VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************* HỒ THỊ THANH THÚY USING ICT TO INCREASE GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT A CONTINUING EDUCATION CENTRE OF HAI DUONG (Sử dụng công nghệ thông tin truyền thông để tăng động lực học Tiếng Anh cho học sinh lớp 10 Trung tâm giáo dục thường xuyên Hải Dương.) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 HA NOI - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ********************* HỒ THỊ THANH THÚY USING ICT TO INCREASE GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT A CONTINUING EDUCATION CENTRE OF HAI DUONG (Sử dụng công nghệ thông tin truyền thông để tăng động lực học Tiếng Anh cho học sinh lớp 10 Trung tâm giáo dục thường xuyên Hải Dương.) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Assoc Professor NguyễnThị Mai Hương HA NOI - 2020 DECLARATION I, the undersigned, hereby certify my authority of the study project report entitled “ Using ICT to increase grade 10 students‟ motivation in learning English at a Continuing Education Centre of Hai Duong” is submitted in partial fulfillment of the requirements for the Degree of Master of Arts at the Faculty of Postgraduate Studies - University of Languages and International Studies – Vietnam National University, Hanoi I also declare that this thesis is the result of my own work and effort, and that it has not been submitted for a degree of any other universities Where other sources of information have been used, they have been acknowledged Hanoi, 2018 Signature of the candidate Hồ Thị Thanh Thúy Approved by SUPERVISOR (Signature and full name) Date:………………… i ACKNOWLEDGEMENTS First of all, it is my great pleasure to express my sincere gratitude to my supervisor Assoc Professor Nguyễn Thị Mai Hương for her invaluable advice, guidance, support and encouragement during my fulfilment of this minor thesis My special thanks also go to the library staff and all lecturers of the Faculty of Postgraduate Studies - University of Languages and International Studies – Vietnam National University, Hanoi for providing me with the necessary research materials, precious lectures and suggestions I am really thankful to the grade 10 students at a Continuing Education Centre who have actively participated in the research I also would like to express my great gratitude to my family and many best friends for the love and support which make a substantial contribution to my fulfillment of this thesis Hồ Thị Thanh Thúy ii ABSTRACT This research was conducted at an education center in Hai Duong, where the students‟ motivation in learning English is very low The research, therefore, focuses on the use of ICT to increase grade 10 students‟ motivation in learning English at the Continuing Education Centre of Hai Duong Through an intervention based on the use of ICT the researcher set out to investigate factors that contribute to students‟ motivation in the English classroom and what ICT activities motivate the students effectively The thesis describes a cycle of action research conducted on forty-three students of grade 10 The data were collected through students‟ journals, the teacher‟s dairies from class observations and questionnaires The results of the research showed that the use of ICT increased the students‟ motivation in learning English in the classroom Some pedagogical implications are also suggested in the hope of assisting Vietnamese teachers in teaching and increasing learners‟ interest in learning English Keyword: ICT, motivation, increase, factors iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LISTS OF TABLES AND FIGURES vii PART I: INTRODUCTION PART II: DEVELOPMENT CHAPTER LITERATURE REVIEW Theoretical background of motivation 1 Definition of motivation 1.2 Types of motivation .6 1.3 The importance of motivation in foreign language learning .7 1.4 Factors affecting motivation in foreign language learning 1.4.1 Internal factors 1.4.2 External factors Overview of ICT 14 2.1 ICT definition 14 2.2 ICT tools 16 2.2.1 Visual images 16 2.2.2 Videos .17 2.2.3 ICT Games 18 2.2.4 PowerPoint presentations 19 ICT and motivation .20 Previous studies .24 4.1 Studies in foreign countries 24 4.2 Studies in Vietnam .26 Summary .26 iv CHAPTER 2: METHODOLOGY 28 2.1 Restatement of the research questions .28 2.2 Research design 28 2.3 The setting of the study 29 2.4 Participants 30 2.5 Research procedures 30 2.6 Data collection instruments 35 2.6.1 Pre-intervention questionnaire 35 2.6.2 The post-intervention questionnaire 35 2.6.3 Student‟s journals 36 2.6.4 Teacher‟s dairy 36 2.7 Summary 36 CHAPTER 3: DATA ANALYSIS AND FINDINGS 37 3.1 Findings to answer the first research question 37 3.1.1 Post-intervention questionnaire 37 3.1.2 Teacher‟s dairy 40 3.1.3 Students‟ journals 42 3.1.4 Summary 43 3.2 Findings to answer the second research question 43 3.2.1 The post-intervention questionnaire 43 3.2.2 The teachers‟ dairy 48 3.2.3 The students‟ journals .49 3.2.4 Summary 51 CHAPTER 4: DISCUSSION 52 4.1 What the features of ICT activities contribute to the students‟ motivation in the English classroom? 52 4.2 What kinds of ICT activities can increase the students‟ motivation? 54 PART III: CONCLUSION .56 REFERENCES 59 APPENDICES I v LIST OF ABBREVIATIONS AR Action Research ICT Information and Communication Technologies EFL English as a foreign language ESL English as a second language PPT PowerPoint Presentation Teaching vi LISTS OF TABLES AND FIGURES Table Features of ICT activities making students motivated in English classroom 39 Table 2: Post-Questionnaire Results with the Number of Students Selecting Each Alternative and the Equivalent Percentage .44 Table 3: Post-Questionnaire Results with the Number of Students Selecting Each Alternative and the Equivalent Percentage .45 Table 4: Post-Questionnaire Results with the Number of Students Selecting Each Alternative and the Equivalent Percentage .45 Table 5: Post-Questionnaire Results with the Number of Students Selecting Each Alternative and the Equivalent Percentage .46 Chart Students' attitudes towards using PPT lessons 37 Chart The comparison of Computer-based lessons and Traditional lessons .38 Chart 3: Item 13 In your PPT lessons, what kind of ICT activities is the most attracive? 47 Chart 4: Item 14 In your PPT lessons, what kind of ICT activities is the most effective? 48 vii PART I: INTRODUCTION Background of the study According to Frydrychov Klimova & Poulova (2014), “Motivation undoubtedly is the key in any learning” Therefore, motivating students in learning language plays an important role for English teachers In order to motivate students in learning process, a lot of teachers have to use different ways of teaching or technology tools to increase students‟ motivation in English classrooms Nowadays, we live in a world that is influenced by technology so using technology is necessary for students like Frydrychov Klimova & Poulova (2014) stated that “ ICT are as natural as breathing” Most English teachers in the countryside teach in the classrooms with poor conditions and lack of facilities and equipment The researcher also teaches English with this condition There are only two classrooms that have got projectors but they have not got computers Moreover, students are very lazy and even they are not interested in learning English They will get passive knowledge acquisition from the teachers and they are obligatory to have to learn to pass the exams Being an English teacher at a Continuing Education Centre in Hai Duong province for 12 years, I have worked with many students Their English proficiency is very low plus their low motivation in learning English It has been observed that they not feel engaged in English lessons with the traditional method At the moment, I am teaching English using the communicative syllabus for students, which provokes a desire in me to change the old teaching method and environment by using ICT to increase students‟ motivation in learning English Especially, using PowerPoint presentations in lessons and resources from the Internet can help students increase their motivation in learning EFL The motivation behind this minor study comes from the researcher‟s personal observations and the fact in the classrooms that her students are bored with learning English lessons The researcher believes that it is the duty of teachers of English to help their students increase motivation in learning English by using ICT in their lessons that students feel more fun and happier when incorporating ICT in the EFL classroom 10 11 12 13 14 I am more interested in learning English with using PPT Computer-based lessons are more enjoyable than traditional lessons Computer-based lessons are more effective than traditional lessons In your PPT lessons, what kind of ICT activities is the most attractive? Clip-based activities Image-based activities Game-based activities In your PPT lessons, what kind of ICT activities is the most effective? Clip-based activities Image-based activities Game-based activities 15 Which of the following features of ICT activities may increase your motivation to learn English in class?( You can more than one choice) The diversity of images, videos and games Using many activities in each lesson Saving more time Beautiful visuals Class with comfortable atmosphere The convenience of using more activities The teacher‟s new teaching method with PPT XIII PHỤ LỤC BẢNG CÂU HỎI DÀNH CHO SINH VIÊN (Bản Tiếng Việt) Hỗ trợ bạn việc trả lời câu hỏi sau đánh giá cao Nội dung câu trả lời bạn bảng câu hỏi bảo mật tuyệt đối thông tin xác định người trả lời không tiết lộ trường hợp Cảm ơn bạn nhiều hợp tác bạn! Tên đầy đủ bạn (Tùy chọn): Lớp (bắt buộc): Please rate how much you think these statements are true about you by ticking in ( ) (1)_ Strongly disagree, (2) Disagree (3) Neutral (4) Agree (5) Strongly agree No Statement Sử dụng video Em thấy dễ hiểu qua đoạn clip lồng ghép học có sử dụng phần mềm PowerPoint Em thích học học Tiếng Anh có tích hợp đoạn clip lồng vào giảng PowerPoint Em ý học giảng PowerPoint có tích hợp đoạn clip Sử dụng hình ảnh Em nhớ từ vựng tốt học từ vựng thơng qua hình ảnh minh họa lồng ghép giảng PowerPoint Em hứng thú với việc đoán nghĩa từ vựng thơng qua hình ảnh giảng PowerPoint Em thích thảo luận với bạn để đốn nghĩa từ thơng qua hình ảnh sử dụng giảng PowerPoint XIV Sử dụng trị chơi Em cảm thấy có động lực em học Tiếng Anh qua trò chơi Học tiếng anh thơng qua trị chơi giúp em nhớ lâu Việc sử dụng trò chơi học giúp em thấy thoải mái Y kiến Học sinh sau ứng dụng CNTT 10 Em thích học Tiếng Anh có sử dụng phần mềm trình chiếu 11 Bài học dùng máy tính thú vị giảng truyền thống 12 Bài giảng dùng máy tính hiệu giảng truyền thống 13 Trong học sử dụng phần mềm PowerPoint, bạn thấy hoạt động ICT gây ý nhất? Hoạt động dựa vào đoạn clip Hoạt động dựa vào hình ảnh Hoạt động dựa vào trị chơi 14 Trong học sử dụng phần mềm PowerPoint, bạn thấy hoạt động ICT hiệu nhất? Hoạt động dựa vào đoạn clip Hoạt động dựa vào hình ảnh Hoạt động dựa vào trò chơi 15 Đặc trưng hoạt động cơng nghệ thơng tin sau làm tăng động lực học tiếng Anh lớp học?( Em chọn nhiều đáp án) Sự đa dạng hình ảnh,trị chơi đoạn video) XV Sử dụng nhiều hoạt động tiết dạy Tiết kiệm thời gian Hình ảnh đẹp Khơng khí lớp học thoải mái Sự thuận tiện sử dụng hoạt động Phương pháp giảng dạy giáo viên XVI APPENDIX TEACHER’S DIARY ENTRY October 17, 2017 Today is the first time I have applied the PPT lesson in class 10A In the lesson I used images for teaching vocabulary file in period 22 in unit in the textbook of Lifelines Elementary It is different from the past lessons that I have taught before In the teaching method I did not use the factual images to teach vocabulary and I realized that the students were not interested in learning vocabulary Even they did not remember how the words be pronounced But in the lesson today, I really surprise when all students join the lesson excitedly and their motivation sharply increases Some students did not notice the previous lessons But they were volunteering to give their answer when they looked the images to guess the words in the screen I felt they were excited to my activities in the English lesson I thought that the use of images from the internet for teaching vocabulary brought the interest for students ENTRY October 24, 2017 Today we learned about the IPA, which matches the unit in the textbook There were only 42 students in the classroom and one student was absent There was one boy who usually sleep in my lessons and I must call his name out to pay attention I discovered that he was not interested in learning English and he did not pay attention to the lessons But in this lesson today, he was not sleeping and enjoying the video that I used in order to motivate students for teaching the IPA instead of using the traditional method All students in the classroom carefully watched at the video They listened to the native speaker pronouncing the vowels and consonants from the video After watching the video twice , I asked them to answer the question: How many vowels are there in English after watching at the video? There were 27 students in the total of 43 volunteering to give their answers I XVII felt happy when my students‟ motivation in English classroom was improved clearly This was different from the previous lessons without ICT activities This helped me understand that I needed to changed my method Using ICT activities in planning PPT lessons was necessary for increasing students‟ motivation in learning English ENTRY December 14, 2017 Today there were 43 students in the classroom so there was no absence here The topic that the teacher taught was about the modal verb “can/can‟t” The use of can/can‟t shows the ability and permission The teacher used the video from the Internet to distinguish between using can/can‟t for ability and using can/can‟t for permission Students were really interested in watching the video because they paid more attention to it Then I asked the students to exercises using can/can‟t for suitability Most students volunteered to give their answers Hau is one of the students who is bad at English but today he raised his hand to give his correct answer This proved that he paid attention, understood the lesson and he was confident to give correct answer After learning the grammar structure, the students played the game which the teacher designed The game is called “Lucky numbers” The students were divided into three groups Each groups chose the numbers and gave their answers if they chose lucky number they would get a gift Which group got the highest mark, the group became the winner I really surprised when I found that my students were very happy and interested in joining the game Maybe the students felt that the atmosphere of the classroom was comfortable and they were not pressured when they joined the game From the game, the students had to remember not only the vocabulary but also the grammar structure The ICT game helped students have more motivation in learning English This was motivating for me XVIII APPENDIX STUDENTS’ JOURNALS Students will write their journals basing on the questions that the teacher gives out A Using image activities Do you like learning English with PPT applications or traditional lessons? And why? Do you think that PPT lessons help you have more motivation in learning English? If yes, how? Do you pay more attention when you learn English with using the imagebased activities from the Internet? Do you easily memorize vocabulary/ know how to use words or grammars/ pronounce words exactly/ perceive knowledge of writing skill/understand lessons/, etc when you learn English with using the embedded images instead of using words only? Are images useful for the English lessons? RESULTS Respondent A “After learning the lesson today, I really like learning English with PPT lesson because it has attractive and lively images I prefer learning English with the PPT lesson to the traditional lesson Thank to ICT, the teacher can take the images from the Internet to illustrate for new words and the students can learn and guess words through them I think that using ICT in teaching and learning makes English subject more interesting and motivating to me It is different from learning English with the traditional method The images in the lesson attract me to the activities and it makes me more focused on them When I learn vocabulary with images, I can learn and remember them easily In short, I find that using images is useful for students in vocabulary learning.” XIX Respondent B “I really enjoyed taking part in the activity in the PPT lesson because it helps me learn more positively through the lively images This is different from the lesson in traditional methods Using the PPT lesson helps me increase motivation in learning English Moreover, the images make me be attracted and I join to the ICT activities excitedly Normally I not like learning vocabulary because it is difficult to remember But I am really surprised when I can remember vocabulary immediately in the classroom Using embedded images helps me remember so quickly This makes me be interested in learning the English subject I not feel so boring and be pressured when I have English subject In addition, I can learn vocabulary so quickly and remember them so easily through images in the PPT lesson Therefore, in my opinion using lively images is very useful for students to learn vocabulary.” Respondent C “Normally I hate learning English because it is too difficult to learn vocabulary or grammar structures But I am really attracted to the PPT lesson naturally when the teacher uses lively images for teaching vocabulary I think it is useful for students to learn English vocabulary The images make me more relaxed in learning English It is not like as the traditional lessons I feel so anxious when I have English subject I really pay attention to the activities that the teacher gives out and I not feel so sleepy I find that I have more motivation when I learn English The use of embedded images make me comfortable and I find that learning vocabulary is not too difficult as I think B Using video activities Do you like learning English with the embedded video in the PPT lesson? And why? Do you think that the video helps you increase motivation in learning English? If yes, how? XX Do you understand the grammar structures when you learn English with using the clip-based activity from the Internet? Do you think that using the video-embedded in the PPT lesson is more effective? Respondent A “I have never studied any subject that incorporates clips into the lesson This is the first time I have learned English with the video-embedded activity in the PPT lesson I am really interested in learning the lesson because of its attraction Thank to watching the video before, I can guess what topic I learn is about the grammar structure of have got/has got From the video I can know how to use this structure I think that the video-embedded activity helps me increase my motivation in learning I think that the lesson is more effective and attractive thanking to the video It is different from learning English with the traditional method When I watch grammar structures from the video, I can learn and remember them easily Respondent B “English is one of difficult subjects because I can remember grammar structures Therefore, in the English lessons I not often pay attention and feel sleepy Even I not learn a lot of grammar structures by heart But my teacher changes my mind by using the video-embedded activity in the lesson I am really attracted to the PPT lesson naturally when the teacher uses the video for teaching grammar structures Thanking to the use of the video, I start paying more attention to the lesson I can understand and remember the grammar structures immediately in the class when I watch the video I think it is useful and effective for students to learn English grammar structures.” Respondent C I am really interested in the activity in the PPT lesson because it helps me learn more positively through the video The difference of ICT lesson and XXI traditional lesson is using ICT activities The suitable video helps students understand and remember vocabulary or grammar structures longer This is a different point between traditional lessons and ICT lessons Using the videoembedded activitymakes me attracted and motivated in learning English Moreover, the video makes me be relaxed and I join into the ICT activities excitedly From watching the video, I can guess the topic and knowledge that I am going to learn This makes ICT lessons more effective than traditional lessons C Using game activities Do you like learning English with the ICT game in the PPT lesson? And why? Do you think that the game helps you increase motivation in learning English? If yes, how? Should the teacher use the ICT game activity in the PPT lesson? Do you feel more comfortable when you learn English with ICT game activity? Respondent A “I really enjoyed taking part in the game that the teacher designed in the PPT lesson because it helps me feel more interesting I like the game which is called “Lucky numbers” Three groups join into the game and which group choose the lucky number that will get a gift This makes students more motivated when they play the game I find that all students in my class are very happy to join the game Difference from the lessons without using games, the classroom is active and the environment is exciting In my opinion, the teacher should create many kind of different games to help us have good lessons The lessons become more effective for students learning while playing I also get the vocabulary and grammar structures while I am playing the game This helps me remember longer Respondent B “Thanking to the game that my teacher designs, I am really motivated in learning English through playing it I can learn vocabulary comfortably without being pressured I like learning English with using ICT games very much I try my best to find the answer for my group The game that attracts me join in I think that XXII the teacher use the game that is suitable for motivating students in the classroom because we always feel anxious and afraid of learning English But it is surprising when I found that all students take enthusiastically part in playing the games I hope that my teacher continues to design different ICT games for students in the next lessons Respondent C “ In the number of ICT activities I like learning English with using the game that my teacher designed Normally I not like learning English because of its difficulty There are a lot of words and grammar structures that I need to learn and remember But today I am learning English by playing the game I really feel comfortable and motivated when I join into the game I am the same as my members of group, I try to give the answer to help my group to win the game I am like being excited to participate in the game I think that the teacher should use different ICT games to increase students‟ motivation in learning English This helps the lesson be more successful XXIII APPENDIX Period: 37 UNIT 3: DESCRIPTION Reading and writing: My family I Objectives: Education aims: Students read about a family and write names in a family tree Knowledge: a General knowledge: knowledge about members of a family b Language: - The present simple tense Skills: - Improve their reading and writing skills Competence: Students can read and get information from the text II Methods: Communicative approach III Teaching aids: textbook, handouts, projector, computer, loud speaker, chalk IV Procedure: 1.Organization : (1’) Warm-up( 5’) - Watch the video and answer the question: What is the video about? - Students watch and give their answers - Teacher leads to the new lesson New lesson Time Steps Work arrangement * Activity 1: 12‟ Read the text -Show the picture to distinguish the nuclear - Whole class family and extended family - Ask Ss to read the text and write new words: son: trai daughter XXIV - Individual work twins identical grandchildren grandson granddaughter single still uncle aunt cousin nephew niece grandfather grandmother - Read and ask Ss to repeat( times) 10‟ - Whole class * Activity a Ask Ss to work in groups then read again and write the names in the family tree in the hand-outs - Ask Ss to check their answers each other based on the answers on the board - Ask Ss to give comment to each other + Top row: Frank, Maureen + Middle row: Millie, Peter, Ellen, Bobby, Adam, Ulrike + Bottom row: Tracy, Lan, Ben, Anna b Ask Ss to describe which statements are T or XXV - Group work F: - Call on some Ss to read their answers and - Individual work explain why - Correct answers 1.T F F F T F T T c Ask Ss to check their answers 10‟ *Activity What is the relationship? - Ask Ss to look at part and complete the answers by looking back at Ellen's family tree - Call on some ss to read their answers - Correct answers Bobby is Anna's uncle Tracy is Ben's sister Maureen is Ellen's mother Anna is Peter and Ellen's niece Ben is Millie's nephew Anna and Tracy are Frank 's granddaughters Bobby is Ellen 's brother XXVI - Individual work Wrapping- up(7’) A Are these sentences True(T) or False(F)? Ellen and Peter have got three children Adam is Ellen‟s brother Ian and Ben are not twins Anna is Peter‟s nephew Frank and Maureen have got two children B Play a game Find out the word groups to test your vocabulary http://www.classtools.net/connect/201711_JWXYDZ The game called “Connect fours” -Vocabulary Testing Students need to group clues into rows of connected items worker sing run attractive dance swim daughter mother fat slim doctor pilot engineer son father tall Homework - Read the text again and translate into Vietnamese XXVII ... THANH THÚY USING ICT TO INCREASE GRADE 10 STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT A CONTINUING EDUCATION CENTRE OF HAI DUONG (Sử dụng công nghệ thông tin truyền thông để tăng động lực học Tiếng. .. CENTRE OF HAI DUONG (Sử dụng công nghệ thông tin truyền thông để tăng động lực học Tiếng Anh cho học sinh lớp 10 Trung tâm giáo dục thường xuyên Hải Dương.) M.A MINOR PROGRAMME THESIS Field : English... enlisting them as active task participants • Increase student motivation by promoting cooperation among the learners • Increase student motivation by actively promoting learner autonomy In Frydrychova