INTRODUCTION
Rationale
Motivation is crucial for enhancing students' performance in learning English as a Foreign Language (EFL) According to Dornyei (1998), motivation significantly influences language learning success, with highly motivated learners achieving better outcomes Students who major in English recognize the importance of motivational factors in developing their skills and practicing the language in everyday situations Both teachers and researchers agree that motivation impacts the rate and success of second language (L2) acquisition, serving as the initial impetus to begin learning and as the driving force to persist through the challenges of the learning process.
Motivation plays a crucial role in enhancing the effort and energy that learners invest in activities aligned with their needs and goals It influences their level of enthusiasm and commitment towards tasks, determining whether they engage with passion or indifference.
Motivation plays a crucial role in enhancing both the initiation and persistence of activities among learners When students are genuinely interested in a task, they are more inclined to start it and remain engaged until completion, even when faced with interruptions or challenges Consequently, increased motivation leads to more time spent on tasks, which significantly impacts their learning and overall achievement.
Motivation plays a crucial role in successful language acquisition, alongside intellectual capacity and language aptitude (Gardner & Lambert, 1972) Teachers often aspire to have motivated students who are dedicated to achieving their language learning goals Defined as the combination of effort, desire, and positive attitudes towards learning, motivation significantly impacts linguistic outcomes, encompassing vocabulary, grammar, pronunciation, and the four essential language skills: listening, understanding, reading, and writing.
The reality of learning English at Huong Can High School often diverges from theoretical expectations Many students perceive English as a challenging subject, primarily engaging with it during class and rarely dedicating time to study at home Mastering the English language demands significant effort, time investment, and effective learning strategies; however, most students express boredom and struggle to find suitable methods for their studies.
Many English teachers at this school have observed that a significant portion of students lacks interest in the subject Despite the teachers' dedicated efforts to implement various teaching methods, these strategies have proven effective only for certain lessons and a limited number of students.
Demotivation significantly hinders effective language teaching and learning, leading to numerous negative consequences It acts as a barrier to continuous improvement and enjoyment in the educational process Consequently, a substantial number of students tend to receive low scores on English assessments.
To enhance the understanding of the demotivating factors affecting English learning among 10A1 students at Huong Can High School, I conducted a study titled "A Study on Demotivating Factors of 10A1 Students' English Learning." This research aims to identify the challenges faced by these students and provide solutions to improve their English competence Additionally, the findings are intended to serve as a valuable resource for educators and individuals interested in the obstacles encountered by English learners.
Previous studies
Gorham and Christophel (1992) studied: “Demotivating factors in learning
In the study titled "English: the case of Iran Maryam Meshkata, Masoumeh Hassani," researchers aimed to identify the demotivating factors affecting college students enrolled in introductory communication classes By analyzing student responses to the open-ended question, "What things decrease your motivation to try hard to do your best in that class?" the study successfully uncovered various elements that hindered students' motivation to excel.
The research identified three primary categories of demotivating factors, including context, structure/format, and teacher behaviors, which can significantly impact student motivation Notably, 79% of the responses highlighted teacher-related factors as the main demotivators, encompassing class structure and format, as well as teacher behavior, suggesting that educators have considerable influence over these aspects.
A follow-up study by Christophel and Gorham (1995) aimed to identify common sources of perceived demotivation among a different group of college students studying communicative English The results aligned with findings from their initial research; however, neither study investigated instances of students who had experienced demotivation prior to entering the classroom.
Chambers (1993) conducted a study on "Demotivation and Language Learning: Demotivating Factors in the EFL Environment," utilizing questionnaires to collect insights from both students and teachers.
Teachers and students perceive the causes of student demotivation differently, with teachers attributing it to psychological, attitudinal, social, historical, and geographical factors, while students cite issues such as teacher behavior and class size Chambers' analysis fell short as he primarily presented students' perspectives without identifying or exploring specific demotivating factors, leading to limited conclusions about their impact on language learning experiences Although research has touched on demotivating factors, there has been a lack of comprehensive frameworks to enhance understanding of this phenomenon or to connect it with curriculum and teaching issues.
In a comprehensive analysis conducted by Oxford (1998), essays from around 250 American high school and university students were examined, focusing on their learning experiences over five years The study utilized various prompts, including topics like conflicts with teachers and feelings of discomfort in classrooms From this content analysis, four overarching themes were identified, highlighting key aspects of students' educational journeys.
- The personal relationship between the teacher and the students, including a lack of care, general belligerence, hypercriticism, and patronage/favoritism
- The attitude of the teacher towards the course or the materials, including lack of enthusiasm, sloppy management and close-mindedness
Teachers often face conflicts with students regarding their teaching styles, which can manifest in various ways These conflicts may arise from differing preferences for the level of structure and detail in lessons, as well as varying expectations about the seriousness or closure of the class environment Understanding and addressing these style conflicts is crucial for creating a more harmonious and effective learning atmosphere.
- The nature of classroom activities, including irrelevance, overload and repetitiveness
Tunaz M & Erdoğan, E (2012) in ―Determining External and Internal
Demotivating Factors among Young Learners at Pozantı Regional Primary
Boarding School Frontiers of Language and Teaching” This paper took a brief look at external and internal demotivating factors among EFL young learners at Pozanti Regional Primary Boarding School (YIBO)
To investigate the causes of student demotivation, a comprehensive questionnaire was utilized, incorporating a 5-point Likert scale, open-ended questions, observations, and interviews After analyzing the data, interviews with randomly selected students were conducted, leading to the development and implementation of a new lesson plan for eight hours of English instruction, independent of the state curriculum While this study did not fully address the issue of demotivation due to its limited duration, it suggests that teachers can transform negative attitudes into positive ones with minimal effort, although such changes do not happen overnight.
Lehikoinen and Leinonen (2010) conducted a study focusing on the motives and demotives in second language (L2) learning among Pakistani undergraduates at the University of Balochistan, Quetta The research aimed to identify the factors contributing to demotivation in L2 learning Utilizing a mixed-methods research design, the study effectively explored these demotivating factors.
This study utilized quantitative data from a questionnaire administered to 116 first-semester undergraduates, based on the framework by Sakai and Kikuchi (2009) The questionnaire featured 35 closed-ended items rated on a 5-point Likert scale, addressing six factors of demotivation: grammar-based teaching, teacher behavior, course content and materials, classroom environment, and lack of self-confidence and interest Additionally, qualitative data was gathered through an open-ended question regarding students' demotivating experiences in learning English Descriptive statistics were employed to analyze the quantitative data, while content analysis was used to interpret the qualitative responses, identifying themes and categories of demotivation according to Sakai and Kikuchi's framework.
The study identified six key demotivating factors affecting students' learning, with teaching methods, lack of facilities, and course content being the most frequently mentioned, aligning with Sakai and Kikuchi’s (2009) framework Additionally, qualitative data revealed a new factor: the negative societal attitude towards the English language, contributing valuable insights to existing literature These findings have significant implications for English teaching and learning in Pakistan.
Heidari (2012) worked on ―Demotivating factors on English Speaking skill:
A study was conducted to explore the attitudes of English as a Foreign Language (EFL) learners and teachers regarding factors that negatively impact speaking performance The research aimed to gather perspectives from both groups involved in the teaching and learning processes and to identify similarities and differences in their views A total of 215 Iranian male and female EFL learners and teachers participated in the study during its pre- and post-stages.
The researcher employed both quantitative and qualitative data collection and analysis methods in this study Initially, the responses from language teachers interviewed were codified Heidari identified several factors contributing to students' demotivation in speaking lessons and proposed strategies to encourage student participation, along with recommendations for enhancing speaking skills.
Nguyen Buu Huan and Pham Tuong Vi (2017) conducted a study on the perceptions of English-major students regarding demotivating factors in reading Their research revealed that many English majors at Vietnamese colleges experienced a lack of motivation in their reading classes Utilizing a descriptive design, the study involved a 38-item questionnaire completed by 115 applied English students, categorizing the demotivating factors into four clusters: teachers, learners, reading materials, and instruction The results highlighted that the clusters related to teachers and learners had the most significant impact on students' motivation.
Nguyen Thi Thanh Huyen (2007) conducted a study on the demotivating factors affecting first-year Non-English-Major students learning to speak English at Hai Duong College The research involved 300 first-year students and focused on their attitudes towards motivation in learning English, specifically in developing their speaking skills as English as a Foreign Language (EFL) learners.
AIMS OF THE STUDY
The aims of the study are to investigate possible demotivating factors in learning English of 10A1 students at Huong Can High school This study is intended to:
– Investigate the demotivating factors affecting 10A1 student’s English learning at Huong Can High School
– Give some solutions to improve 10A1 students’ English learning at Huong Can High School, based on the findings.
RESEARCH QUESTIONS
In order to fulfill the purpose, the study has been carried out to find out the answers to the following questions:
1 What are the de-motivating factors affecting 10A1 student’s English learning at Huong Can High School?
2 What solutions can be suggested to improve 10A1 student’s English learning at Huong Can High School?
This study aims to benefit both teachers and students of the 10A1 class at Huong Can High School by highlighting the crucial role of English learning It seeks to identify demotivating factors that hinder students' abilities in learning English as a Foreign Language (EFL) and to suggest effective teaching methods for educators For students, the study will reveal these factors, enabling them to avoid obstacles and discover engaging approaches to enhance their EFL learning experience Ultimately, the research aspires to foster a more stimulating environment in English lessons, encouraging students to improve their skills and achieve better results.
Because of lacking time, my study focused only on demotivating factors in learning English listening and speaking skills of 10A1 students at Huong Can High school.
DESIGN OF THE RESEARCH
The thesis consists of 3 parts:
Presents the background of the study, the purpose and aims of the study This part also states the scope, the significance and the proposed thesis structure of the study
This part consists of 3 chapters:
Chapter 1: Literature review: This chapter focuses on previous research, theoretical background, de-motivation factors affecting student’s English learning
Chapter 2: Methodology: This chapter presents about participants, setting, research methods, three tools of data collection and the accuracy of the study
Chapter 3: Major findings and discussions: The discussion of the results is made to answer the research questions According to the result of the research found from questionnaires, classroom observation and interview shows the findings of the research from questionnaires, classroom observation as well as interview and give some solutions to increase English learning for students
This part summarizes the finding of the study, problems and difficulties encountered, limitation of the study and suggestion for further studies.
LITERATURE REVIEW
Language learning
In terms of language definition, different researchers proposed various concepts
Concise Columbia Encyclopedia (1994) stated that ―systematic communication by vocal symbols‖
In his 1994 work, "The Language Instinct," Steven Pinker argues that language is a complex and specialized skill that develops spontaneously in children, requiring no conscious effort or formal instruction He posits that language use occurs without awareness of its underlying logic, remains qualitatively consistent across individuals, and is fundamentally different from general cognitive abilities related to information processing and intelligent behavior.
In addition, Brown (2002) defined Language is a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another
Language is defined as a system of arbitrary vocal symbols that enables communication and interaction among individuals within a specific culture, as well as those who have learned its system (Lightbown & Spada, 1993; Finocchiaro, 1964).
Language is a system of communication by sound, operating through organs of speech and hearing, among members of a given community, and using vocal symbols possessing arbitrary conventional meanings (Pei, 1966)
Language is a system of arbitrary vocal symbols used for human communication (Wardhaugh, 1972)
Language is any means, vocal or other, of expressing or communicating feelings or thoughts… a system of conventionalized signs, especially words, or gestures having fixed meanings (Neilson, 1934)
Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings (Gove, 1961)
- A consolidation of a number of possible definitions yields:
+ Language is systematic – possibly a generative system
+ Language is a set of arbitrary symbols
+ Those symbols are primarily vocal, but may be visual
+ The symbols have conventionalized meanings to which they refer
+ Language is used for communication
+ Language operates in a speech community or culture
+ Language is essentially human, although possibly not limited to humans + Language is acquired by all people in much the same way – language and language learning both have universal characteristics
A search in contemporary dictionaries reveals that learning is ―acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction‖
A more specialized definition might read as follows: ―Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced prac- tice‖ (Kimble & Garmczy 1963)
Research highlights the critical role of the cognitive domain in acquiring both first and second languages Key processes such as perception, attention, storage, and recall are essential for effectively internalizing a language.
This article explores the definitions of learning as articulated by four influential psychologists: Pavlov and Skinner representing behaviorism, Ausubel embodying a rational/cognitive perspective, and Rogers aligning with constructivist thought By examining these diverse viewpoints, the discussion highlights the historical evolution of learning theories and their impact on various language teaching approaches and methods.
Ivan Pavlov, a prominent Russian psychologist, is widely recognized as the leading classical behaviorist At the turn of the 20th century, he conducted groundbreaking experiments that demonstrated classical conditioning by training a dog to salivate at the sound of a tuning fork Pavlov's research highlighted the learning process as the establishment of associations between stimuli and reflexive responses.
John B Watson introduced the concept of behaviorism in 1913, emphasizing the objective study of human behavior while rejecting ideas of innate instincts He focused on classical conditioning as the foundation for all learning, establishing stimulus-response connections that lead to more complex behaviors through chains of responses The rigorous scientific approach of Watson and Pavlov significantly shaped learning theories and influenced language teaching practices for many years, highlighting the importance of observable behavior in educational methodologies.
B.F Skinner is recognized as a neobehaviorist due to his unique contributions to behavioristic psychology He argued that Pavlov's classical conditioning, primarily observed in animals, plays a minimal role in human learning and termed it respondent conditioning, focusing on behavior elicited by specific stimuli In contrast, Skinner's operant conditioning seeks to explain a broader spectrum of human learning and behavior, emphasizing that operant behavior involves actively engaging with the environment while downplaying the significance of stimuli.
Operants are classes of responses, such as crying, sitting down, walking, and batting a baseball, that are emitted and influenced by their consequences In contrast, respondents are responses elicited by specific stimuli, with certain physical reflex actions qualifying as respondents Crying can serve as both operant and respondent behavior; it may be a direct reaction to pain or an emitted response aimed at achieving outcomes like being fed, cuddled, or comforted Operant crying can be influenced by parental responses, as waiting for a child's crying to reach a certain intensity can lead to more pronounced crying in the future.
Behavioristic learning theories have significantly shaped our comprehension of human learning processes, offering valuable insights that remain relevant today.
The cognitive theory of learning, proposed by Ausubel, emphasizes the distinction between rote learning and meaningful learning Rote learning involves acquiring information as isolated facts that are memorized without understanding, while meaningful learning allows for the integration of new knowledge into existing cognitive structures This contrast highlights the importance of understanding and connecting concepts for effective learning.
―meaningful relationships" (1968) That is, rote learning involves the mental storage of items having little or no association with existing cognitive structure of us
Meaningful learning involves connecting new information to existing knowledge within our cognitive framework As we encounter new material, it integrates with and expands our broader conceptual understanding The ability to relate new information to established cognitive elements is what makes the learning process meaningful.
Ausubel's theory offers insight into the universal nature of forgetting, suggesting that rote learning fails to engage cognitive structures meaningfully, leading to retention issues primarily affected by similar materials learned before or after (known as proactive and retroactive inhibition) In contrast, meaningfully learned information is retained based on the interaction with relevant and cumulatively developed ideational systems within cognitive structures, highlighting the importance of meaningful engagement in the learning process (Ausubel, 1968).
Carl Rogers, often overlooked as a "learning" psychologist, has influenced contemporary perspectives on learning, especially within educational settings, through his colleagues and followers His primary focus throughout his career was on clinical practice aimed at providing therapeutic support to individuals.
Rogers's theory has its shortcomings, particularly the risk of educators overextending the nondirective approach, which can lead to a loss of valuable instructional time as students attempt to independently discover facts and principles A prominent figure in the Rogersian educational tradition is Brazilian educator Paulo Freire, renowned for his influential work, "Pedagogy of the Oppressed" (1970).
The various perspectives on learning that have been outline in this section are schematically represented below:
Learning theories do not encompass all aspects of human learning principles In addition to the four primary theories, various taxonomies exist that categorize types of human learning and mental processes Educational psychologist Robert Gagne (1965) highlighted the significance of recognizing different learning types utilized by individuals These types of learning differ based on context and subject matter, with complex tasks like language learning engaging all of Gagne’s identified types—from simple signal learning to problem-solving Gagne outlined eight distinct types of learning in his work.
- Signal learning The individual learns to make a general diffuse response to a signal, this is the classical conditioned response of Pavlov
- Stimulus-response learning The learner acquires a precise response to a discriminated stimulus What is learned is a connection or in Skinnerian terms, a discriminated operant, sometimes called an instrumental response
- Chaining What acquired is a chain of two or more stimulus-response connections The conditions for such learning have also been described by Skinner
Motivation
There are many different definitions of motivation, especially in language learning
According to Harmer (1991), motivation is defined as the "internal drive" that compels individuals to take action When we perceive our goals as valuable and appealing, we are more inclined to pursue them, which exemplifies the concept of "action driven by motivation."
Lightbown and Spada (1999) highlighted the complexity of studying motivation in second language learning, attributing it to two key factors: the learner's communicative needs and their attitudes towards the community of the second language.
Parsons, Hinson, and Brown (2001) emphasize that motivation is a crucial element in the learning process Both learning and motivation are equally vital for achieving success; while learning equips us with new knowledge and skills, motivation drives and encourages us to engage in the learning journey.
Gardner (1982), in his socio-educational model, noted that motivation was perceived to be composed of three elements These were effort, desire and affect
Effort encompasses the time dedicated to language study and the learner's motivation, while desire reflects the learner's aspiration for proficiency in the language Additionally, affect pertains to the emotional responses experienced by the learner throughout their language learning journey.
Aree Punmanee (1991) viewed motivation as the process aroused by stimulus to achieve desired purposes, behaviors or conditions Motivation is the continuous process based on a person’s desire
Numerous studies have explored the concept of motivation, contributing to a rich body of research literature The various motivation theories aim to address the fundamental question of why humans behave in certain ways, indicating that there is no simple or straightforward answer to this complex issue.
Motivation was described as the impetus to create and sustain intentions and goal seeking acts (Ames & Ames, 1989)
According to Burden (1997), motivation from a cognitive standpoint involves understanding why individuals choose to act in specific ways and the factors that influence their decisions It also encompasses the extent of effort people are willing to invest in reaching their goals Therefore, the teacher's role is to assist and empower learners in making informed choices.
According to Dornei (2001), motivation encompasses the antecedents or origins that drive individuals to take action It clarifies why people choose to engage in specific activities, the effort they will exert, and the duration for which they will maintain their pursuits Dornei highlights two key dimensions of human behavior related to motivation: direction and magnitude (intensity).
Motivation, ―the process whereby goal-directed activity is instigated and sustained‖ (Pintrich& Schunk, 2002)
Motivation is a psychological trait that propels individuals toward achieving their goals, serving as the driving force behind specific behaviors and actions In essence, motivation represents your fundamental "WHY," guiding you in your pursuits.
1.2.2 Motivation in foreign language learning
In recent years, motivation has become a familiar term in second language learning Motivation in foreign language learning has been defined in different ways
According to Dornyei (1988), motivation refers to the efforts learners make to learn a foreign language Motivation is one of the keys that influence the rate and success of language learning
Park (2002) believed that motivation is shaped as ―sets of belief about language learning, the target culture, their culture, the teacher, the learning task, etc.‖
Holt (2001:1), referring to Cookes and Schmidt (1991), defined motivation as ― the learner’s orientation with regard to the goal of learning a second language‖
Motivation in this context can be understood as one relating to attitude and vice versa with both having an influence on learning and acquisition Gardner
(1985) as as cited in Dornyei, (2001), assumed that motivation involved desire to learn a language, intensity of effort to achieve this, and attitudes toward learning the language
According to the framework by Dornyei (1994), motivation consists of 3 main levels which are language level, learner level and learning situation level
Language level refers to integrative motivational subsystem and instrumental motivational subsystem
Learner level depends on need for achievement, self-confidence which is language use anxiety, perceived L2 competence, casual attributions and self- efficacy
Learning situation level refers to course specific motivational components, teacher specific motivational components and group specific motivational components
Gardner (1985) identifies two key orientations of motivation in second language learning: integrative orientation, which focuses on the desire to connect with the culture and community of the language speakers, and instrumental orientation, which emphasizes practical benefits such as career advancement Both orientations significantly influence foreign language learners' experiences and outcomes.
Integrative orientation in language learning occurs when individuals seek to connect with members of a language community and understand their culture and values This motivation is driven by positive feelings towards the community that speaks the language, as highlighted by Gardner (1985) Defined by Deci and Ryan (1985) as intrinsic motivation, it reflects learners' enjoyment and interest in the language, fostering a positive attitude Integrative oriented learners demonstrate greater persistence and intensity in their motivation compared to others, showcasing their commitment to engaging with the culture and people associated with the foreign language.
Instrumental orientation, or extrinsic motivation, involves learning a foreign or second language primarily for practical benefits, such as meeting educational requirements, enhancing career prospects, or pursuing further studies abroad According to Gardner et al (1983), instrumental motivation is characterized by the learner's recognition of the tangible advantages that language acquisition can provide.
Table 1.2 Types of motivation (in terms of communicative needs):
Integrative The learner wishes to learn L2 for personal growth and cultural enrichment
Someone else (e.g., the learner’s parents) wishes the learner to know L2 for an integrative reason
Instrumental The learner wishes to achieve more immediate or practical goals using L2 (e.g., for a career)
External power wants the learner to learn L2 for a practical purpose (e.g., a corporation asks its staff to get language training) Below is Dornyei’s (1994) framework of L2 motivation
Table 1.3: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001)
Language level Integrative motivational subsystem
Learner level Need for achievement
Self-confidence + Language use anxiety + Perceived L2 competence + Casual attributions
Course specific motivational components Interest (in the course)
Relevant (of the course to one’s needs) Expectancy (of success)
Satisfaction (one has in the outcome)
Teacher specific motivational components Affiliative motive
Authority type Direct socialization of student motivation
Goal-orientedness Norm and reward system Group cohesion
Marion and Bob Burden (1997) provide a thorough overview of motivational components relevant to L2 instruction within a broader psychological context for language teachers Their summary distinguishes between internal and external motivational factors, which are illustrated in the accompanying framework.
Table 1.4: William and Burden’s (1997) framework of L2 motivation
- intrinsic value attributed to the activity
The nature of interaction with significant others
- the nature and amount of feedback
- the nature and amount of appropriate praise
- locus of control RE process and outcomes
- ability to set appropriate goals
- time of the day, week, year
- awareness of developing skills and mastery in a chosen area
- realistic awareness of personal strengths and weaknesses in skills required
- personal definitions and judgments of success and failure
- to language learning in general
- to the target community and culture
In conclusion, motivation is one variable, which, combined with other factors, influences a learner’s success
1.2.4 Factors affecting motivation in learning foreign language
Four factors that affect motivation in second language learning can be dangerous to the learners, according to Harmer (2001) are the following:
The physical condition of a classroom significantly impacts student motivation and learning Poor lighting, overcrowding, small boards, and unpleasant odors can create an uncomfortable atmosphere, leading to decreased motivation and engagement in the learning process Ensuring a conducive classroom environment is essential for fostering effective education.
The method of teaching significantly impacts student motivation; if learners find the teaching approach boring, their motivation can diminish As Harmer (2001) notes, a loss of confidence in the teaching method can lead to demotivation among students.
The teachers as the most powerful variable of motivation and demotivation, can become a major part in demotivating the learners
Success in education hinges on the right level of challenge set by teachers; when tasks are either too difficult or too easy, it can result in student demotivation and hinder their learning experience.
Demotivation
Motivation is widely recognized as a crucial element in academic learning, especially in the context of second language acquisition According to Dürnyei (2001), motivational factors serve as incentives that energize ongoing efforts in learning Numerous studies have been undertaken to investigate the various motivational influences on second language learning Nevertheless, while motivation is vital, it is clear that it is not the sole determinant in the process of learning a second or foreign language.
Sakai and Kikuchi (2009) highlight the concept of "demotivation," where learners lose interest in acquiring a second language This phenomenon represents a relatively new area of study within second language motivation, prompting many researchers to explore it more thoroughly in recent years.
Dornyei (2005) defined de-motivation as ―specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action‖
Deci and Ryan (1985) used a similar term ―a-motivation‖, which meant
A lack of motivation often stems not from a disinterest in the activity itself, but from feelings of incompetence and helplessness that individuals experience when engaging in it.
Dornyei emphasized that de-motivation does not eliminate all the positive influences that initially contributed to motivation Instead, it signifies that a significant negative factor is currently hindering motivation, while other positive motives remain available for activation.
Dürnyei emphasized that demotivation does not equate to a complete loss of motivation; rather, positive influences may still persist For example, a learner may remain motivated to learn English due to its global significance, despite facing challenges such as an incompetent or hostile teacher The distinction lies in that a demotivated learner experiences a decline in motivation due to external factors, while complete loss of motivation signifies a deeper issue Over time, repeated negative experiences can lead to total demotivation, as seen in a learner who is consistently humiliated by a teacher, which may diminish their interest in the language However, if these negative influences are removed, such as replacing the bullying teacher, the learner's motivation can potentially be restored.
1.3.2 Demotivators in learning foreign language
According to Dornyei (1998), factors de-motivating students’ learning are as follows
1 The teacher (personality, commitment, competence, teaching method);
2 Inadequate school facilities (group is too big or not the right level, frequent change of teachers);
3 Reduced self-confidence (experience of failure or lack of success);
6 Interference of another foreign language being studied;
Basing on Dornyei’s study, factors affecting students’ motivation can be classified into learner’s factors, teacher’s factors, environment factors, and teaching and learning conditions
According to Willa (1981), various factors can lead to a lack of motivation among students learning foreign languages Key elements influencing this motivation include the effectiveness of learning strategies, the beliefs held by learners, the age at which they begin learning, their confidence levels, and the presence of anxiety.
Learning strategies are defined as the steps or actions taken by learners to enhance their language skills (Gass et al., 1993) When learners adopt ineffective strategies, they are likely to struggle in acquiring a second language For instance, one student may successfully learn vocabulary by writing and practicing with cue cards, while another may rely solely on reading If the first student attempts to emulate the second student's method, they may ultimately face failure Additionally, learners' beliefs play a crucial role in their language acquisition process.
Many learners hold firm beliefs about language acquisition and the optimal division of instructional methods, often shaped by their past experiences These beliefs can stem from the assumption—whether accurate or not—that certain instructional approaches are most effective for their learning Understanding the age of acquisition is also crucial in this context, as it influences how individuals perceive and engage with language learning.
Age significantly influences success in second language learning, with children generally outperforming adults in language acquisition Research suggests that a critical period for learning a second language typically concludes around puberty or even earlier Additionally, factors such as confidence and anxiety play crucial roles in the language learning process.
Learner's demotivation can vary tremendously according to their confidence and anxiety they have toward the language they are learning and the environment they are in
Not only is anxiety related to demotivation, but it is also related to proficiency and more so to communication proficiency, as suggested by Clement, Dornyei and Noels (1994)
Basing on Dornyei’s study, factors affecting students’ demotivation can also be teacher’s factors
The teacher emerged as the primary demotivating factor, accounting for 40% of all influences, and when combined with reduced self-confidence, which is also teacher-related, these two factors represent over half of the total demotivators Additionally, inadequate school facilities and a negative attitude towards the second language (L2) were notable contributors, each exceeding 10% in their impact.
Christophel and Gorham (1995) introduced the concept of demotivation as "teacher-owned," highlighting that teachers can be significant demotivators Subsequent studies, including those by Dürnyei (1998), identified factors such as a teacher's personality, commitment, competence, and teaching methods as key contributors to student demotivation In Japan, researchers often encounter interviewees expressing these sentiments.
―teachers’ explanations are not easy to understand,‖ ―teachers have poor pronunciation,‖ ―teachers have a one-way teaching style,‖ and ―teachers have arrogant attitudes‖ (Kikuchi & Sakai, 2009)
1.3.2.3 Factors related to learning environment
The learning environment encompasses both physical conditions and the classroom atmosphere, including factors such as classroom size, furniture, lighting, and educational resources According to Harmer (1992), these elements significantly impact students' learning experiences and their attitudes towards the subject matter, ultimately influencing their motivation in either a positive or negative manner.
A positive and supportive classroom atmosphere is crucial for enhancing learners' motivation, as highlighted by Lightbown and Spada (1999) Although this factor may not significantly impact English learners, research frequently identifies demotivating influences, including peer interactions and insufficient utilization of school facilities and resources.
The attitude of a class significantly impacts the learning environment, with negative group attitudes contributing to student demotivation Such negativity can arise when peers show disinterest in subjects like English or ridicule classmates for their mistakes, ultimately hindering the learning experience Researchers emphasize that the learning environment encompasses more than just interpersonal relationships Additionally, Shizuka (2009) cautions that while modern technical equipment can enhance learning, its effectiveness relies on the instructor's proper utilization.
Demotivation significantly impacts a learner's self-confidence and their ability to successfully learn a language This raises an important question: should self-confidence be viewed merely as a consequence of demotivation, or is it a form of demotivation in itself? The research distinguishes between self-confidence and reduced self-confidence, with the latter identified as a specific type of demotivation Findings indicate that reduced self-confidence is not solely a byproduct of other demotivating factors, but rather acts as an independent agent of demotivation.
Summary
This chapter examines theories related to language learning, motivation, and demotivation, providing clear definitions, significance, types, and characteristics of each concept The theoretical framework for the current study is based on Dorney's (1998) taxonomy of demotivators, which aligns well with real-life situations and the participants involved This framework serves as a benchmark for comparing and contrasting the study's findings, ensuring a comprehensive understanding of the factors influencing language learning motivation.
METHODOLOGY
Participants
The research took place at Huong Can High School, a 39-year-old institution situated in the Thanh Son district of Phu Tho province This school features 21 classes and employs more than 60 educators across various subjects.
At Huong Can High School, English is a mandatory and highly valued subject; however, teaching English to grade 10 students presents several challenges Firstly, students struggle to adjust to the high school environment, often carrying over habits and learning styles from their time in secondary school Secondly, teachers lack a variety of engaging activities and effective teaching methods to enhance their lessons Lastly, many students are not accustomed to instruction in English or using the language during class, which hinders their learning experience.
10A1 at Huong Can high school is a gifted class, most of students, aged from 15 to 16, contains 20 male and 22 female, have learnt English at least 4 or
Over a five-year period, students from Phu Tho exhibited varying levels of academic performance, with some excelling, others performing adequately, and some struggling significantly Despite having similar backgrounds, their abilities differed markedly during the second term of the 2017-2018 school year.
A survey conducted among 42 students from class 10A1 at Huong Can High School revealed their attitudes toward English lessons Most students have been studying English as a second language (L2) for over four years, having completed the same English textbook from grades 6 to 9 in secondary school Since the third grade, all participants have attended English classes four times a week as a mandatory subject.
Methodology
The researcher decided to conduct the study with two methods: qualitative method and quantitative method
The quantitative method focuses on objective measurements and involves statistical, mathematical, or numerical analysis of data gathered through questionnaires Survey questionnaires serve as the primary tool for data collection in this approach.
The qualitative method is employed to analyze and understand human behavior through detailed observations This approach offers comprehensive insights into individuals' actions, particularly in educational settings In this study, the researcher utilized observation as the primary data collection technique to gather valuable information about student behavior.
Data collection instruments
The survey questionnaire comprised 18 close-ended items which were adapted from a 4-point Likert scale (2012) which are ranged from strongly agree
(SA), agree (A) , disagree (D), strongly disagree (SD) about five factors of demotivation: student’s factors, teacher’s factors, environment factors, reduced self-confidence, learning content and materials which contained 5 group questions
A study involving 18 questions was conducted to gather insights into students' attitudes towards demotivating factors in English lessons The initial set of questions, numbered 1 to 10, was adapted from the research of Erdogan, E., & Tunaz, M (2012), which focused on identifying both external and internal influences on student motivation.
Demotivating Factors among Young Learners at Pozantı Regional Primary Boarding School‖
And the last group questions are adapted from Trang & Baldauf (2007),
The article "Demotivation: Understanding Resistance to English Language Learning – The Case of Vietnamese Students" presents findings from a series of eight questionnaires (Questions 11 to 18) designed to assess the factors contributing to demotivation among Vietnamese learners of English Conducted in Vietnamese to enhance reliability, these questionnaires aimed to uncover the underlying reasons for students' resistance to learning the language.
(1) Student’s attitudes and purposes to learn English: Question 1,2,3,4
(2) Teacher’s enthusiasm and activities : Question 5,6,7,8,9
(3) Teaching and learning environment: Question 10,11,12,13
(4) Reduced self-confidence factor: Question 14,15
(5) Learning content and materials: Question 16,17,18
The study aimed to identify the demotivating factors affecting English lessons for 10A1 students at Huong Can High School Utilizing a classroom observation sheet adapted from Peacock (1997), the researcher focused on 10 statements that address five key factors influencing motivation in English classes The motivation levels were rated on a scale from 1 to 5, providing a comprehensive analysis of student engagement and motivation in the learning environment.
5) that are ranged from not really to very much, number 3 is average mark for any one item The 4 teacher will mark each statement by circling only one number of each statement The researcher observed with 2 trainee teachers and 1 English teacher The observation sheets were done to make sure that what people wrote in the questionnaires are believable and to witness what really happened in the classrooms Together with questionnaires, the final result can be more exact and reliable The researcher observed 6 periods of different skills: Reading (2 periods), Speaking (2 periods), Listening, and Writing to catch the students’ problems in
English lesson and demotivating factors in English lessons in order to have basic for suggested solution.
Procedures
The time for data collection lasted during the two months of the second semester of the school year 2017-2018
The researcher conducted the study in two stages in the order as follows:
In the initial phase of the study, forty-two English questionnaires were distributed to 10A1 students to gauge their attitudes and interests in English learning Participants evaluated various aspects, including the teacher's activities, classroom environment, and learning materials Prior to distributing the questionnaires, the researcher clarified the study's purpose and emphasized the significance of the participants' input Students were urged to read the questions carefully and respond thoughtfully, with the option to seek clarification on any confusing items to ensure a comprehensive understanding.
The researcher conducted observations of the 10A1 class over six periods, focusing on various skills: Reading (2 periods), Speaking (2 periods), Listening, and Writing Using observation sheets, the study aimed to assess students' attitudes towards teachers' activities, their engagement in tasks, and their interactions with peers Additionally, the observations highlighted students' preferences regarding the instructional methods employed by their teachers.
After obtaining permission from the teachers, the researcher entered the classroom as a non-participant observer to minimize disruption Positioned in a corner, she was able to objectively observe all class activities, ensuring a comprehensive and authentic report Utilizing an observation sheet, the researcher identified the class activities, the challenges faced by the teacher, and the effectiveness of the teaching methods employed.
After completing each observation, the researcher shared notes with three teachers—two trainee teachers and one English teacher—to verify the accuracy of the findings regarding classroom activities This data on teachers' practices was utilized to enhance the reliability of their questionnaire responses and to gather insights into students' reactions to English activities in the classroom.
RESEARCH FINDINGS AND DISCUSSION
The result from questionnaires
3.1.1 Student’s attitudes and purposes to learn English
To gauge students' attitudes and interests in learning English, the first question aimed to determine whether they enjoy or dislike attending English lessons The results of this survey are summarized in the table below.
Table 3.1: Student’s attitudes and purposes to learn English
Students' attitudes significantly influence the effectiveness of English language teaching and learning The success of the educational process largely depends on the learners' perspectives, making it essential to consider their attitudes To assess students' motivations and attitudes toward learning English, a survey was conducted, and the results for questions 1 to 4 are presented in Table 3.1.
According to Table 3.1, the response "strongly disagree" was the most common choice among students for question number 1 Notably, 42.9% of students expressed a preference for attending English lessons, a figure significantly higher than the combined total of 21.4% of students who agreed or strongly agreed with this sentiment.
Table 3.1 clearly illustrates the student population's sentiments regarding motivation in learning English A significant majority, 92.8%, of students expressed strong disagreement with the notion that a lack of vocabulary demotivates them, indicating a positive attitude towards learning the language In contrast, only 7.2% of students, amounting to just 9 individuals, agreed or strongly agreed with this sentiment.
A study revealed that only 7 students, representing 16.6%, rarely practice their English skills, significantly lower than the 83.2% of students who either strongly disagree or agree with this notion Additionally, the percentage of students who expressed agreement was relatively close, with 26.7% agreeing and 29.3% strongly agreeing.
A significant majority of students, accounting for 97.6%, believe that their primary motivation for learning English is to enhance their job prospects in the future Only a small fraction of students expressed disagreement with this perspective.
In summary, the survey made it clear that most of students have a lot of difficulties in English lessons, which leads to demotivation, although they tried their best
Figure 3.1: Student’s attitudes and purposes to learn English
To assess teachers' enthusiasm and the activities conducted during English lessons, as well as to identify the challenges faced by students, questions 5 through 9 were developed The findings from this survey are presented in Table 3.2 and Figure 3.2.
Table 3.2: Teacher’s enthusiasm and activities in English lessons
Table 3.2 presents survey results regarding teachers' enthusiasm and their interactions with students during English lessons, focusing on aspects such as encouragement, enthusiasm, fair treatment, and criticism Notably, a significant proportion of students expressed strong agreement across all four survey questions, highlighting the positive impact of teachers' engagement in the classroom.
In question number 5, a significant 76.2% of students agreed or strongly agreed that their teachers never used English in class, while 23.8% expressed disagreement The remaining response options saw much lower percentages, ranging from 0% to 16% Notably, the proportion of students who disagreed was nearly five times higher than those who selected "strongly disagree."
In response to question number 6 regarding teacher feedback and corrections, 61.9% of students either strongly agreed or agreed that their teachers did not correct their mistakes or provide corrective feedback Conversely, 38.1% of students strongly disagreed or disagreed with the notion that teachers should refrain from offering such feedback.
In question number 7, a significant majority of students, accounting for 95.3%, strongly agreed or agreed that teachers should encourage student learning In contrast, only 4.7% of students disagreed or strongly disagreed with this statement.
In contrast to the previous questions, question number 8 revealed that 76.2% of students strongly agreed or agreed that teachers incorporated various activities into the classroom.
In question number 9, a significant 45.2% of students strongly agreed that they found it challenging to listen to and understand the teacher, while only 9.5% agreed with this statement Additionally, 14 students disagreed, and 11.9% strongly disagreed with the difficulty in comprehension The results are illustrated in Figure 3.2.
Figure 3.2: Student’s attitude toward teacher’s talk 3.1.3 Teaching and learning environment
The teaching and learning environment significantly influences the effectiveness of the educational process, with student engagement being a critical factor in this success Therefore, it is essential to consider the classroom environment Feedback from students regarding English lessons and the overall teaching and learning environment was gathered through questions 10 to 13, with the survey results presented in Table 3.3 and Figure 3.3.
Table 3.3: Teaching and learning environment
The table 3.3 and the figure 3.3 indicated a survey on different students’ opinion on classroom environment factors
The survey results indicate that a significant majority of students expressed dissatisfaction with their studying conditions, particularly in English classes Notably, 85.8% of students either strongly agreed or agreed that the classroom atmosphere was perceived as boring and stressful, while 14.2% disagreed with this sentiment Additionally, in question number 11, approximately 81% of students disagreed or strongly disagreed that their classes were not overcrowded, highlighting concerns about class size and its impact on the learning environment.
In question number 12, the majority of students chose the answer
Result from class observation
To identify the demotivating factors affecting 10A1 students, it is essential to observe English activities and the dynamics within the classroom This approach can uncover unique characteristics of both groups and individuals that may not be revealed through other methods, making direct observation a more reliable technique for understanding student motivation.
The researcher conducted six observations across three different units (Unit 12, 13, and 14) to identify the demotivating factors affecting students' motivation in English lessons Each observation lasted 45 minutes and involved various teachers, allowing for a comprehensive analysis of classroom dynamics By closely monitoring the procedures and activities of both teachers and students in real classroom settings, the researcher was able to gather reliable data on the factors influencing student motivation.
The researcher conducted an observation of the 10A1 class at Huong Can High School, focusing on a total of six lessons, which included two reading lessons, two speaking lessons, one writing lesson, and one listening lesson Throughout each session, the researcher meticulously took detailed notes to capture the key elements of the teaching and learning process.
Based on the observation objectives (Appendix 2), researcher found that:
Observations from four teachers, including two trainee teachers and an English teacher, indicate that most students actively engage in English lessons, with 31 students frequently raising their hands to share ideas Approximately 88.6% of students display a positive attitude toward the subject, although 11.4% occasionally feel bored or sleepy, leading to distractions When asked to collaborate in groups or pairs, many students hesitate to contribute, often relying on more capable classmates due to their limited knowledge and abilities Despite their efforts and attentiveness during lectures, some students struggle to achieve good results, while others demonstrate a solid understanding and can effectively answer the teacher's questions.
In the English lesson, the teacher's approach lacked engagement, particularly during the warm-up stage, where no questions or games were used to connect students with the topic of singers and musicians During the pre-stage, while vocabulary and instructions were provided, the lack of clarity in corrections and feedback left many students confused about their answers For instance, eight students struggled with the instructions during two speaking lessons, and the teacher failed to clarify or correct their mistakes, resulting in a dull and uncomfortable classroom atmosphere Additionally, the post-stage lacked opportunities for checking understanding or incorporating interactive techniques, such as games, activities, videos, or dramas, which could enhance student motivation and excitement in learning English.
Despite the teacher's lack of enthusiasm and dedication, her English teaching methods failed to effectively enhance her students' motivation during lessons and tasks.
The researcher observed that the 10A4 students lacked a conducive learning environment, characterized by silence and a stressful, monotonous atmosphere that hindered effective teaching Additionally, student collaboration during English lessons was minimal, particularly in pair and group activities, as they struggled to cooperate when prompted by the teacher The overall classroom environment was deemed dull and uninspiring, making it challenging for the teacher to engage the students.
Many students experienced a decline in self-confidence during their lessons, particularly feeling scared of making mistakes In the initial reading lessons, only a few students (3-4) raised their hands to answer questions, while during the speaking lessons, the majority remained silent, likely due to shyness The listening lesson failed to engage students, leading to a lack of participation Conversely, students appeared more active in the writing lesson, likely due to the engaging activities provided by the teacher Overall, this lack of confidence prevented students from articulating their thoughts, especially in the listening and speaking lessons, where seven students chose to remain silent rather than risk making mistakes in front of the class.
The materials used in the curriculum were diverse and engaging, allowing teachers to present tasks from the textbook effectively, even without supplementary activities or teaching aids like games, videos, or pictures Furthermore, each English topic is highly relevant to everyday life, making it easier for students to grasp the concepts presented.
The researcher's observation confirmed that the techniques used by teachers significantly influence students' motivation before learning begins To maintain high levels of student motivation, it is essential for teachers to incorporate a variety of activities throughout their lessons.
This chapter presents the synthesized data collected from survey questionnaires and observations, focusing on the demotivating factors encountered by 10A1 students in their English learning experience The analysis reveals key influences including learner-related issues, teacher effectiveness, classroom environment conditions, diminished self-confidence, and the relevance of learning content and materials.
Major findings from questionnaire and observation
English is a crucial language, yet many students find it challenging and uninteresting, leading to significant demotivation in their learning process This study specifically examines the factors that contribute to the lack of motivation among 10A4 students at Huong Can High School in their English studies.
A study conducted at Huong Can High School identified four key factors contributing to the demotivation of 10A1 students during English lessons: learner-related factors, teacher-related factors, classroom environmental factors, and a decrease in self-confidence.
Students at Huong Can High School face significant challenges in learning English due to their immature personalities and limited intelligence As freshmen, they have had few opportunities to practice the language, and many entered high school with low entrance exam scores, indicating weak qualifications A survey revealed that most students struggle to comprehend the content presented in English classes and often cannot fulfill their teachers' requirements during lessons.
Many students from Phu Tho have limited background knowledge and infrequent exposure to the city and mass media, which hinders their English learning A recent survey revealed that most students attribute their difficulties in learning English to a lack of vocabulary and knowledge Additionally, observations indicate that many students lack the confidence to express their ideas and seek help when needed.
A significant source of demotivation in the teaching profession stems from insufficient knowledge about effective teaching methodologies, challenges in managing special needs students, and difficulties in stress management.
Teachers' teaching methods encompass various techniques aimed at engaging students in the learning process to achieve specific educational goals A significant factor influencing students' interest in learning a foreign language is the appeal of the learning activities Effective teaching techniques can either inspire or hinder student motivation However, many students reported that their teachers frequently relied on repetitive activities, leading to boredom and disengagement Observations from teachers confirmed the lack of innovative and engaging activities, resulting in increased stress and discomfort among students.
Teachers consistently prioritize their students' well-being and academic success, offering assistance whenever challenges arise Most students feel that their teachers treat them fairly and appreciate that they rarely resort to criticism or insults.
The survey data revealed a significant disconnect between teachers' instructional methods and students' learning preferences Students expressed a desire to engage in peer learning activities, such as swapping their work with partners for review; however, teachers infrequently implement this collaborative approach This misalignment indicates that teaching practices may be a major factor contributing to students' lack of motivation in English lessons.
The survey results and observations indicate that key demotivating factors in the classroom environment include the number of students and the lack of cooperation among peers Overcrowded classrooms hinder effective English learning, as teachers struggle to manage large groups, leading to decreased student engagement and attention during lessons.
Cooperation is essential in learning English, as it significantly boosts student motivation during lessons When students collaborate, they create a supportive environment that encourages practice For instance, a student eager to improve their speaking skills may feel demotivated if there are no peers to practice with, highlighting the importance of teamwork in language acquisition.
From the observation, many students denied practicing with their partner until teacher asked to move to make groups
Problem is related to the reduced self-confidence is student’s feelings about their mistake and performance, which created demotivation in the English lesson
Students frequently experience fear when they make mistakes, stemming from a lack of confidence in their abilities Observations indicate that teachers did not provide encouragement during these instances across six class periods, contributing to students' anxiety about errors.
Most of students strongly agreed that they were shy to perform in front of class They were lack of confidence, so they didn’t speak loudly even they looked outside
Confidence is a crucial element for students, as a decrease in self-confidence can lead to diminished motivation and hinder personal growth Findings from questionnaires and observations reveal that many students exhibit timidity or shyness, with some lacking confidence altogether.
Suggested solutions to deal with students’ demotivation in English learning56 1 Having awareness of students’ need and attitude
To address the issue of student demotivation in English learning, researchers have proposed several effective strategies These suggestions are particularly relevant for teachers and the 10A1 students at Huong Can High School Implementing these recommendations can significantly enhance student engagement and motivation in their English studies.
3.4.1 Having awareness of students’ need and attitudes
Hausbeck, Milbrath, and Enright (1992) examined the relationship between awareness and attitude among high school students, finding that easy access to information through electronic media allows for heightened awareness and concern without necessarily fostering a deep, substantive attitude.
Students exhibited a significantly higher level of environmental attitude compared to their parents Research by Villacorta, Koestner, and Lekes (2003) using the Motivation Towards the Environment Scale (MTES) indicates that individuals are more inclined to engage in autonomous environmental behaviors when their parents demonstrate interest in their attitudes, peers encourage their decision-making in learning, and they possess a concern for their community.
It is important that English teachers are aware of the existence of different sources of demotivation and critically evaluate their teaching methods and classroom activities to meet students’ need
To foster a greater interest in English, teachers must emphasize its significance, helping students overcome challenges In the classroom, students should focus on the lessons, actively share their thoughts, and seek help when needed Additionally, it is crucial for students to listen attentively and take notes on the feedback provided by their teachers.
To enhance long-term motivation, teachers should focus on fostering students' internal characteristics By stimulating learners' intrinsic interest in activities, educators can boost their awareness of skill development and improve their actual capabilities.
The characteristics of a teacher play a crucial role in boosting student motivation A teacher's helpfulness and enthusiasm inspire a love for learning, while their friendliness and humor create a comfortable classroom atmosphere To engage students effectively, teachers should be active and creative, moving around the classroom to provide immediate assistance and encouragement Additionally, it's essential for teachers to focus on struggling students, as neglecting them can lead to feelings of being overlooked, which negatively impacts motivation.
3.4.2 Renovating teaching methods to motivate students
Teachers are driven by a genuine desire to foster the physical, emotional, and intellectual growth of their students, yet their effectiveness is often evaluated based on student achievements Since motivation significantly impacts both development and performance, educators must prioritize understanding and enhancing their students' motivation However, motivation is a complex and dynamic construct influenced by various factors, including individual and group contexts Recognizing that a single strategy may not resonate with all students, teachers should adopt a multi-faceted approach to motivation, acknowledging it as an ongoing process rather than a mere end goal.
To enhance motivation in English learning, teachers should incorporate engaging activities that capture students' interest Utilizing games and music as teaching aids can significantly boost student engagement at any stage of the lesson, particularly during warm-up activities For instance, in Unit 13 on Theater and Movies, a game like "Slap the Board" can be employed, where the teacher lists relevant vocabulary such as "character" and "director." Students compete to slap the correct word as it's called out, effectively reviewing vocabulary and generating excitement for the upcoming lesson Additionally, instead of traditional vocabulary teaching methods, using images or real objects to convey meanings can be more effective In Unit 14, "The World Cup," the teacher can display pictures of positions like "defender" and "goalkeeper" to teach new terms, encouraging students to use these words in context for better understanding.
Teachers should incorporate diverse activities to enhance the appeal of textbook tasks, making learning more engaging For struggling students, it's beneficial to substitute challenging assignments with simpler alternatives that maintain the same content Additionally, educators should modify or eliminate unnecessary topics to ensure they are relevant for all student levels Utilizing teaching aids and personalizing lessons can significantly enrich the learning experience Furthermore, integrating more captivating and relatable topics into the curriculum can better align with students' interests, fostering a more effective educational environment.
3.4.3 Enhancing students’ background knowledge and language knowledge
Fisher & Frey (2009) suggest that teachers can enhance students' background knowledge through various strategies It is essential for instructors to observe whether students' prior language knowledge is being activated during lessons Merely focusing on instructional techniques, classroom management, and grade-level content is insufficient; effective teaching also requires understanding how to activate background knowledge To grasp the process of background knowledge activation, one must closely examine the concept of spreading activation.
To enhance student learning, it's essential to provide additional support and resources for those who are struggling, while also offering advanced tasks for proficient English learners Moreover, teachers should ensure that they deliver relevant information and knowledge about the subjects before engaging students in discussions or activities.
Students should engage in group and pair study to learn from their more proficient classmates Additionally, it is essential for them to practice English beyond the classroom, incorporating it into their daily lives Encouraging participation in extracurricular activities or English clubs at school will help boost their confidence and active engagement in the language.
To enhance their vocabulary and language skills, students should engage in regular English practice by watching films and listening to music in English Additionally, completing grammar exercises and dedicating time to practice every day is essential for their improvement.
Summary
Chapter 3 revealed key factors that demotivate students in their English learning, including learner-related issues, teacher influence, environmental conditions, diminished self-confidence, and the relevance of learning materials The chapter also highlighted the author's significant findings and proposed solutions tailored for teaching English to the 10A1 students at Huong Can High School These insights facilitate the development of engaging English activities aimed at enhancing motivation and improving language skills among students Consequently, teachers can implement these strategies to enhance the effectiveness of the English 10 (intensive) curriculum for their students.