng hay
Giáo viên cố gắng tránh làm sinh viên bối rối khi đưa ra nhận xét cho bài nói của các em
21 Giáo viên thường quan tâm đến việc đặt ra mục tiêu học tấp cho sinh viên
22 Giáo viên chia sẻ với sinh viên những sở thích cá nhân
23 Giáo viên đưa những bài tập mang tính thực tế để cuốn hút sự tham gia của học viên
24 Giáo viên nhận xét rất chi tiết sau mỗi phần trình bày của sinh viên
25 Những đánh giá và giải thích của giáo viên rất dễ hiểu
26 Bên cạnh những hoạt động nói trong sách, giáo viên còn cung cấp them những hoạt động bên ngoài
27 Giáo viên sử dụng yếu tố hài hước để tạo nên một môi trường thoải mái
28 Giáo viên đưa ra những hướng dẫn cụ thể và đầy đủ trước mỗi hoạt động nói
29 Giáo viên sẵn sàng giúp đỡ khi sinh viên đang thảo luận theo cặp học nhóm
Môi trường dạy và học
30 Số lượng sinh viên trong lớp tương đối hợp lý cho một lớp học nói
31 Phương tiện dạy học đầy đủ và hiện đại
32 Ý kiến phát biểu của tôi được cân nhắc và đánh giá cao
33 Tôi có cơ hội để hợp tác với các thành viên khác trong lớp
34 Tôi nhận được ủng hộ và lời khuyên chân thành từ thầy cô và các bạn
35 Những hoạt động và bài tập nói trong sách khá thú vị
36 Chúng tôi đều được cung cấp những kiến thức liên quan trước mỗi hoạt động và bài nói
37 Những chủ đề nói trong sách đáp ứng được nhu cầu của sinh viên
38 Những chủ đề nói trong sách rất quen thuộc
1 In your opinion, what stimulate your students‟ participation in speaking lesson?
2 What speaking activities do you often hold in your speaking classroom? In your opinion, which one can motivate your students speaking most?
3.How can you dealwith the reserved students in your speaking lesson?