INTRODUCTION
Research aims of the study
The main aim of this study is to improve students‟ motivation in speaking lessons at BLBHS by adapting speaking activities in speaking sections of the English 11
Furthermore, this study aims to help the students learn speaking skill in particular and learn English in general much more motivated.
Research questions of the study
To enhance student motivation in speaking lessons at BLBHS, this research investigates the impact of adapted speaking activities The central question guiding this study is: "To what extent can these tailored activities boost students' motivation during speaking lessons?"
Significance of the study
The investigation into adapted speaking activities in the English 11 textbook aims to boost student motivation during speaking lessons and equip teachers with effective strategies to enhance English speaking skills This study will not only improve student engagement but also contribute to the overall development of English language teaching at BLBHS, particularly in the area of speaking.
Research scope of the study
Motivation is a complex phenomenon that can be challenging to influence An action research study was conducted to explore how adapted speaking activities can enhance student motivation in speaking lessons This study, limited by time, energy, and knowledge, was carried out over 14 weeks, involving eight speaking lessons with 40 eleventh-grade students at BLBHS during the 2015-2016 school year Consequently, the findings are specific to this particular teaching context and participant group.
Research methods of the study
This action research study utilized both quantitative and qualitative methods to provide a detailed and comprehensive understanding of the investigated topic.
Survey questionnaire administered to 40 grade 11 students in researcher‟s class – class
In the 2015-2016 school year, the study utilized two survey questionnaires to assess student motivation in speaking activities for English 11 The first questionnaire gathered students' opinions on speaking activities and identified factors contributing to their low motivation prior to implementing an action plan The second questionnaire, adapted from Mathew Peacock (1997), was a structured and anonymous self-report designed to evaluate students' self-reported motivation over several weeks following the introduction of adapted speaking activities after each lesson.
The survey questionnaire was selected as the primary data collection method due to its cost-effectiveness, ability to quickly reach a wide audience, and its effectiveness in providing valuable insights for students.
4 an opportunity to express their options and needs without fear either to be embarrassed or to be punished
This study employs classroom observation as a data collection method, divided into two stages: before and after the action plan Observation Sheet 1 assesses students' motivation during original speaking activities prior to the action plan, while Observation Sheet 2 evaluates motivation during adapted speaking activities implemented over several weeks Both sheets are based on Peacock's (1997) research on the impact of authentic materials on EFL learners' motivation Classroom observation is favored for its effectiveness in analyzing language use and classroom dynamics, making it a straightforward tool for gathering data focused on students and teaching contexts.
The study conducted a textbook analysis using Nunan's (1998) criteria for "good tasks/activities" to assess the suitability of speaking activities for students at BLBHS and to uncover reasons behind their low motivation in speaking lessons This analysis was selected as a data collection method because it significantly influences student motivation in the classroom Evaluating the speaking activities within the textbook helps determine if they align with the students' needs and requirements.
Design of the study
The thesis is organized into three following main parts: introduction, development and conclusion as follows:
Part I: Introduction includes the background and rationale, the aims, the research questions, the significance, the scope, the research methods and the design of the study
Part II: Development is organized around three chapters as follows:
Chapter 1: Literature Review deals with theories of motivation, theoretical background of speaking, material adaptation
Chapter 2: Methodology presents the case of the study including the context, the participants and the speaking materials, the research method - an action research, action research steps and procedure for this study, and presents how the study was implemented with the detailed description about the data collection instruments
Chapter 3: Results and Discussion provides the readers from the analysis of the initial data to a summary and discussion of the major findings of the research
Part III: Conclusion summarizes the research Then, recommendations are followed
Finally, some limitations of the study are pointed out and some suggestions for the further research are also given out
DEVELOPMENT
LITERATURE REVIEW
This part would provide the theoretical background related to motivation, speaking skill, and material adaption
1 Theoretical background of motivation in language learning
Up to now, there have been a lot of different views about the word “motivation” Therefore, it is not easy for experts or theorists to give an exact definition of
“motivation” In general, motivation can be considered as a psychological factor which is very important to generate or take action
Motivation plays a crucial role in guiding students' learning experiences According to Bomia et al (1997), student motivation encompasses their willingness, need, desire, and compulsion to engage in educational activities, significantly influencing their learning outcomes Additionally, Skinner and Belmont (1991) elaborate on this concept, highlighting that motivated students are more likely to actively participate in school, thereby enhancing their overall academic success.
“they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest”
According to Crookes and Schmidt (1991), motivation encompasses interest, enthusiasm, persistence in learning tasks, and sustained attention and enjoyment In this study, student motivation is defined as their interest, active participation, persistence in learning, high concentration, and enjoyment in classroom activities This comprehensive definition is particularly relevant for research focused on classroom motivation, as it addresses all critical aspects of student engagement.
In this section, more details on integrative and instrumental motivation are introduced as the first well-known theory in L2 motivation
Integrative motivation plays a crucial role in language learning, as it drives students to connect with the speakers and culture of the language they are studying According to Falk (1978), learners who admire the culture and wish to integrate into the society of the language are more likely to succeed This type of motivation is essential for enhancing language proficiency, making it particularly significant in the context of language education in Vietnam.
Benson (1991) emphasizes that "integrative motivation" in the EFL context should be viewed as the individual's aspiration to achieve bilingualism and biculturalism by incorporating another language and culture into their own identity In Vietnam, particularly in high schools, students face limited opportunities to engage in daily conversations using the target language (L2), which restricts their ability to integrate into the target language community.
Instrumental motivation contrasts with integrative motivation, as it focuses on practical and specific benefits gained from learning a second language According to Hudson (2000), learners with instrumental motivation pursue realistic goals, such as obtaining a graduate degree or enhancing their job prospects This type of motivation drives individuals to study a second language to secure better employment opportunities, higher salaries, or improved social status.
This study examines students' motivation, highlighting their desire for success in communicating with foreigners and achieving positive outcomes in tests, exams, and future job-related interactions.
Experts have varying perspectives on the factors influencing student motivation Key elements that affect motivation include teaching methodologies, the surrounding language environment, and the presence of demotivating factors among learners (Mukkatask, 1993; Zughoul, 1987).
According to Dorneyei (2001), nine key factors influence language learning: (1) the teacher's personality, commitment, competence, and teaching methods; (2) school facilities, including group size and frequency of teacher changes; (3) students' self-confidence, particularly their experiences of failure; (4) students' attitudes towards learning a second language, including the compulsory nature of such studies; (5) interference from other foreign languages being studied; (6) attitudes towards the second language community; (7) the attitudes of group members; and (8) the quality of course materials.
Oxford and Shearin (1996) identified six factors that affect motivation language learning: (1) Attitudes; (2) Belief about self, (3) Goals, (4) Involvement, (5) Environmental support, (6) Personal attributes
Research indicates that factors such as teachers' personalities, teaching methodologies, learning environments, instructional materials, and students' attitudes towards a second language significantly influence their motivation or demotivation in learning.
This study emphasizes the significance of understanding the factors influencing student motivation, particularly in speaking lessons, to identify the root causes of low motivation and to explore effective solutions for improvement.
1.4 Role of motivation in language learning
Numerous studies have highlighted the significant role of motivation in second language learning, demonstrating a reciprocal relationship between the two Research indicates that motivation not only enhances language acquisition but also aids teachers in sustaining students' intrinsic interest (Lepper, 1999) Ultimately, motivation is a crucial element for effective language teaching, as emphasized by Gardner (1990) and Masgoret.
Every teacher recognizes the crucial role of student motivation in language learning Dornyei (2001) emphasizes that motivation must be actively generated, maintained, protected, and evaluated retrospectively to ensure effective learning outcomes.
In conclusion, motivation is crucial for the success of L2 learners, as it helps them understand their reasons for studying and sustains their interest in the learning process Promoting high levels of motivation among students is essential for enhancing the effectiveness of language teaching and learning.
1.5 Motivating students in classroom activities
Successful teachers engage students by creating activities that address their fundamental psychological and intellectual needs (Ames, 1992; Anderman & Midgley, 1998) To enhance classroom engagement and increase student focus, it is essential to implement effective class management strategies, such as designing projects that encourage students to share their newfound knowledge with peers (Strong, Silver & Robinson, 1995).
The behavior of teachers varies based on the type of activities they conduct, highlighting the importance of adapting teaching methods Implementing student grouping, particularly through pair-work and group-work, is essential for fostering a cooperative learning environment in classrooms This approach not only enhances collaboration among students but also maximizes their speaking time, ultimately improving engagement and learning outcomes.
THE METHODOLOGY
In this chapter, the case of the study, the research methods and data collection instruments are described
1 The case of the study
Binh Luc B High School is not a big one, located in Binh Luc district, Ha Nam province It was established 45 years ago with 27 classes of three different graders (10,
At BLBHS, there are 11 classes and over 70 teachers, with each class consisting of approximately 40 students from various regions of Binh Luc and nearby districts English is one of the three mandatory subjects for the national final examination (GCSE), yet despite four years of secondary education, students exhibit limited proficiency in English, particularly in their speaking skills.
Students receive three 45-minute English lessons each week, totaling 53 periods in the first term and 52 in the second Despite this, there are only seven speaking lessons available in each term The curriculum utilizes a series of brand new English textbooks, created from a theme-based syllabus by authors Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, and Nguyen Quoc Tuan.
In the 2015-2016 school year, a study was conducted at BLBHS, focusing on data collection, analysis, and the implementation of improvement strategies Participants in this research played a crucial role in the study's findings.
The English teacher at BLBHS is a 25-year-old researcher who has been teaching for two years and is currently pursuing a Master's degree at ULIS.
The non-participant observer, an English teacher with a Bachelor’s degree from Hanoi University, has over nine years of teaching experience and is currently employed at BLBHS At 35 years old, she brings valuable insights to the classroom observation.
The observer was meticulously equipped to collect data using observation sheets during the speaking sections The article discussed the concept of motivation and related topics, including criteria for determining whether a student is engaged and attentive.
The study focuses on 40 students from class 11A2 at BLBHS during the 2015-2016 academic year, comprising 26 females and 14 males aged between 15 and 17 These students hail from various areas within Binh Luc district and nearby villages All participants have been studying English since grade 5, achieving a pre-intermediate proficiency level; however, the majority lacked formal instruction in speaking skills during their secondary education, resulting in predominantly low-level English speaking abilities.
2016, the students had a 45-minute period per each week for the speaking skill They were very helpful and fully encouraged to participate in the study
English 11 is one of the series of new textbooks, an EFL course for Vietnamese high school students This book is developed from a theme-based syllabus which combines relevant and interesting subjects with grammatical structures and functions introduced in meaningful context It follows two current approaches the learner-centered and communicative language teaching English 11 is designed to cover 105 periods of classroom instruction for all grade 11 students in Vietnam It consists of 16 units, each unit consists of four skills (Reading, Speaking, Listening, Writing) and Language focus, and a “Test yourself” section appears after every three units to help students consolidate what they have learnt Each part starts with the items: pre-activities, while and post-activities
As stated by the authors, all the activities in this book, especially in the speaking lessons are designed to help students improve their communicative competence
The program focuses on 18 essential topics that help learners master key English grammar rules Speaking lessons are designed around practical functions and real-life situations, enhancing communication skills effectively.
A speaking lesson typically consists of three to four communicative tasks, including discussions, simulations, and role-plays, designed to enhance students' speaking skills The initial tasks focus on equipping students with essential linguistic elements and developing specific competencies In contrast, the latter tasks provide opportunities for students to practice speaking in both controlled and freer contexts, allowing them to engage in realistic dialogues while utilizing the linguistic skills acquired earlier.
2 Research method of the study
To carry out this study, an action research (AR) was used
2.1 An overview of action research
Action Research (AR) is a method for enhancing professional development and improving learning outcomes, where educators consistently reflect on their practices and implement necessary changes Various definitions of AR exist, highlighting its significance in the educational landscape.
Action Research (AR) is defined as the systematic collection and analysis of data aimed at facilitating change and improvement, or resolving issues (Wallace, 1998; Coles & Quirke, 2001) According to Richards (1994), AR involves implementing an action plan to effect change in specific aspects of a teacher's classroom, followed by monitoring the outcomes of the innovation.
According to Nunan (1991), the classroom serves as a laboratory for teachers to experiment with and evaluate materials and tasks tailored to their specific context Brown emphasizes that teachers should actively engage in identifying practical concerns as the focal point of their research, which involves designing studies, taking action, gathering evidence, and applying conclusions back to their teaching practice.
Based on insights from renowned experts, the researcher has determined that action research is the most suitable approach for this study, as it allows for self-reflection and enhancement of teaching practices By implementing action research, the researcher aims to boost student motivation in speaking lessons at Binh Luc B High School by adapting speaking activities from the English 11 textbook, ultimately enhancing students' speaking skills.
Action research (AR) encompasses various models utilized in prior language studies, focusing on small-scale investigative projects conducted within teachers' own classrooms This approach integrates cycles of planning, action, observation, and reflection to enhance educational practices.
McBride & Schostak (2002) models action research involving seven steps and activity cycles as follow: 1 Identifying a focus of interest or a problem -> 2 Collecting data ->
3 Analyzing data/ general hypotheses -> 4 Planning action steps -> 5 Implementing action steps -> 6 Collecting data to monitor changes -> 7 Analysis and evaluation -
RESULTS AND DISCUSSION
This chapter analyzes and discusses initial data gathered from observations, questionnaires, document analysis, and teaching diaries It outlines the planning of action steps and presents techniques for adapting activities, followed by an evaluation of the action research process.
The study gathered data through observations, a questionnaire, and an analysis of the speaking section in English 11 to assess students' motivation levels The findings highlighted students' opinions on speaking lessons and activities, as reflected in the results of the questionnaire Additionally, the analysis of the speaking sections revealed key features of these activities To enhance reliability, data were collected using multiple tools, and the initial findings were subsequently reported and discussed.
1.1 The result of overall class motivation ( observation sheet 1)
In Chapter 2, section 3.2.2, the observation sheets were utilized to evaluate the overall motivation of the class during original speaking activities This assessment focused on students' interest, enthusiasm, persistence, concentration, and enjoyment throughout the speaking lessons Observation sheet 1 comprised five items, with each item rated on a scale of 1 to 5, allowing for a comprehensive analysis of class engagement in each lesson.
25 The observation was carried out during three lessons with total mark of 75
Overall class motivation marks for all students 12 10 11
Percent of overall class motivation for all students 48% 40% 44%
As can be seen from table 1, the students‟ overall class motivation level was also low
In lesson 3, overall class motivation was recorded at 48%, which dropped to 40% in lesson 4 before slightly rising to 44% in lesson 5 This trend indicates a lack of interest among students in speaking activities, as many spoke very little English, and some did not engage at all with the lesson topic.
In brief, during the three observed lessons, the students‟ overall class motivation level was quite low; the average percentage of class was only 44%
1.2 The result of survey questionnaire 1
1.2.1 Students’ opinions about speaking lessons and activities in English 11
To investigate the low motivation among students in speaking lessons, this study aimed to identify the causes and evaluate the suitability of speaking activities in the English 11 curriculum Students' opinions on these lessons and activities were gathered through a survey, specifically Questionnaire 1, detailed in section 3.1.2 A total of 40 questionnaires were distributed and collected after one week to analyze their feedback effectively.
In response to the frequency of participation in speaking lessons, 22.5% of students reported always attending, while 27.5% indicated they often participated Additionally, 30% of students sometimes engaged in speaking lessons, and 20% stated that they never took part in these sessions.
The findings reveal that a significant majority of students, 80%, did not consistently complete speaking activities When asked about their interest in these activities, only 25% expressed being very interested or interested, while a notable 57.5% indicated a lack of strong interest, and 17.5% reported being uninterested altogether.
A significant 82.5% of students indicated that speaking activities in lessons failed to motivate them to practice English, while 70% expressed a lack of confidence in speaking English in front of their peers Additionally, less than half of the students reported feeling comfortable participating in speaking exercises.
Nearly 48% of students cited various reasons for their challenges in learning, including inadequate management and monitoring by teachers, difficulties in organizing ideas and effective communication, fear of making mistakes, and insufficient learning facilities Additionally, many students expressed concerns about their limited vocabulary and lack of background knowledge.
A significant 67.5% of students expressed that certain speaking activities in English 11 failed to offer adequate opportunities for pair and group practice Additionally, 57.5% of students indicated that the topics covered in these speaking activities were unfamiliar to them.
A significant 70% of students found the language level in the activities too challenging for their English proficiency, as they lacked sufficient vocabulary to articulate their thoughts Additionally, over half (60%) indicated that the models and dialogues were not relevant to their everyday experiences Furthermore, 77.5% of students expressed that the activities provided inadequate guidance on pronunciation, while 67.5% felt there was insufficient support for structuring their ideas, leading to anxiety about making mistakes in front of their peers.
A significant 52.5% of students found certain pre-speaking activities unengaging, which hindered their ability to participate in speaking tasks Additionally, over half of the students (55%) reported that some activities were excessively lengthy, making it difficult to finish within the allotted lesson time Furthermore, 37.5% of students expressed that the instructions for speaking activities were unclear, impacting their understanding and performance.
1.2.2 Students’ preferences for speaking activities
Question 6 was used to gather information about the speaking activity forms that students preferred The results show that 85% of the students preferred working in pairs and groups Most of students thought that working in small groups and in pairs allowed them to have more chance to practice speaking English and exchange ideas with their partners Besides, the students also said that they preferred some communicative activities organized in pair and group such as information gap,
Engaging in activities such as dialogue rearrangement, role-play, and discussions fosters student participation and allows them to apply classroom knowledge to real-life situations Many students expressed a preference for communicative games, noting that these activities create a fun and stimulating environment that enhances their speaking skills and overall learning experience.
Only 12.5% of students preferred to work individually, as they felt that group or pair work was ineffective Instead, they favored whole-class activities to share ideas and experiences with a diverse range of peers.
1.3 The result of document analysis